The Implementation of Translanguaging Used by The Teacher in Teaching English at Junior High School
Implementasi Translanguaging yang Digunakan oleh Guru dalam Pengajaran Bahasa Inggris di Sekolah Menengah Pertama
DOI:
https://doi.org/10.21070/ups.11265Keywords:
translanguaging, English learning, junior high schoolAbstract
This study examines how a teacher implements translanguaging in teaching English at Junior High School and identifies the factors affecting the teacher in implementing translanguaging. The research employed a qualitative descriptive design, with data obtained through classroom observation, interviews, and documentation involving one English teacher and 35 seventh-grade students. The findings show that translanguaging was applied through both verbal and nonverbal classroom practices, in which the teacher and students used Indonesian and English flexibly to support explanation, instruction, and classroom interaction. This practice helped students understand learning materials, supported their thinking process, and encouraged them to gradually produce English more independently. Translanguaging also appeared in classroom activities, learning media, and group work, which created a more comfortable and participatory learning atmosphere. As a result, students appeared more engaged and confident in asking questions, expressing opinions, and speaking English without fear of making mistakes.
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