Translanguaging Strategies and Their Role in Improving Students’ Understanding in Vocational English Learning

Oleh :
Virgita Fidya Salindri - K2222095 - Fak. KIP

This study investigates translanguaging strategies employed by an English teacher in a vocational high school (SMK) classroom in Surakarta, Central Java, Indonesia. Despite growing scholarly attention to translanguaging in EFL contexts, its application in Indonesian vocational education remains underexplored. This study examines (1) the structural patterns of translanguaging strategies used by teachers and (2) the pedagogical functions these strategies serve. A qualitative descriptive case study design was applied, drawing on two classroom observations, one teacher interview, and six student interviews. Data were analyzed using Myers-Scotton’s Matrix Language Frame (MLF, 2006) for structural analysis and García and Wei’s Translanguaging Pedagogy (2014) for functional analysis. Findings reveal that Bahasa Indonesia consistently served as the dominant Matrix Language across 23 of 24 utterances, with English technical vocabulary as the primary Embedded Language. Six pedagogical functions were identified: clarification, scaffolding, building rapport, classroom management, comprehension checking, and engagement, with clarification as the most dominant. These findings suggest that translanguaging in vocational English classrooms is a deliberate and structured pedagogical practice that supports students’ comprehension, confidence, and participation.