1

UNDERGRADUATE THESIS

INCORPORATING TRANSLANGUAGING TEACHING STRATEGY

TO INCREASE THE STUDENT’S MOTIVATION

FOR SPEAKING ENGLISH

By

WAHYUNINGTYAS KRISNAWATI WIBOWO

NIM 122011233066

ENGLISH DEPARTMENT

FACULTY OF HUMANITIES

UNIVERSITAS AIRLANGGA

SURABAYA

2023
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CHAPTER I

INTRODUCTION

1.1. Background of the Study

In a rapidly changing world where English becomes the most popular lingua

franca, there is an emerging problem that English teachers need to be aware of.

Some students, usually those whose first language are not English, tend to be

reluctant and passive in communication or in speaking session. They withhold

themselves from participating in the interaction and stay silent for most of the

time due to skill, confidence, and/or motivational issues. This situation is evident

in some school in Surabaya.

The phenomenon of motivation and its relation to the speakers’ motivation

for speaking can be found in SMAKr. YBPK Surabaya. This private school does

not use English as its first language to deliver the materials, and the students’

economic rate is averagely middle to low. These conditions lead to how they are

being exposed to inadequate levels of English, affecting the way parts of the

students still cannot speak English, not to mention their fluency. Accordingly, they

are considered passive in terms of oral contribution during classroom activities.

Budiyana and Nurwaliyah (2019) explained that students face problems in

speaking mostly because of their low level of confidence and lack of motivation.

They see themselves as non-proficient speakers and thus, have little to no interest

to study the language. Moreover, speaking anxiety, as well as problems with

accuracy and fluency follow the other two factors that suppress people from

participating in an active communication. The anxiety level arises over the risks of
 3

saying words that are incorrect, stupid, or hard to understand (Brown 2001).

People are afraid of being judged by the listeners and perceived as incompetent

speakers. This condition influences their accuracy and fluency–resulting in more

stutters and hesitations. Brown also argues that both accuracy and fluency are

important in learning a second language as they denote the underlying messages

in an utterance. Whether to be fluent or deliver high-quality messages, some are

still anxious to merely produce short utterances. Aside from these factors,

Kenworthy (1987, p. 4-8 from Brown 2001, 284) stated that one’s native language

influences their confidence in pronouncing words in another language, which then

results in them not feeling confident in speaking English.

However, on top of these issues is the motivation or goal that underlies

someone’s willingness to speak. Brown (2001) defines motivation as the degree to

which one make decisions about goals to pursue and the attempt one will commit

to that pursuit. Gardner (1985 from Brown 2001), on the other side, distinguishes

motivation as one’s energy intensity to acquire information. This means that

someone will do something as long as they set it as one of their goals and thus, are

willing to commit until they achieve it. In practical classroom situations, the

intrinsic and extrinsic motivations are the two great influencers of students

learning. Intrinsic drives come from each individual and can be visible in the form

of competence and self-determination. Whereas extrinsic motivated attitudes are

realized in expectation of external rewards like money, grades, and punishment

avoidance. Fundamentally, intrinsic motives weigh more in the long term than

extrinsic behaviors that provide instant but temporary rewards. Nevertheless,

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Brown (2001) emphasizes the redirection of those external values to support the

internal motivations to root deeper. In short, whether it departs from within

oneself or not, motivation determines the student’s eagerness to engage in verbal

interactions.

One of the possible ways to solve the lack of student motivation for

speaking English is by incorporating translanguaging strategies in the class.

Teachers will need to conduct their conversation classes through the classroom’s

repertoire. It can include more than two varieties of languages, depending on the

sociocultural background of the students. Although translanguaging allows the use

of non-English language, the dominant and only main goal is still English.

Teachers and students may use supporting language varieties but are limited to

enhancing the effectiveness of English as a foreign language (EFL) delivery. The

other languages act merely as additional hands to make sure the distribution of

EFL is maximal.

As Wei and Garcia (2014) have proposed, translanguaging denotes the

notion of new language systems that allows language exchange among

multilingual, multiliteracy, and multicultural people. As opposed to code-

switching, translanguaging does not simply swift between one language to another

but rather incorporates the cultural and societal aspects as well. The study of

translanguaging departed from the long history of using only the second language

(L2) or targeted language to make students understand. The result of this

traditional strategy is not quite effective as students find difficulties in acquiring a

new system of language from using only that language. For that reason,
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translanguaging as a teaching strategy implies the corporation of the learner’s first

language (L1) into the acquisition of L2 (Wei and Garcia 2014).

