Translanguaging Practices in Jigsaw-Based Collaborative Learning in Indonesian EFL Classrooms
DOI:
https://doi.org/10.59024/atmosfer.v4i2.1675Keywords:
Collaborative Learning, EFL Classroom, Jigsaw Technique, Multilingual Practices, TranslanguagingAbstract
In multilingual English as a Foreign Language (EFL) classrooms, students often draw on multiple linguistic resources to support comprehension and interaction during collaborative learning activities. However, translanguaging practices within structured cooperative learning techniques, such as the Jigsaw method, remain underexplored in Indonesian higher education contexts. This study investigates how students employ translanguaging during Jigsaw-based collaborative activities and how they perceive its role in supporting their participation and understanding in an Indonesian EFL classroom. The study adopted a qualitative classroom-based case study design conducted at a pesantren-based university in East Java, Indonesia. Data were collected through semi-structured interviews with five fifth-semester students who participated in Jigsaw learning activities across different English-related courses. The data were analyzed using thematic analysis to identify patterns in students’ language practices and perceptions. The findings reveal that translanguaging played several important roles in facilitating collaborative learning. First, students used translanguaging to clarify complex concepts and ensure shared understanding during group discussions. Second, translanguaging functioned as peer scaffolding, enabling students to assist classmates by explaining ideas and translating unfamiliar terms. Third, the flexible use of multiple languages helped reduce anxiety and encouraged more active participation in group interaction. Finally, students expressed positive perceptions toward translanguaging, viewing it as a helpful strategy that supported comprehension while still maintaining the importance of English for academic communication. These findings suggest that integrating translanguaging into cooperative learning strategies such as the Jigsaw technique can create more inclusive and interactive learning environments in multilingual EFL classrooms.
References
Aronson, E., & Patnoe, S. (2011). Cooperation in the classroom: The jigsaw method (3rd ed.). . Pinter & Martin.
Azra, A., Afrianty, D., & Hefner, R. W. (2007). Pesantren and madrasa: Muslim schools and national ideals in Indonesia. In R. W. Hefner & M. Q. Zaman (Eds.), Schooling Islam: The culture and politics of modern Muslim education (pp. 172–198). Princeton University Press.
Banaruee, H., Farsani, D., & Khatin-Zadeh, O. (2025). Empowering teacher education with jigsaw techniques: insights from language learners’ listening tasks. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1503888
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
https://doi.org/10.1191/1478088706qp063oa
Bygate, M. (2018). Learning language through task repetition. In John Benjamins.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–28.
https://doi.org/10.1515/9783110239331.1
Cenoz, J., & Gorter, D. (2020). Pedagogical translanguaging: An introduction. System, 92, 102269. https://doi.org/10.1016/j.system.2020.102269
Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300–311.
https://doi.org/10.1111/weng.12462
Cochon Drouet, O., Lentillon-Kaestner, V., & Margas, N. (2023). Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1216437
Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
Dhofier, Z. (2011). Tradisi pesantren: Studi pandangan hidup kyai dan visinya mengenai masa depan Indonesia. LP3ES.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Elsayed, M. (2023). The effectiveness of using jigsaw strategy in enhancing EFL students’ reading comprehension. International Journal of Advanced Education, 5(3), 120–129.
Fauziati, E. (2022). Translanguaging in Indonesian EFL classrooms: Practices and implications. Journal of English Language Teaching and Linguistics, 7(1), 1–15.
García, O., & Wei, L. (2014). Translanguaging. Palgrave Macmillan UK. https://doi.org/10.1057/9781137385765
Gillies, R. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3
Hamied, F. A. (2012). English in Multicultural and Multilingual Indonesian Education (pp. 63–78). https://doi.org/10.1007/978-94-007-4578-0_5
Hamied, F. A., & Lengkanawati, N. S. (2018). Policy and practice in English language education in Indonesia. Asian Englishes, 20(1), 1–7.
Jacobs, G. M., & McCafferty, S. G. (2006). Connections between cooperative learning and second language teaching. TESOL Quarterly, 40(1), 52–58.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. In S. M. Brito (Ed.), Active learning—Beyond the future. IntechOpen.
Kiramba, L. K., & Scott, V. M. (2021). Multilingualism and translanguaging in language classrooms. Language Teaching Research, 25(1), 1–18.
Kirsch, C., & Seele, C. (2020). Translanguaging in early childhood education. International Journal of Multilingualism, 17(2), 243–258.
Kuncoroningtyas, D. A., Suherdi, D., & Musthafa, B. (2023). Teachers’ beliefs and practices of translanguaging in Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics, 13(1), 45–58.
Lamb, M., & Arisandy, F. E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33(1–2), 85–108.
https://doi.org/10.1080/09588221.2018.1545670
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. https://doi.org/10.1080/13803611.2012.718488
Li Wei. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.
https://doi.org/10.1093/applin/amx039
Lin, A. M. Y. (2019). Translanguaging and trans-semiotizing in the language classroom: Implications for TESOL. In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 329–346). Cambridge University Press.
Lukens-Bull, R. (2010). Madrasa by Any Other Name: Pondok, Pesantren, and Islamic Schools in Indonesia and Larger Southeast Asian Region. Journal of Indonesian Islam, 4(1), 1. https://doi.org/10.15642/JIIS.2010.4.1.1-21
Meng, J. (2010). Jigsaw cooperative learning in English reading. Journal of Language Teaching and Research, 1(4), 501–504.
M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (3rd ed., pp. 117–130). Springer.
Ofelia García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Sah, P. K., & Li, G. (2020). English medium instruction in South Asia: Challenges and opportunities. Journal of Multilingual and Multicultural Development, 41(6), 465–478.
Sahin, A. (2011). Effects of Jigsaw II technique on academic achievement and attitudes to written expression course. Educational Research and Reviews, 6(2), 777–787.
Seltzer, K., & García, O. (2020). Translanguaging pedagogies. Theory Into Practice, 59(4), 301–314.
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in Indonesian ELT textbooks. Indonesian Journal of Applied Linguistics, 9(2), 345–356. https://doi.org/10.17509/ijal.v9i2.20235
Siregar, F. L. (2020). Translanguaging in Indonesian EFL classrooms: Teachers’ beliefs and practices. Journal of Asia TEFL, 17(2), 535–551.
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785–791.
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Continuum.
Tai, K. W. H., & Li, W. (2021). Translanguaging as an ecological approach to language education. Language Teaching Research, 25(5), 1–20.
Tan, C. (2014). Educative tradition and Islamic schools in Indonesia. Journal of Arabic and Islamic Studies, 14, 47–62.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widodo, H. P. (2018). Situating moral and cultural values in ELT materials: The Southeast Asian context. English Teaching & Learning, 42(2), 117–140.
https://doi.org/10.1007/s42321-018-0011-8
Wei, L. (2018a). Translanguaging as a Practical Theory of Language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
Wei, L. (2018b). Translanguaging as a Practical Theory of Language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage.
Yu, Y. (2024). The use of jigsaw cooperative learning strategy to enhance English reading comprehension. Journal of Research in Knowledge, 1(2), 45–56.
Yuliana, L., & Imperiani, E. D. A. (2017). The pedagogical implications of translanguaging in multilingual classrooms. Indonesian Journal of Applied Linguistics, 7(2), 361–372.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Devi Purmayanti, Ilmy Anillah Maula, Maulidiyyatul Uswah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
