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.