THE USE OF TRANSLANGUAGING IN TEACHING AND LEARNING ENGLISH AT SMPN 4 PANGARIBUAN

This research aims to analyze the types of translanguaging used in English language learning and to investigate the teachers' reasons for using translanguaging in English language learning at SMPN 4 Pangaribuan. This research used qualitative research methods. This research was conducted at
SMPN 4 Pangaribuan through observation and interview. Data analysis in this research uses the theory of Miles and Huberman, (1994) namely data reduction, display data, drawing conclusion, and verification. In this research, there are four types of translanguaging used by teachers in learning English namely code switching, language brokering, translation, and interpretation. The type of translanguaging that most frequently used in the learning process is code
switching namely there are 228 utterances, the second most frequently used is translation where there are 59 utterances, the third is interpreting there are 41
utterances and the least frequently used is language brokering there is one utterance. The teacher's reason for using translanguaging because students have different abilities in learning English and translanguaging has some benefits namely to ease tensions in the learning process, to give clear instructions, to check students understanding of instructions, to make learning objectives as unambiguous as possible, to assist in discovering new vocabulary for linguistics repertoire, to connect curriculum content to everyday for life, to facilitate acquiring pragmatic/ grammatical awareness of new expressions, to allow students to act independently of the teacher to complete an activity, to assist students when they have problems during an activity, to increase students’ motivation in learning English.