THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL

Received: 12 July 2019 Accepted: 14 December 2019 This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process. Corresponding Author:

This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.

INTRODUCTION
Strategies take an important place during the teaching and learning process. The successfull of teaching and learning process depends on how the teacher's strategy to deliver his/her material in the classroom. Which each teacher has to have strategy that is the most suitable for him or her. Translanguagingis P a g e | 155 Rahmawansyah Bin Sahib LET: Linguistics, Literature and Language Teaching Journal Vol. 9 No. 2 2019 pedagogic strategy that teachers can use in the billingual/multilingual classroom to increase effectiveness in teaching language especially, English as foreign language. It is related to Garcia (2012) who affirms that translanguaging is a process that teachers can use in order to make rigorous content more comprehensible forstudents deepening their thoughts and understanding. Taking this into account, it is important for teachers to be aware of how to implement this strategy avoidingmisconceptions about its implementation in their practices. Garcia (2012) also states that in order to take advantage of classroomresources students can display the target language by means of reading eachother in the second language, labeling the classroom signs using the secondlanguage, and making connections with other cultures in the content studied.Translanguaging is one of teacher communication strategies can utilize to assist the process of English teaching as foreign language and can interest students to learn English with the use of their home language.Translanguaging can create a efective communication connection between teachers and students in harmony.
So, many English teachers have started to apply translanguaging as pedagogic strategies in teaching English as foreign language. Beside translanguaging as pedagogical strategy for the teacher in classroom. It also has possible occured in out of classroom. Expecially in south sulawesi as one of province in indonesia with many kinds of local languages. For instance Bulukumba regency with buginese and konjo language as local language. Not only local language, there is indonesia as national language and English as foreign language. The existence of local languages, national and foreign languages in Indonesia makes most Indonesian bilingual and multilingual. Due to this fact, many Indonesians are capable to translanguaging their languages.
In academic context, most previous research focus on to research the impact that the use of translanguaging strategies has on billingual learners, and the students' attitude towards and uses of translanguaging in English language classroom,and reflecting on translanguaging in multilingual classrooms. But few studies consentrated in teacher's translanguaging in EFL especially about the effect of teacher's translanguaging toward students in EFL classroom, the teacher's reasons for using translanguaging in EFL classroom and the phenomena P a g e | 156 Rahmawansyah Bin Sahib LET: Linguistics, Literature and Language Teaching Journal Vol. 9 No. 2 2019 of translanguaging go on in EFL Classroom.In EFL classroom context, there were some of English teachers when they were teaching in the classroom they taught in full L2 and sometimes change to Indonesia asnational language.
However, one of the cases faced in the classroom is unsupported circumstances.
Sometimes, there are some teachers or lecturers who force the use of L2 to teach L2 that instead of making the students master the L2. This way of teaching can makes the students confuse.Because it's language is not used in their daily life.
Many students still feel strange when using it. So, in learning and teaching process some students will chose keep silent than speak up.So, it is important for teachers to understand how to make the students attract to material and able to show that they can do in learning process. There are many strategies that can be used by students and teachers; one of them is using translanguaging in their classroom, where students are allowed to write and speak with their home language and then switch to L2. Translanguaging is the way of using the L1 of the students to help the student learning the L2 in the classroom. Translanguaging will optimize the student's mastery in L2 since the process of teaching and learning is effective.
The students usually used translanguaging unconsciously. This means that the students are not aware of the function and outcomes of the translanguaging process. Therefore, in some cases it may be regarded as an automatic and unconscious behavior. Tang (2002) says that using translanguaging in teaching is not considered as a sign of defect in the teacher or students. Instead, it is a careful strategy used by the teacher or students and is allowed whenever necessary with some learners' specific situations. Teachers use translanguaging as a means of providing students with the opportunities to communicate and improve student's understanding and students may use translanguaging as helper to make clear their opinion that they explain to teacher in classroom interaction. Translanguaging helps to facilitate the flow of classroom interaction between students and their teacher since the teachers do not have to spend too much time trying to explain to the students or searching for the simplest word to clarify any confusion that might arise during the teaching process. Based on the explanation above, the researcher is interested in investigating the translanguaging in EFL classroom context of P a g e | 157 Rahmawansyah Bin Sahib LET: Linguistics, Literature and Language Teaching Journal Vol. 9 No. 2 2019 SMAN. 11 Bulukumba. Hence,the researcher was focused on the grand theory that use here is Garcia(2014:3) which states that the Translanguaging is not utilize to differentiate between two languages or the shift of the languages but it is used to mediate each other. Therefore, the researcher interested to examine the use of translanguaging as pedagogical strategy by the teacher in EFL classroom. It focuses on in what situation, do the practices of translanguaging go on in EFL classroom.

