| Translanguaging is an approach to bilingual/multilingual education that views the linguistic practices of bilingual/multilingual individuals as a unified repertoire. While previous studies have explored the use of translanguaging in EFL classrooms, limited research has examined its application during the writing process and how learners utilize it. This study addresses three research questions: (1) What translanguaging strategies were used by EFL students during the writing process? (2) Why did EFL students use translanguaging strategies in their writing process? (3) What were EFL students' attitudes toward translanguaging strategies in their writing process? This qualitative study explores the translanguaging strategies employed by EFL students during the pre-writing, writing, and revision phases of analytical exposition essays in the 10th grade under the Kurikulum Merdeka (Merdeka Curriculum). Initially, 57 students participated by writing their analytical exposition essays across the three phases. The participants were selected based on the availability of essay drafts and screen recordings from these phases. Seven students, representing various levels of English proficiency, were chosen: two proficient, three average, and two less proficient students. Data collection involved questionnaires, interviews, screen recordings, and analysis of the students' drafts. The writing processes were analyzed and coded to identify the types of translanguaging strategies employed, including pre-writing, language alternation, translation, problem-solving, and information research (Song & Cho, 2021; Storheil & Iversen, 2023). Interviews were conducted with each participant to understand why they used translanguaging strategies. The modified questionnaires from Rahmadani (2023) were administered online to assess students' attitudes toward translanguaging, followed by follow-up questions via an online messaging application for clarification. The results reveal that three students with average proficiency (52%, 55%, 58%) and one student with lower proficiency (59%) predominantly used language alternation as their translanguaging strategy in writing. The reasons for using translanguaging strategies varied, including maintaining cognitive accessibility, bridging vocabulary gaps, enhancing lexical diversity and precision, maintaining comfort, improving efficiency, increasing writing fluency and accuracy, seeking a comprehensive understanding, and addressing challenges in writing in English. The results of the modified questionnaires indicate that the majority of participants have a positive attitude toward translanguaging strategies, primarily the average and less proficient students. This study suggests that teachers provide tailored support and offer flexible activities to accommodate students who benefit from translanguaging strategies and those who perform better with a monolingual approach. |