Abstract:
English as a media of instruction seems very hard to implement in a monolingual
context of a classroom. In Indonesia where the students are belonging heritage and
national language as family language needs translanguaging pedagogy in order to
involved students cognitively in the classroom activity. Learning the building blocks of
language in content through multilingual leads learners to process information at higher
cognitive levels. This research is a qualitative case study investigating the implementation
of translanguaging pedagogy in promoting Higher Order Thinking Skill (HOTS) of
university student in the teaching of English for Business. The data sources are from
successive drafts of essays; a weekly journal of students’ responses; assignments and
activities; a peer commentary; and surveys and interviews on speaking development and
analysis of written lesson plans for one semester in 2019. Findings from this study provide
several important insights on the potential opportunities of translanguaging pedagogy in
facilitating higher order thinking skills. The translanguaging pedagogy was design into
five phases; explore; student explore ideas for building background on a topic, evaluate;
student build ideas for critical engagement with the theme, imagine; teacher help student
to create, design, redesign and form a new understanding of the theme, present;
collaborative work, peer editing, and some activities of getting feedback on ideas,
implement; ideas and opportunities for student to take their final design and new
understanding and then apply them. This study encourages teachers to provide safe spaces
for students to use all language repertoires they have in order to engage students’
cognitive skill into the understanding of the meaning of materials instead of memorizing
and recalling knowledge in surface learning.
