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All Journal Journal of Language and Literature PUJANGGA: Jurnal Bahasa dan Sastra Wanastra : Jurnal Bahasa dan Sastra Jurnal Sastra Indonesia Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Akrab Juara : Jurnal Ilmu-ilmu Sosial ennichi Wanastra: Jurnal Bahasa dan Sastra
Maulani Pangestu
Universitas Bina Sarana Informatika
Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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The Code-Mixing Between Waiters and Customers at Pizza Hut Gunung Sahari Devi Arisandi; Maulani Pangestu; Istihayyu Buansari
Wanastra: Jurnal Bahasa dan Sastra Vol. 17 No. 2 (2025): September
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v17i2.11953

Abstract

Code-mixing is part of linguistics. Many people use code-mixing in everyday conversation, for example, often found when in a mall, supermarket, or restaurant. Code-mixing is the use of one language unit in another language. Code-mixing occurs when the speaker enters a foreign language into a more dominantly used language. Besides, the urge to code-switch between Indonesian and English in restaurants in Indonesia is driven by various linguistic, social, and cultural factors. This phenomenon is particularly noticeable in urban areas and tourist hotspots, where English is increasingly integrated into everyday conversations.  This research uses descriptive qualitative method to investigate the use of code-mixing applied by waiters and customers at Pizza Hut Gunung Sahari. As a result of the analysis, it can be found that there are two types of code-mixing used in conversations between waiters and customers at Pizza Hut Gunung Sahari. The writer also found six reasons of code-mixing: Bilingualism, Speaker and Partner Speaking, Social Community, Situation, Vocabulary and Prestige. Based on Khairuna’s theory, using Code-mixing can increase knowledge in other languages, and if overeating is used, it will have a harmful effect because the speaker will always rely on code-mixing and can change the speaker's accent.
Stimulating Critical Literacy through Extensive Reading: A Qualitative Study in an EFL Classroom at Universitas Bina Sarana Informatika Buansari, Istihayyu; Maulani Pangestu; Fiza Asri Fauziah Habibah
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12129

Abstract

In many EFL classrooms, reading instruction still focuses heavily on linguistic comprehension, often leaving little room for students to question texts or reflect on the social values found in them. As a result, students may understand what a text says but rarely explore what it means beyond the surface. This study aims to explore how Extensive Reading (ER), implemented as an additional reading activity, can support the development of students’ critical literacy. Using a descriptive qualitative design, the research was conducted in an English Prose Analysis class with 38 students at the Faculty of English Literature, Universitas Bina Sarana Informatika. Data were collected through questionnaires and follow-up in-depth interviews. Although all students completed the questionnaire, three volunteered to participate in the interviews, and their insights served as the primary data for deeper analysis. The data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing. The findings show that when ER is combined with critical questioning, it encourages students to challenge assumptions, relate texts to broader social and global issues, and develop greater awareness of perspectives such as gender, environmental concerns, and human rights. These results suggest that ER can go beyond improving reading fluency and serve as a meaningful strategy for fostering critical literacy in EFL classrooms. This study adds to the existing discussion on extensive reading by showing how ER activities can also encourage the development of students’ critical literacy in an EFL classroom, a perspective that has not been widely explored in previous studies. The findings also suggest that incorporating critical questions into extensive reading activities can help lecturers guide students to read more reflectively and connect texts with broader social issues.
Co-Authors Ahmad Supriatno Anzani, Wika Putri Arif Hidayat Baiatun Nisa Devi Arisandi Dwi Indah Lestari Elvira Lestari Pratiwi Fariz Rakha Kans Fiza Asri Fauziah Habibah Hanhan Rahmawatie Istihayyu Buansari Lia Nurmalia Pratiwi, Elvira Lestari Purwaningrum, Prapti Wigati Riyadi, Yasir Syarah Alifiah Tara Fitri Hanifah