TRANSLANGUAGING IN ENGLISH CLASSROOM INTERACTION AT A PRIVATE PRIMARY SCHOOL IN MEDAN

This research explores translanguaging in English classroom interaction at a private primary school in Medan. The objectives of this research were; (1) to analyze and categorized translanguaging type in classroom interaction at a private primary school in Medan. (2) to describe the practice of translanguaging in classroom interaction at a private primary school in Medan (3) to elaborate the reason of using translanguaging in classroom interaction at a private primary school in Medan. This research found that (1) translanguaging types that occurred during English
classroom interaction at a private primary school in Medan are official translanguaging, natural translanguaging and pupil-directed translanguaging. (2) Translanguaging were used in English classroom interaction within IRF sequences.
Teacher was dominated classroom interaction within Initiation and Feedback sequences based on data analysis, while students were contributed translanguaging in the Response sequence. (3) Teacher and students were doing translanguaging which serve all the discursive function as proposed by Garcia and Wei. The discursive functions for teacher are; to involve and give voice, to clarify, to
reinforce, to manage the classroom, and to extend and ask questions. The discursive functions for students are; to participate, to elaborate idea and to raise questions