EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics

Vol. 7. No. 1, January 2023

ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

TRANSLANGUAGING IN EFL CLASSROOM AND ITS

IMPACT ON STUDENT'S PERFORMANCE AT A
SECONDARY SCHOOL LEVEL: A SYSTEMATIC REVIEW
La Ode Rasmin1, Sahril Nur2
1
Universitas Muslim Buton, 2Universitas Negeri Makassar
Email: [email protected] , 2 [email protected]

Abstract
Keywords: Translanguaging is a phenomenon of language use
Translanguaging, where people are bilingual or multilingual.
Students' Translanguaging occurs in the community and schools,
Performance, both in rural and urban areas. At the Indonesian
Secondary School secondary school level, learning English as a foreign
language (EFL), teachers and students at schools use the
target language (English) and the Indonesian language as
the official language in the education system. But, local
languages also occur and are used in schools for the
students who have their local language, including in
rural schools. This article uses the literature review
method to analyze translanguaging (Indonesian
language, local language, and English) in EFL
classrooms at schools and its effects. The author collects
several national and international journals. The journal
was compiled purposively, which related to
translanguaging at schools. The literature review found
that translanguaging in the EFL classroom influences
students' performance with multilingual backgrounds
(Indonesian language, local languages, and English).
Therefore, Translanguaging-based instruction is
considered good if applied to learning English as
Foreign Language (EFL).
Kata Kunci: Abstrak
Translanguaging, Translanguaging merupakan fenomena penggunaan
Kinerja siswa, Sekolah bahasa dimana masyarakat menggunakan dua atau lebih
Menengah bahasa dalam waktu yang bersamaan. Translanguaging
ini terjadi di masyarakat dan sekolah, baik itu
dipedesaan maupun diperkotaan. Dalam konteks
pembelajaran bahasa Inggris di sekolah menengah di
Indonesia, baik guru maupun siswa selalu menggunakan
bahasa Inggris sebagai bahasa target dalam
pembelajaran dan bahasa Indonesia sebagai bahasa
resmi dalam sistem pendidikan kita di Indonesia. Namun

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 EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

demikian bahasa daerah juga kadang digunakan di

sekolah bagi mereka yang memiliki bahasa daerah dalam
masyarakat tertentu termasuk di pedesaan. Artikel ini
menggunakan metode studi tinjauan pustaka dalam
menganalisa penggunaan Translanguaging (bahasa
Indonesia, bahasa daerah, dan bahasa Inggris) dalam
pembelajaran bahasa Inggris di sekolah menengah.
Penulis mengumpulkan beberapa jurnal internasional
maupun jurnal nasional serta prosiding dengan
purposive sampling, dimana penulis hanya mimilih
jurnal yang berkaitan dengan penggunaan
Translanguaging di sekolah dalam pembelajaran bahasa
Inggris. Studi pustaka menemukan bahwa penggunaan
Translanguaging dapat meningkatkan kinerja siswa dan
kemampuan siswa dalam berbahasa Inggris bagi siswa
yang memiliki latar belakang multilingual (bahasa
Indonesia, bahasa daerah, dan bahasa Inggris. Oleh
karena itu penggunaan Translanguaging dalam
pembelajaran bahasa Inggris dengan dianggap baik
untuk diterapkan dalam pembelajaran bahasa Inggris
didalam kelas.

INTRODUCTION
English is one of the most widely spoken languages on the planet. English
is a global language that has evolved into a lingua franca. Because English is the
language of science, technology, and art, it has become a worldwide language.
The majority of writers utilize English to deliver their written messages. As a
result, most countries consider English a necessary language to acquire. English is
now one of the most widely spoken languages on the planet. It is substantially less
popular than Mandarin, with a total speaker count of 1.5 billion people. It is also
the most extensively studied language on the planet. 325 million people speak
English as a first language, 425 million as a second language, and 750 million as a
foreign language (Crystal, 2003)
The government of Indonesia has determined that English would become a
compulsory subject informal schools and higher education as a foreign language.
According to Permendikbud No. 37 Tahun 2018, English has become the primary
subject in secondary school to improve students' cognitive and skill proficiency in
the language. It may be seen from the previous and current curriculum systems.