Several previous studies have already discovered similar findings about this

topic. For example, Arrub’s (2022) undergraduate thesis observed classroom

strategies through translanguaging practice in a senior high school. Arrub found

that there are five strategies for translanguaging implementation, which are

translation, giving-answering questions, giving examples, delivering jokes, and

giving motivation.

In addition, Warsame (2018) argued in her master’s thesis that both teachers

and students who became the subjects of her research had a positive experience

regarding translanguaging practices. Using Garcia and Wei’s (2014) theory on

translanguaging, she stressed that multilingual perspectives in a class where the

students are multicultural and multilingual should be the new priority.

Alda Suwandi’s (2022) graduate thesis revealed translanguaging as an

alternative approach to increase students’ vocabulary in the Science in English

(SIE) class in a private elementary school. Suwandi exposed that translanguaging

provides positive effects on teachers and students. In this sense, the students

become more enthusiastic in the class, and their motivation for learning and

participating is increased. These outcomes are then followed by an increased self-

confidence, courage, cooperation, and eventually an improvement in their

vocabulary proved by the test results.

In another side of the world, Bolkvadze’s (2023) article provides the notion

of translanguaging as an EFL teaching strategy. Implementing Harmer's (2013)

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and Garcia and Wei’s (2014), Bolkvadze presented the literature review of how

potential translanguaging will be if it is applied in a classroom. He said that the

translanguaging method accumulates learners’ development as it maximizes the

use of their language repertoires.

Another complementary research was from the English Department

undergraduate thesis. This past study from Russilahiba (2019) discovered a

correlation between high school students’ motivation in learning English and their

grammar mastery skills. In collecting and analyzing the data, she utilized the

Attitude/Motivation Test Battery from Gardner (1985). The result showed that the

students had a high rate of motivation in terms of studying English although

motivation itself is not solely the only factor that triggers their grammatical

abilities.

From the previous studies above, it can be concluded that most researchers

implemented the translanguaging theories proposed by Garcia and Wei in 2014.

Those studies are in accordance with this research which uses Garcia and Wei’s

(2014). Nonetheless, several gaps are found in which none of the previous studies

lies its focus on the implementation of translanguaging strategies in increasing

motivations for speaking. In this sense, this study aspires to discover how

translanguaging contributes to teaching and learning situations that aim to the

increasing level of speaking motivation. The main purpose is to explore how

translanguaging teaching strategy could increase the motivation of students of

SMAKr. YBPK Surabaya in speaking English.

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1.2. Statement of the Problem

1. What is the translanguaging teaching strategy used in the SMAKr. YBPK

Surabaya?

2. How does the translanguaging teaching strategy influence the student’s

motivation for speaking English?

1.3. Objective of the Study

1. To discover the translanguaging teaching strategy used in the SMAKr.

YBPK Surabaya.

2. To explore the translanguaging teaching strategy’s influence towards

student’s motivation for speaking English.

1.4. Significance of the Study

This study may give new insights into teaching English as a foreign

language (TEFL) theoretical area. Most of the research regarding techniques in

TEFL fieldwork focuses on language comprehension, which includes reading and

listening. It becomes a gap for this research to fulfill by concentrating on language

production, mainly motivation for speaking. This study is also the first

undergraduate thesis that studies translanguaging in the English Department of

Universitas Airlangga. Practically, the study of translanguaging teaching strategy

may provide teachers with more ways of teaching English conversation. This

research also gives students of the selected school more motivation to speak

English. For future studies, this research provides the researchers with an initial
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way of conducting a study on teaching English conversation through

translanguaging.

1.5. Scope and Limitation

This study is under the scope of teaching English as a foreign language

(TEFL) and only focuses on the ways of increasing student’s motivation for

speaking. The limitations lay in the number of students who participate in the

study as the school does not have many students. The author conducted the

research in a class consisting of no more than 25 students. Moreover, it is rather

hard to compare this study with previous translanguaging research in the English

Department of Universitas Airlangga since there was no thesis about this topic.

Lastly, this study is limited to motivation for speaking, so other aspects are not

discussed.

