TEACHERS' PERFORMANCES AND PERCEPTIONS OF TRANSLANGUAGING IN ESP CLASSES

Helena Maria Bella Sitompul (2024) TEACHERS' PERFORMANCES AND PERCEPTIONS OF TRANSLANGUAGING IN ESP CLASSES. Final Year Projects (S1) thesis, Universitas Kristen Duta Wacana.

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Abstract

Indonesia is a multilingual, and English is still considered a foreign language. Translanguaging is used to learn the target language with all the language skills students have, including L1 students. This study aimed to examine the extent to which translanguaging is used in the ESP classroom and to look at teachers' perceptions of the use of translanguaging in the classroom. This study was conducted using qualitative methods, including observation and interview methods. The observation participants were three teachers who taught ESP classes, Architecture, Accounting, and Information Systems. Interviews were conducted with the three teachers who taught in university-level ESP classes. The observation results showed that teachers used translanguaging practices in the classroom. The teacher conducted translanguaging to explain the material's content, added new terms, and managed the learning process. Translanguaging became negative when L1 was conducted excessively, making students less autonomous in using English in the classroom by feeling comfortable using Indonesian continuously. Positive views when translanguaging can be carried out for classes with multiple abilities, which means a variety of abilities, from low to intermediate to advanced students. The use of translanguaging became negative when the use of L1 was conducted excessively and made students less autonomous in using English in the classroom by feeling comfortable using Indonesian continuously. In conclusion, translanguaging is good because it adds the use of L1 in class, but in the right way and portion so that it becomes a tool to help the learning process in the classroom.

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