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EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

Furthermore, the global society in the fourth industrial revolution has

grown into a worldwide community that is no longer isolated and separated by
location and time due to significant advancements in technical knowledge. The
mastery of a foreign language, primarily English, which will be the gateway
through which Indonesians can engage and become global citizens, transforms the
international community into society, a one-world society. That argument is one
of the main reasons English and other foreign languages must teach in schools
(Alfarisy, 2021)
García & Wei, (2013) Translanguaging is a teaching approach in which
pupils are urged to switch languages for receptive or productive objectives.
Canagarajah, (2014) argued that there is no specific set of teaching strategies with
some commonalities across classroom settings to make translanguaging more
meaningful. However, it may allow multilingual learners to be aware of and use a
broader range of language practices, and implementing Translanguaging practices
is an appealing task for educators and researchers. Karabassova & San Isidro,
2020) noted that the multilingual turn in the shape of flexible and fluid linguistic
practices brought the language-dynamic perspective into classroom settings.
Language acquisition is inextricably linked to the connections between and
influence of different languages in a learner's linguistic repertoire, especially in
multilingual situations. Various factors relating to the learners' first, second, or
other languages influence how further language learning occurs in a learning
context. Those aspects, according to (Isidro-Smith, 2019), include the linguistic
distance between the speeches, the learners' level of proficiency in their first
language(s) and knowledge of the additional language, the dialect(s) used in the
student's language's status in the community, and societal attitudes toward the
learners' first language.
Indonesia is a country where many people are trilingual or multilingual.
This phenomenon is because ordinary Indonesians use Indonesian as a language
of unity (lingua franca). They also have their own culture and local language
(local language) in a specific area and study English at school. Therefore, this
phenomenon also affects learning English in informal and non-formal schools.

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 EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

The influence can be in the form of cultural and psychological aspects of students
in the classroom.
Language users speak Indonesian, regional (local), and foreign languages
in Indonesia. The mother tongue is usually the first language to which those
children are exposed. He learns his mother tongue first. The mother tongue might
be an indigenous language in Indonesia because there are over 600 regional
languages. The mother tongue can also be Indonesian. Children who grew up in
big cities may speak Indonesian as their first language. A local language is the
mother tongue of a child born in a rural area or hamlet, and it varies based on the
birth location or whether one of the parents speaks the language. As a result, a
child's first language is the one with which he is most conversant.
(ACDPINDONESIA, 2014)
Translanguaging is a phenomenon that occurs in multilingual or trilingual
societies such as Indonesia, especially in areas where they have their regional
language (local language). Hence, children living in these environments also use
the regional language as their first language daily. Things like this can also affect
the use of local languages in schools; as researched by (Afriadi & Hamzah, 2021),
the use of translanguaging in schools where local languages are also used in
conversation in EFL learning, although their use is still minimal.
Based on the phenomenon of translanguaging in language classes, the
current study aimed to address issues related to (1) Translanguaging as the
Medium of Instruction in EFL Classrooms; (2) Translanguaging in EFL
Classrooms at the Secondary School Level; (3) The Impact of Translanguaging on
Students' Performance.

METHOD
The author presents methods to search for national and international
journals in this section. The author looks for national and international journals.
The author prioritizes national journals accredited by SINTA and international
journals indexed by Scopus. The journals were purposively collected. The journal
relevant to the study of translanguaging and its effect is only taken as a source.

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EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

Besides that, the authors are also looking for journal proceedings relevant to
translanguaging. To add references to Translanguaging studies, the authors also
refer to national and international journals through Google Scholar. From all
existing journals, the author conducted a literature review study on the use of
Translanguaging in EFL learning and the impacts caused by the existence of
translanguaging instruction in the classroom

FINDING AND DISCUSSION

1. Translanguaging as the Medium of Instruction in EFL Classroom
The term translanguaging has existed since the 1980s by Welsh Educator
Cen Williams (Lewis et al., 2012). Translanguaging presents a new paradigm in
teaching and learning the language. The translanguaging approach is considered to
have great potential in explaining a good understanding of language learning,
including foreign language learning. "The deployment of a speaker's whole
linguistic arsenal without respect for cautious adherence to the socially and
politically established boundaries of identified language" is the definition of
Translanguaging (Otheguy et al., 2015)
Translanguaging, in essence, gives a novel picture of how
bilingual/multilingual people use their linguistic repertoire in everyday language
practice and what the underlying cognitive process looks like (García & Wei,
2013). Translanguaging is considered a good approach because the students do
not fully understand learning a foreign language if the instruction only uses the
target language. Therefore, translanguaging is effective in explaining the materials
in learning the language. In the context of learning foreign languages in Indonesia,
translanguaging occurs in EFL classrooms. Afriadi & Hamzah, (2021) found that
using local languages, Indonesian, and English, in learning English at school
occurred. Local languages and Indonesian explain learning materials, manage
classes, and clarify the material taught.
Still, in the findings (Afriadi & Hamzah, 2021), Translanguaging in the
EFL classroom is to understand students when there are misconceptions in
learning. The teacher clarifies these misconceptions about materials in learning

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 EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

using the Indonesian language. Regional languages (local languages) are also
commonly used for intermezzo or icebreaking in class.

