THE INFLUENCE OF CLIL-BASED LEARNING MANAGEMENT ON ENGLISH LEARNING OUTCOMES VIEWED FROM STUDENTS’ LEARNING STYLES AT SMP NEGERI 1 BANGKO PUSAKO

Abstract

This research was motivated by the low English learning outcomes of students at SMP Negeri 1 Bangko Pusako, which still rely on conventional teaching, the lack of implementation of innovative approaches such as Content and Language Integrated Learning (CLIL), and insufficient accommodation of students' diverse learning styles (visual, auditory, kinesthetic). The study aimed to analyze the influence of CLIL-based learning management on English learning outcomes and to examine the role of learning style as a moderating variable. The research used a quantitative approach with the Structural Equation Modeling–Partial Least Square (SEM-PLS) method, involving a sample of 56 ninth- grade students. The findings show that: (1) CLIL-based learning management has a positive and significant effect on learning outcomes; (2) Learning style moderates this relationship in different ways. Visual and auditory learning styles showed a negative moderating effect, indicating that improved learning management does not automatically enhance learning outcomes for these two groups without appropriate teaching media adjustments. In contrast, the kinesthetic learning style demonstrated the strongest positive moderating effect, suggesting that kinesthetic learners benefit most from active, task-based CLIL implementation. These findings highlight the importance of instructional differentiation in implementing CLIL according to students' learning style characteristics.