The Process and CLIL Approaches to Reading Comprehension Competence: is there a difference and does it matter?
1St.Nurbaya, Fathur Rahman, Rustono, Subyantoro
Excellent learning begins with a good planning. One of the components of a learning plan that must be considered is choosing a learning approach. The various approaches offered by learning experts are not necessarily in line with the desired learning objectives, so is the approach to reading comprehension learning. Therefore, to find out the effectiveness of a learning approach, it needs to be tested. The aim of this research is to find out whether there is a difference between the Process Approach and the CLIL Approach to reading learning and its effect on reading comprehension competencies. From the results of the influence test it is found that the Process Approach significantly influences reading comprehension competence based on Ruddell's taxonomy, while the CLIL Approach provides insignificant effects on reading competence. It can be seen from the difference in the contribution of the mean value between the Process Approach and the CLIL Approach. The mean increase in the Process Approach was 2.780 ˂ 0.05, while the CLIL Approach was only 0.049 ˂ of 0.05.
Reading, Process Approach, CLIL Approach