Definitions of Translanguaging
The term was first coined by Cen Williams cited in Garcia & Leiva (2014) which he describes as a pedagogical practice where learners are asked toalternate languages in order to receive input in one language and produce outputin the other one.
Translanguaging, however, has been recently defined from other perspectives; Canagarajah (2011: 8)  can use to exclude and include someone in conversation.

Translanguaging in Classroom
Classroom as setting for teacher and his/her students do translanguaging in teaching and learning process. It can billingual or multilingual. Translanguaging as pedagogic strategy for the teacher in billingual or multilingual classroom.
Garcia (2012:2) defines translanguaging as "the discourse practicesof the bilinguals, as well as pedagogical strategies that use the entire linguisticrepertoire of bilingual students flexibly in order to teach both rigorous content andlanguage for academic use. Translanguaging pedagogy requires a different type of teacher, a co-learner. Classrooms are increasingly multilingual in the world. It is impossible for teachers to know all the languages of students. But it is possible for teachers to build a classroom ecology where there are books and signage in multiple languages; where collaborative groupings are constructed according to home language so that students can deeply discuss a text in the dominant school language with all their language resources; where students are allowed to write and speak with whatever resources they have and not wait until they have the "legitimate" ones to develop a voice; where all students language practices are included so as to work against the linguistic hierarchies that exist in schools; where families with different language practices are included. Any teacher, including a monolingual one, can take up translanguaging to enable their bilingual students to make deeper meaning and legitimize their home language practices.

Translanguaging in out of Classroom
Almost, all of the happening of translanguaging naturally occuring in classroom setting. In most studies, many researchers also investigated translanguaging choosing classroom as setting. When the teacher used translanguaging in classroom, it means that as pedagogical reason (Garcia: 2012).
But the translanguaging phenomena not only occured in education context it also Futhermore, Translanguaging is per formative. As Khubchandani (1997) demonstrates that,translanguaging is not a case of applying a linguistic predisposition. It is a creativeimprovisation according to the needs of the context and local situation.
Translanguaging refers to the communicative practices in which people engage as theybring into contact different biographies, histories, and linguistic backgrounds. Translanguaginghas the potential to be transformative and creative, as it can transcend apparentdifference, enabling people to communicate with whatever resources are available tothem, rather than constraining them within prescribed limits. Translanguaging thereforehas a spatial dimension, as it occurs in a 'translanguaging space' (Wei, 2011), or 'translanguagingzone' (Blackledge, Creese, & Hu, 2016). Translanguaging also has an ideologicaldimension, as it is contingent on local attitudes to, and beliefs about, communicativepractice.
Attitudes and beliefs related to communication are not fixed, and may bechanged within, and by, the communicative interaction itself.

METHOD
This study applied a descriptive qualitative method to describe and analyze the use of translanguaging as pedagogical strategy by the teacher in EFL classroom. The data analyzed was taken in form of utterances and words produced by the teacher and students in teaching and learning process in XI IPA1 grade of SMAN 11 Bulukumba.
The participants of this research are oneteacher and ten studentsof XI IPA grade SMAN 11 Bulukumba. In obtaining the data, the researcher used audio recordings to record the process of classroom observationduring two meetings and the process of interview teacher and some students.The researcher also used an interview guide as an instrument for getting information such as the teacher's reason for using translanguaging and the benefits of teacher's translanguaging. Overall, there were thirteen recordings taken for this study which include two recordings of classroom observation and eleven recordings of participants' interview. The data analyzed based on Meanwhile Braun and Clarke (2006) who proposes sixguidelines of analysis activities. They 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. Initially, the data were transcribed and selected based on the purposes of this study. Then, the data were interpreted and analyzed in the forms of extracts. In the extracts, relevant data were identified and discussed.

