TEACHING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) SCIENCE BY FACE-TO-FACE (F2F) ADAPTATION AT A PRIMARY SCHOOL DURING COVID-19 OUTBREAK Rina Wahyu Setyaningrum, Slamet Setiawan, Syafi^ul Anam, Pratiwi Retnaningdyah
1Program Studi S3 Pendidikan Bahasa dan Sastra
Universitas Negeri Surabaya
2Program Studi Pendidikan Bahasa Inggris
Universitas Muhammaduyah Malang
3Program Studi S3 Pendidikan Bahasa dan Sastra
Universitas Negeri Surabaya
4Program Studi S3 Pendidikan Bahasa dan Sastra
Universitas Negeri Surabaya
5Program Studi S3 Pendidikan Bahasa dan Sastra
Universitas Negeri Surabaya
Abstract
COVID-19 outbreak that has shifted face-to-face (f2f) to forced remote learning challenged the CLIL Science teacher to thrive in a new teaching form. The f2f adaptation of the virtual meeting using video conferencing software has driven the teacher to have an effective and accessible synchronous learning environment, in addition to the asynchronous one. In CLIL setting, teaching subject material using English as a medium of instruction to young learners requires more effort to make them understand the content and target language at the same time. This research was a narrative inquiry participated by a CLIL Science teacher teaching the first-grader in a small town in Indonesia. By employing an in-depth interview, the data were collected and then analyzed by emotional geography theory. The findings showcased the f2f adaptations made by the teacher and the challenges she encountered during the new mode of delivery. This research implies that the experience of how the CLIL Science teacher taught the young learners using English would be a new insight for other teachers in dealing with real-time live lesson delivery during the COVID-19 outbreak.
Keywords: CLIL Science, COVID-19 outbreak, face-to-face adaptation, young learners
