Bilingual Program Management Model for Enhancing Students’ Speaking Skills in a National Plus School
Abstract
Purpose of the study: This study aims to analyze the implementation model of the bilingual class program and examine how its managerial structure contributes to improving students’ speaking skills in a national plus school context.
Methodology: This research employed a qualitative descriptive case study design. Data were collected through structured classroom observations, semi-structured interviews, documentation analysis, and speaking performance assessment using an analytic scoring rubric (fluency, pronunciation, vocabulary, grammar, confidence). Data were analyzed using the interactive model of data reduction, display, and conclusion drawing with triangulation techniques.
Main Findings: The findings show that systematic planning, structured teacher assignment, consistent English exposure, and continuous program evaluation significantly enhance students’ speaking fluency, vocabulary use, and communicative confidence. Functional bilingual interaction practices were more effective than symbolic language use in promoting active oral participation and contextualized language production.
Novelty/Originality of this study: This study introduces an integrative managerial perspective linking bilingual program planning, organization, implementation, and evaluation with measurable speaking skill development. It advances existing bilingual education research by demonstrating that communicative competence improvement is strongly influenced by institutional management coherence, not solely classroom instructional techniques.
References
T. Xia and A. Chung-fat-yim, “Bilingualism and creativity : Benefits from cognitive inhibition and cognitive flexibility,” Front. Art Psychol., vol. 13, no. November, pp. 1–9, 2022, doi: 10.3389/fpsyg.2022.1016777.
E. Bialystok and F. I. M. Craik, “How does bilingualism modify cognitive function ? Attention to the mechanism,” Psychon. Bull. Rev., vol. 29, no. 1, pp. 1246–1269, 2022, doi: 10.3758/s13423-022-02057-5.
Z. Zikrillah, E. Erlina, Z. Rafli, and M. A. Amrulloh, “The Contribution of Bilingualism to the Enhancement of Arabic Listening and Speaking Skills in Language Intruction,” J. Pendidik. Bhs., vol. 14, no. 1, pp. 183–200, 2025, doi: 10.31571/bahasa.v12i2.9028.
A. M. Ali, “The effect of bilingualism on cognitive development in children,” Alustath J. Hum. Soc. Sci. Vol. 62 Issue 4 Artic. 20 12-15-2023 Eff. Biling. Cogn. Dev. Child. Rev. Artic. Amal Mahmoud Ali Follow, vol. 62, no. 4, 2023, doi: 10.36473/ujhss.v62i4.2278.
N. A. M. M. Jawad, “Bilingual education: Features & advantages,” J. Lang. Teach. Res., vol. 12, no. 5, pp. 735–740, 2021, doi: 10.17507/jltr.1205.12.
L. M. Priyanka and I. N. Selamat, “Preview-review bilingual instructional tools development with discovery learning model setting to enhancing student’s conceptual understanding and speaking ability,” J. Pendidik. Indones., vol. 10, no. 3, pp. 525–534, 2021, doi: 10.23887/jpi-undiksha.v10i3.32029.
F. Long, “An analysis of the impact ofbilingual education on students’ linguistic-cognitive development,” J. ofSociology Educ., vol. 1, no. 10, pp. 1–6, 2025, doi: 10.63887/jse.2025.1.10.45.
J. Z. Shamshidinovna and J. M. R. Qizi, “Integrating speech skills in billingual and multilingual,” Int. J. Educ. Soc. Sci. Humanit., vol. 13, no. 11, pp. 516–519, 2025, doi: 10.5281/zenodo.17901985.
A. Sepioł, “Bilingualism, cognitive flexibility, and educational outcomes in young learners: Exploring the benefits of early language acquisition,” J. Lang. Cult. Educ., vol. 2, no. February, pp. 62–75, 2025, doi: 10.5281/zenodo.14724847.
B. Hofer and U. Jessner, “Metalinguistic awareness in primary schoolers in multilingual partial immersion education,” Front. Lang. Sci., vol. 4, no. 1, 2025, doi: 10.3389/flang.2025.1547151 OPEN.
M. N. Irafany et al., “Analisis teori dan referensi pembelajaran bilingual: Metode, teknik, strategi, evaluasi, dan aspek pembelajaran komprehensif,” Socius J. Penelit. Ilmu-Ilmu Sos., vol. 2, no. 10, pp. 387–393, 2025, doi: 10.5281/zenodo.15479396.
