This item is published by Universitas Islam Negeri Sunan Ampel Surabaya
Ma'unaty, Ariny (2025) the Practice of translanguaging in efl students’ english writing : a study at SMPN 1 Gondangwetan Pasuruan. Undergraduate thesis, UIN Sunan Ampel Surabaya.
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Abstract
Translanguaging has become increasingly relevant in English Language Teaching (ELT), particularly in multilingual contexts. However, its role in supporting students' English writing remains underexplored in Indonesian secondary schools. This study, conducted at SMPN 1 Gondangwetan in Pasuruan, aimed to investigate two research questions: (1) What are the translanguaging practices used by EFL students in English writing? and (2) Why do students use translanguaging in English writing? A qualitative case study was employed, the data were collected from 15 eighth-grade students using document analysis and open-ended questionnaires. The findings revealed three main functions of translanguaging in students' English writing. First, students employed translanguaging to fill vocabulary gaps, particularly for culturally specific terms that lack direct English equivalents. Words such as kupang, lentho, and cenil were retained to maintain accuracy and avoid mistranslation. Second, students used translanguaging to convey complex ideas and create meaning-making. For instance, terms like tewel were accompanied by English explanations to clarify meaning while preserving cultural nuance. Third, translanguaging was used to strengthen cultural identity and highlight cultural richness. Cultural elements such as kendang, suling, and kempul were intentionally retained to reflect authentic cultural representations that would be diminished if translated. The questionnaire responses confirmed these findings. Students expressed that using their first language allowed them to express ideas more clearly and avoid misunderstandings when suitable English terms were unavailable. They also felt more confident and connected to their cultural identity when incorporating L1 elements into their English writing. Overall, this study demonstrates that translanguaging is not a result of language deficiency, but rather a conscious strategy to enhance clarity, meaning, and cultural expression in EFL writing. The findings suggest that teachers should view translanguaging as a valuable pedagogical resource rather than a barrier to English development. Future studies may explore translanguaging practices across various text genres or extend to oral discourse for broader insights.
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| Item Type: | Thesis (Undergraduate) | ||||||||||||
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| Subjects: | English Learning Pendidikan Pendidikan > Bahasa Inggris |
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| Keywords: | Praktik Translanguaging; Tulisan Bahasa Inggris | ||||||||||||
| Divisions: | Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris | ||||||||||||
| Depositing User: | Ariny Ma'unaty | ||||||||||||
| Date Deposited: | 11 Sep 2025 11:58 | ||||||||||||
| Last Modified: | 11 Sep 2025 11:58 | ||||||||||||
| URI: | http://digilib.uinsa.ac.id/id/eprint/84094 |
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