1.6. Definition of Key Term

1. Teaching strategy: the techniques used in delivering the materials in a

teaching-learning activity

2. Translanguaging: the notion of new language systems that allows

language exchange among multilingual, multiliteracy, and multicultural

people (Wei and Garcia 2014)

3. Motivation: the degree to which one make decisions about goals to pursue

and the attempt one will commit to that pursuit (Brown 2001)
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CHAPTER II

LITERATURE REVIEW

2.1 Theoretical Framework

Incorporating the use of translanguaging as teaching strategies requires the

presence of an adequate basis. In doing so, the writer implements a theory

proposed by Brown (2001) and Harmer (2001). Accordingly, Wei and Garcia’s

words (2014) that discussed translanguaging, bilingualism, and education in the

same scope will complement the strategies for teaching speaking.

2.1.1 Teaching Strategy

Teaching strategy is generally defined as the strategies, or the techniques

teachers used to support their students during learning process. Edward Anthony

(1963) in Brown’s Teaching by Principles (2001) described teaching techniques as

particular activities applied in the classrooms that are in synergy with a method

and an approach. Brown himself set the standard in his book (2001) by

distinguishing technique as any of the many different assignments, exercises, or

activities used in language classes to achieve lesson objectives. One of the

instances may take in many forms, like putting students inside an interactive

learning environment that requires a significant number of group-works. This

strategy of teaching aims for the enhancement of their communicative skills.

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According to Harmer (2001, 25), there are three elements which are present

in most classes. They are Engage, Study and Activate (ESA). Teachers of any class

typically adjust their teaching strategy based in these elements. Conventionally,

the sequence goes from engage to study and eventually to activate. Teachers

choose initial activities that may get the students engaged in the topic, and once

they are interested, the study or the material delivery session begins. Lastly, they

will activate and practice the lesson. However, the order may change into EAS

according to the current situation. The arrangement might be apparent in this

scheme provided by Brown (2001, 287):

1. Engage : grabbing student’s attention by setting a garment store

situation and showing them cards consisting of things they can buy

2. Study : introducing the “I’d like a … please,” form as a

substitution for the clothing piece they want to buy

3. Activate : practicing the sentence form as if they are interacting in a

real clothing store

As teaching strategy must be specialized depends on the field of study, the

techniques for every class cannot be uniformed. In this case, the strategy for

teaching speaking needs to be elaborated further.

2.1.1.1 Teaching Speaking Strategy

Pragmatically, listening and speaking skills are firmly intertwined. Their

practice overlaps each other. For this matter, conversation classes often include

listening sessions to support speaking ability enhancement and so do listening

courses. Although listening and speaking are closely related, the objective of each
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lesson depends on which skill is the focal point. Thus, the strategies to reach this

objective are also various. Teachers may look upon several aspects that build

speaking environment, such as pronunciation and interaction effect, and use them

to construct the effective approach for the class. Some insights about how to

develop the appropriate strategy are discussed below.

Brown in his book (2001, 271) stressed that it is crucial to pay attention on

both language forms and language functions. The process of teaching oral

communication does not restrict students to only focus on the bigger picture

(functions), but also to the smaller pieces that compose the whole (forms). This

means that in teaching speaking, teachers should be flexible and adaptive in

conducting the classes. They should be ready to have their plans changed if

necessary. In accordance to this, Brown (2001, 275—76) had provided seven

principles for designing speaking techniques:

1. Use techniques that address the learner necessities. They can be

language-based that focuses on accuracy or message-based that

concentrates on interaction, message, and fluency;

2. Present intrinsic motivation strategies for students to have utmost goals

and interests on speaking without exposing them to instant rewards;

3. Promote the use of real language in important circumstances;

4. Express suitable evaluation and correction if necessary;

5. Emphasize the natural connection between speaking and listening and

use them to reinforce each other;

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6. Provide learners chances to start conversation to increase their

communication competence;

7. And support the advancement of students speaking techniques by asking

for clarification, repetition, more information, etc.

On the other side, Harmer (2001, 87) with his ESA procedure put teaching

speaking more on the Activate part, so the order becomes EAS (Engage, Activate,

Study). In other words, the students can use all of their language abilities to

perform some oral tasks without being forced to do it. They should be willingly to

complete the work on their own. Moreover, Harmer (2001, 95) underlined that

teaching speaking is more like an opportunistic teaching. The students may not be

able to implement the context-based language during the Activate stage.