2. Translanguaging in EFLClassroom at Secondary School Level

Adinolfi & Astruc, (2017) distinguish three types of Translanguaging in
EFL conversation. The first is intersentential code-switching, which occurs at the
discourse and turn levels. In other words, students in the classroom change the
language used in different sentences. The second realization is intra-sentential,
which occurs within each sentence's syntactic level. In other words, individuals in
the classroom change their language with the same penalties. The third realization
is when all students in the school use the target language or other languages
entirely.
In the context of Indonesia, the society is multicultural with a
Multilanguage. The multilanguage can be seen in tribes and cultures in Indonesia,
which have their own local or regional language. Therefore, many Indonesian
people are trilingual or can use three languages : their regional language (local
language), Indonesian as the language of unity, and some are masters of foreign
languages.
Concerning learning at school, including English as a foreign language,
students are certainly influenced by the language they always use in their daily
lives at home and in the community. Therefore, the teacher must also consider
these conditions in providing learning instructions or the learning process. EFL
learning in Indonesia (Aulia & Kuzairi, 2020) found that the Banjar language
(local language) in teaching English in the classroom occurred. In learning
English, the teacher uses the Banjar language (local language) to deal with
feelings, ask questions, give information, and give directions to students. In
contrast, students use the Banjar language (local language) based on their needs in
class.
According to (Macaro, 2009) cited in (Emilia & Hamied, 2022), there are
several benefits of using the mother tongue from various cognitive, social, and
psychological perspectives. First, cognitively, students' relationship with their first

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EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

language influences students cognition. Therefore, the first language is considered

one of the essential instruments in building students' cognitive. Second,
sociocultural, the first language, contributes to how we think and act. Third,
psychologically, first-language interaction in the classroom learning process can
build collaborative dialogue between teachers and students in completing learning
material in class.
Bozorgian & Fallahpour (2015) conducted a study on using the mother
tongue or local language (first language) in learning English as a foreign
language. The findings show that using the mother tongue has contributed to
managing the class, clarifying learning objectives, clarifying instructions, building
a friendly learning environment, confirming the meaning of what is done during
learning, and helping students reduce tension and anxiety in education.
Translanguaging is a practice or method of learning that is considered
effective in the context of the learner's language, which is different from the
language to be studied (Wei, 2018). For example, in English as a foreign language
in secondary school in Indonesia, English is not the mother language. Therefore,
teachers must also consider this reality in the learning process. For this reason, to
increase students' understanding, they must go through translanguaging, especially
in the context of students in rural areas where the acquisition of English is very
minimal.
Sahib (2019) found that translanguaging is essential in making the
learning process more effective in EFL classrooms at public high schools in the
Indonesian context. Translanguaging occurs with trilinguals, with English as the
target language in learning, Indonesian language, and local languages. Teachers
use Translanguaging strategies in several situations, including explaining the
material, introducing lessons, attracting students' attention, giving assignments,
and providing feedback. Meanwhile, students use translanguaging to ask the
teacher, answer the teacher's questions, and interact and discuss with other
students.
The Indonesian language is an official language in the education system.
In secondary school, students with a local language background usually use the

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 EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
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local language and Indonesian. Indonesian, the local language, and English in an
EFL classroom context occur. During this time, translanguaging is needed and
occurs in students' and teachers' interactions at school. To the research findings of
(Afriadi & Hamzah, 2021), we can classify the process of translanguaging in
schools into three interactions:
a) Student-to-student conversations. This interaction usually occurs using local
languages and Indonesian—for example, conversation outside the classroom
or discussion in class that is non-instructional.
b) Student-to-teacher conversations. Student-to-teacher conversations in EFL
learning classes use Indonesian and sometimes English. This conversation
usually happens when students ask or answer questions from the teacher.
c) Conversation from teacher to student. Teacher-to-student conversations are
usually instructional, in which the teacher explains the English learning
material. The teacher's explanation usually uses English which will then be
translated into Indonesian to avoid misconceptions about learning material
students.

3. The Impact of Translanguaging on Students' Performance.

a. Translanguaging is Effective in Developing Basic Skills of Language
Translanguaging has an influence on student activity in learning. In a
multilingual society, the mother tongue also influences success in learning
English in the classroom. This finding researched by (Wabwoba et al., 2020)
showed that Translanguaging strategies could affect student performance in
English learning. They studied Kenya, Nairobi, finding that their mother tongue
also helped them understand the teacher's learning materials and assignments.
However, teachers must also facilitate using English as the target language they
are learning. Mother tongue is also used to discuss fellow students in helping to
do the tasks given by the teacher.
Basic language skills are essential to give attention to in English teaching
because those skills determine the success of learning the language. In an EFL
classroom, the students should easily understand the teacher's instructions.

