TRANSLANGUAGING IN INDONESIAN UNIVERSITY CLASSROOM

CONTEXT: A DISCOURSE ANALYSIS AT ONE UNIVERSITY IN SOUTH

SULAWESI

(Translanguaging Pada Konteks Kelas di Universitas di Indonesia: Sebuah

Anaisis Wacana Pada Satu Universitas di Sulawei Selatan)

Wongso Adi Saputra*

ABSTRACT
In teaching and learning process of the L2, the use of L1 in mediating the learning
is needed to be considered. Therefore, this article aimed at finding out the support
of the translanguaging on TEFL.The descriptive qualitative was done in to the
subjects who were two English lecturers of Muhammadiyah University of
Makassar. In the research findings there were five types of translanguaging as the
way of the L1 and the L2 interacted each other in the classroom that used by the
lecturers in teaching and learning process and ten functions of translanguaging as
the action toward the L1 and the L2 in the classroom. Furthermore,
translanguaging give the support on TEFL in the classroom context.

Keywords : Translanguaging, First Language (L1), Second Language (L2).

* A research as a part of the requirements for Master Degree at the State

University of Makassar, 2014 academic year.

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Introduction
Nowadays the students should posses the skill due to other languages as
the additional provision for them to compete in the job market. Beside that in
over the world in this globalization era, there are a number of people who,
personally, in aesthetic, in academic and in economic reasons, are being
multilingual. Hence, there were many reasons to learn something of a second
language (L2). Furthermore, there are various ways of teaching the L2 in the
classroom. One of the popular way of teaching L2 in the classroom is teaching L2
trough L2 as what most the people believed for over the years in some country
which learn the L2 in this case English.
However, the evidence that shown by the result of the students who
learned the L2 through L2 are under the expectations. It is still difficult for the
students to master the L2. It is obviously shown in the result of the exams where
the L2 score always low for most of the students. Then, the students are very
difficult to speak up by using the L2 whether in their classroom or outside the
classroom. Based on Garcia (2009:89) the failure in education is sure to occur if
the students’ languaging is not included and if the communication using the
students’ language practices is not maximised by the teacher. Hence, L1 does not
need to be banned since it will keep appearing in the L2 classroom. Otherwise, it
is better utilize as the tool in the classroom interaction Since the L1 could
influence the L2 means that will there are more than one languages use in the
classroom interaction. Then the use of the L1 of the students in L2 classroom
interaction is called translanguaging.
Garcia (2009:140) states that translanguaging is the act performed by
bilinguals of accessing different linguistic features or various models of what are
described as autonomous languages, in order to maximize communicative
potential. Translanguaging is the way of using the first language of the students to
help the students learning the second language in the classroom. Translanguaging
will optimalize the students mastery in L2 since the process of teaching and
learning is effective.

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 Based on the explanation above, the researcher was interested in
investigating the translanguaging in the classroom context in the University level
in Makassar. However, the translanguaging here is not utilized to differenciate
between two languages or the shift of the languages but it is used to mediate each
other. Hence, the researcher also focused on the use of the translanguiging that
based on the grand theory mentioned. Thus, the researcher conducted the research
under the tittle “translanguaging in indonesian university classroom context: a
discourse analysis at one university in South Sulawesi”.
Research Methodology
This research utilized the descriptive qualitative research tradition. This
kind of research ran in order to observe the language phenomenon, especially in
the use of the L1 and the L2 in translanguaging. Hence, in this research, the
researcher followed the procedure of descriptive qualitative methods which refers
to the natural inquiry and where the activities are data collection and analysis
(Gay, Mills, and Airasian, 2006). Indeed, this research enclosed analysis of the
lecturers’ translanguaging in the classroom context. In order to get the data to be
analyzed, the researcher did the observation and interview.
Furthermore, the observation that applied in this research was Non-
participation observation. The purpose of this observation was to collect the
information about the process of translanguaging in the classroom context by the
lecturers. Since Nunan (2009) states that some of the earliest classroom research
in general education involved training observers to use categoory system to
document students’ and teachers’ behaviors and speeach during lessons so that the
observation conducted by a non-participation observer (researcher) and took place
after the agreement of the lecturers. It was conducted in Muhammadiyah
University in Teacher Education and Training Faculty, majoring of English
Education Department classroom. Then the observation was video recorded.
And the interview that used was Semi-Structured Interview. The
researcher used the semi-structured interview in this chance. Nunan (2009) states
that in semi-structured interview the researcher had a general idea of how he or
she wants the interview unfold and may even have a set of prepared questions.