Therefore, it becomes opportunistic for teachers to fill the gaps by inserting the

appropriate material (Study). If the ESA example on the teaching strategy part is

applied here, the pattern may change into:

1. Engage : grabbing student’s attention by setting a garment store

situation and showing them cards consisting of things they can buy

2. Activate : practicing the transaction process as if they are interacting

in a real clothing store without knowing the proper way to request for a

product

3. Study : introducing the “I’d like a … please,” form to ask for a product

After all, the main purpose of any teaching speaking strategy is to engage

and involve the students into communicating. Whether to encourage

pronunciation practice, listening activity, or improving conversational ability, any

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technique used by teachers to enhance the effectiveness of their speaking classes

is valid.

2.1.2 Translanguaging

Translanguaging term was originally from Welsh (trawsieithu) and was

pointed out by Cen Williams (1994, 1996 taken from Wei and Garcia 2014).

Initially, the word translanguaging was used to describe a pedagogical practice

where the alternation of languages is advisable for students to learn receptive or

productive aspects of language. For instance, students may discuss something in

Indonesian but then are required to write the report in English. This evidential

position of plurilingual and pluricultural practice shows that it is indeed a complex

occurrence. Several scholars have expanded the meaning of translanguaging, but

the underlying essence is always about multilingualism and multiculturalism. It

pushes past the notion of additive bilingualism or interdependence (Wei and

Garcia 2014). By translanguaging, multilingual speakers are able to shift between

languages that assemble their linguistic repertoire as a connected system

(Canagarajah 2011).

People use translanguaging for different purposes. Colin Baker (2001 in Wei

and Garcia 2014) coined the four major educational benefits of translanguaging:

1. Promotes deeper understandings about a particular subject;

2. Aids the development of competence in the L2 or targeted language;

3. Designates relations between home and school;

4. And develops a fresh venture that allows conversation possible among

proficient speakers and beginners.

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Wei and Garcia (2014) also explain the discursive functions translanguaging

fulfilled in conversations between teachers and students, which also works for

other circumstances. They are to include and speak up; to ensure something; to

reinforce; to handle the in-class situation; and to extend and offers questions.

2.1.2.1 Translanguaging as Teaching Strategies

Academically, translanguaging allows all kinds and processes of language

practices to create a new classroom repertoire that includes all aspects of the

languages and cultures of the students (Wei and Garcia 2014). This brings to

conclusion that teachers are the ones who will prepare and direct everything inside

classrooms (teacher-directed). This so-called term teacher-directed includes

planned and composed activities by the teacher. Therefore, by implementing

teacher-directed translanguaging, it permits teachers to engage with every student

holistically and ensure all students understand the same context, even if different

approaches or instructions are needed.

In realizing translanguaging as teaching strategy, teachers need to look out

for reasons why the use of languages outside English, particularly learners’ native

languages, is appropriate to use. In this sense, Harmer (2017, 39) argued that it

would be absurd if the teacher and the students own the same L1 but not using it

as a learning resource. L1 has many potentials to boost the outcome of L2

acquisition since it provides comparable background for grammar, vocabulary,

pronunciation, and many more. Consecutively, Swain and Lapkin (2000 in Wei

and Garcia 2014, 81) served three important functions of the students’ native

language usage. It works as a joint comprehension, to lay attention on vocabulary

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and grammatical items, and to boost interpersonal relation. In short, the realization

of translanguaging teaching strategy would be more beneficial and effortless if the

presence of everyone’s L1 is allowed in EFL classrooms.

In practical classroom situations, the look of translanguaging as pedagogy

may not be obvious as to merely use code-switching to swift between one

language to another. Wei and Garcia (2014, 97) provided a factual case of this by

plotting research on a high school in the United States for immigrant Latino

newcomers. The history teacher, Ms. Rojas implemented translanguaging to

establish the students’ sense of ‘doing’ and their pivotal awareness in declining

their stigmatization as racialized Others. The first thing she did was to give her

students an English article about race and interracial marriages during the history

of the United States. Together, they discuss the meaning in both English and

Spanish and then annotated the article using Spanish terms. The activity was then

followed by an in-class discussion which was mostly run in Spanish but with

some interference of English as to quote passages from the article. Lastly, Ms.

