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All Journal Indonesian Journal of Applied Linguistics (IJAL) ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Acuity : Journal of English Language Pedagogy, Literature and Culture JALL (Journal of Applied Linguistics and Literacy) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Frasa: English Education and Literature Journal
Muhammad Handi Gunawan
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPLEMENTATION OF TRANSLANGUAGING IN EFL LISTENING CLASSROOM: STUDENTS’ VOICES Siti Kayla Almira Minerva; Muhammad Handi Gunawan
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22048

Abstract

Nowadays, there are numerous studies on translanguaging in various contexts. However, there remains a notable gap in studies specifically examining the application of translanguaging in the context of listening in the classroom. To fill this gap, this study examines how students perceive the application of translanguaging in an EFL listening classroom at a public university in Indonesia. Translanguaging, as a multilingual pedagogical approach, allows students to utilize both their first language (L1) and the target language (L2) to enhance their comprehension and participation in an English as a Foreign Language (EFL) classroom. Using a qualitative case study methodology, the data were collected through classroom observations, open-ended questionnaires, and semi-structured interviews.  The findings revealed that translanguaging offers significant benefits, including improved students' understanding of complex material, increased students' confidence in expressing ideas, and created a more interactive learning environment. However, some challenges also arise and are faced by the students, such as the over-reliance on L1 and the limitation of English skills improvement. Despite these challenges, the study emphasizes the importance of a balanced approach to translanguaging, enabling students to utilize their linguistic skills while at the same time improving their English proficiency. These insights add to the ongoing research on integrating translanguaging in EFL contexts to support diverse learner needs.
Exploring Students’ Experiences in Using Metacognitive Strategies in Completing Classroom Listening Tasks Fauziah As’ari, Fasya Aristawidya; Gunawan, Muhammad Handi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/cjnm0262

Abstract

Listening is often considered one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires learners to process spoken information in real time. Difficulties such as fast speech, unfamiliar accents, and limited vocabulary may affect learners’ ability to understand spoken texts and regulate their comprehension. This study explores how EFL students apply metacognitive listening strategies during classroom listening activities and identify the challenges that influence their strategy use. A qualitative descriptive design was employed to gain deeper insight into students’ experiences. Data were collected from 19 undergraduate students through an open-ended questionnaire reconstructed from the Metacognitive Awareness Listening Questionnaire (MALQ), document analysis, and semi-structured interview. The data were analyzed using theory-driven thematic analysis based on five metacognitive components: planning and evaluation, directed attention, person knowledge, mental translation, and problem solving. The findings reveal that students used all five strategies, but their use was uneven. Problem-solving and directed attention strategies appeared most frequently, while planning strategies were less used. Mental translation was used selectively depending on the listening situation, and students’ self-perceptions and emotional responses influenced their strategic behavior. The study concludes that EFL listening is not only a linguistic process but also a metacognitive and emotional one, suggesting the importance of more explicit metacognitive strategy instruction in listening classrooms.
Co-Authors Aliya Hana Latifa Alvina Salsabiela Aninda Putri Gunawan Anni Kristanti Yunandami Ari Arifin Danuwijaya Atikah, Ade Lia Damayanti, Hemalia Deddy Suryana Didi Suherdi Dzul Rachman, Dzul Eisha Sabila Dieni Hanifa Erma Rahmawati Farhan Sila, Sava Fauziah As’ari, Fasya Aristawidya Fazri Nur Yusuf Fitri, Sherly Annisa Gunawan, Aninda Putri Gustine, Gin Gin Hanifa, Eisha Sabila Dieni I Putu Indra Kusuma Indra Cipta Putra Mandiri Indra Cipta Putra Mandiri Iyen Nurlaelawati Kennisa Tazkiya Hidayah Maharani, Nabilla Martina Mulyani Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti Purnawarman, Pupung Rojab Siti Rodliyah Ruswandi, Syilva Adisty Siti Kayla Almira Minerva Sri Setyarini Sudarsono, Sudarsono M. I. Suharno Suharno Suherdi, Didi Suminar, Ririn Yunitasari, Devi