Penulis Utama : Sa`adah Nur Afifah
NIM / NIP : K2220073
× <p>The effectiveness of using translanguaging is a topic that continues to be discussed  with experts and educators, especially in English language teaching. Other experts claim that translanguaging can improve learning by using all students’ linguistic abilities, helping students understand, and connecting the language barriers. These issues can significantly impact how future teachers approach language teaching and how willing they are to use and practice translanguaging methods in their classrooms. This study aimed to explore how English pre-service teachers perceive the use of translanguaging and the challenges they faced when implementing translanguaging in the classroom during their teaching practice program. This qualitative study employed narrative inquiry focused on using a biographical approach. Data were collected through written journals and interviews and then analyzed in four stages, including collecting, reducing, presenting, and drawing conclusions. The result showed that pre-service teachers positively perceive translanguaging practices since they can facilitate learning English. Besides, the pre-service teachers could benefit from utilizing it concerning material and communication. Moreover, the pre-service teachers also viewed translanguaging as a way to improve their teaching skills, especially in English. They also suggested that making a plan and teacher involvement in translanguaging would enhance effectiveness in teaching English. The findings of this research have significant implications for pre-service English teachers, especially in determining evaluation and the most effective ways to implement translanguaging practices in future learning and teaching practices. </p><p><br></p><div><br></div>