Rojas instructed her students to write something based on the question: “How big

a role does race play in your life? How does it affect your views of yourself and

your place in the world?” Since it was a free-writing and content-based activity,

the students were able to write in either English or Spanish and were allowed to

use their full length of expression (98). The results show that from three students,

two wrote their essays in Spanish and the other one in English. The language

being used has no relation with the content. The students who wrote in Spanish

brought their experiences living in the United States as Latino immigrants

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whereas the other student mentioned her cultural and racial situations back in

Spain. This instance of the use of translanguaging as teaching strategy elaborates

the raising trend in which teachers may set new reality. Translanguaging grants the

space to freely express the dynamic relationship between cultural and linguistic

shifts and to realize it in classroom situations (99). There are other instances of the

emergence of translanguaging in an educational context. However, they share

similar main importance, which is to use all linguistic and cultural repertoire as

effectively as possible.

2.1.3 Motivation in English as a Second Language (ESL) Classrooms

Motivation in any kind of fields takes two forms; intrinsic and extrinsic. It

comes either within oneself or from one’s surroundings. Motivation in educational

scope is exposed to this rule as well. According to Brown (2001, 77-79),

elementary and secondary institutions are conventionally filled with externally

motivated behavior. Reward-centered activities like tests, competition among

students, and direct satisfaction (the ‘M & Ms’) often pack schools at both levels.

Respectively, schools at many times train students to meet teachers and

authorities’ expectations instead of growing internal desire for knowledge and

experience. Although intrinsically motivated behavior is still the aim, there should

be redirection of those external values. Teachers can start by highlighting larger

perspectives, changing the conventional view of exams as feedback material for

self-evaluation, applying content-focused teaching strategy, and many others.

Through these attempts of refocusing, students may develop a balanced self-

control and the joy of learning.

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Brown (2001) further channels the two traditional ways to perceive

motivation, which are behavioristic and cognitive psychological perspectives.

Behavioristic scope stresses the importance of rewards and punishments to build

behavior and make it last longer. The practical tools in this viewpoint include

grades, degrees, scholarships, careers, and happiness. Whilst, the cognitive

approach view motivation from three different theories. The Drive Theory

involves basic innate drives; the Hierarchy of Needs encompasses five human

needs; and the Self-Control Theory regards self-decision as the strongest factor

that produces motivation. Both behavioristic and cognitive motivations are

basically reliving the intrinsic and extrinsic motives in other words.

Owning intrinsic motivations are important in ESL classrooms. Brown

(2001, 81) believes that teachers should be facilitators rather than the one who

provides information. Therefore, classroom instructors should focus more on

interesting activities that may increase student’s self-motivation. Those activities

can be based on Brown’s (2001, 82) general guidelines upon involving internal

motivations in ESL classrooms: teachers should focus more on ways to have

students to raise their goals; facilitators should not let learners become dependent

of them; lecturers should help students to set individual goals and strategies for

learning; students should be more involved in making classroom activity decisions

(learner-centered); in-class instructors should include relevant subject-matter

content to have students more involved linguistically (content-based); and tests

can somehow be motivating if prepared well.

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Despite the fact that intrinsic and extrinsic motivation play the biggest role

in determining student’s effort, there are some other uncontrollable factors that

may affect learning output: native ability, age, learning context, preferences of

learning style, previous experience, etc. In other words, the main job of teachers in

this situation is to maintain the enough amount of internally motivated behavior

inside classrooms.

2.1.3.1. Motivation for Speaking

As teaching speaking itself is already difficult, another tremendous factor

that needs to be tackled is how to increase the motivation or intention for

speaking. From teacher’s point of view, there are some motivational aspects that

influence them in giving speaking exercises as many as possible. Harmer (2001,

87) outlined three of them as rehearsal, feedback, and engagement. First, rehearsal

allows students to have a sort of real-life simulation as in discussion with future

colleagues and airport conversation. It gives a sense of familiarity for students to

feel when they experience the rehearsed situations later. Then, feedback acts as an

evaluation for both teachers and students. Teachers can assess how good their

class is doing, as well as the problems they are having, whereas students may get

confidence boost and do self-reflection from how they perform in the speaking

activity. Lastly, speaking practices in the classroom may be one of the best

engagement achievers because of how interactive they can be. Activities such as

role-playing and discussion are originally engaging for students.

Gardner (1985) claimed that there are four elements of motivation; a

purpose, effortful actions, an ambition to achieve the goal and favorable attitudes
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towards the activity, and diffuse concepts that are often related to other factors. In

this sense, generating students’ motivation for speaking is not hard as long as the

teachers are able to develop a relevant situation. Students’ willingness to preserve

their motivation also plays a big role here.

