Clil Approach to The Students' Foreign- Language Communication Skills: Teacher's Perception

Abstract

This study aimed to describe teachers’ perceptions of using CLIL to improve students’ communication skills in foreign languages without knowing the material elementary school students are taught. This research is motivated by the main problem of the low foreign language ability of students in elementary schools who apply bilingual learning. This situation makes it difficult for students to understand the material taught by the teacher in bilingual education. According to Coyle et al. (2010), CLIL is an approach with a dual focus between content and language with a 4C framework consisting of Content, Cognition, Communication, and Culture; This research includes descriptive qualitative research with interview data collection techniques, document studies, and field notes. The participants in this study consisted of 2 teachers who taught Cambridge Science and Mathematics subjects in grade 4 of SD Lazuardi Kamila GCS. For the application of CLIL in the classroom, teachers use peer learning methods to motivate students to learn foreign languages. Teachers have a perception that CLIL influences the process of learning English communication skills in students. The situation is supported by teachers’ creativity in applying 4C and teaching methods that follow the needs of students as peer learning methods.
 Keywords: CLIL, Communication, Perception, Teacher