Classroom Strategies Through Translanguaging Practice In A Senior Highschool: An Observational Study

Abstract

This study investigates how translanguaging practice was implemented and its implications in the EFL classroom. It analyzes the methods that develop when EFL teacher participate in translanguaging practice in the classroom. The qualitative method was employed in this study. The study observed one teacher and eleventh-grade natural science learners at a Yogyakarta public senior high school. Furthermore, an observational framework was used to transcribe and analyse the video recordings and field notes. This study employed an observational checklist adapted from Nursanti (2019) and investigated the data approach developed by Braun and Clarke (2006). Based on the research findings, translanguaging practice generated five unique functions from the sorts of translanguaging procedures used by English teacher in the EFL classroom. Translanguaging in the EFL classroom was uncommonly effective since it could be applied to engage learners to interact, especially with low-level learners, analyse difficulties, and urge them to pay attention while the teacher conveyed the subject.