Using the first language in the classroom is a subject that has many opinions,
especially in countries where English is not the mother tongue. This also applies
to pre-service teachers during their teaching practice. This study investigates how
pre-service teachers' perception of translanguaging shapes their students'
participation in the classroom during teaching practice activities. This
theoretically qualitative study employed narrative inquiry to tell how pre-service
teachers' perceptions of translanguaging shape their students' participation. The
participants were students of the English Education Department who had already
been doing teaching practice in the seventh and eighth semesters and were placed
at different senior high schools in the Surakarta region. The researcher created
pre-set questions to guide the semi-structured interview, which was used to
interview the participants. The pre-service teachers' positive perception of
translanguaging was formed when they were positioned as students in their
department, and three factors made their perception positive. Participants' views
of translanguaging as natural were the first factor. Supportive environment views
of translanguaging were the other factors of pre-service teachers' implementing
translanguaging in their classroom during teaching practice activities. The third
factor was translanguaging helps in learning English in the vocabulary aspect. Although
participants mentioned that translanguaging is important, other things should be
underlined when implementing translanguaging in the classroom.