FINDINGS AND DISCUSSIONS
Findings in this research focus three main points: In what situation, do the practices of translanguaging go on in EFL classroom.

The practices of Translanguaging go on in EFL Classroom.
From the observation, it was found that the practices of translanguaging were occurred between the teacher and students in teaching and learning process.
The researcher was present the observation data about the practices of translanguaging in table form about the frequency of translanguaging by the teacher and her students and the existence of translanguaging practices between teacher and her students in EFL classroom. The researcher was found the teacher and students used three kinds of languages in teaching and learning process. The three languages are Englishas the foreign language that taught and learned by the teacher and her students, Indonesia as the national language, and konjonese as the local language of teacher and students in SMAN 11 Bulukumba.
The results from classroom observation regarding the existence of translanguaging practices by the teacher during teaching process in XI IPA 1 classroom are presented below: The researcher came acrosssome practices of Translanguaging that produced by the teacher during teaching process in EFL classroom. The researcher presented the practices of translanguaging in the teacher's utterances in the classroom interaction from the first meeting until the second meeting with example on some extracts as follow:

Introducing a lesson
Introducing a lesson is a phase of the teacher start the teaching process to the students through introducing the topic of the material that will explain later. Furthermore, in the extract above shows that the practices of translanguaging produced by the teacher during teaching and learning process.

Explaining the material
Explaining the material is the main phase of the teaching process by the teacher. The teacher taught her subject in front of her students. And the students should pay attention well to the teacher's explanation. The researcher presented the example on the extract as follow:

Asking Question
Asking question is the teacher gave questions to her students to measure or to assess what they have learned about the material. And also the teacher asked questions to the students, it can help students to develop critical thinking skills.
The researcher presented the example on extract as follow; used in order to create learning spaces for her students by using Translanguaging.

Giving task/command
Giving task/command is during teaching and learning process, the teacher usually gave task or command to her students. In addition, the teacher taught her subject for the students in the classroom. She also gives a task or command to her students to evaluate the students' understanding of the material. The researcher presented the example on extract as follow: giving feedback to the students in the teaching process. The practices of translanguaging also occurred in giving feedback situation during the teaching and learning process.

Closing meeting
Closing meeting is the last phase of teaching process by the teacher. She usually gives greeting to her students before close the meeting. The teacher should P a g e | 169 Rahmawansyah Bin Sahib The practices of translanguaging not only occurredon the teacher but also on the students. Because, there was interaction between the teacher and students during teaching and learning process. It can be seen, the results from the classroom observation regarding the existence of translanguaging practices by students during learning process in XI IPA 1 classroom are presented below: meeting show that students used Translanguaging commonly when talking to their teachers especially when greeted the teacher, asked a question to the teacher, answered a question to the teacher, and also when they interacted to their friends, discussed to their colleagues, and asked other students. the researcher presented the practices of translanguaging in the students' utterances in the classroom interaction from the 1 st meeting until the 2 nd meeting with example on some extracts as follow:

Greeting the teacher
Greeting to the teacher is the obligation of the students before and after teaching and learning process. The students were given greeting to their teacher to respect their teacher. The researcher presented the example on extract as follow: Based on the extract above shows that the students were greeted to their teacher in the beginning of the teaching and learning process. The students replied the teacher's greeting used translanguaging by saying," Good morning mom, Bu [mom]. That utterance shows that the teacher used translanguaging when they were saying Bu [mom]. This simple practices of Translanguaging that produced by students in teaching and learning process. And they replied the teacher's question by saying," I am fine mom...Alhamdulillah baik mom [Alhamdulillah fine mom] ... And you?". Furthermore, the practices of Translanguaging occurred between teacher and students in EFL classroom. In addition, the practices of Translanguaging also occurred in greeting to the teacher's situation.

Asking question to the teacher
Asking question to the teacher is the condition when the students need to know something such as the subject they have learned from their teacher. Then, P a g e | 172 Rahmawansyah Bin Sahib was produced by the students. They used English language and Indonesia language in konjo dialect. In addition, the translanguaging that produced by the students when students were asking question to the teacher.

