The learner's proficiency level in communication using English as a foreign language was indicated by their capability to make use of strategies to communicate both in written as well as spoken forms. This qualitative study focused on finding out (i) the types of communication strategies used by the students in EFL classrooms at SMP Negeri 4 Singaraja, and (ii) the students' reasons towards the use of their communication strategies. The data were obtained from observation and focus group discussion. All data were analysed descriptively. The results of the study indicated that numerous types of strategies were used by the students when communicating in the classroom. They are the use of fillers, self-repetition, code switching, appeal for help, selfrepair, asking for confirmation, massage abandonment, omission, approximation, and literal translation. Various types of reasons were expressed by the students toward the use of communication strategies such as thinking time, anxiety, and proficiency level.

The use of the first language (L1) in the English as a foreign language (EFL) classroom is becoming an on-going debate. A newly growing view to the use of L1 in the foreign language (FL) classroom called translanguaging views that by utilizing the L1 along with the TL in FL classroom is considered as functional practice of languages rather than an impediment in FL learning. Accordingly it is necessary to find out the functions of teachers' practice of translanguaging in the EFL classroom since this view has not been much researched yet. Related to this, the current study was intended to find out the functions of the EFL teachers' translanguaging and to find out the teachers' reasons for the use of translanguaging. This study followed qualitative descriptive interactive research design, and the subjects consisted of three English teachers at the 7 th grade classes at two junior high schools in Singaraja. The data were collected through observations and interviews and were analyzed descriptive qualitatively. The results of this study showed that there were 3 functions of translanguaging. The most frequent function was related to knowledge construction, followed by classroom management, and interpersonal relations. There were 9 reasons for the teachers' use of translanguaging, namely: to facilitate students' understanding, to provide L1 and TL comparison, to elicit students' responses, to attract students' attention, tomanage students, to promote discipline, to develop deeper personal relationship, to create secure classroom atmosphere, and to make the class more interesting. In sum, the use of translanguaging plays a number of functions in the EFL classroom but it should be considered also the 'optimal' use of it in EFL learning process because the overuse of L1 might bring negative impact.

The teacher often uses translation or mother tongue (L1) during the instructional process in EFL classroom. However, the use of translation is still going debated. In order to make the best use of translation in instructional process, it is necessary to know when and why the teacher uses it. Related to this present study, there were two aims of the study, namely to find out in what situations do the teacher use translation and to find out the teachers’ reasons for using translation in relating to the situation of classroom instructional process. This study followed qualitative interactive descriptive approach. There were three English teachers at the 7th grade classes at SMP Negeri 4 and SMP Negeri 5 Singaraja as the subjects of the study. The data was collected through observations and interviews. The data obtained were analyzed descriptively. The results of study showed that the teachers used translation (L1) in such situation, namely: (i) giving instruction, (ii) presentation, (iii) checking comprehension, (iv) language testing/language assessment, and (v) eliciting language. In addition, there were two reasons of using translation by the teachers namely, the students did not understand many vocabularies, sentences, and material given in English and the students felt uncomfortable if the teacher used English only in the classroom.

This study was conducted as an attempt to investigate in what step of scientific approach the teachers most frequently use translation in English Language Teaching as well as to find out the teachers' reasons toward the use of translation in English Language Teaching based on scientific approach at SMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design. There were two teachers chosen as the subjects of study. The data were collected through audio recording the teaching and learning process and interviewing the subjects of study, while the techniques of analyzing data were done descriptively following the four processes according to the theory of Miles & Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. The results of analysis indicated that the teachers most frequently used translation in exploring step of scientific approach. In addition, there were seven teachers' reasons found in relation to the use of translation in the classroom, namely to help the students' difficulty in: (1) understanding the instruction given by the teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understanding the tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presenting their work. The related parties interested in the same area of the research should give deeper concern in doing wider range of aspects involved in further study.