Amira Muflicha Daraini. S891902001. The Implementation of CLIL in The Classroom from Coyle’s Perspective. A Masters’ Degree Thesis. Supervisor I: Prof. Dr. Endang Fauziati, M.Hum. Supervisor II: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Department of English Education, Teacher Training and Education Faculty, Universitas Sebelas Maret. Surakarta. 2022.

The research investigates the implementation of CLIL in the classroom and the determining factors to promote the success of its implementation. The research was a case study in which the participants were four. They were a Mathematics teacher and three students of a private school in Surakarta, Indonesia. Data collection were taken from the interview and observation. The data were analyzed using Miles, Huberman, & Saldana’s framework. The results reveal two findings. First, the teacher and students implemented four components of CLIL, including: 1) content: mathematics was linked into a variety of subjects, such as economics and biology, 2) communication: the use of English in activities and communication in the classroom, 3) cognition: the teacher built students’ existing knowledge, interest, and experience, and 4) culture; the students knew their role in a group and local community. Second, the determining factors which promoted the success of content and cognition implementation were from teaching method, teacher, material, and assessment. Third, the determining factors which promoted unsuccessful communication and culture implementation were from teacher and student. Therefore, the successful implementation of CLIL should be determined by the factors of method, teacher, student, material, and assessment.