Warismasari, Nira Fadila (2026) Investigating Translanguaging Practices in The International Class Program at SMAN 3 Ponorogo. Undergraduate (S1) thesis, UIN KIAI AGENG MUHAMMAD BESARI PONOROGO.
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Abstract
Translanguaging has become a common practice in multilingual educational settings, particularly in English language learning, where teachers and students utilize more than one language to facilitate communication and understanding. In the International Class Program (ICP) at SMAN 3 Ponorogo, English is used as the primary language of instruction, yet Indonesian is frequently employed to support classroom interaction and comprehension. This condition indicates the presence of translanguaging practices that play an important role in the teaching and learning process.
This study aimed to identify the types of translanguaging practices used by the teacher and to explore students’ perceptions of translanguaging practices in the International Class Program at SMAN 3 Ponorogo.
This study employed a qualitative case study design. The participants were an English teacher and students of Grade X and Grade XI ICP classes at SMAN 3 Ponorogo. The data were collected through classroom observations, questionnaires, semi-structured interviews, and documentation. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing and verification.
The findings revealed four types of translanguaging practices, namely inter-sentential translanguaging, insertion translanguaging, intra-sentential translanguaging, and congruent lexicalisation translanguaging. Inter-sentential translanguaging occurred most frequently, whereas congruent lexicalisation translanguaging appeared least frequently. The findings further indicated that translanguaging practices reflected four major characteristics and pedagogical functions: flexible use of linguistic repertoire, meaning-making, scaffolding and learning support, and participation and inclusion. These practices enabled the teacher to clarify explanations, support students’ comprehension, maintain classroom interaction, and facilitate active participation. In addition, students generally expressed positive perceptions toward translanguaging because it helped them understand lesson content, increased confidence, and encouraged engagement in classroom activities.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Desi Puspitasari |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 18 Jun 2026 03:17 |
| Last Modified: | 18 Jun 2026 03:17 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/40332 |
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