The theories introduced above are beneficial for the practical application, as

well as the analysis of this research. Translanguaging as teaching strategy theory

is applied to help the author acquire basic information before attempting to do the

intervention and observation and to analyze the results. Wei and Garcia’s (2014)

perspectives about translanguaging served great portion as the fundamental base

in educational context. Moreover, Brown (2001) and Harmer (2001) helped to

outline the situation in which translanguaging could enter the teaching and

learning frameworks. Both translanguaging and teaching stretegies eventually

took parts in the exploration and interpretation of the observation results.

Speaking of the motivational aspects in students’ sides, Brown’s (2001) and

Harmer’s (2001) works aided the material preparation. They also helped in the

analysis of the direct observation and interview transcriptions. All in all, every

theory explained in this research is useful for either preparing the data collection

or analyzing the collected data.

2.2 Review of Related Studies

Several previous studies have already discovered similar findings about this

topic. Arrub’s (2022) undergraduate thesis observed classroom strategies through

translanguaging practice in a senior high school. Arrub made use of the theory

from Wei and Garcia (2018) and Creese and Blackledge (2019). Eventually, Arrub
 20

found that there are five strategies for translanguaging implementation, which are

translation, giving-answering questions, giving examples, delivering jokes, and

giving motivation. Arrub and the current study have similarities in terms of

applying translanguaging in classroom situations and using theories from the same

authors. However, the gaps found lay in how Arrub only transforms

translanguaging methods in classroom situations in general. Whereas this study

focuses on speaking motivation. Furthermore, Arrub used the more updated

version of the translanguaging theory proposed by Wei and Garcia.

In addition, Warsame (2018) master’s thesis argued that both teachers and

students who became the subjects of her research had a positive experience

regarding translanguaging practices. Using Wei and Garcia’s (2014) theory on

translanguaging, Warsame stressed that multilingual perspectives in a class where

the students are multicultural and multilingual should be the new priority of

teachers. Similar to Warsame’s, this present research also applies Wei and Garcia’s

(2014) perception of translanguaging. However, the gap is in how this only

examines the translanguaging experience of teachers and students while the writer

aims for the increasing level of speaking motivation as a result of translanguaging

practices.

Consecutively, Alda Suwandi’s (2022) graduate thesis revealed

translanguaging as an alternative approach to solve the issues about bilingual

teaching present in a private elementary school, particularly in the Science in

English (SIE) class. The main objective is to enhance the students’ scientific

vocabulary by translanguaging. Through a series of observations, interviews, and

 21

tests, Suwandi exposed that translanguaging provides positive effects on teachers

and students. The students also become more enthusiastic in the class, and their

learning motivation is increased. These outcomes are then followed by an

increased self-confidence, courage, cooperation, and eventually an improvement

in their vocabulary. Suwandi’s thesis and this study share similar purpose, which

is to use translanguaging as a way to solve a problem. However, there is no

intervention done by Suwandi in searching for the translanguaging’s influence to

the students. Meanwhile, the writer of this present study did the intervention

herself. Additionally, the object in Suwandi thesis was the students’ scientific

vocabulary enhancement whereas this research delved on the improvement of

students’ motivation for speaking.

Bolkvadze (2023) mentioned in his article that teaching is complicated if

people really care. Implementing Harmer's (2013) and Wei and Garcia’s (2014)

perceptions to support the notion of translanguaging as an EFL teaching strategy,

he presented the literature review of how potential translanguaging will be if it is

applied in a classroom. Bolkvadze (2023) said that the translanguaging method

accumulates learners’ development as it maximizes the use of their language

repertoires. Implementing the same theories of teaching and translanguaging in

general, the differences between Bolkvadze’s (2023) work and the present study

are in the scope of the research. While Bokvadze introduced a literature review of

Translanguaging as EFL Teaching Method, this study practically involves

translanguaging in a real classroom situation.

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Another complementary research was from the English Department

undergraduate thesis. This past study from Russilahiba (2019) discovered a

correlation between high school students’ motivation in learning English and their

grammar mastery skills. In collecting and analyzing the data, she utilized the

Attitude/Motivation Test Battery from Gardner (1985). She also based her

research on Brown's (2001) opinions on teaching and learning and motivation.

