Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Weny Sugianto
Universitas Jambi
Languange, Linguistic, Communication & Media

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Pedagogical Translanguaging in Enhancing Indonesian Language Writing Skills among Junior High School Students Weny Sugianto; Ernanda; Failasofah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.12698

Abstract

Writing formal texts in Indonesian language classes often poses cognitive challenges for Junior High School (SMP) students transitioning from regional languages or informal registers to standard Indonesian (Bahasa Indonesia baku). This Systematic Literature Review (SLR) examines the implementation of translanguaging—the flexible use of students' entire linguistic repertoires—as a pedagogical scaffolding strategy in Indonesian writing instruction. Guided by the PRISMA framework, a systematic screening of Scopus, Google Scholar, SINTA, and Portal Garuda yielded 25 empirical articles published between 2021 and 2026. The thematic synthesis reveals three primary findings: (1) translanguaging is most frequently utilized during pre-writing and drafting stages, allowing students to explore ideas bilingually before editing into standard Indonesian; (2) the approach was consistently associated with reduced writing anxiety and enhanced text coherence; and (3) primary challenges include language purism ideologies among educators and a structural misalignment with monolingual summative assessments. The findings suggest that translanguaging spaces could be more explicitly accommodated within the national curriculum (Kurikulum Merdeka). By focusing specifically on standard Indonesian language acquisition in multilingual SMP classrooms, this review addresses a critical gap in a literature traditionally dominated by EFL contexts.    
Co-Authors Ernanda Ernanda