CLASSROOM INTERACTION IN CLIL: A CASE STUDY AT PRIMARY CLASSROOM CONTEXT

Anggraeni, Sherly Aisyia (2025) CLASSROOM INTERACTION IN CLIL: A CASE STUDY AT PRIMARY CLASSROOM CONTEXT. Other thesis, IKIP PGRI BOJONEGORO.

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Abstract

Anggraeni, (2025). Classroom Interaction in CLIL: A Case Study at Primary Classroom Context, Skripsi, English Education Department, Faculty of Languages and Arts Education, IKIP PGRI Bojonegoro, Advisor (I) Dr. Ima Isnaini Taufiqur Rohmah, M.Pd., (II) Ayu Fitrianingsih, M.Pd. Keywords - CLIL, classroom interaction, teacher talk, student talk, primary education. 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 from a primary school. 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.

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