Translanguaging in English as Foreign Language (EFL) Classroom Assessment: A Discourse Analysis in Indonesian University

Abstract

The research entitled “Translanguaging in English as Foreign Language Assessment (EFL) Classroom: a Discourse Analysis in Indonesian University” intended to find out two grand questions in the field of university classroom, which are (1) How is translanguaging engaged in the formative assessment by the lecturers? (2) Why do the lecturers engage translanguaging in the formative assessment? The research design administered here was the descriptive qualitative. There were two English lecturers of Muhammadiyah University of Makassar joined the observation and interview as the subjects for this research. Both of them applied the use of First Language (L1) and Second Language (L2) in the classroom, but in their daily life they use Bahasa Indonesia (BI) to communicate.Based on findings of the research, it found that there were three types out of five of translanguagings implemented as the way of the lecturers giving interaction in the formative assesment in teaching and learning process in the classroom.Those kind of translanguagings were Inter-Sentential translanguaging, insertion translanguaging, and entire translanguaging.Furthermore, The implication of translanguaging in one University of South Sulawesi in Indonesia on TEFL especially when used in the formative assessment was very useful because it could be used as a method or strategy to make sure the students understand the questions, motivate the students to speak,especially for low level students, and to encourage them to give the answer immediately when the teacher try to give the formative assessment through the questions in the classroom.