READING TO LEARN: INCORPORATING SUBJECT KNOWLEDGE INTO LANGUAGE STUDIES

KUSUMAWARDANI, MAULUDFI (2026) READING TO LEARN: INCORPORATING SUBJECT KNOWLEDGE INTO LANGUAGE STUDIES. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Kusumawardani, Mauludfi. 2026. Reading to Learn: Incorporating Subject Knowledge into Language Studies. Skripsi, English Education Department, Faculty of Language and Arts Education, IKIP PGRI Bojonegoro, Advisor (I) Dr. Ima Isnaini Taufiqur Rohmah, M.Pd., (II) Fitri Nurdianingsih, M.Pd. Abstract— When studying Content and Language Integrated Learning (CLIL), students are not only required to understand the subject matter but also to be proficient in the language used in the process. This challenge creates difficulties for some students in understanding English-language academic texts. Therefore, this study aims to describe the implementation of Reading to Learn (R2L) in CLIL classrooms and to identify the challenges that emerge during its implementation. Using a qualitative descriptive approach, this study involved ten sixth-semester students in a CLIL-based classroom. Data were collected through semi-structured interviews and document analysis of students’ written responses. The results indicate that the implementation of R2L stages—Preparing before Reading, Detailed Reading, and Independent Reading—helps students understand the content of texts in a more structured manner. Students found it easier to identify main ideas, master academic vocabulary, and answer questions based on the text. However, the findings also reveal several challenges, including differences in students’ English proficiency, difficulties in understanding academic vocabulary and complex sentence structures, and the limited time required to conduct the Detailed Reading stage effectively. These challenges highlight the importance of lecturer guidance and scaffolding throughout the R2L process. Therefore, the implementation of Reading to Learn can effectively support students' reading comprehension in CLIL classrooms, although its success depends on adequate instructional support and careful classroom management. Keywords— CLIL, Qualitative Approach, Reading Comprehension, Reading to Learn (R2L)

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