Classroom Interaction in CLIL: A Case Study at Primary Classroom Context
Abstract
Abstract— Classroom interaction in the Content and Language Integrated Learning (CLIL) approach plays a crucial role in supporting both language acquisition and content understanding. This study aims to identify the types of teacher talk and student talk that occur in CLIL-based primary classroom interactions. This research employed a qualitative method with a case study approach. The participants included two English teachers and forty-five fifth-grade students at SD Integral Luqman Al-Hakim, Bojonegoro. Data were collected through classroom observations, interviews, and document analysis, and were analyzed using Flanders Interaction Analysis Categories (FIAC). The findings revealed that the dominant types of teacher talk were giving directions, asking questions, repeating students’ answers, giving praise, and lecturing. Meanwhile, student talk often took the form of specific responses, choral responses, and occasional student-initiated utterances. These interactions were largely influenced by the teachers’ questions and classroom activities such as games, group work, and presentations. These findings suggest that balanced interaction between teachers and students in CLIL classrooms can enhance student engagement as well as improve both language skills and subject matter comprehension.
Keywords— CLIL, classroom interaction, teacher talk, student talk, primary education
Abstrak— Interaksi kelas dalam pendekatan Content and Language Integrated Learning (CLIL) berperan penting dalam mendukung penguasaan bahasa dan pemahaman materi pelajaran. Penelitian ini bertujuan untuk mengidentifikasi jenis-jenis tutur guru dan tutur siswa yang muncul dalam interaksi kelas CLIL di tingkat sekolah dasar. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Subjek penelitian adalah dua guru bahasa Inggris dan empat puluh lima siswa kelas lima di SD Integral Luqman Al-Hakim, Bojonegoro. Data dikumpulkan melalui observasi kelas, wawancara, dan analisis dokumen, kemudian dianalisis menggunakan Kategori Analisis Interaksi Flanders (FIAC). Hasil penelitian menunjukkan bahwa jenis tutur guru yang dominan adalah memberi instruksi, mengajukan pertanyaan, mengulang jawaban siswa, memberikan pujian, dan menjelaskan materi. Jenis tutur siswa yang sering muncul adalah jawaban spesifik, jawaban bersama, dan inisiatif berbicara. Interaksi dipengaruhi oleh pertanyaan guru dan aktivitas seperti permainan, kerja kelompok, dan presentasi. Hasil temuan ini mengindikasikan bahwa interaksi yang seimbang antara guru dan siswa dalam kelas CLIL dapat mendorong keterlibatan aktif siswa sekaligus meningkatkan kemampuan bahasa dan pemahaman isi pelajaran.
Kata kunci— CLIL, interaksi kelas, tutur guru, tutur siswa, pendidikan dasar
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