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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Innovations in Language Education and Literature GLENS: Global English Insights Journal
La Ode Rasmin
Universitas Muslim Buton
Education Languange, Linguistic, Communication & Media Social Sciences

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TRANSLINGUAGING IN EFL CLASSROOM AND ITS IMPACT ON STUDENT'S PERFORMANCE AT A SECONDARY SCHOOL LEVEL: A SYSTEMATIC REVIEW La Ode Rasmin; Sahril Nur
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v7i1.2162

Abstract

Translinguaging is a phenomenon of language use where the people are bilingual or multilingual. Tanslinguaging occurs in the community and schools, both rural and urban areas. At the Indonesian secondary school level, the learning of English as a foreign language (EFL), teachers and students at schools use the target language (English) and the Indonesian language as the official language in the education system. But, local languages also occur and are used in schools for the students who have their local language, including in rural schools. This article uses the literature review method to analyze the use of translanguaging (Indonesian language, local language, and English) in EFL classrooms at schools and its effects. The author collects several national and international journals. The journal was compiled purposively, which related to translanguaging at schools. The literature review found that translinguaging in the EFL classroom influences students' performance with multilingual backgrounds (Indonesian language, local languages, and English). Therefore, translinguaging-based instruction is considered good if applied to learning English as Foreign Language (EFL).
TRANSLINGUAGING IN EFL CLASSROOM AND ITS IMPACT ON STUDENT'S PERFORMANCE AT A SECONDARY SCHOOL LEVEL: A SYSTEMATIC REVIEW La Ode Rasmin; Sahril Nur
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v7i1.2162

Abstract

Translinguaging is a phenomenon of language use where the people are bilingual or multilingual. Tanslinguaging occurs in the community and schools, both rural and urban areas. At the Indonesian secondary school level, the learning of English as a foreign language (EFL), teachers and students at schools use the target language (English) and the Indonesian language as the official language in the education system. But, local languages also occur and are used in schools for the students who have their local language, including in rural schools. This article uses the literature review method to analyze the use of translanguaging (Indonesian language, local language, and English) in EFL classrooms at schools and its effects. The author collects several national and international journals. The journal was compiled purposively, which related to translanguaging at schools. The literature review found that translinguaging in the EFL classroom influences students' performance with multilingual backgrounds (Indonesian language, local languages, and English). Therefore, translinguaging-based instruction is considered good if applied to learning English as Foreign Language (EFL).
Decoding the Challenges: A Study of English Writing Errors Among EFL Students Adi Isma; La Ode Rasmin; Samsudin Samsudin
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a1

Abstract

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.
Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications La Ode Rasmin; Samsudin Samsudin
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.593

Abstract

Integrating local languages in English as a Foreign Language (EFL) teaching has become a significant area of inquiry within Indonesia's multicultural educational landscape. This literature review explores the role and impact of local languages in supporting English language acquisition among Indonesian students. By examining fundamental studies and theoretical perspectives, this review addresses the challenges and benefits of incorporating local languages in EFL classrooms, including the potential for enhancing students' cultural identity, cognitive development, and linguistic skills. Findings from various studies highlight the pedagogical value of translanguaging and other multilingual approaches that leverage Local languages as a bridge for understanding English. However, the review also underscores obstacles such as lack of teacher training, limited resources, and institutional constraints. This study emphasizes the need for a more inclusive EFL curriculum that respects linguistic diversity and promotes sustainable language practices in Indonesia. Recommendations for future research are provided, focusing on effective strategies for balancing local and global language competencies within EFL pedagogy.
From Vocabulary Building to Cultural Literacy: Implementing Contextual Teaching and Learning in Resource-Limited EFL Classrooms Samsudin Samsudin; Sukarismanti Sukarismanti; La Ode Rasmin
Innovations in Language Education and Literature Vol. 2 No. 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5025

Abstract

This study aims to explore the implementation of the Contextual Teaching and Learning (CTL) approach in teaching English in resource-constrained classrooms, with a focus on vocabulary development and cultural literacy. Using a multiple case study design with a qualitative approach, data was collected through semi-structured interviews with three lecturers at two educational institutions in West Nusa Tenggara, Indonesia. The findings show that the use of materials based on local wisdom, such as folklore and community history, significantly improves vocabulary acquisition, reading comprehension, and student motivation. In addition, CTL based on local contexts strengthens students' connections with teaching materials, enriches cultural literacy, and builds enthusiasm for learning. Despite resource limitations such as lack of access to technology and English language references, lecturers showed creativity in developing contextual teaching materials. This study contributes to filling the literature gap on local context-based language learning in a confined environment, as well as recommending the need for further research that expands population coverage and examines the long-term impact of the use of local materials in EFL teaching.
Co-Authors Adi Isma Sahril Nur Samsudin Sukarismanti