The 79th Public Defence: Tatu Zakiyatun Nufus

This dissertation investigates how translanguaging practices are manifested, designed, and transformed within English classrooms at an Indonesian pesantren (Islamic boarding school). Guided by a design-based research (DBR) approach, the study examined classroom activity, teachers' reflections, workshop, and focus group discussion data which were collected over a five-month period (October 2025-February 2026) at an Islamic Boarding School (AI_M) - Tangerang. Participants included four Grade X English teachers mainly and fifty Grade X students of male and female. The research addressed four questions: (1) How are the translanguaging practices manifested in the classroom in Pesantren? (2) How can an intervention be designed to expand the translanguaging practices for teachers in Pesantren? (3) How can the intervention change translanguaging practices for teachers in Pesantren? and (4) What design principles can be formulated from the analysis design and implementation phases? Findings show that translanguaging functioned as a routine instructional scaffolding in pesantren classrooms where teachers and students moved fluidly among Indonesian, Arabic, and English to clarify meaning, check comprehension, and support participation. Common classroom functions included activity instruction, clarification, translation, reiteration, comprehension checks, presentation and group discussion, and integration of Arabic as ritual languages. The DBR intervention (a teacher workshop, collaboratively designed lesson sequences, and peer-sharing communities) reframed translanguaging from an opportunistic coping strategy into a deliberate pedagogy. Post-intervention practices followed an explicit Comprehension to Mediation and Production (CMP) sequence: brief L2 input. L1-mediated negotiation and analysis, and concise L2 production. The outcomes of translanguaging included increased students' participation, improved comprehension, greater confidence in L2 use, and enhanced teacher confidence and collegiality to enhance teachers' development in knowing translanguaging. The study proposes a set of design principles which is purposeful CMP sequencing, structured peer-collaboration roles, scaffolded L2 production, sustained teacher professional development, and clear institutional language policy to support contextualized and implemented translanguaging pedagogy in pesantren settings. The dissertation contributes empirical evidence on translanguaging in Islamic boarding schools, offering a practical translanguaging design tailored to pesantren curricula and cultural practices. It demonstrates how contextualized, scaffolded translanguaging can balance religious and cultural commitments with effective English instruction and suggests policy and professional development measures to sustain practice. 

We would like to convey our sincere and heartfelt congratulations to Dr.Li. Tatu Zakiyatun Nufus for this achievement. We look forward to her future success and valuable contributions to the field of English applied linguistics.