The objective of the study is to (1) investigate the English pre-service teachers' perception toward translanguaging; and (2) describe how the English pre-service teachers perceive the use of translanguaging in the EFL classroom. The object of the study is the English pre-service teachers in their second and third year of study.

            The study employed a mixed-method as a research design. The questionnaire and interview were used to collect the data. The questionnaire was counted first to determine the respondent for the interview section. The research validated the instrument by using internal validity and methodological triangulation. The data were analyzed separately between quantitative and qualitative data.

            The study shows that the English pre-service teachers positively perceive translanguaging since it can facilitate them in learning English. Regarding translanguaging use in the EFL classroom, they consider it a natural occurrence for bilingual students. Besides, the students and teachers can benefit from utilizing it concerning instruction, material, and communication. Moreover, the English pre-service teachers also view translanguaging as a scaffolding tool rather than weaknesses in the EFL classroom. They also stated that they would like to implement translanguaging if they become English teachers. Since they will teach junior and senior high school students, they think it is appropriate to use translanguaging with a sufficient amount, neither excessive nor deficient.