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All Journal English Review: Journal of English Education Jurnal Suluh Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat JOURNAL OF LANGUAGE International Journal of English and Applied Linguistics (IJEAL) TELL - US JOURNAL
Siwi, Purwanto
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Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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PATTERNS AND AWARENESS OF CODE-MIXING AMONG INDONESIAN YOUTHS IN AN ENGLISH-SPEAKING COMMUNITY: A SOCIOLINGUISTIC ANALYSIS Alfarras, Riziq Prio; Siwi, Purwanto
JOURNAL OF LANGUAGE Vol 7, No 2: November 2025
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/jol.v7i2.12006

Abstract

This qualitative study investigates the patterns and underlying factors of code-mixing (CM) among Indonesian youths in Aaron's English-Speaking Club, a community dedicated to practicing English in Medan, Indonesia. Employing a grounded theory approach by Charmaz (2016), the research involved in-depth interviews with ten club members, selected via probability sampling. The conversations were analyzed to quantify the frequency of CM (the insertion of Indonesian words into English discourse) and to identify the sociolinguistic factors influencing this phenomenon using the framework of Holmes (1992). Findings reveal that all participants engaged in CM, with percentages ranging from 0.52% to 24.34% of their total words. The analysis indicates that CM is not an indicator of low proficiency but a strategic, communicative resource. Key factors influencing CM included occupation, cultural attitude, and regional background. Notably, participants were initially unaware of the linguistic concepts of CM and code-switching (CS), but upon explanation, all identified more strongly with CM than CS in their typical language use. The study concludes that CM is a natural and prevalent feature of bilingual communication among these youths, reflecting their dynamic linguistic identity and the specific social context of their English practice community. It recommends increased metalinguistic awareness to empower speakers in their bilingual journey.
FORGIVENESS AS A PATHWAY TO TRAUMA HEALING: A NARRATIVE EXAMINATION OF COLLEEN HOOVER’S REMINDERS OF HIM Azzahra, Rindiani; Siwi, Purwanto; Rahmawati, Rahmawati
JOURNAL OF LANGUAGE Vol 7, No 2: November 2025
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/jol.v7i2.12259

Abstract

This study examines the role of forgiveness in the trauma healing process as portrayed in Colleen Hoover’s Reminders of Him. Focusing on the main character, Kenna Rowan, it explores how she experiences emotional trauma and how forgiveness facilitates her recovery. Using a qualitative descriptive method with a psychological approach, the analysis applies Worthington’s model of decisional and emotional forgiveness and Enright’s Four-Phase Model of Forgiveness to identify the stages of healing depicted in the narrative. The findings reveal that Kenna exhibits symptoms of psychological trauma, including anxiety, guilt, avoidance, flashbacks, and difficulty maintaining relationships. The study identifies two types of forgiveness—decisional, a conscious choice to forgive, and emotional, a deeper emotional release—and demonstrates how Kenna’s journey reflects the four phases of forgiveness: uncovering, decision, work, and deepening. Through self-reflection, acceptance, and social support, she achieves self-forgiveness and re-establishes connections with her daughter and others. The research concludes that forgiveness is a key factor in emotional recovery and that literature can serve as a valuable medium for understanding psychological healing and personal growth.
EXAMINING THE RELATIONSHIP BETWEEN PERCEIVED DIFFICULTY, READING SELF-EFFICACY, AND DISCUSSION TEXT COMPREHENSION OF GRADE XII EFL STUDENTS marpaung, syafaruddin; Manugeren, M; Suhadi, Jumino; Siwi, Purwanto
Jurnal Suluh Pendidikan Vol 13 No 2 (2025): Agustus 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v13i2.2208

Abstract

This study investigates Grade XII EFL students' perceived reading difficulty, reading self-efficacy, and comprehension of discussion texts from the government textbook Life Today. Guided by Cognitive Load Theory (to interpret perceived difficulty), Bandura’s self-efficacy framework (to examine confidence and persistence), and Barrett’s taxonomy (to structure literal, inferential, and evaluative comprehension), the study addresses three research questions: (1) What features of the Life Today discussion texts do students perceive as most difficult? (2) How do students describe their reading self-efficacy when engaging with these texts? and (3) How is comprehension demonstrated across literal, inferential, and evaluative levels? A qualitative descriptive design was employed at SMA Negeri 2 Kota Tanjungbalai, Indonesia. Thirty-six Grade XII students completed Written Comprehension Responses (WCR) aligned with Barrett’s levels, and fifteen students were purposively selected through maximum variation sampling for in-depth Think-Aloud Protocol (TAP) sessions and Semi-Structured Interviews (SSI). Data were collected sequentially (TAP–WCR–SSI) and analyzed using thematic analysis with directed coding supported by a transparent codebook and intercoder agreement procedures. Findings indicate that perceived difficulty clusters around tracking pro–contra arguments, processing academic vocabulary, interpreting contrastive cohesion markers, and generating inferences when conclusions are implicit. Students’ self-efficacy was relatively strong in persistence but weaker in evaluating arguments and justifying judgments with textual evidence. Comprehension patterns revealed stable literal understanding, whereas inferential and evaluative performance frequently weakened when students struggled to integrate claims, reasons, and evidence across paragraphs. The study highlights the importance of psychologically informed scaffolding such as argument mapping, explicit cohesion instruction, and mastery-oriented feedback to strengthen higher-order comprehension and reading confidence in textbook-based argumentative tasks.
Co-Authors Aini, Suci Angger Alfarras, Riziq Prio Aulia, M. Rifki Azzahra, Rindiani Chairani, Sri Chairuddin Chairuddin Desyara, R.A Trivani Efendi Barus, Efendi Ekalestari, Susi Handayani, Sri Hasibuan, Derliana Hayatullah, Hayatullah Jumino Suhadi, Jumino M. Manugeren, M. Manugeren, M Marpaung, Syafaruddin Nurhalimah Nurhalimah Nurmayana, Nurmayana Nuzwaty, Nuzwaty Pawiro, Muhammad Ali Pratiwy, Devi Purwarno, Purwarno Rahmah Fithriani Rahmawati, Rahmawati Romadon, Emha Fadlan Sri Wulan, Sri