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All Journal Jurnal Ilmiah Bahasa dan Sastra Language Literacy: Journal of Linguistics, Literature, and Language Teaching Language Circle : Journal of Language and Literature The Journal of English Literacy Education
Mailiza Zainiza
Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE ROLE OF TRANSLANGUAGING IN ENGLISH LANGUAGE TEACHING IN INDONESIAN MULTILINGUAL CONTEXT: A LITERATURE REVIEW Anggraeni Khusuma Dewi Anggraeni; Muhammad Haikal Attabik; Mailiza Zainiza
JIBS : JURNAL ILMIAH BAHASA DAN SASTRA Vol. 12 No. 2 (2025): JIBS (Jurnal Ilmiah Bahasa dan Sastra)
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v12i2.13122

Abstract

This literature review explores the role of translanguaging in English Language Teaching (ELT) within Indonesia’s multilingual context. As a country with over 700 regional languages, Indonesia presents a linguistically complex educational landscape that challenges traditional monolingual paradigms. Drawing upon eleven recent empirical and theoretical studies published between 2023 and 2025, this review identifies the pedagogical benefits, strategies, teacher and student attitudes, and challenges of implementing translanguaging in EFL classrooms. The findings indicate that translanguaging enhances students’ conceptual understanding, linguistic confidence, and classroom participation by leveraging their full linguistic repertoires. Common strategies include bilingual discussions, L1 scaffolding, and multimodal teaching. Despite its demonstrated effectiveness, resistance persists among some educators due to entrenched monolingual ideologies. The study underscores the need for curriculum reform and professional development that incorporates translanguaging principles to build a more inclusive and context-sensitive ELT framework. It concludes that translanguaging is not merely a teaching strategy but a transformative practice that promotes linguistic justice and sustainable language education in Indonesia.
BEYOND ASSESSMENT: DIGITAL PORTFOLIOS AS A PATHWAY TO SPEAKING FLUENCY IN MULTIMEDIA EDUCATION Mailiza Zainiza; Muhammad Haikal Attabik; Novia Trisanti
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.105

Abstract

This study investigated the implementation of digital portfolios in supporting students' speaking fluency in procedure-text monologues among multimedia students at a vocational high school. The research aimed to examine how digital portfolios support speaking fluency development and to explore teacher's perceptions of their pedagogical impact. Using a qualitative case study, data were collected from lesson plans and related instructional documents, a questionnaire, and digital portfolio artifacts. The data were analyzed thematically using Braun and Clarke's (2006) framework. The findings indicated that digital portfolios promoted iterative learning through planning, practice, and reflection, in line with project-based learning principles. Teacher questionnaire responses and students' digital portfolio artifacts indicated improvements in students' pronunciation, intonation, and confidence following repeated recording and feedback cycles. The teacher also reported increased learner autonomy and engagement, although time-management and technical challenges remained. In conclusion, digital portfolios function as effective assessment and learning tools that foster reflective practice and support speaking fluency development. These findings highlight the importance of strengthening teacher's digital pedagogical competencies and encourage further research on integrating digital portfolios with formative assessment in vocational English education.
Pre-Service English Teachers' Goals and Beliefs in the Indonesian PPG Program Muhammad Haikal Attabik; Mailiza Zainiza
Language Circle: Journal of Language and Literature Vol. 20 No. 2 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.34552

Abstract

This study investigates the professional goals and beliefs of pre-service English teachers participating in Indonesia’s Teacher Professional Education (PPG) Program, a pivotal initiative designed to strengthen teacher competence and identity. While prior studies have focused on policy and structural aspects of the PPG, little is known about how pre-service teachers internalize professional goals and beliefs within this program’s reflective learning context. Addressing this gap, the present study adopts a small-scale exploratory case study involving three pre-service English teachers at a state university in West Java. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldaña’s (2014) framework to derive thematic insights into participants’ motivational orientations and evolving professional beliefs. Findings reveal that participants’ motivations combined intrinsic ideals such as pedagogical growth and moral purpose with extrinsic considerations of certification and career advancement. Their professional goals shifted from self-improvement toward broader commitments to educational transformation, while beliefs about English teaching expanded from linguistic transmission to global competence facilitation. These findings underscore that professional identity in the PPG context develops through the interaction of motivational and belief systems shaped by both policy expectations and personal reflection. The study contributes to teacher education research by providing contextualized, in-depth insights into how pre-service English teachers in Indonesia construct professional identity amid systemic reforms. Implications are offered for designing PPG curricula that explicitly integrate goal-setting, belief development, and reflective mentorship.
DIGITAL PORTFOLIOS IN VOCATIONAL SPEAKING CLASSES: TEACHER’S PERCEPTIONS AND LESSON PLAN ANALYSIS Mailiza Zainiza; Novia Trisanti
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i2.12584

Abstract

Digital portfolios have become increasingly relevant in language education as tools for documenting learning processes, enabling multimodal task performance, and supporting formative assessment. However, limited research has examined how they are embedded in instructional planning or how teachers perceive their assessment role, especially in vocational English classrooms. This qualitative case study investigates (1) how digital portfolios are integrated into a speaking lesson plan, and (2) how a vocational English teacher perceives their use as an assessment tool. Data were collected through document analysis and an open-ended teacher questionnaire completed by an English teacher in an Indonesian vocational high school. The data were analyzed using thematic analysis. The findings show that digital portfolios were positioned as central to the design of speaking tasks, functioning as a structured mechanism for organizing workflow, documenting progress, and compiling multimodal evidence of learning. The teacher perceived the portfolio as a valuable tool for monitoring engagement, identifying learners who need support, and enhancing transparency in the learning process. However, constraints related to the absence of explicit assessment rubrics, increased workload, and varying student digital literacy limited the portfolio’s potential for systematic assessment of speaking skills. The study concludes that digital portfolios have strong potential as process-based assessment tools in vocational English instruction; however, their effectiveness depends on the availability of clear assessment criteria, technological readiness, and sustained institutional support.
Co-Authors Anggraeni Khusuma Dewi Anggraeni Muhammad Haikal Attabik Novia Trisanti