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The lecturers interviewed comprehensively. The interview with the lecturers was
last half to one hour and conducted in the classroom after finishing the
observation. The interview ran in the language that they feel more comfortable
with. The interview was audio-recorded. Furthermore, the interview protocol was
developed for this research. The lecturer interview protocol asked lecturer about
their experience using the L1 in their classroom and how the L1 and the L2
interact each other in the classroom. The protocol consisted of fifteen questions.
Before the data was analyzed by using the discourse analysis. The researcher
transcribed all observations and interview. The process of transcribing allowed the
researcher to became acquaired with the data (Reissman, 1993). Furthermore, The
research applied the discourse analysis since Nunan (2007a, p.2008) confirms that
discourse analysis is a very broad term that covers a range of methods, techniques,
and approaches. In a recent book on a language, it is defined as “the systematic
study of language in context”. Indeed, this research enclosed analysis of the
lecturers’ translanguaging in the classroom context. The researcher processed the
data using Microsoft Word. There are some theories in analizing and coding the
data such as Atmowardoyo (2008) mentioned open coding, axial coding, and
selective coding. Meanwhile Braun and Clarke (2006) step-by-step guidelines.
The guidelines are (1) familiarizing yourself with the data, (2) generating initial
codes, (3) the researcher read throughout each transcript to immerse in the data,
(4) reviewing themes, (5) defining and naming themes, and (6) producing the
report.
So that, in applying the step guidelines above the researcher firstly,
familiarized himself with the data through listen to the data many times. Then
secondly, for generating initial codes, the researcher transcribed the data got from
the observation and interview. After that, thirdly, the researcher read the data
transcribed in order to be immersed to the data. Furthermore, the researcher
reviewed the themes by separating to the discourse needed from the transcribe.
After that, in the next, the researcher then defined and named themes or discourse
needed into types and functions of translanguaging. Then in the long run, the
researcher produced the report of the discourse analysis data. In ensuring validity,

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the researcher did the triangulation of data-Data collected through multiple
sources to include interviews, observation, and field notes. As the area of
qualitative research increases, social and behavioral scientists critique on the
validity of studies that used such methodology. Thus, qualitative researchers
utilized various validation strategies to make their studies credible and rigorous
(Creswell & Miller, 2000). Hence, credibility for this study was achieved using
the validation strategies of triangulation.
Findings and Disucussion
1. Types of Translanguaging Used by the Lecturers
The data showed that there were five types of two lecturers’
translanguaging found by the researcher during the teaching and learning process
from the first meeting until second meeting. Those were inter-sentential
translanguaging, intra-sentential translanguaging, insertion translanguaging,
congruent lexicalization translanguaging and entire translanguaging.
Types of translanguaging used by the teachers in teaching and learning
process are as follows:
a. Inter-sentential Translanguaging
The first type is called inter-sentential translanguaging. The data was
collected through observation and video recording in English classroom. This
theory is the theory that is adapted from the code-switching. According to Poplack
as cited in Wiradisatsra (2006), this kind of code-switching which involves a
switch at clause/sentence boundary. In this case one clause is in one language and
the other in another language.
Extract 1
Lecturer : Anas.. Siapa lagi yang mau ngomong?.. Actually I’m easier to
remember your
“Who wants to talk again?”
name when you always take in my
class. Kenapa nda’ bisa, padahal kan orang ngertiji toh. Kenapa nda’
bisa secara
“Why can not, otherwise the people understand, right. Why can not in
the

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 grammatical kita bilang begitu?
Grammatical way we say like that”
Student : Karna mungkin mam toh.
“Because maybe mam”
Lecturer : Mugkin?
“Maybe?”