The result showed that the students had a high rate of motivation in terms of

studying English although motivation itself is not solely the only factor that

triggers their grammatical abilities. The similarities between Russilahiba’s thesis

and this study are the variables used and the technique of data collection. Whereas

the indicated gaps are the dependent and independent variable placements and the

language skill being studied. In her research, motivation becomes the independent

variable that influences the grammar mastery skill while the writer positions

motivation as the affected variable. Additionally, this current study completes the

gap by filling out a different language skill, which is speaking, from previous

research, which is grammar.

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CHAPTER III

METHODS OF THE STUDY

3.1 Research Approach

According to Cresswell (2015), a qualitative research compiles words for its

data. It does not require the presence of numbers to represent the data. Moreover,

qualitative research relies heavily on the participants’ perceptions rather than the

writer’s literature review. Thus, in discovering how translanguaging teaching

strategy increases the students’ motivation for speaking English, the author needs

to conduct qualitative research that includes several techniques, like giving

questionnaires, observing, and interviewing.

3.2 Data Sources

Sources of this research’s data were derived from the survey results,

interview transcriptions, as well as transcription and notes from direct

observation. Combined together, they help supporting the notion of

translanguaging as teaching strategy to solve the students’ speaking motivation

issues.
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3.3 Participants

The population of the participants in this research are the students of

SMAKr. YBPK Surabaya, involving three cohorts from social and science classes.

However, since this research involves interventions for a period of time, samples

were taken. The author applied purposeful sampling that works for individuals

chosen in a school site. The samples for this study were students from the science

class of the 12th grade in SMAKr. YBPK Surabaya that consists of 22 students.

3.4 Techniques of Data Collection

For this study, a series of data collection is done. The author direct

observations and conducted interviews to the teachers and students. The

techniques were done to gather more complete and deeper understanding about

the data. More detailed explanations about these techniques are present in sections

below.

3.4.1 Direct Observation

Direct observation is necessary for this research since a series of

intervention using translanguaging teaching strategy is needed. The attempt to

increase the students’ motivation level requires the researcher to give an

intervention by exposing the class to translanguaging techniques. Therefore, the

author also observed the classroom situation during the material delivery to find

out how the students react towards the new strategy. Their reaction is important

and plays a quite big role in supporting the questionnaire results. This activity of

directly observing the students includes taking field notes and audio recording.
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3.4.2 Interview

The purpose of the interview is to uncover several things that cannot be

found by only observing the class. The instances are the teachers’ strategies in the

class, the students’ attitudes, the language and cultural background of the students,

and many more. For this study, the writer interviewed two English teachers; one is

a general English teacher, and the other one is an English Literature teacher. The

students’ interview is necessary to provide additional information regarding their

perceptions toward the English class situation. The interview series implemented

semi-structured questions as there are several points that the author needs to

explore. There were no exact questions for the teachers nor for the students, hence

the interview session went flexibly according to the answers.

3.4.3 List of Stages

In collecting the data, the author followed several stages that include

interviewing and observing for one month. The flow can be seen from the list

below.

1. Pre-observation: English teachers’ interviews

2. Observation day 1-8: direct observation

3. Post-observation: students’ interviews (50% of the total classroom

members, which is 11 students)

In other words, the whole data collection series involve these activities.

Before attempting to do the intervention, the author briefly interviewed the

school’s English teachers to gather information about the classroom situation.

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After that, a series of intervention using translanguaging strategy is conducted.

During those meetings, direct observations were done.

3.5 Techniques of Data Analysis

All the collected data was analyzed thematically to find an answer to the

objectives of the research. This involves the implementation of thematic analysis

to find the trends from before and after the intervention based on the observation

audio recording and field notes and teachers’ and students’ interview

transcriptions. The steps of data analysis were as follows.

For the direct observation, the author initially transcribed the recording and

organized the field notes. The writer then looked for the key points and drew a

general theme that presents in all data. Similar processes were applied to the

transcription of the students’ and teachers’ interviews. Themes from each

interview were gathered to support the analysis. Eventually, the trends collected

from every technique of data collection were used to evoke the ultimate themes of

this research.

The final discussion of data analysis was how translanguaging as teaching

strategy give impacts on the students’ willingness to speak in English. By the end

of the research, the author hopes that the students will have more reasons to

participate in spoken English activity.

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