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Journal : education and human development journal

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A Translanguaging as a Culturally Responsive Practice: EFL Teachers’ Insights in Indonesian Classrooms Fatus, Fatimatus Sadiyah; Irmayani; Buyun Khulel; Syifa Khuriyatuz Zahro
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8380

Abstract

This study explores translanguaging as a culturally responsive pedagogical practice in Indonesian EFL classrooms by examining its classroom enactment, the pedagogical reasoning underlying its use, and the challenges teachers face in implementing it. Adopting a qualitative descriptive design, the study analysed classroom observations, instructional documents, lesson plans, and teachers’ written reflections to capture naturally occurring instructional practices without relying primarily on participant self-reports. The findings reveal that EFL teachers employ translanguaging strategically to facilitate meaning-making processes, including clarifying instructions, explaining complex vocabulary and grammatical concepts, managing classroom interactions, and enhancing student engagement. Teachers’ pedagogical reasoning was inferred from recurring instructional patterns observed across lessons—specifically, when and for what purposes teachers shifted between languages—from the alignment between lesson plans, instructional materials, and classroom enactment, as well as from teachers’ reflective documents that articulated rationales for particular language choices. Triangulation of these data sources indicates that teachers’ translanguaging practices are guided by efforts to promote comprehension, reduce learners’ anxiety, and create inclusive learning environments that acknowledge students’ linguistic and cultural identities. However, the findings also demonstrate that institutional expectations of English-only instruction, limited professional preparation in multilingual pedagogy, diverse student linguistic backgrounds, and prevailing societal ideologies privileging English proficiency constrain the consistent implementation of translanguaging. Overall, the study concludes that translanguaging constitutes a pedagogically grounded and culturally responsive practice shaped by teachers’ professional judgment and contextual realities. The study underscores the need for clearer policy support and targeted professional development to strengthen multilingual pedagogical practices in Indonesian EFL contexts.
Teachers’ PCK and Pedagogical Decisions in English Materials Design at Junior High School Tahfidz Entrepreneur Khairunnas Tuban Alfi Az Zuhriyah; Irmayani; Buyun Khulel; Syifa Khuriyatuz Zahro
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8378

Abstract

In the context of rapidly evolving educational demands and increasing integration of digital technologies, teachers are required to make informed and adaptive pedagogical decisions in designing effective learning materials. Understanding how these decisions are shaped is essential to improving English language teaching at the junior secondary school level. This study aims to explore and describe teachers’ Pedagogical Decision Making in designing English learning materials through the perspective of Pedagogical Content Knowledge (PCK). Using a descriptive qualitative approach, the study collected data through in-depth interviews with English teachers, which were further triangulated with students’ perceptions to ensure data validity and richness. The findings reveal that teachers’ pedagogical decisions in material design are not simple tasks but complex processes shaped by their knowledge of learners’ characteristics, curriculum demands, available resources, sociocultural context, and the growing integration of educational technology. Teachers consistently adjust the linguistic complexity of texts, select contextually relevant topics, and apply various scaffolding strategies to support students in overcoming linguistic limitations. In addition, teachers must balance the use of standardized textbooks with the need to modify materials to align with core competencies and students’ profiles. The study also highlights that emotional and motivational factors play an essential role in decision-making, particularly in maintaining students’ engagement and confidence. These results suggest that teachers’ PCK is dynamic and continuously evolving through reflection, teaching experience, and responsiveness to classroom realities. Therefore, the study recommends the implementation of more systematic and sustained professional development programs focusing on material design, PCK enhancement, and digital literacy. Such initiatives are crucial to empower teachers in creating English learning materials that are contextual, innovative, and responsive to the diverse needs of contemporary learners.
Co-Authors A. Hermina Julyaningsih Aamura, Jul Asdar Putra Abdul Azis Ambar Abdullah Adriana Agus Ramdani Ramdani Ahsan Akmaluddin Akmaluddin Alam, Rizqy Iftitah Alfi Az Zuhriyah Ali, Kesan Oktavian Amanda Isnaini Amin, Rahmasinar Amir, Rahma Melati Ammang Latifah Ana Mutmainah Bani Said Andi Fajriansi Ansi Andi Uceng Anfa, Sugianto Arif Rahman Hakim Arifin, Bustang Ariman Arromi, Ahmad Aswad, Hajar Azis, Dina Aprianty Bangun, Sri Melda Buyun Khulel Cut Lisa Afrianna Dadi Setiadi Setiadi Darmawan Salman Darnengsih, Darnengsih Dewi, Indra Edi Widiono Edy Supriyadi Fatus, Fatimatus Sadiyah Firman, Imran Fivit Marwita Ginting, Luci Ginting, Rosita Hamdani, Ibnu Mansyur Hanifa, Fanni Harlan effendi HARMILAWATI Hary Fandeli Hasanah, Zirni Al Hasniaty I Gusti Putu Muliarta Aryana I Wayan Sudika Iriandi Ilyas Isna Juwita Isnaini, Amanda Jamaluddin Jusriani Khoirul Huda Kisman La Ifa Lestari, Ika dewi M. Fadhli Abdillah M. Febriansyah M. Sobry Ma’ruf Ishak Ola Maisopa, Ira Mamnun MARIA BINTANG Masnur Ma’ruf Ishak Ola Melda Fajra Moh. Azhar Mokoginta, Meity M Mufrida Meri Mufrida Meri. Z Muhammad Muhammad Amri Rahman Muhammad Jurhadi Kadir Mujahid, Ayinun Mukhlis Mutmainna, Amriati Nazili Nency, Aprilya Noka, Isara Abda Nur Fadhilah Syam Nur Hazizah Nuraini K Nurhikmahwati, Meisya Nurkolis Nurul Hafsa Nurwijayanti Parinduri, Anggi Poedji Oetomo Putri Ashari Visar Rafi’ah Nur Rahmattullah, Rahmattullah Ramadhan, Devi Aulia Ratna Said Restu Ramadhan, Andi Rozza Linda Rugaya Ridwan Ruqoyyah, Siti S. Wahyu Dumadi Sabara, Zakir Sabaruddin Sadly Abdul Jabbar Safaruddin Salwa Okta Sabila Sari, Ninin Wulan Seelagama, Poornika Kumari Sellang, Kamaruddin Siti Asiyah SITI FATIMAH Sriwahyuni Suliartini, Ni Wayan Sri Sunarti Sunarti Supyati Syarifah Lubna Lubna, Syarifah Lubna Syifa Khuriyatuz Zahro T Iskandar Rizal Trifadel, Mut'amal Tuti Anggraini Ummu Kalsum Usman, Rahmi Wahdaniyah Widya Kusumaningsih WULANDARI Yanti, Siti Ida yayuk yayuk Yolanda Pratiwi Zaenal, Syaifuddin Zulia Ramadhani, Ratih Zulia