THE USE OF TRANSLANGUAGINGAS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT SMAN 11 BULUKUMBA

RAHMAWANSYAH, RAHMAWANSYAH (2017) THE USE OF TRANSLANGUAGINGAS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT SMAN 11 BULUKUMBA. S1 thesis, UNIVERSITAS NEGERI MAKASSAR.

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Abstract

This study investigates the use of translanguaging as a pedagogical strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning processin the 1st semester at the XI IPA grade of SMAN. 11Bulukumba. Therefore, the aims of the study are (1) to explore in what situation, do the practices of translanguaging go on in EFL classroom, (2)to explore the teacher’s reason for using translanguaging in EFL Classroom, (3) to explore the benefits of teacher’stranslanguagingon students inEFL Classroom. This study applied qualitative method. It involved an EFL teacher and ten students that were interviewed as subjects of the research. In collecting data, this study used instruments namely observation and interview. The process of teacher and students’ interview and two meetings of EFL classroom interactions were observed and an audio-recorder was used by the researcher. The recordingswere transcribed and analyzed by making use of related the practices of translanguaging in EFL classroom, the teacher’s reason for using translanguaging in EFL Classroom, and the benefits of teacher’stranslanguagingon students. The first finding showed the practices of translanguaging occurred between the teacher and the students in teaching and learning process. They used translanguaging in three kinds of languages namely English as theForeign language, Indonesian as the national language, and Konjo as the local language. Furthermore, the researcher found the practices of translanguagingproduced by the teacher whenintroducing the lesson, drawing students’ attention, explaining the material, asking questions, giving tasks, giving feedback, and closing the lesson. And translanguaging used by students when talking to their teachers especially when greeting the teacher, they asking a question to the teacher, they answering a question from the teacher, and also when they interacted to their friends, discussed to their colleagues, and asked other students.The second finding showed that the teacher’s reason used translanguaging because of translanguagingcouldhelp the students to be more active in teaching-learning process,to create the effective communication between the teacher and students in the classroom, the lack of the students’ vocabulary,and as a need to accommodate the local language.And the last finding showed that the teacher who used translanguaging made the students more active in learning, interested in learning and acquiring the knowledge easily, easy to speak up, created the fun learning and enjoy the classroom, add the students’ vocabulary, and interact well to their teacher. ABSTRAK RAHMAWANSYAH.Penggunaan Translanguaging sebagaiStrategiPedagogi di KelasBahasaInggris: StudiKasus di SMAN. 11Bulukumba(Dibimbingoleh H. Haryantodan Mansur Akil) Penelitianinimenelitipenggunaantranslanguagingsebagaistrategipedagogi yang digunakanoleh guru bahasaInggrisdalaminteraksiantara guru dansiswadalam proses belajardanmengajar di semester satu di kelas XI IPA di SMAN. 11 Bulukumba.Olehkarenaitu,tujuanpenelitianiniadalah (1)untukmenyelidikipadasituasiapapraktiktranslanguaging yang terjadi di kelasBahasaInggris, (2) untukmenyelidikialasan guru menggunakantranslanguaging di kelasbahasaInggris,(3) untukmenyelidikimanfaattranslanguagingnya guru terhadapsiswa di kelasbahasaInggris. Penelitianinimenggunakanmetodekualitatif.Penelitianiniterdiridarisatu gurubahasaInggrisdansepuluhsiswa yang telahdiwawancarasebagaisubjekpenelitian.Pada proses pengumpulan data, penelitimelakukanobservasi,danwawancara. Proses wawancaradanduapertemuaninteraksidalamkelasbahasaInggrisdiobservasidandirekamsuaraolehpeneliti. Hasilrekamantersebutditranskripdandianalisisuntukdicocokkandenganpraktiktranslanguaging yang terjadi di kelasbahasaInggris, alasan guru menggunakantranslanguaging di kelasbahasaInggris.,danpengaruhtranslanguaging yang digunakanoleh guru terhadapsiswa di kelasbahasaInggris Hasiltemuanpertamamenunjukkanbahwapraktiktranslanguagingterjadiantara guru dansiswaselama proses belajarmengajar. Guru dansiswamenggunakantranslanguagingdalamtigajenisbahasayaitu, bahasaInggrissebagaibahasaasing, bahasa Indonesia sebagaibahasanasional, danbahasaKonjosebagaibahasadaerah. Selanjutnya, penelitimenemukanbahwapraktiktranslanguagingdigunakanoleh guru ketikamemperkenalkanmateri, menarikperhatiansiswa, menjelaskanmateri, memberikanpertanyaan, memberitugas, memberirespon, danmengakhiripembelajaran. Dan Translanguaging digunakanolehsiswaketikaberbicarakepada guru, terkhususketikamemberisalamkepada guru, mengajukanpertanyaankepada guru, menjawabpertanyaan guru, danjugaketikaberinteraksikepadasesamasiswa, berdiskusidenganteman, danbertanyakepadasiswa yang lain. Hasiltemuankedua.alasan guru menggunakantranslanguagingkarenatranslanguagingmampumembatusiswalebihaktifdalampembelajaran, menciptakankomunikasi yang efektifantara guru dansiswa di kelas, kondisiketerbatasankosa kata yang dimilikisiswa, sebagaikebutuhanuntukmemamfaatkanbahasadaerah.Hasiltemuanterakhirmenyatakanbahwamenunjukkanbahwa, pengaruhtranslanguaging yang digunakanoleh guru yaitumembuatsiswalebihaktifdalampembelajaran, tertarikdalampembelajarandandapatmenerimapengetahuandenganbaik, mudahdalammeresponpembicaraan, menciptakanpembelajaran yang menyenangkandanmenikmatisuasanakelasdenganbaik, menambahkosa kata siswa, danberinteraksibaikdengan guru mereka

Item Type:	Thesis (S1)
Subjects:	PASCASARJANA > BAHASA INGGRIS (S2)
Divisions:	PROGRAM PASCASARJANA
Depositing User:	UPT PERPUSTAKAAN UNM
Date Deposited:	10 Apr 2018 07:56
Last Modified:	10 Apr 2018 07:56
URI:	http://eprints.unm.ac.id/id/eprint/7306

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