Hybrid Clil-Based Speaking Model Designed and Developed by Considering Students’ Learning Style toward Students Speaking Performance

Abstract

This study is based on the perspective that considering students’ learning styles in the design and development of learning material is crucial. Furthermore, by considering the promises offered by CLIL (content and language integrated learning) – as reported in many scholarly-published articles – claiming that CLIL is effective in addressing the learning of content and language, this study attempts to explore and examine the effects of taking into account students’ learning style in the design and development of English speaking model. A total of 39 6th-semester students participated in the study. In dealing with the design of a hybrid CLIL-based speaking model, the 4D model was applied. This publication is restricted to informing the implementation and assessment phases. Diagnostic and achievement tests reveal that significant difference exists – meaning that the participants successfully enhance their speaking scores. This study suggests English teachers and lecturers involve students’ learning preferences as one of the key aspects of speaking material design and development as it potentially enhances participants' academic achievement.