Answering question from the teacher
Answering question from the teacher is the condition when the students got question from the teacher. And then students responded with an answer for the teacher's question. The researcher presented the example on extract as follow;  Seperti people, tempat, kejadian.[Like people, place, and event]" From the utterance produced by the student indicates that the practices of translanguaging occurred when the student answered the question from the teacher.

Discussing with their friends
Discussion with their friends is the condition when the students presented a project from the teacher. Then there is a student as the presenter of discussion responded or answered the question from the students as audience. And the members of the group answered the question. Based on the extract above shows that one of the student looks did not focused on the teacher question. She looks imagine something when the teacher asked her. Then the other student's talked to her by saying,"wee you you.
Natunjukki mom.[The teacher was pointed you]". From the utterance, one of the student used translanguaging to talk with her friend that imagined something when the teacher pointed her in the classroom. Practices of translanguaging produced by the student it can be seen when the student interacted with other in the classroom.

Asking other students
Asking other students is the condition when the students need to know something. Then, they propose a question to other students. It can be discussion situation and may be the teaching and learning process in normally. addition, the practices of translanguaging occurred when the students asked to other students in EFL classroom.

CONCLUSIONS AND DISCUSSION
From the data gained through the recording of classroom observation and interview with one teacher and 10 students, it could be concluded that the practices of translanguaging going on in EFL Classroom. It could be noticed that the teacher and the students agreed that the use of translanguaging in teaching and learning process. Because it was very useful and it could be used as a method or strategy when introducing the lesson, drawing students' attention, explained the material, asked questions, giving tasks, giving feedback, and closing the lesson.
And for the students used translanguaging when talking to their teachers especially when greeting the teacher, asking a question to the teacher, answering a question to the teacher, and also when they interacted to their friends, discussed to their colleagues, and asked other students, this is similar with statement of Martin (2006) stated that translanguaging 'the use of local languages alongside the 'official language' of the lesson. And also according to Cook (2001) referred that translanguaging in the classroom as a natural response in a bilingual situation.
Translanguaging as pedagogical strategy was used by the teacher has big benefits for the students' understanding in teaching and learning process. It can help the students easier to receive the material from the teacher. For instance, the students in SMAN 11 Bulukumba have Indonesia language and Konjo language was gave positive effects in learning English as foreign language. However, there is another term from translanguaging that known as code switching. Even though, it similar by action that can also use in classroom interaction by many teachers and students in teaching and learning process. And they were different by function. The last, translanguaging was very suitable as strategy for the teachers and students used in teaching and learning process. It supported by Garcia (2012:2) defines translanguaging as "the discourse practicesof the bilinguals, as well as pedagogical strategies that use the entire linguisticrepertoire of bilingual students flexibly in order to teach both rigorous content and language for academic use. And translanguaging can also help students by projecting a safe P a g e | 176 Rahmawansyah Bin Sahib LET: Linguistics, Literature and Language Teaching Journal Vol. 9 No. 2 2019 environment where their identities and cultures are valued, which helps the more reserved students take a more active and involved role in their education (Martin,2005).
Translanguaging in EFL classroom of SMAN 11 Bulukumba occurred between teachers to students and students to other students in teaching and learning process. Both the teacher and students of SMAN 11 Bulukumba used translanguaging in three languages. They are English as the foreign language, Indonesia language as the national language, and Konjo language as the local language. In the teaching and learning process, translanguaging was produced by the teacher commonly whenintroducing the lesson, drawing students' attention, explained the material, asked questions, giving tasks, giving feedback, and closing the lesson which shows the importance of it during lesson delivery. And also Translanguaging was produced by students commonly when talking to their teachers especially when greeting the teacher, asking a question to the teacher, answering a question to the teacher, and also when they interacted to their friends, discussed to their colleagues, and asked other students. Translanguaging as strategy was very important for the teacher and students during teaching and learning process. The teacher has considered translanguaging as a need for flexibility in language usage in classroom.
Translanguaging are considered to be helpful and useful as a strategy to create good communication and to build safe environment in the EFL classroom in order to make the students are enjoyable and prefer to speak up in the teachinglearning processTherefore, in my opinion there is a need for flexibility in language usage in the classroom to enhance interaction, learning, and the participation of students, because their lack of competence in English causes them to be quiet, passive, unmotivated, and less confident. For further research, the study of