The extract shows the inter-sentential type of translanguaging that used by

first lecturer. It was because the lecturer switched her presentation by using
Indonesia then later she altered to English by saying “Siapa lagi yang mau
ngomong?” Actually I’m easier to remember your name when you always take in
my class. And the students gave response in Indonesian “karna mungkin mam
toh”. Then the lecturer continued her question in Bahasa to check the students’
answer.
b. Intra-Sentential Translanguaging
The second type is called intra-sentential code-switching. it is shown in the
extract 4 and 5. This kin of translanguaging is the translanguaging that is adapted
theory of code-switching. According to Poplack as cited in Wiradisastra (2006),
this kind of code-switching which involves switches of different types occurring
within the clause boundary, including within the word boundary, Or translations
of words or phrase substitution within a sentence.
Extract 4
Lecture : Oh you, you salah di sini yah, verb,verb they cannot stand together.
You should
“Oh you, you are wring here”
put to di sini, atau rubah jadi likes cooking, likes jogging. Ok.
“Put to here, or change become likes cooking”
Student : Ok mam.
Lecture : Thank you... Andi Rustiawan Karmadi.
Em... people in America say Andi Rastiawan Karmadi. You know
Rasti?
Student : Yes mam. Rasty is I, but me i.

The extract found shows that the second lecturer explained about the use
of verb to the students. The lecturer used the translanguaging regarding to the
intra-sentential type in this chance. She occured the sentence “You should put to
di sini, atau rubah jadi likes cooking”. The sentence shows that the lecturer used

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the translanguaging by using English and then followed by Bahasa. In that extract
the lecturer used the intra-sentential translanguaging in order to ease the stidents
in understanding the lecturer’s explanation about the use of verb.
c. Insertion Translanguaging
The third type is called insertin translanguaging. it is shown in the extract
5. Meanwhile, this translanguaging theory is adapted from the theory of code-
mixing. According to Muysken (2000), this kind of code-mixing occurs when
lexical items from one language are incorporated into another. All of the lecturers
insertion translanguaging in their utterance in the same form.

Extract 5
Lecturer : Yah, excellent! I shouldn’t cry and out from but now I have forgotten
what she say to me. Ada kata she lagi, berarti kalo sekarang kita menyebut she,
“There is the word “she” again, it means if now we mention
she,”
berarti merujuk ke siapa? Kata she ke mother or sister, kalo yang lain ada?
“It means it refers to whom? The word she to mother or sister, if others, any?”
Kayaknya dosennya di’. Ok. The he says like this, I realize I would go, but are
“maybe the lecturer right.”
you? Apa yang kamu lakukan?
“what do you do?”
In the extract, the use of the insertion translanguaging by the first lecturer.
In the extract showed that the lecturer discuss the students task in the classroom.
Hence, in that extract the lecturer applied insertion translanguaging by saying
“Ada kata she lagi”. In that sentence the lecturer used the insertion
translanguaging because she put the word “she” between the L1.
d. Congruent Lexicalization Translanguaging
The fourth type is called congruent lexicalization translanguaging. It is
shown in the extract. The congruent lexicalization translanguaging occurs in the
lecturers utterences when the lecturer explained about the subject matter in the
classroom. This kind of translanguaging is adapted from the kind of code-mixing.
The third and last category in code mixing is congruent lexicalization, which
refers to the situation where two languages share grammatical structures which
can be filled lexically with elements from either language (Muysken, 2000).

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 Extract 8
Lecturer : Ok, hers is still in the workshop, ok, jadi kita bilang kalau bengkel
itu workshop. Ok, good job. How about number six, kita read dulu together
yah.
“we read together first yah.”
Student : XXXX
Lecturer : Correct or incorrect?
Student : Tidak pake “a” mam
“Not use “a” mam.”
Lecturer : Tidak pake “a”? kenapa tidak pake “a”? karena itu uncountable.
What you call
“Not use “a”? why not use “a”? because it is uncountable.”
this?
Students : Supermarket
The extract also shows that the second lecturer explained about the
question that given by the lecturer. Then the lecturer would like to move to the
next number which was number six. Further, the lecturer used the congruent
lexicalization translanguaging by saying “kita read dulu together yah”.
e. Entire Translanguaging
The Fifth type is called entire translanguaging. It is shown in the extract 9.
It is used by the first and the second lecturer. Both of them used the L1entirely in
one utterence fully when they ran the classroom teaching and learning process in
the classroom for the media of multilingual classroom context. As Garcia (2014)
states that the translanguaging is not utilized to differentiate between two
languages or the shift of the languages but it is used to mediate each other. As
still there is no theory talk about this yet this matter eppear in the researcher’s
observation results, the researcher carries this theory to appear to enrich the theory
of the type of translanguaging.
Extract 9
Lecturer : Kunjungan presiden? Atau kita bisa mengatakan kunjungan dimulai
kedepan.
“Presiden visiting?” or we can say the visiting begin later.”
Student : XXXX
Lecturer : Berarti, the conclusion for now that we can make , not always must
be begun
“means”
by the subject, predicate, and object. With the form that we understand such as,
the teacher is teaching the classroom. Kalo kita mengikuti rule. Misalnya lagi
contoh yang

