Wongso Adi Saputra

Indonesia is a country which has more than 652 local languages besides Bahasa Indonesia (BI) as a national language which is used as an Intranational Lingua Franca (ILF). Hence, it is very common for Indonesian people to be multilingual humans. Some of the local languages used in Indonesia are; Java, Sunda, Bugis, Makassarese, and etc.  Makassarese is one of local language that is used in some area in South Sulawesi island including Makassar city. This research is a corpus analysis data research. The data taken are from researcher experiences and the publish and unpublish document in Makassarese. Furthermore, the researcher uses sentence glossing, and describes the comparison of Makasarese with Indonesian and English. As the result, the description of Makassarese is elaborated based on consonant in sentence, reduplication in suffix, perfective/imperfective aspects, and alignment of verbal sentence marking.

English as English as Foreign Language (EFL) in Indonesia makes the learners get the difficulties in exposing themselves to Native English Speakers (NESs) environment. Hence, EFL learners in Indonesia are only exposed to the Non-Native English Speakers (NNESs) condition that make use English as Lingua Franca (ELF) when talking using English. Furthermore, in using ELF, the learners should engage all context in their mind to smoothen the communication built using ELF. The context that the learners have is core context regarding their First Language (L1) instead of NESs. Hence, in the communication running, the learners attach emergent context in order to overcome the miss-communication found in the conversation. In order to see the process of emergent context, this study in “analyzing context in ELF: A Discourse Analysis in Indonesian Higher Education Institution (HEI)” is run by using discourse analysis on corpus data taken from two HEIs learners’ conversation in Indonesia. The data ...

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...

This research aimed at finding out (1) how the L1 and the L2 interacted each other in the classroom context, (2) how the lecturers acted toward the L1 and the L2 in the classroom and (3) what was the implication of the translanguaging on TEFL. The research employed descriptive qualitative research design. The subjects were two English lecturers of Muhammadiyah University of Makassar. All of them used Indonesian language in their daily life and in the classroom they used Indonesian language also as their mother tongue and English language as target language. In the research findings there are five types of translanguaging as the way of the L1 and the L2 interacted each other in the classroom that used by the lecturers in teaching and learning process. Those were Inter-Sentential translanguaging which was effective, Intra- Sentential translanguaging which was effective, insertion translanguaging which was effective, congruent-lexicalization translanguaging which was effective and enti...

This research aimed to observe and know the improvement of students’ speaking skill at the second grade Exact students of SMA Muhammadiyah 7 Makassar which amount 22 students, that covers in accuracy and fluency through Simulation Technique in Classroom Action Research (CAR).To know the students’ improvement achievement, the researcher used Diagnostic test, test cycle II, and test cycle II. Before implementing test cycle I and cycle II, the researcher applied action to the students through two cycles, which covers four meetings for each cycle.Cycle I test result had showed the improvement in the students speaking skill in the comparison with the diagnostic test, that is 3.5 (3.4 for accuracy and 3.6 for fluency) in the diagnostic test but that improvement is still not complete the standard score which is 6.5, so that the researcher continued to apply cycle II. And in the test cycle II finally the students showed the improvement significantly which is 7 for accuracy. That result prov...

In teaching and learning process of the L2, the use of L1 in mediating the learning is needed to be considered. Therefore, this article aimed at finding out the support of the translanguaging on TEFL since translanguaging is the way of functioning L1 in teaching L2. The qualitative method was done in this research. The subjects were two English lecturers of Muhammadiyah University of Makassar in English Teaching and Training Department. The data were collected through interviewing and observing those two lecturers in the classroom teaching and learning process. Then, in addition to the data, those lecturers’ students were interviewed in order to dig their perception of the used of translanguaging in the L2 acquiring process. Furthermore, the data were analyzed using descriptive qualitative analysis. In the research findings there were five types of translanguaging as the way of the L1 and the L2 interacted each other in the classroom that used by the lecturers in teaching and learning process. Besides, there were ten functions of translanguaging as the action toward the L1 and the L2 in the classroom. Furthermore, translanguaging gives the support on TEFL in the classroom context. Key words: Translanguaging, First Language (L1), Second Language (L2).