TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY FOR ENHANCING STUDENTS' ENGLISH READING COMPREHENSION: A CASE STUDY AT A HIGHER EDUCATION IN CIAMIS

Abstract

This study explores how translanguaging functions as a pedagogical strategy for enhancing students’ English reading comprehension at the higher education level. It aims to examine students' application and perception of translanguaging in reading classes. Translanguaging refers to the flexible use of the entire language repertoire for achieving comprehension in the foreign language learning process. This study used a qualitative method within a case study approach, and data were collected by observation and interviews. Participants of this study were selected purposively, one class of first-year students and one lecturer for observation, in interviews six students were selected based on their level of participation in the learning activity, and one lecturer to triangulate data and validate students’ perception. The findings of this study indicated that the use of translanguaging can enhance English reading comprehension. Students applied translanguaging naturally through discussion, taking notes, retelling, and expressing their understanding. They use Indonesian, Sundanese, and also multimodal, such as gestures. Moreover, students gave a positive perception of translanguaging; they feel more comfortable, motivated, and confident when reading English texts. While the student found it beneficial, the implementation needs to be adjusted to avoid over-reliance on the native language. In summary, translanguaging can be an effective strategy to enhance student comprehension by allowing them to use their linguistic repertoire.