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All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Jurnal Arbitrer Indonesian JELT Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue J-Dinamika: Jurnal Pengabdian Kepada Masyarakat Journal La Edusci Indonesian Journal of EFL and Linguistics Journal of General Education and Humanities Teaching English as a Foreign Language Journal Edulead
Setiono Sugiharto
Atma Jaya Catholic University Of Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Translingual practice as a rhetorical tactic in the 2024 gubernatorial election debates Umam, Akhmad Hairul; Sugiharto, Setiono; Nisa, Baiatun
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.43127

Abstract

With an emphasis on the overall rhetorical tactics used in a political discourse, this qualitative case study investigates translingual practice in the 2024 Jakarta gubernatorial election debates. It specifically examines how the candidates deliberately switched between Indonesian, English, and regional languages to interact with a linguistically varied population and to create compelling political narratives. The study is framed under the frameworks of both translingualism and Critical Discourse Analysis (CDA). Data sources were taken from the transcribed video recordings. The analysis emphasizes the interplay between multilingual communication, voter perception, and identity construction within Jakarta’s multicultural context. The findings revealed that translingual practice was purposefully used to appeal to a broader range of demographic groups. Candidates can improve their political messaging, negotiate their identities, and promote inclusivity by mixing languages. Translingual practice is a dynamic and flexible tool for political communication in Jakarta's diverse language environment. By showing that translingual practice serves as a strategic performative tool in electoral engagement rather than just being a reflection of Indonesia's linguistic diversity, this study contributes to the body of research on political discourse in multilingual cultures. It makes the case that, especially in globalized metropolitan contexts, language choice in political discourse is vital for influencing public opinion and for navigating democratic processes.
Language Materiality and Transmodal Production in EFL Classroom: The Case of Dayaknese Students Handayani, Magpika; Luciana, Luciana; Sugiharto, Setiono
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.322-335.2025

Abstract

Globalization has ushered English language teaching (ELT) to a radical shift which results in the incorporation of post-humanist paradigm in ELT. Ironically, however, this paradigm has not been thoroughly considered in ELT in periphery contexts where sociocultural-semiotic symbols as language materiality abound. In this article we consider language materiality as part of cultural materiality and social life which highlights transmodal elements a key concept in parallel localization within communities. The present study examines how the indigenous Dayak community in Kalimantan, Indonesia, utilizes materiality and transmodal production in EFL classrooms to facilitate knowledge construction through interactions with diverse objects, symbols, and resources. An instant ethnography was employed to capture transmodal moments, such as from writing to speaking, video to text, or speech to action, which result in dynamic transformations and expansions of meaning in the multimodal discourses classroom to students who have not previously learned English in their primary school. Multimodal Conversation Analysis (MCA) was used to analyze the data, which revealed that materiality is a transmodal production that encourages students to create meaning via their own lenses. As the students immersed themselves in the phase-by-phase engagement with semiotic symbols related to their English classes, the result shows that they improved their communication skills, comprehension, and access to knowledge. Based on their understanding of English, the knowledge they gain provides them with the opportunities to think critically. Furthermore, transmodal through materials can be applied as sources for students to make meaning.
VOICE IN ACADEMIC WRITING: THE TRANSPOSITIONING OF AUTHOR IDENTITY IN RESPONDING TO MANUSCRIPT BLIND REVIEWERS Sugiharto, Setiono
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.12386

Abstract

Voice as one of vital elements in academic writing can impinge upon the quality of one’s writing. Despite robust controversies over the usefulness of this metaphorical notion, a plethora of studies on voice has contributed to our understanding of its role in determining writing quality. The foci of these studies, however, are constricted on either voice as individual or voice as social, ignoring the perspective of voice as dialogic. This case study investigates the written reviews of a manuscript author by four blind reviewers in different international Scopus-indexed journals. Drawing on the ideas of “voice as dialogic” and of “transpositioning” of identity, this study seeks to identify and to examine the authorial strategies of an author in constructing his own voice in textual realizations as responses to the manuscript blind reviewers. In doing so, it attempts to finds out the author’s writing identity as manifested in the texts constructed.  Relativism’s methodology was employed in order to provide the construction of certain phenomena (i.e. dialogical voice) as accurately as possible. Results revealed that the manuscript author employed two key authorial strategies: averring established authority and foregrounding the ecologies of knowledges.    
Pedagogical Translanguaging in Language Education: Constructing Translanguaging Space to Reduce Cognitive Load in Support of Sustainable Development Goals (SDGs) Putra, Harjuli Surya; Sugiharto, Setiono; Silva, Anna Marietta Da; Syahrizal, Trisnendri
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77403