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 “if we follow the rule. For instance “
berikutnya adalah “melakukan”, Apakah kalian, pasti tidak tau siapa yang
melakukan toh.
“the next is “doing”, do you, you must not know who did it, didn’t you.”
Student : No mam.
Lecturer :Perbedaan antara aktif dan pasif sudah tau toh?

In the extract, the lecturer used the entire translanguaging since the
lecturer in some utterances used the L1 of her and the students to communicate
with the students. The entire translanguaging that the lecturer used was
“Kunjungan presiden? Atau kita bisa mengatakan kunjungan dimulai kedepan.”.
The lecturer used that translanguaging in order to invite the students in answering
her question about the sentence that the lecturer read. Then the students answer
the lecturer question yet the transcribe is unclear unfortunetly.
2. Functions of Translanguaging
The data of the observation and interview had shown that there were ten
translanguaging’s functions discovered by the researcher during the teaching and
learning process in both of the first meeting and second meeting of two lecturers.
Those of the data were checking understanding, explaining rule of grammar,
explaining pronunciation and spelling, explaining exercise in the book, to co-
construct meaning, explaining meaning of abstract vocabulary, setting situation or
giving purpose, organization classroom setting, class management and control,
praising, telling jokes/anecdotes. Henceforth, Based on the some functions
mentioned, their purposes were to make students easier in understanding the
lesson which studied. Furthermore, the researcher would like to provide the
description of the sample analyzed as follow.
a. Checking understanding
In the learning and teaching process the lecturer sometimes need to check the
students’ understanding in order to determine how far the students have
comprehend the explanations of the lecturer. However in the checking
understanding, the lecturer sometimes use the Translanguaging instead of using
the L2 to the students.

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 The extract showed the use of translanguaging in the classroom which
fucntionalized to check the students’ understanding. It can be seen in the extract
that the in first checking understanding, the lecturer check the students’
understanding about the topic in that day which is gerund by saying “gerund itu
maksudnya apa?”. The lecturer used translanguaging in that situation since the
lecturer would like to measure the students knowledge or understanding about
gerund. Meanwhile, after the question of the lecturer, the students answered the
question of the lecturer, then in order to assure wether the students know well
about the gerund, the lecturer continue her understanding check by saying “Iya,
kata kerja yang dibendakan itu maksudnya apa?”. Furthermore, the lecturer still
would like to make sure the students understanding of gerund through asking
“Iyah, contohnya apa?” The lecturer occured that question because before the
students mentioned the kind of gerund. Besides, the lecturer keep digging the
students knowledge of gerund by asking the differentiate of simple present
continuous and gerund “Apa bedanya dengan present contiuous tense? Katanya
kata kerja yang dibendakan, trus apa bedanya dengan present continuous?”.
In teaching and learning process both of the lecturer usually explained various
material. And so that she stressed the point in which she check the students
understanding. This condition similar to Guthrie as cited in Gulzar (2010)
identified some other functions of code-switching in the classroom discourse, they
are: code-switching used for translation, for procedures, for clarification, and for
checking understanding.
b. Explaining rule of grammar
The explanation of grammar sometimes could carry the students to the
ambiguity of comprehending caused by the bias which is created by the unclear
message that the students catch from the lecturer’s decription. The bias is
apparently possible to happen when the lecturer force to use the L2 in explaining
the rule of grammar of L2 itself. Hence, in this case translanguaging is used
frequently by the lecturer as the effort to make the students get the point of the
lecturer explanation of rule of the grammar.