L. S. Khoiriah, M. Mirawati, M. A. Am, L. Halimah, and E. Silawati, “Bilingual education in improving early childhood communication skills : A systematic literature review,” J. Pendidik. Progresif, vol. 15, no. 01, pp. 85–100, 2025, doi: 10.23960/jpp.v15i1.pp85-100.
K. Roehr-brackin, “Measuring children ’ s metalinguistic awareness,” Lang. Teach., vol. 58, no. 1, pp. 27–43, 2025, doi: 10.1017/S0261444824000016.
O. Leonet and E. Arocena, “Young bilingual students ’ use of metacognitive strategies to overcome comprehension dif fi culties when reading in the foreign language,” Literacy, vol. 59, no. 2, 2025, doi: 10.1111/lit.12383.
D. Walla, “Metalinguistic awareness in the multilingual EFL classroom : a study of grade 5 – 7 students in Norway Metalinguistic awareness in the multilingual EFL classroom : a study of grade 5 – 7 students in Norway,” Int. J. Multiling., vol. 22, no. 2, pp. 944–959, 2025, doi: 10.1080/14790718.2024.2340035.
B. Baytar, “A comparison of monolingual and sequential bilingual tertiary level students on the relationship between analytic language knowledge and metalinguistic awareness,” A Comp. MONOLINGUAL Seq. Biling., vol. 14, no. 1, pp. 147–176, 2022, doi: 10.4312/vestnik.14.147-176.
S. Eisenbeiß and C. Bongartz, “Boosting bilingual metalinguistic awareness under dual language activation: Some implications for bilingual education,” A J. Res. Lang. Stud., vol. 73, no. 3, pp. 683–722, 2023, doi: 10.1111/lang.12552.
E. Peristeri, “Bilingualism effects on the cognitive flexibility of autistic children : Evidence from verbal dual-task paradigms,” Neurobiol. Lang., vol. 2, no. 4, 2021, doi: 10.1162/nol_a_00055.
L. M. Brevik, “Language use in the classroom: balancing target language exposure with the need for other languages,” Tesol Q., vol. 54, no. 4, pp. 925–953, 2020, doi: 10.1002/tesq.564.
N. D. Shaari, “Investigating the impact of flipped classroom on dual language learners’ perceptions and grammatical performance,” Stud. English Lang. Educ., vol. 8, no. 2, pp. 690–709, 2021, doi: 10.24815/siele.v8i2.18872.
J. Paradis, “Sources of individual differences in the dual language development of heritage bilinguals,” J. ofChild Lang., vol. 50, no. 4, pp. 793–817, 2023, doi: 10.1017/S0305000922000708.
P. Date and C. Information, “Critical content based instruction for the transformation of world language classrooms,” L2 J., vol. 12, no. 2, 2020, doi: 10.5070/L212246307.
S. Z. Roodsari and J. Harrison, “Content-based instruction in communicative language teaching,” J. Classr. ACTION Res., vol. 3, no. 2, pp. 24–35, 2024, doi: 10.52622/jcar.v3i2.265.
L. Zhang, H. H. Ismail, and N. A. Sulaiman, “Content-based instruction in language education: A bibliometric review,” Forum Linguist. Stud., vol. 06, no. 04, pp. 388–403, 2024, doi: 10.30564/fls.v6i4.6845.
M. A. H. Ancori, “Enhancing english skills through clil methodology in higher education: A review article,” LLT J. A J. Lang. Lang. Teach., vol. 28, no. 1, pp. 400–410, 2025, doi: 10.24071/llt.v28i1.11246.
M. Guntur, R. Martuti, D. Purwati, and H. Wijaya, “The impact of CLILL approach to enhancing university students’ speaking and creative thinking skills,” Al-Ishlah J. Pendidik., vol. 15, no. 4, pp. 5153–5167, 2023, doi: 10.35445/alishlah.v15i4.3941.
