Pengaruh Pendekatan Translanguaging Terhadap Perkembangan Kosakata dan Kepercayaan Diri Berbahasa Inggris Calon Guru Sekolah Dasar
DOI:
10.29303/jcar.v8i3.16425Published:
2026-08-31Downloads
Abstract
This study examines the relationship between vocabulary development, self-confidence, and translanguaging among prospective elementary school teachers. The study employed a quantitative associative design involving 60 prospective elementary school teachers as participants. Data were collected using questionnaires measuring perceived vocabulary development, self-confidence, and translanguaging. The data were analyzed using multiple linear regression to examine the relationship between the two predictor variables and translanguaging. The results showed a multiple correlation coefficient (R) of 0.772, with an R Square value of 0.596 and an Adjusted R Square value of 0.583. Vocabulary development was positively and significantly associated with translanguaging, with a regression coefficient of 0.431, t = 4.862, and p < 0.001. Self-confidence also showed a positive and significant association with translanguaging, with a regression coefficient of 0.512, t = 5.337, and p < 0.001. These findings indicate that vocabulary development and self-confidence are both significantly associated with translanguaging among prospective elementary school teachers. The findings should be interpreted as associative relationships rather than causal effects, as the study did not employ an experimental design. The study highlights the importance of considering both linguistic resources and affective factors in understanding translanguaging practices among prospective elementary school teachers.
Keywords:
vocabulary development self-confidence translanguaging prospective elementary school teachers multilingual communicationReferences
Aribah, S. N., & Pradita, I. (2022). The use of translanguaging to facilitate students’ English learning in an Indonesian Pesantren. Communications in Humanities and Social Sciences, 2(1), 7–13. https://doi.org/10.21924/chss.2.1.2022.27 DOI: https://doi.org/10.21924/chss.2.1.2022.27
Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384 DOI: https://doi.org/10.1017/9781009029384
Emilia, E., & Hamied, F. A. (2022). Translanguaging practices in a tertiary EFL context in Indonesia. TEFLIN Journal, 33(1), 47–74. https://doi.org/10.15639/teflinjournal.v33i1/47-74 DOI: https://doi.org/10.15639/teflinjournal.v33i1/47-74
Huang, X., & Chalmers, H. (2023). Implementation and effects of pedagogical translanguaging in EFL classrooms: A systematic review. Languages, 8(3), 194. https://doi.org/10.3390/languages8030194 DOI: https://doi.org/10.3390/languages8030194
Khairunnisa, & Lukmana, I. (2020). Teachers’ attitudes towards translanguaging in Indonesian EFL classrooms. Jurnal Penelitian Pendidikan, 20(2), 254–266. https://doi.org/10.17509/jpp.v20i2.27046 DOI: https://doi.org/10.17509/jpp.v20i2.27046
Kuncoroningtyas, F. S. A., Sumardi, S., & Putra, K. A. (2025). EFL students’ attitudes towards translanguaging practice: Its implications for willingness to communicate in Indonesian vocational classrooms. Journal of Languages and Language Teaching, 13(1), 255–267. https://doi.org/10.33394/jollt.v13i1.12711 DOI: https://doi.org/10.33394/jollt.v13i1.12711
Maryansyah, Y., Angraini, R., Nurcholis, I. A., & Safitri, W. 2024. Penggunaan metode translanguaging dalam pengajaran English vocabulary kepada pembelajar pemula di Kota Bengkulu. Jurnal Pengabdian Masyarakat Bumi Rafflesia, 7(1), 102–112. DOI: https://doi.org/10.36085/jpmbr.v7i1.6694
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10(4), 625–651. https://doi.org/10.1515/applirev-2018-0020 DOI: https://doi.org/10.1515/applirev-2018-0020
Prilutskaya, M. (2021). Examining pedagogical translanguaging: A systematic review of the literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180 DOI: https://doi.org/10.3390/languages6040180
Putrawan, G. E., Mahpul, Sinaga, T., Poh, S. K., & Dekhnich, O. V. (2022). Beliefs about multilingualism with respect to translanguaging: A survey among pre-service EFL teachers in Indonesia. Integration of Education, 26(4), 756–770. https://doi.org/10.15507/1991-9468.109.026.202204.756-770 DOI: https://doi.org/10.15507/1991-9468.109.026.202204.756-770
Rasman. (2018). To translanguage or not to translanguage? The multilingual practice in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics, 7(3), 687–694. https://doi.org/10.17509/ijal.v7i3.9819 DOI: https://doi.org/10.17509/ijal.v7i3.9819
Setyaningrum, R. W., Setiawan, S., & Anam, S. (2022). Translanguaging as a scaffolded practice in a primary school content and language integrated learning context during the COVID-19 pandemic. European Journal of Educational Research, 11(4), 2043–2055. https://doi.org/10.12973/eu-jer.11.4.2043 DOI: https://doi.org/10.12973/eu-jer.11.4.2043
Song, J., Howard, D., & Olazabal-Arias, W. (2022). Translanguaging as a strategy for supporting multilingual learners’ social emotional learning. Education Sciences, 12(7), 475. https://doi.org/10.3390/educsci12070475 DOI: https://doi.org/10.3390/educsci12070475
Sutrisno, D. B. (2023). Multilingualism & translanguaging: A review of translanguaging practices in the linguistically diverse Indonesian EFL classrooms. Journal of Languages and Language Teaching, 11(3), 547–554. https://doi.org/10.33394/jollt.v11i3.8265 DOI: https://doi.org/10.33394/jollt.v11i3.8265
Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging challenges in multilingual classrooms: Scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), 491–514. https://doi.org/10.1080/14790718.2019.1686002 DOI: https://doi.org/10.1080/14790718.2019.1686002
Ulum, A. B., Tyas, C. D., & Sari, W. (2023). Judul penelitian translanguaging dalam konteks calon guru SD. Jurnal Pendidikan Bahasa Inggris, 10(2), 123–136.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, W., & Curdt-Christiansen, X. L. (2019). Translanguaging in a Chinese–English bilingual education programme: A university-classroom ethnography. International Journal of Bilingual Education and Bilingualism, 22(3), 322–337. https://doi.org/10.1080/13670050.2018.1526254 DOI: https://doi.org/10.1080/13670050.2018.1526254
Wei, L. 2017. Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. DOI: https://doi.org/10.1093/applin/amx039
License
Copyright (c) 2026 Citra Raflesia, Tidi Maharani, I Gede Margunayasa, Ida Bagus Putrayasa
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with Journal of Classroom Action Research, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