Abstract

This study aims to investigate how pedagogical translanguaging in language education constructs a translanguaging space to mediate and reduce extraneous cognitive load in EFL classrooms. Using a descriptive qualitative design, classroom observations and video-stimulated recall interviews were conducted with Indonesian university students. Data were analyzed through Multimodal Conversation Analysis combined with Interpretative Phenomenological Analysis. Results show that teacher-led pedagogical translanguaging connects multiple languages, addresses linguistic insecurity, and incorporates multimodal resources. These practices reduce cognitive load because they allow students to process new information by using their full linguistic repertoire, lowering stress and enhancing engagement. Constructing a translanguaging space fosters an inclusive environment, enabling students to participate more actively, retain content better, and develop metalinguistic awareness. The findings support the integration of pedagogical translanguaging into EFL teaching as a means to promote equity, linguistic diversity, and quality education, in alignment with Sustainable Development Goal 4.
Translingual Practices as Spatial Repertoires Employed by Interlocutors in Classroom Interaction Risna Saswati; Setiono Sugiharto
Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i2.2954

Abstract

The study investigates the transligual practices as spatial repertiores in classroom interaction. The method applied is a descriptive qualitative approach. It uses the classroom observation, interview and stimulated recall interview as the techniques of the data collection. The study employs the theories of sociocognitive affordances, translingual, classroom language use, and pragmatics. The outcomes reveal that the natural functions as the goals are achieved. The participants can shift the roles as the interlocutors who can apply the appropriate speech acts and the politeness strategies. The roles are changed and the study reveals the interaction is natural in which there is symmetrical relationship among the interlocutors in classroom interaction. It is as the results of the use of sosiocognitive affordances from the very beginning of the classroom interaction by the teachers and learners and continues to the end of the class. In the process, the roles of the teachers and learners gradually change into the interlocutors who have already the pragmatic competences to interact with other parties.
Navigating pedagogical choices: Teacher decision-making in remote learning environment Herawati, Atti; Sugiharto, Setiono; Manara, Christine
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2132

Abstract

Decision-making is the fundamental teaching skill that is enacted in practice. The exploration of pedagogical decision-making by teachers in remote instructional settings offers valuable theoretical insights and practical contributions to the field of English Language Teaching (ELT). Thus, this study was aimed at exploring pedagogical decisions teachers make in their remote teaching practices. A qualitative, exploratory approach was employed, and virtual observation through Zoom Meeting or Google Meet served as the main data collection instrument. Five lecturers from five different private universities in West Java, Indonesia participated in this study, a sample size consistent with the in-depth, interpretive nature of qualitative inquiry. Observation notes and video transcripts were analysed using grounded theory through three coding stages. The study revealed that the majority of instructional decisions were strategically oriented toward maintaining student engagement and promoting seamless lesson progression. Translanguaging was dominant and employed by all participants. Among five decision types (rational, intuitive, dependent, avoidant, and spontaneous), spontaneous decision-making emerged as the most commonly utilized, in contrast to dependent and avoidant decisions, which occurred with considerably lower frequency. These findings contribute theoretically to the understanding of teacher cognition in digital contexts and practically to the preparation of teachers for responsive, reflective decision-making in remote ELT.
Understanding Authenticity in YouTube Playful Talk: A Translingual Practice Approach Obay Jambari; Setiono Sugiharto; Ferdinan Okki Kurniawan
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1280

Abstract

This study addresses the limited research on how translanguaging operates within playful talk in audiovisual digital environments, particularly in relation to identity construction and authenticity negotiation. While previous studies have examined translanguaging in educational or written digital contexts, little attention has been given to its role in informal, multimodal interactions on platforms such as YouTube. This study aims to analyze how multilingual speakers employ translanguaging practices to construct social identities and negotiate authenticity in playful talk. This research adopts an interpretive qualitative approach using a case study design. The data were collected from one episode of the Playful Talk YouTube channel, focusing on a single participant (GS1). Data sources include video recordings and a semi-structured interview, which were analyzed using thematic and discourse-oriented analysis. The findings reveal that translanguaging functions as a structured communicative strategy rather than a random language alternation. English is predominantly used for affective expression and stance-taking, while Indonesian provides contextual elaboration and narrative grounding. These language choices enable the participant to construct hybrid identities that integrate local and transnational orientations. Furthermore, multimodal resources such as gestures and facial expressions are systematically aligned with linguistic shifts, reinforcing meaning-making and authenticity in interaction. This study contributes to digital sociolinguistics by demonstrating that translanguaging is not only linguistic but also multimodal and interactional. It offers a more integrated framework for understanding multilingual communication in digital environments and highlights the role of playful talk as a site of identity negotiation.
Co-Authors Akhmad Hairul Umam, Akhmad Hairul Anna Marietta da Silva Anna, Astri Baiatun Nisa Christine Manara Eka Margianti Sagimin Herawati, Atti Kurniawan, Ferdinan Okki Luciana Luciana MAGPIKA HANDAYANI Marietta da Silva, Anna Ngamelubun, Carla Stevia Obay Jambari Putra, Harjuli Surya Saswati, Risna Syahrizal, Trisnendri Timothy, Timi Yuniastari, Rintya