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All Journal BRIGHT VISION Analysis
Nazwa Nur Rahmi
Universitas Negeri Medan
Religion Education Other

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Teacher’s Translanguaging Practices in EFL Classroom Interaction: A Case Study at SMP Negeri 1 Percut Sei Tuan Nazwa Nur Rahmi; Nia Kristin Sianturi; Jemima Indah Andayani; Alfira Khairunnisa Br Nadapdap
Analysis Vol 4 No 1 (2026)
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/j.analysis.v4i1.1965

Abstract

This study aims to examine how translanguaging is practiced by the teacher and to explain the reasons for its use in EFL classroom interaction. The research applied a descriptive qualitative method, focusing on a teacher and approximately 24 students in class VII-3 at SMP Negeri 1 Percut Sei Tuan. Data were collected through classroom observation, audio recording, documentation, and interview, then analyzed using data condensation, data display, and conclusion drawing. The findings reveal that the teacher practices two major types of translanguaging: translanguaging shifts and instructional scaffolding. Translanguaging shifts are used in short utterances for giving instructions and feedback, while instructional scaffolding is applied in detailed explanations of grammar and text content. Furthermore, these practices are driven by several factors: the need to optimize communicative resources, the effort to connect with students' prior knowledge, the necessity to adapt to the classroom situation (flow of interaction), and the requirement for effective classroom control. Although these strategies facilitate comprehension, the interaction remains teacher-centered with limited student participation.
A Discourse Analysis of Teacher-Student Interaction in an EFL Classroom Based on FIACS at SMPN 1 Percut Sei Tuan Jemima Indah Andayani; Alfira Khairunnisa Br Nadapdap; Nazwa Nur Rahmi; Nia Kristin Sianturi
BRIGHT VISION Vol 6, No 1 (2026)
Publisher : Faculty of Tarbiyah nad Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the types of teacher–student interaction and to identify the factors influencing interaction patterns in an EFL classroom at SMP Negeri 1 Percut Sei Tuan. The research applied a descriptive qualitative method, focusing on classroom interaction between the teacher and students. The data were collected through classroom observation and video recording, then transcribed and analyzed using Flanders Interaction Analysis Categories (FIAC). The data analysis was conducted through data condensation, data display, and conclusion drawing. The findings reveal that classroom interaction is dominated by student response and teacher talk, including lecturing, giving directions, and asking questions. This indicates that students participate actively but mainly in a reactive manner. Furthermore, the interaction patterns are influenced by several factors, including the teacher’s teaching strategy, the type of classroom activities, students’ language proficiency and confidence, and the teacher-centered classroom environment, which limit students’ opportunities to initiate communication.
Co-Authors Alfira Khairunnisa Br Nadapdap Jemima Indah Andayani Nia Kristin Sianturi