H. Wahyuni, U. Rizko, Y. I. Firdaus, I. Bukhori, S. Susilawati, and A. M. Wibowo, “Analisis penerapan pendekatan tematik berbasis keterampilan abad 21 dalam pembelajaran science berbahasa Inggris di sekolah bilingual,” Al-Madrasah J. Ilm. Pendidik. Madrasah Ibtidaiyah, vol. 9, no. 4, pp. 1758–1770, 2025, doi: 10.35931/am.v9i4.5045.
R. Insani, S. N. Himmah, A. Royani, and A. Fudhaili, “Manfaat, tantangan dan strategi pada anak bilingual di sekolah bilingual Indonesia,” J. Arab. Stud., vol. 5, no. 2, pp. 127–138, 2024, doi: 10.37274/ukazh.v5i2.949.
M. Y. Arafat, M. Ali, and S. Narimo, “Implementasi kurikulum bilingual dalam meningkatkan kualitas bahasa inggris di SD bilingual,” J. Sinektik, vol. 5, no. 1, pp. 8–14, 2022, doi: 10.33061/js.v5i1.6812.
G. F. Nugroho, Z. Bahrudin, U. F. Pradini, G. A. Saputro, F. Permatasari, and A. Widagdo, “Analisis model pembelajaran bilingual yang tepat diterapkan pada siswa sekolah dasar,” Socius J. Penelit. Ilmu-ilmu Sos., vol. 2, no. 11, pp. 63–68, 2025, doi: 10.5281/zenodo.15527409.
N. Mukminatien, R. P. Yaniafari, T. Kurniawan, and A. Wiradimadja, “CLIL audio materials:Aa speaking model for library science department students,” iJET, vol. 15, no. 7, pp. 29–42, 2020, doi: CLIL audio materials:Aa speaking model for library science department students.
I. H. Hendriyanto and A. Budiyono, “Penerapan pengelolaan pembelajaran bilingual di sekolah menengah pertama ZIIS Cilongok Banyumas,” J. Stud. Ilmu dan Manaj. Pendidik. Islam, vol. 6, no. 2, pp. 360–366, 2023, doi: 10.58401/dirasah.v6i2.915.
M. Zumaruddin, M. M. Thohir, M. Luthfinda, and A. N. Fadhila, “Penerapan implementasi bilingual class system di MAN 2 Kudus: Meningkatkan kualitas pendidikan berbasis bahasa dan agama,” J. Instr. Dev. Res., vol. 4, no. 6, pp. 587–595, 2024, doi: 10.53621/jider.v4i6.428 ABSTRAK.
A. Hermawan, R. Yuliana, and Damanhuri, “Penerapan pembelajaran bilingual dalam mempersiapkan siswa menghadapi tantangan dalam revolusi industri 4.0,” J. Pendidik. Guru Sekol. Dasar, vol. 11, no. 1, pp. 88–97, 2022, doi: 10.33578/jpfkip.v11i1.8546.
A. A. Rambe, “Pendekatan komunikatif dalam pengajaran bahasa Inggris sebagai bahasa asing,” J. Ilm. IPS dan Hum., vol. 2, no. 1, pp. 28–33, 2024, doi: 10.61116/jiih.v2i1.455.
F. N. Aryanti, M. Amin, and L. Thohir, “Students ’ perception on the use of social media in learning english as a foreign language ( EFL ),” Joournal ENglish Educ. Forum, vol. 4, no. 1, pp. 53–58, 2024, doi: 10.29303/jeef.v4i1.606.
D. Kusumaningsih, S. A. Wibawa, and T. Lestari, “Mengapa guru bahasa Inggris mengajar bahasa Indonesia ? Pendapat siswa EFL tentang bahasa Indonesia di kelas,” J. Penelit. Tindakan Kelas, vol. 1, no. 3, pp. 195–203, 2024, doi: 10.61650/jptk.v1i3.252.
D. Rohayati, “Analisis strategi pembelajaran bahasa dalam pembelajaran bahasa Inggris sebagai bahasa asing,” Mimb. Agribisnis, vol. 1, no. 3, pp. 269–280, 2020, doi: 10.25157/ma.v1i3.47.
Y. Lolita, H. D. Iswati, and N. Fauzia, “Penguatan kreativitas guru melalui workhshop inovatif pembelajaran bahsa Inggris berbasis CLIL,” J. Pengabdi. Masy., vol. 7, no. 2, pp. 35–50, 2026, doi: 10.36728/jpf.v7i2.6290.