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 The extract indicates that the lecturer gave the explanation of the rule of
grammar through translanguaging. The lecturer applied translanguaging as the
result of the students’ mistake in making the sentence. Therefore, the lecturer gave
the students question “Let see ticketnya ada berapa?” in order to help the students
to see their mistakes in the sentence made. After that the students answered
“beberapa” so the lecturer responded their anwer “beberapa. Jadi harus ada?
Them, yes them”. In that sentence the lecturer use translanguaging in guiding the
students to see the correct form of the sentence. Furthermore, the lecturer went on
to the next rules of grammar for the second sentence. The lecturer explained that
by saying “obedient itu, coba kita lihat ini adjective. Ok. Dia adjective, jadi to be
disini, you are obedient”.
In English classroom, the lecturers usually explain the Grammar material,
sometimes all of students could not get the point. The extracts show that all of the
lecturers switched their language when explain the grammar. The students felt that
grammar was very difficult and bored, because of that the teachers needed to used
translanguaging. So, the students could understand. Rahimi and Eftekhari
(2011:58-61) in term of code-switching function in english as foreign language,
another function in both general and ESP classroom was to clarify thr
grammatical structure of the second language.
c. Explaining pronunciation and spelling
Pronunciation and spelling are the parts of language that needed to
complete the ability of students in mastering the L2. Nevertheless, the students
still do some mistakes in when they try to make the utterances in L2. Henceforth,
the lecturer still needs to explain the way of pronuncing and spelling the words in
English well. Nonetheless, the explanation of pronunciation and spelling in L2 not
only can be described trough L2 but also can be described in L1 or trough
translanguaging.
It can be seen in extract that the lecturer try to correct the students’s in
pronuncing the words in English. The lecturer here said “Bukan fell sayang but
fee” after the students occured the sentence or repeated the lecturer words in L2.
In that conversation, the lecturer said “tuition fee is expensive, isn’t it!” and then

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the next the student followed by saying the wrong word for “fee” became “feel”.
That is why the lecturer corrected the student’s pronunciation.
d. Explaining exercise in the book
Nowadays, there are so many references in learning the languages. That
references are the books which printed for the students in order to ease them in
teaching and learning process in the classroom. In addition, the writing of the
language iused in the book of L2 lesson must be written in English (L2)
obviously. Frankly, the students sometimes get difficult to get the meaning of
neither the content nor the direction of the books used. Hence, the translanguaging
of the lecturer is needed to encounter the problem explained before.
It can be seen in the extract that the lecturer explained the exercise in the
book that the students use in the classroom teaching and learning process. The
lecturer stated “Didalam kolom disini. Silahkan kalian membuat kalimat question
tag, tapi yang diisi adalah yang positive sentences have negative teks” since the
lecturer would like to tell the students to do the exercise in the book. The necxt
translanguaging of the lecturer was “Jadi kolomnya seperti ini kan, ini tagnya.”
While showing the column in the book. And then the lecturer told the students
about the number of the sentences that they should make were only five which
based on the direction in the book.
e. to co-construct meaning
In utterancing the L2 in this case English, the lecturers sometimes occur
the L2 as well as the L1 concurrently. In translanguaging, that kind of situation
called co-construct meaning. It seems like equivalent the second language with
the mother tongue of the lecturers and students.
From the extract, it indicates that the lecturer would like to make clear her
question and statement through using the L2 and folllowed by the L1. The lecturer
stated “what you call this?” after that the lecturer translate her question into the
L1 “Apa sebenarnya itu?” then the students answered her question. Yet, the
lecturer continue her explanation about reflected noun by giving the example of
reflected pronoun. She said “Jadi saya melihat diri saya sendiri.”. Furthermore,

