Pedagogical Translanguaging  in Enhancing Indonesian Language Writing Skills  among Junior High School Students

Weny Sugianto; Ernanda; Failasofah

doi:10.24256/ideas.v14i2.12698

Authors

Weny Sugianto Universitas Jambi, Indonesia
Ernanda Universitas Jambi, Indonesia
Failasofah Universitas Jambi, Indonesia

DOI:

https://doi.org/10.24256/ideas.v14i2.12698

Keywords:

Translanguaging, Writing Skills, Indonesian Language, Emancipated Curriculum, Systematic Literature Review

Abstract

Writing formal texts in Indonesian language classes often poses cognitive challenges for Junior High School (SMP) students transitioning from regional languages or informal registers to standard Indonesian (Bahasa Indonesia baku). This Systematic Literature Review (SLR) examines the implementation of translanguaging—the flexible use of students' entire linguistic repertoires—as a pedagogical scaffolding strategy in Indonesian writing instruction. Guided by the PRISMA framework, a systematic screening of Scopus, Google Scholar, SINTA, and Portal Garuda yielded 25 empirical articles published between 2021 and 2026. The thematic synthesis reveals three primary findings: (1) translanguaging is most frequently utilized during pre-writing and drafting stages, allowing students to explore ideas bilingually before editing into standard Indonesian; (2) the approach was consistently associated with reduced writing anxiety and enhanced text coherence; and (3) primary challenges include language purism ideologies among educators and a structural misalignment with monolingual summative assessments. The findings suggest that translanguaging spaces could be more explicitly accommodated within the national curriculum (Kurikulum Merdeka). By focusing specifically on standard Indonesian language acquisition in multilingual SMP classrooms, this review addresses a critical gap in a literature traditionally dominated by EFL contexts.

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