1Yulandha Sekar Titania, 2Ashadi
1,2Faculty of Language, Arts and Culture, Universitas Negeri Yogyakarta, JL. Colombo No. 1, Karang Malang, Catur Tunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta
DOI : https://doi.org/10.47191/ijmra/v7-i06-78Google Scholar Download Pdf
ABSTRACT:
This study investigates the translanguaging as a pedagogical practice employed by English language teacher and students in EFL classroom, focusing on the reasons employed by teachers and students, the benefits and challenges encountered, and the achievement employed by teachers and students in English subject. Utilizing a case study design, this research involved in-depth interviews with English language teachers and students, complemented by classroom observations supported by document analysis to gather comprehensive insights. The study was conducted with a sample of 2 English language teachers and 6 students from MTSN 2 Kuantan Singingi. The findings reveal that the practice of translanguaging has a positive influence on English learning in EFL class from both teacher and students. The practice of translanguaging can accommodate both teacher and students’ language differences and as a form of preserving culture. The benefits identified include enhanced student engagement, accelerated learning comprehension through boosted creativity, and the development of an interactive learning environment. Challenges such as mismatch between target language and local language and time consuming in the literacy multilingual class. The study underscores the necessity of addressing these issues and highlights the importance of translanguaging in EFL classroom for their knowledge, background, and mother tongue are important to their education. This will make them become more active and use both languages. In other words, they’ll feel motivated.
KEYWORDS:Translanguaging as Pedagogical Practices, Multilingualism, EFL Classroom
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Volume 07 Issue 06 June 2024
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