TRANSLANGUAGING AS AN EFL LEARNING STRATEGY: A CASE STUDY IN A BILINGUAL CLASSROOM

Skripsi ini membahas tentang bagaimana mengimplementasikan dan bagaimana persepsi guru terhadap of translaguaging as an EFL learning strategy in ICP class as MTs YPM 1 Wonoayu. Tujuannya adalah untuk menjelaskan implementasi terhadap translanguaging as an EFL learning strategy in ICP class as MTs YPM 1 Wonoayu. Penelitian ini menggunakan Teknik dalam pengambilan data meliputi observasi, interview dan kuisioner Jenis penelitian yang digunakan oleh peneliti adalah descriptive qualitative. Peneliti fokus terhadap dua model translanguaging yaitu spontaneous dan akademik translanguaging. Hasil dari observasi menunjukkan bahwa penggunaan translanguaging yang banyak digunakan oleh guru dan siswa adalah translanguaging spontaneous. Terdapat data yang menunjukkan bahwa penggunaan translanguaging dari model
translanguaging spontaneous sebanyak 22, guru menggunakan 15 dan siswa sebanyak 7. Sedangkan pada model translaguaging akademik ada 1 yang digunakan oleh guru. Peneliti juga fokus dengan persepsi guru yaitu positif dan negatif, dari hasil pernyataan guru, bahwa guru meiliki persepsi positif tentang translanguaging di kelas ICP. Hasil dari penelitian menunjukkan siswa lebih percaya diri dalam pembelajaran Bahasa inggris.
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This thesis discusses the implementation and how teacher perceptions of translanguaging as an EFL learning strategy in ICP class at MTs YPM 1 Wonoayu. The purpose is to explain the implementation of translanguaging as an EFL learning strategy in ICP class at MTs YPM 1 Wonoayu. This study uses techniques in data collection including observation, interviews and questionnaires The type of research used by researchers is descriptive qualitative. Researcher focus on two translanguaging models, spontaneous and academic translanguaging. The results of the observation show that the use of translanguaging that is widely used by teachers and students is spontaneous translanguaging. There are data showing that the use of translanguaging from the spontaneous translanguaging model is 22, teacher use 15 and students as many as 7. While in the academic translanguaging model there is 1 used by the teacher. Researcher also focus on teacher perceptions, namely positive and negative, from the results of teacher statements, that teachers have a positive perception of translanguaging in ICP classes. The results of the study show that students are more confident in learning
English.