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All Journal Journal on English as a Foreign Language (JEFL) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)
Zulfa Sakhiyya
Universitas Negeri Semarang, Semarang, Indonesia
Arts Education Languange, Linguistic, Communication & Media

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TEACHERS' TRANSLANGUAGING PRACTICES: A COMPARATIVE STUDY OF GRADE 7 AND 9 ENGLISH TEACHERS AT JUNIOR HIGH SCHOOL 1 SEMARANG Atilla Eka Aprilia; Zulfa Sakhiyya
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6047

Abstract

This paper examines the translanguaging practices of English teachers in Grade 7 and Grade 9 classrooms at Junior High School 1 Semarang. Translanguaging refers to the flexible use of multiple languages in communication and learning. This study investigates how teachers switch between English and Indonesian during instruction to explain lessons, give instructions, manage the class, and provide feedback. Using qualitative methods, including classroom observations and semi-structured interviews, this research compares translanguaging patterns between the two grade levels. Findings show that translanguaging was used more frequently and intensively in Grade 7 classrooms to support basic comprehension and classroom management, whereas in Grade 9 classrooms it was applied more selectively and strategically to explain complex concepts. The comparison highlights how teachers adapt their translanguaging practices to students' English proficiency levels and learning needs. Grade 7 students, with limited English proficiency, require more L1 support, whereas Grade 9 students benefit from selective translanguaging for complex content. This study suggests that translanguaging functions as an adaptive pedagogical strategy in EFL classrooms when applied purposefully. Keywords: Comparative Study, English Language Teaching, Grade 7, Grade 9, Translanguaging
Exploring EFL pre-service teachers’ emotional geographies during teaching practicum: A qualitative case study from Southeast Sulawesi, Indonesia Riski Riski; Zulfa Sakhiyya
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9069

Abstract

As a response to interaction with the school environment during teaching practice, emotional experiences in teaching are still a challenge for future English as a foreign language (EFL) teacher candidates. Despite the growing focus on emotional studies, there is a lack of exploration of EFL pre-service teachers' (PSTs) emotional geographies during teaching practicum. To address this gap, it is crucial to investigate PSTs’ emotional geographies in teaching practicum. Hence, this qualitative case study enlisted four EFL PSTs from one of the state Islamic institutes in Southeast Sulawesi who have completed teaching practice in two schools in Kendari, Indonesia. The data were collected through written reflection, interviews, and focus group discussions (FGD). Afterwards, data were analyzed following the thematic analysis (Braun & Clarke, 2006) using the framework of emotional geographies of teaching (Hargreaves, 2001). Results show that participants showed positive and negative emotions during their teaching practice in moral dimensions. Those emotions are implicated in developing their competencies, including professional and cognitive aspects. These emotions influence students' study and follow-through, fostering a positive attitude. The study emphasizes the importance of EFL pre-service teachers developing emotional awareness and building strong connections within schools to successfully address challenges during their teaching practices.
Co-Authors Atilla Eka Aprilia Riski Riski