ABSTRACT
In successful learning, the use of the teaching language is a factor that also determines the success of teaching. How the teacher patterns the language used in teaching becomes the teacher's obligation to facilitate student understanding. The CLIL approach is a language learning approach that can relate language and content by developing linguistic competence. In this case, the focus is on learning speaking classes at the BIPA KNB class at the University of Muhammadiyah Malang (UMM) or the elementary level. Furthermore, Puffer (2007) said that he views teachers in the context of CLIL, which can be integrated with various language learning support strategies which refer to forms of teaching towards two focuses equally well on understanding the language itself and the language content. This means that the first focus is learning Indonesian and the second focus is Indonesian, which is used as teaching. This pattern should be done in the UMM BIPA speaking class. In BIPA learning in the beginner-level speaking class in the KNB program at BIPA UMM, there was a fairly high dominance of the use of English as an introduction to teaching conducted by two instructors who were informants. Of the two teachers, it was found that there was a fairly high dominance in the use of English, even in the context of simple languages, such as the word good job ‘good’ as often expressed by the teacher or informant F. In addition, the second informant, M, often uses English for some simple vocabulary ‘hear’. Informant M repeated several times during the lesson. BIPA students are ideally taught in Indonesian and no longer use English or other foreign languages. It will be better when that target language becomes a surgical tool in understanding L2. In this case, the target language is Indonesian.