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EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
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Therefore, translanguaging considers can facilitate students in increasing their

essential skills of language (speaking, writing, reading, and listening). Yasar
Yuzlu & Dikilitas (2022) found that the Translanguaging strategy can improve
students' English skills (four basic language skills). Through translanguaging,
students can use all language sources in the learning process to negotiate and
motivate themselves to use English as the target language in learning. In the
Indonesian context, (Rasman, 2018) found in a study in secondary schools in
Yogyakarta that Translanguaging can help develop students' multilingual
competence, including learning English. In the learning process in the classroom,
the use of Indonesian, Javanese, and English occurs. However, Indonesian is still
dominant in student interaction in class because Indonesian is the official
language used in education. However, the regional language (Javanese) is still
used in-class conversations, although Indonesian is still more dominant.
In line with the explanation above, (Nur et al., 2020) found that a
Translanguaging strategy can improve students' reading comprehension in rural
areas. In rural areas, it is observed that there is minimal understanding of reading
texts in learning English, so the Translanguaging method in which the local
language and Indonesian approaches in learning instructions can help students
improve their reading skills.
Another finding related to Translanguaging instruction comes from
(Vaish & Subhan, 2015). They found that translanguaging enhances students'
understanding of reading learning. Translanguaging is considered to improve the
ability of the four basic skills of language (reading, speaking, writing, and
listening). By practising translanguaging in learning English, students can
improve their performance on exams. Gradually, the practice of translanguaging is
also expected to be able to master the target language (English) (Putri & Rifai,
2021)
Translanguaging usually occurs in the context of bilingual or multilingual
students. In learning, teachers and students can use several languages in the
learning process in the classroom. For teachers, translanguaging in learning
English can help students understand English learning materials, such as

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Vol. 7. No. 1, January 2023
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discussing grammar (Putri & Rifai, 2021). Using the national language and
mother tongue (local language) in EFL classrooms is considered effective
learning, as (Fallas Escobar, 2019) described.

b. Translanguaging is Effective in Enhancing Student's Participation in

EFL Classroom

Schools in many areas in Indonesia usually have multilingual

backgrounds such as Indonesian, local languages, and English. Therefore, in
learning English as a foreign language, teachers typically use the target language
and Indonesian as the official language in education. Local languages are also
commonly used in the classroom; although the intensity is not so much, the
process of interaction with local languages is also present in English learning
(Afriadi & Hamzah, 2021)
In addition, translanguaging is also considered to improve student
performance. The performance here means the participation and activeness of
students in learning English (Kwihangana, 2021). The activeness and involvement
of these students increases because translanguaging can touch on sociological or
cultural aspects where their Indonesian or local language can also be an
instrument for understanding English learning. De Los Reyes (2019) also found
Translanguaging practices among students in ESL classes with multilingual
backgrounds in Philipina. In his founding, in Translanguaging strategies, teachers
can discuss and improve students' understanding and participation in the class.
In the EFL classroom, the teacher's perception of translanguaging is
positive. According to (Lestari et al., 2022), translanguaging can reduce students'
anxiety. The students with low stress will motivate themselves to act in the
classroom. As a result, the participation of students in learning will enhance.
Translanguaging is seen as a natural occurrence in social and educational
situations. Therefore, translanguaging was unavoidable in the EFL classroom.
Regarding learning English in schools, students and teachers with
trilingual or multilingual backgrounds always use translanguaging in the learning
process. Translanguaging is an approach to language learning, including learning

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EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics
Vol. 7. No. 1, January 2023
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English as a foreign language. Translanguaging always happens in language

learning, especially in English as a foreign language. Through this approach,
teachers and students can interact well in the classroom. In the learning process,
translanguaging can occur naturally or by design (Fallas Escobar, 2019).

CONCLUSION
Based on a literature review of several international and national research
journals, the authors can conclude several things related to translanguaging.
Translanguaging practice always occurs in learning English as a foreign language
with multilingual students. Besides, translanguaging is also considered effective
in schools in Indonesia with multilingual students and teachers, where students
and teachers have their local language, the Indonesian language, as an official
language in education and English in EFL classrooms. By translanguaging
instruction, the students can use all their language repertoire. Translanguaging-
based instruction in learning English in the classroom is considered to increase
student participation and activity, including increasing student achievement,
especially in improving the ability of the four basic skills of languages (reading,
speaking, listening, and writing).

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ISSN (Print). 2549-2144, ISSN (Online). 2589-5140
Homepage: https://ejournal.unisi.ac.id/index.php/eji/

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