| In translingual practice, every language user has a unique language repertoire which consists of all named languages and multimodalities (Wentz, 2018). The language user cannot separate them in their use since language is seen as transcending the word and individual language (Canagarajah, 2013). To communicate successfully by using the unique language repertoire, the language user has to negotiate the meanings in the language contact zone such as WhatsApp on online communication (Wei, 2017). This present study aims to find the translingual negotiation strategies enacted by Indonesian participants who use English in online communication. WhatsApp application is chosen since, during the pandemic, lectures and students are communicating through WhatsApp, including undergraduate thesis consultations. The data of this research is WhatsApp chats which contain negotiation strategies enacted by the participants of this research; they are two Indonesian lecturers teaching English and four Indonesian students who are the lecturers’ students. The main data is analyzed by applying Netnography (Kozinets, 2010) which is seen as moment by moment according to moment analysis (Wei, 2011). To enrich the findings and discussion, the secondary data was taken from the interviews by applying MIMI (The Mobile Instant Messaging Interview) (Kaufmann & Peil, 2020; Gibson, 2020; Enochsonn, 2011). The findings show that there are five negotiation strategies enacted by WhatsApp users. The four of them are negotiation strategies as proposed by Canagarajah (2013). They are (1) envoicing negotiation strategies which are enacted through nine micro strategies, (2) eight micro recontextualization negotiation strategies, (3) interactional negotiation strategies which are enacted through seven micro strategies, and (4) nine micro entextualization negotiation strategies. The other new negotiation strategy is called the textism negotiation strategy which is enacted through fifteen micro strategies. This textism negotiation strategy arises due to the nature of online communication in this study, the online communication is WhatsApp chats which is an application used to communicate by making use of technology and internet connection (Barton & Lee, 2013; Pennycook & Otsuji, 2011). The findings show that language is borderless since non-native speakers of English are also able to use English well in both academic and non-academic contexts (García & Kleyn, 2016; Dovchin, 2015). In addition, language is always multimodal (Creese & Blackledge, 2015) since WhatsApp users use all named language and semiotic resources while negotiating the meanings. Moreover, language is also seen as hybrid, mobile, and fluid (Canagarajah, 2013). Language is, therefore, not acquired; instead, it is seen as emerging in the language contact zone (Wei, 2017). The emerging language is also due to the unstable identity which emerged in the language contact zone (Ellis, 2013), it depends on the contexts and the language users themselves (Jain, 2014). Finally, this study also shows that the locus of language is not cognition, but practice (Garcia, 2014). Finally, this study has both theoretical and pedagogical implications. Concerning the theoretical implications in the linguistics field, the textism negotiation strategies can extend the other four negotiation strategies (Canagarajah, 2013) that are enacted in an offline context. Those offline negotiation strategies can be enacted in an online context while the textism negotiation strategies cannot be enacted in offline contexts. Concerning the pedagogical implications, the lecturers must be technology literate and welcome online communication with their students. Next, the students must be seen as resourceful and equal in the classroom. Finally, translingual practice is acceptable in the class while the students and lecturers negotiate the meanings. While talking about the form of the language, the lecturers must teach standard English in the class. |