CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN EFL: AN OVERVIEW OF ONLINE IMPLEMENTATION DURING COVID-19 PANDEMIC : A case study in a private junior high school in Bandung West Java - Vina Nuzulul Fitria, - (2022)
Content and Language Integrated Learning (CLIL) telah menjadi terminologi populer dalam pembelajaran bahasa dan mata pelajaran lainnya baik dalam mode pembelajaran offline maupun online. Penelitian ini bertujuan untuk mengetahui: 1) bagaimana CLIL diterapkan dalam pembelajaran online, dan 2) faktor apa yang menentukan keberhasilan penerapan CLIL online di kelas online. Penelitian ini menggunakan metode kualitatif dengan desain studi kasus. Data untuk penelitian ini dikumpulkan dengan observasi non partisipan dan wawancara mendalam. Partisipan yang terlibat dalam penelitian ini terdiri dari seorang guru bahasa Inggris dan manajemen sekolah di salah satu SMP swasta di Bandung, Jawa Barat. Hasilnya menandakan bahwa pertama, CLIL diimplementasikan dengan siklus kerangka 4C berikut: komunikasi - budaya - konten - kognisi. Kedua, karena CLIL diimplementasikan dalam setting online, ada beberapa faktor yang berkontribusi terhadap keberhasilan CLIL online, yang terdiri dari kesiapan sekolah dan guru dalam melakukan pembelajaran online, kompetensi pedagogik dan teknologi guru, dan prestasi belajar. Namun demikian, selama pelaksanaan CLIL online, motivasi belajar siswa yang rendah masih menjadi masalah yang belum terpecahkan. Atas dasar itu, menumbuhkan motivasi belajar siswa saat mengajar CLIL online layak untuk diteliti. Kata kunci: CLIL, EFL, pembelajaran online, pandemi covid-19 Content and Language Integrated Learning (CLIL) has become a popular terminology in language learning and other subjects in both offline and online learning modes. This research was aimed at investigating: 1) how CLIL was implemented in an online learning setting, and 2) what factors determine the successful implementation of online CLIL in online classes. The research employed a qualitative method with a case study design. The data for this research were collected by non-participant observations and in-depth interviews. The participants involved in this research consisted of an English teacher and school management at one private junior high school in Bandung, West Java. The result signified that first, CLIL was implemented with the following cycles of 4Cs framework: communication - culture - content - cognition. Second, as the CLIL is implemented in an online setting, there are some factors contributing to the success of online CLIL, which consists of school and teacher readiness in conducting online learning, teacher pedagogical and technological competence, and learning achievement. Nevertheless, during the online CLIL implementation, students' low learning motivation remains an unsolved issue. On that ground, fostering students' learning motivation when teaching online CLIL is worth researching. Keywords: CLIL, EFL, online learning, covid-19 pandemic