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All Journal KEMBARA Jambura Journal of English Teaching and Literature
Frida, Karunia Devi
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Humanities Languange, Linguistic, Communication & Media

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The code-mixing of Chinese-Indonesian-English (Chindolish) at Hang Kesturi School Medan Frida, Karunia Devi; Lubis, Syahron
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 10 No. 2 (2024): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v10i2.36808

Abstract

Indonesia has high linguistic and cultural diversity, where multilingualism is common, especially in the Chinese community. In Medan, the use of mixed language between Chinese (Hokkien), Indonesian, and English, known as Chindolish, is often encountered daily, including in the school environment. At Hang Kesturi School Medan, English teachers usually use Chindolish as a communication strategy to help students understand the subject matter more quickly. This study aims to find out the types of Chindolish code mix used by teachers and the reasons behind its use in the context of language teaching. This study used a qualitative descriptive approach, and data were collected through observation and interviews with five teachers from September to December 2023. The results showed 120 code-mixed utterances, with 30 of them being Chindolish classified based on Hoffman and Musyken's theory. The findings revealed that intra-lexical and intra-sentential code-mixing were the most frequently used types. In addition, the interviews identified that the teachers' main motivations in using code-mixing were to facilitate students' understanding, overcome language barriers, and create closeness between teachers and students. This study provides insights into multilingual practices in educational contexts in multicultural environments and their implications for language teaching.
Designing SDGs-Oriented Digital Materials to Foster 21st Century Learning in the Productive Written Language Skill Course Br. Batubara, Khairunnisa; Erlita, Yeni; Oktora, Maya; Frida, Karunia Devi; Khairina, Yuni; Natalia, Christine Helena; Dewi, Nora Ronita
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34765

Abstract

This study aims to design and evaluate SDG-oriented digital learning materials for the Productive Written Language Skill (PWLS) course in alignment with 21st-century learning principles. Responding to the growing need to integrate global citizenship and sustainability into English language education, the materials embed Sustainable Development Goals (SDGs) within argumentative writing tasks. A research and development (R&D) approach (Branch, 2010) was employed, involving expert validation, student testing, and classroom observation. Two subject-matter experts assessed the materials and rated them as very good (M = 4.0) in terms of relevance, clarity, and integration of SDG content. Thirty students from the English Education Study Program at Universitas Negeri Medan participated in the implementation stage. Their feedback indicated strong engagement and perceived usefulness (M = 4.16), while pre- and post-test results showed significant improvement in writing performance—from 65.30 to 76.40. Observational data confirmed high student participation and timely task completion, with only minor navigation issues. Overall, the SDG-oriented digital modules effectively supported language development, critical thinking, and 21st-century competencies. The findings imply that SDG-oriented digital materials can effectively foster students’ critical thinking and writing competence in the Productive Written Language Skill course, supporting the goals of 21st-century learning.
Co-Authors Christine Helena Natalia Dewi, Nora Ronita Erlita, Yeni Khairunnisa Br. Batubara Maya Oktora Syahron Lubis Yuni Khairina