Development of Madurese Language Syllabus as Local Content in Primary Schools Based on a Content and Language Integrated Learning (CLIL) Approach

Imamah Imamah, Endry Boeriswati, Saifur Rohman


Local languages learning as the local content requires renewal effectively, so the regional language as the cultural heritage can be preserved through to educational institutions. Based on this urgency, this research aimed to determine the procedure of developing a Madurese language syllabus as a local content based on the CLIL approach to make the learning process more effective in elementary schools. This research used research and development method which refers to the four stages of Lee and Owens (needs analysis, designing, developing and implementing and evaluating). In this research, the Madurese language syllabus based on the CLIL approach was developed and the product meet the standards based on the results of two experts (material and language) and four practitioners through test items, content, and face validity (all validators in each aspect agreed that the product was ready to be implemented in learning). Furthermore, the results of empirical validation through the student reviews in limited group trials were in the positive value (the acquisition of the percentage of each aspect gets very good interpretation), and the developed syllabus could effectively in facilitating the learning of local content of elementary school students in the district Pamekasan.


Syllabus; Madurese Language; Elementary School; Integrated Language Learning; Content Approach (CLIL)

Full Text:



Basari, A. Penguatan Kurikulum Muatan Lokal Dalam Pembelajaran Di Sekolah Dasar (Seminar Nasinal 2014) file:///172162-ID-penguatan-kurikulum-muatan-lokal-dalam-p.pdf akses 12/04/2018 jam 13.04

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Feez, S. & Joyce, H. (2002). Text-Based Syllabus Design. Sydney: National Centre for English Language Teaching and Research Macquarie University.

Lee, W. & Owens, D. L. (2004). Multimedia-based instructional design: computer-based training, web-based training, distance broadcast training, performance-based solutions second edition. San Fransisco: Pfeiffer.

Nunan, D. (1997). Syllabus Design. Oxford: Oxford University Press.

Perda Pamekasan Nomor 13 tahun 2006 tentang Sistem Penyelenggaran Pendidikan.

Pérez, M. C., & Basse, R. (2015). Analysing Errors of CLIL and non-CLIL Primary School Students in their Written and Oral Productions: A Comparative Study. Procedia - Social and Behavioral Sciences, 173, 11–17.

Zulela, M. S., & Rachmadtullah, R. (2019, January). Constructivism approach in learning to write narrative at elementary school. In 1st International Conference on Innovation in Education (ICoIE 2018). Atlantis Press.

Zulela, M. S., Rachmadtullah, R., & Siregar, Y. E. Y. (2017). Strategi Guru Meningkatkan Pemahaman Bacaan Melalui Pendekatan Savi Pada Siswa Kelas V Sekolah Dasar. Jurnal Pendidikan Dasar, 8(1).

Zulela, M., Siregar, Y. E. Y., Rachmadtullah, R., & Warhdani, P. A. (2017). Keterampilan Menulis Narasi Melalui Pendekatan Konstruktivisme di Sekolah Dasar. Jurnal Pendidikan Dasar, 8(2), 112-123.



  • There are currently no refbacks.

Copyright (c) 2020 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
Copyright © 2014-2018 IJMMU. All rights reserved.