Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Language and Literature AL ISHLAH Jurnal Pendidikan
Fransiskus Dinang Raja
Universitas Nusa Nipa
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Teachers’ attitude towards translanguaging practice and its implication in Indonesian EFL classroom Raja, Fransiskus Dinang; Suparno, Suparno; Ngadiso, Ngadiso
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.38371

Abstract

Previous studies have shown that the majority of teachers tend to be receptive towards translanguaging practices (Khairunnisa Lukmana, 2020; McMillan Rivers, 2011; Nambisan, 2014; Yuvayapan, 2019). However, in Indonesian context, there are relatively few studies in this field employing a case study design to reveal more detailed information. This study was aimed at investigating teachers' attitudes towards translanguaging practices and how the practices took place. The participants were four English teachers from two private junior high schools located in East Nusa Tenggara and Central Java, Indonesia. The data were collected by using questionnaires, semi-structured interviews, and observations. The analysis reveals that all participants implemented translanguaging in several typical situations in their EFL classrooms. Despite participants' various feelings towards translanguaging, they still use translanguaging in their teaching and associated translanguaging with positive attributes. Moreover, the majority of teacher participants had positive intentions towards translanguaging in their future class. These findings shed light on a multilingual pedagogical practices and further research directions. 
Students' Attitude Towards Translanguaging Practice in Indonesian EFL Classes Fransiskus Dinang Raja; Suparno Suparno; Ngadiso Ngadiso
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.522 KB) | DOI: 10.35445/alishlah.v14i1.1149

Abstract

The multilingual world demands educational stakeholders to adjust by embracing multilingual pedagogies. Translanguaging is deemed a prominent language practice to be implemented in educational settings, especially in the EFL class. However, the practice still obtains criticisms. Many scholars point out challenges in implementing classroom translanguaging. Therefore, studying attitudes, specifically students' attitudes, becomes significant at this point because it helps to reveal how students' feelings and thoughts of translanguaging practice are based on their learning experience. Further, their attitudes can be considered in the classroom decision making whether to translanguage or not to translanguage. The present study will generally continue what previous scholars have done but in a new context and methodology. This study investigated students' attitudes towards student- and teacher-directed translanguaging in Indonesian EFL classrooms. The participants were 40 grade VIII students from two EFL classes of a private boarding school located in East Nusa Tenggara, Indonesia. The data was collected using online questionnaires consisting of close-ended and mainly open-ended questions. The result showed that most students expressed negative feelings toward students-directed translanguaging. Meanwhile, teacher-directed translanguaging was more acceptable indicated by most students who had positive feelings towards their teachers' translanguaging. Students' arguments and comments were also interesting to be noticed. These findings shed light on a multilingual pedagogical practice and further research, which we would like to discuss further within this article.
Unveiling the Linguistic Landscape of Educational Spaces in a Remote Indonesian Area Raja, Fransiskus Dinang; Sina, Maria Wisendy; Siregar, Renol Aprico
Journal of Language and Literature Vol 25, No 2 (2025): October (in Progress)...
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i2.11926

Abstract

The signs materialized in the linguistic landscape (LL) symbolize what people believe about the language. Hence, most studies of LL focus on both language use and language ideology. While the study of LL is quite general worldwide, it is relatively new in East Nusa Tenggara, especially for those investigating LL in the educational setting. This study aimed to 1) find what language patterns and languages are exposed in the LL of the educational setting in Maumere City, NTT province, and 2) find the language ideology as the basis of why certain language was used and other language was rarely used. This research employed a qualitative case study. Data were obtained through documentation and interviews with 9 informants from 8 high schools and 1 university. The data were analyzed in three steps of qualitative data analysis: data condensation, data display, and conclusion drawing. The results indicated that there were three sign patterns, namely, monolingual, bilingual, and multilingual signs. There were 7 languages used in the three sign patterns above, namely Indonesian, English, Indigenous languages, Sanskrit, Japanese, German, and Latin. The situation represented through the school and university landscape manifested the language ideology. Interviews with informants revealed four main themes: language policy influencing language practice, language as a learning tool, language as a school identity marker, and language as a symbol of culture. These results are expected to provide a wider insight into the LL study in Indonesia.
Co-Authors Maria Wisendy Sina Ngadiso Ngadiso Siregar, Renol Aprico Suparno Suparno Suparno Suparno