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the lecturer change the sentence mentioned into wrong translation in the L2 then
she changed it again into the correct L2 “I saw myself in front of the mirror.”
f. Explaining meaning of abstract vocabulary
In language, not all of the word can be explained through that language
itself. For instance explaining the meaning of a word in the L2 through that L2.
For the simple and congcrete vocabularies will be easy but for the abstract
vocabularies, it will be time consuming. Hence, the lecturer sometimes
optimalized their time in the classroom by explaining the abstract vocabularies
using translanguaging.
It can be seen in the extract that the lecturer explained the materials of the
lesson in that day. Further, the lecturer mentioned the word look in the sentence
“a boy is looking at himself” and after that the lecturer remember some of the
similar words of look immediately. Therefore, the lecturer mentioned the words
“see, stare, and glance”. She asked what is the difference of those words.
Nonetheless, there was no students answered her question. Hence, she expalined
the difference “Kalo see itu kemampuan anda melihat, kalo look itu tatap saya”
and then “stare you look but you spend one or two minute, jadi menatap dalam-
dalam” and then “Glance itu kalo misalnya mam liat kamu kemudian mam
berpaling lagi.”.
g. Organization classroom setting
To manage the class or to set it, the lecturers need to describe their wants
clearly to the students in order to avoid the vaguity in catching the lecturers
expectation for the classroom setting. Hence, in organizing the classroom setting,
the lecturers tranlaguage frequently instead of using the whole L2.
In the extract, the lecturer would like to organize the classroom setting.
The lecturer in extract would like to let the students to sit in group since she
wanted to apply the Number Head Together in the classroom. In translanguaging
the lecturer said “I want you bikin seperti ini nih”. The lecturer stated that
sentence while showing the picture of the position that the lecturer wanted. Then
the lecturer continued to arrange the students “Ini mejanya anda, kursinya anda.
Jadi satu, three, four”. Yet in the direction that the lecturer gave, some students

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looked like still did not understand the direction so the lecturer said “Duduk
bersama gitu yah”. Then to make her instruction clear the lecturer said “Jadi ikut
yang dibelakang yah. Jadi seperti ini jadi, mam gambar dulu yah.”
h. Class management and control
For the class management and control, the translanguaging has the strong
function since in the management and control in the learning and teaching
process, the lecturers usually use the translanguaging in order to ask the students
to do or not to do something in the classroom.
Extract shows that the translanguaging for classroom management and
control used by the lecturer occurred when the lecturer explained the material
about conversational tag or question tag. Like the example when the lecturer said
“Saya mau kalian dipage eleven, saya akan mulai dengan raise intonation semua
”, the lecturer in that sentence inserted an Indonesian word by saying in order to
manage the students in the classroom and continued by saying the sentences in
English and continued again by saying “kalimat pertama, kedua dan ketiga, coba
kalian kasi raise.” and said again “Nah setelah itu kembali lagi kepasangannya,
pasangan pake falling intonation. Nah sekarang tentukan pasangan siapa,
pertama pake raise semua, kedua pake falling intonation. Ok, yang A kasi raise
semua ayo.”. After that the students did her instruction and the lecturer said again
“kasi fallingki semua.”. The lecturer used translanguaging here to get the students
attention and to tell that the lecturer wanted them to do her instruction.
i. Praising
In the classroom interaction between the lecturer and the students, there
sometimes any moment that the lecturer give the compliment to the students. The
praising of the lecturer sometimes occures in the translanguaging.
It can be seen from the extract that the lecturer gave the compliment to the
students. In that situation the student give the example of the question tag to the
lecturer because the lecturer before, asked her to make the sentence in question
tag “Rizky”, by mentioning the student name, the lecturer concurently asked her to
mentioned the question tag sentence that the student made. Then the student gave

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the sentence which was correct based on the question tag rule. That is why the
lecturer said “bagus sekali.” As the praising for the student.
j. Telling jokes/anecdotes
The atmosphere in the classroom, sometimes found unstable by the
lecturer. The situation in the classroom sometimes normal, sometimes good, and
sometimes frozen. The frozen or unactive situation in the classroom could
influence the students’ study input if the lecturer didn’t do anything in order to
break the frozen. Telling jokes/anecdotes to the students is one of the way in
breaking the frozen in the classroom. Besides, the lecturers also use the
jokes/anecdotes as the warming up before they come to the material.
In extract, the class was still in the beginning of the meeting in that day.
The lecturer had just started the class by telling the students about their friends
who called her in the week before. The lecturer said “dia tidak memberikan saya
kesempatan untuk bicara.” And followed by the students laughing. Then the
lecturer still continued her jokes by saying “dia mungkin sangking nervousnya dia
sampai nd’ tau bedakan yang mana assalamu alaikum, mana walaikum salam.”
Event before the lecturer used the L2 in talking but when she would like to tell the
joke, she translanguaged into the L1. Then the lecturer continued again “, tapi dia
tidak ada salamnya langsung pada intinya, membuat saya shock skali.” To make
the students laugh again. The in the next the lecturer added her jokes by saying
“Sepertinya dia dalam tekanan batin” and “Tapi hebatnya kelas ini. Kalian
memakai satu nomer untuk lima orang.”.
3. Implications of Translanguaging on TEFL
From the data gained through the interviewed with two participants. It could
be noticed that all two participants agreed that the use of translanguaging in
teaching and learning process was very useful because it can be used as a method
or strategy in explained English material, motivate the students to speak specially
for low level students, analyze problem and encourage them to pay attention when
the teacher explained material, beside that the use of translanguaging was based
on the functions and the lecturers needed such as, when the lecturers would