A. D. A. Wahab, “Pengembangan kompetensi bahasa Inggris anak melalui microteaching berbasis CLIL,” Int. J. Educ. Resour., vol. 6, no. 2, 2025, doi: 10.59689/incare.v6i2.1227.
K. Budiarti, A. agung P. Maharani, and A. A. P. Arsana, “Pelatihan CLIL bagi guru SMK PGRI 3 Denpasar: Perencanaan, penerapan dan penilaian,” J. Pengabdi. Masy., vol. 3, no. 1, pp. 40–46, 2024, doi: 10.52622/mejuajuajabdimas.v3i3.114.
H. Yufrizal, “Aplikasi content language integrated learning ( CLIL ) berbasis proyek terhadap peningkatan kemampuan berbahasa Inggris mahasiswa,” J. Bhs. dan Sastra, vol. 21, no. 2, pp. 172–187, 2020, doi: 10.23960/aksara/v21i2.pp172-187.
S. Utami and L. Sa’diyah, “Pengembangan bahan ajar teks cerita panji berbasis content language integrated earning ( CLIL ) untuk SMK,” J. Ris. dan Konseptual, vol. 5, no. 1, pp. 27–35, 2020, doi: 10.28926/briliant. v4i4.379.
F. Kusumaningrum, A. Hermawan, and S. Utami, “Pengembangan bahan ajar mengidentifikasi unsur pembangun teks puisi berbasis clil siswa Kelas VIII,” Patria Educ. J., vol. 4, no. 4, pp. 142–152, 2024, doi: 10.28926/pej.v4i4.1847 Volume:
S. Sulistyorini and A. K. Jaelani, “Evaluasi program kelas bilingual berbasis CIPP (context, input, process, product) dalam menigakatkan kompetensi berbahasa Inggris siswa SMAN 5 Mataram,” J. Prakt. Adm. Pendidik., vol. 9, no. 2, 2025, doi: 10.29303/jpap.v9i2.1041.
I. Widiyastuti, P. Sulistyawati, Z. Kholid, S. A. Fitriyati, W. Walijah, and Y. Indrawati, “Penerapan model CLIL ( content and language integrated learning ) untuk meningkatkan keterampilan membaca pada pembelajaran bahasa indah Widiyastuti Madrasah Tsanawiyah Negeri 1 Kabupaten Klaten Madrasah Tsanawiyah Negeri 1 Kabupaten Klaten Madrasah Tsana,” J. Sains Student Res., vol. 3, no. 4, pp. 706–713, 2025, doi: 10.61722/jssr.v3i4.5416.
E. Fachriyah and E. Perwitasari, “Implementasi content and language integred learning (CLIL) dalam keterampilan komunikasi lisan dan tulisa pada mata kuliah english for communication,” J. Ilm. Wahana Pendidik., vol. 9, no. 8, pp. 139–147, 2023, doi: 10.5281/zenodo.7885030.
G. Natalio, D. Dactus, and A. D. Widiatna, “Pengembangan kelas bilingual sebagai nilai unggulan sekolah katolik,” J. Pendidik. Agama Katolik, vol. 25, no. 1, pp. 39–55, 2025, doi: 10.34150/jpak.v22i1.704.
M. A. Nashihah, Z. Zakariyah, and A. Ashari, “Peran kepala madrasah dalam meningkatkan mutu pendidikan malalui menajemen berbasis sekolah di MI Roudlotul Jannah Islamic bilingual scholl Prambon Sidoarjo,” J. Manaj. dan Pendidik. Agama Islam, vol. 3, no. 4, pp. 344–359, 2025, doi: 10.61132/jmpai.v3i4.1334.
A. Fitriani, “Kajian literature implementasi program blingual pada pendidikan berbasis pesantren,” Al-Tarbawi Al-Haditsah J. Pendidik. Islam, vol. 6, no. 2, pp. 154–175, 2021, doi: 10.24235/tarbawi.v6i2.9462.
Copyright (c) 2026 Yulianie Kasari, Umida Kh Saydikramova
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Language, Literature, and Educational Research is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
1.png)
.png)
.png)