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translate difficult words, lack of vocabulary, and to give instructions as well as to
give jokes/anecdotes.
From the data gained through the interviewed with two participants. It
could be concluded that the implication of translanguaging on TEFL in Makassar
Muhammadiyah University is subtantially. It could be noticed that both of the
participants agreed that the use of translanguaging in teaching and learning
process was very useful because it could be used as a method or strategy in
explaining English material, motivated the students to speak specialy for low level
students, analyzed problem and encouraged them to pay attention when the
teacher explained material,this is similar with statement of Cook (2001) referred
that translanguaging in the classroom as a natural response in a bilingual situation.
beside that the use of translanguaging was based on the functions and the teachers
needed such as, when the teacher would translate difficult words, lack of
vocabulary, and to gave instructions as Cook in Sert (2005) handles the subject
matter considering multilingual classrooms in saying that the application of code
switching in classes which do not share the same native language may create
problems, as some of the students (though few in number) will somehow be
neglected. So, at this point it may be suggested that the students should share the
same native language, if translanguaging will be applied in instruction.
Conclusion
Based on the findings and discussion in the previous chapter, the
researcher concluded that based on the observation in the Teaching English as
Foreign Language classroom in Muhammadiyah University of Makassar the
researcher discovered the types of translanguaging used by the English lecturer of
one University in South Sulawesi was five types’ of translanguaging which were
found by the researcher during the observation from the first until the second
meeting of the two lecturers.
The types of the traslanguaging which found were inter-sentential
translanguaging, intra-sentential translanguaging, insertion translanguaging,
congruent-lexicalization translanguaging, and entire translanguaging. Five of that
translanguaging types were applied by the lecturers in their classroom context as

16
the media in communicating with the students in order to ease them to deliver
their point to the students efficiently. The types of the translanguaging which were
done by the lecturers were spontaneously applied by them. The lecturers used the
translanguaging types without any planning but only to make the students
understand their mean well.
Meanwhile, from the observation done in Muhammadiyah University of
Makassar, the researcher found ten functions of translanguaging which
functionalized by the lecturers in their teaching and learning process. The
functions of translanguaging used by the lecturers of one university in South
Sulawesi which is Muhammadiyah University of Makassar was checking
understanding, explaining rule of grammar, explaining pronunciation and spelling,
explaining exercise in the book, to co-construct meaning, explaining meaning of
abstract vocabulary, organization classroom setting, class management and
control, praising, and telling jokes and anecdotes. Similar to the utililization of
types of translanguaging, the use of the functions of translanguaging were not
planned by the lecturers too. Based on the interview result, the lecturers stated that
they just used the functions of translanguaging in order to help the students to
comprehend the topic given in the classroom. Beside that, the lecturers wanted the
students to get involve to the classroom activity so the lecturers applied
translanguaging in their classroom. Especially for the functions of
joking/anecdotes both of the lecturers preference were using translanguaging as
the mean of their communication because of the feeling matter. However,
unfortunetly there were two kinds of the functions of translanguaging that were
not effective based on the meeting observed by the researcher if it was correlated
to the discourse analyzed by the researcher, they were explaining the exercise in
the book and praising.
In addition, The implication of translanguaging was very useful because it
can be used as a method or strategy in explained English material, motivate the
students to speak specially for low level students, analyze problem, encourage
them to pay attention when the teacher explained material, beside that the use of
translanguaging was based on the functions and the teachers needed such as, when

17
the teacher would translate difficult words, lack of vocabulary, to gave
instructions and to give jokes/ anecdotes.
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