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p-Index From 2020 - 2025
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All Journal Longda Xiaokan : Journal of Mandarin Learning and Teaching INTERACTION: Jurnal Pendidikan Bahasa
Dian Sari Unga Waru
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Education Environmental Science Languange, Linguistic, Communication & Media Other

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Souvenirs as Cultural Symbols: A Case Study of Panda Symbolism and the Chinese Knot from China Dian Sari Unga Waru; Mustarih, Nirdayanti; Andi Faisal
Longda Xiaokan: Journal of Mandarin Learning and Teaching Vol. 8 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/longdaxiaokan.v8i1.25368

Abstract

This study explores the role of souvenirs as cultural symbols, focusing on two iconic representations from China: the panda and the Chinese knot. In the context of global tourism, souvenirs serve not only as mementos but also as representations of a nation's identity and cultural values. The study applies Charles Sanders Peirce’s semiotic theory to analyze two iconic Chinese souvenirs: the panda and the Chinese knot. Using qualitative textual analysis, it explores how these symbols function within the triadic semiotic framework—representamen (the physical form), object (the cultural meaning), and interpretant (the perceived interpretation). The key findings highlight that the panda, as a national symbol, not only embodies China’s identity and commitment to conservation but also serves as a tool of cultural diplomacy, promoting a peaceful image globally. Meanwhile, the Chinese knot reflects Confucian values such as harmony, good fortune, and eternity, while also showcasing the aesthetic and philosophical aspects of traditional Chinese craftsmanship. This study demonstrates that souvenirs act as powerful media of cultural communication and play a role in shaping global perceptions and strengthening a nation's identity. Therefore, souvenirs should be studied not only from economic and tourism perspectives but also through cultural and semiotic lenses.
Exploring Learners’ Experiences with Tactile and Interactive Materials in Mandarin Language Learning for Visually Impaired Students Sukma; Dian Sari Unga Waru; Leni Cahyani; Andi Filsah Muslimat; Rizqi Awalia Ilma; Asmuliyati Nahnu
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 3 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i3.4071

Abstract

Visually impaired students continue to encounter persistent barriers in foreign language learning because instructional practices often rely heavily on visual input, which limits their motivation and equitable participation in the learning process. This study addressed this gap by exploring whether multisensory Mandarin lessons could enhance engagement and motivation among visually impaired learners. A qualitative descriptive design was applied with 24 students at SLB A YAPTI Makassar. Data were collected through participant observation, semi-structured interviews, and a motivation questionnaire, then analysed thematically using Braun and Clarke's framework with triangulation to ensure credibility. The findings revealed three major outcomes: students expressed heightened interest and enjoyment, describing the lessons as novel and stimulating; they reported an increased sense of competence and confidence, though many requested slower pacing and more practice to master tonal distinctions; and they showed greater participation and peer interaction, fostering a more inclusive classroom environment. These results highlight the potential of multisensory approaches to reduce barriers in foreign language education, emphasising the need for teachers and policymakers to design adaptive strategies that support both accessibility and sustained motivation for visually impaired learners.
Research Trends and Challenges in Intercultural Communication within Global Chinese Language Education: A Bibliometric and Systematic Review (2020–2025) Sukma, Sukma; Dian Sari Unga Waru
Longda Xiaokan: Journal of Mandarin Learning and Teaching Vol. 8 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/longdaxiaokan.v8i2.33898

Abstract

Intercultural communication is a critical component in Chinese language education, where linguistic proficiency must be accompanied by cultural competence. This study explores research trends, key challenges, and conceptual gaps in intercultural communication within Chinese language education from 2020 to 2025. Using a Systematic Literature Review (SLR) combined with bibliometric analysis, 2,744 peer-reviewed articles were identified and examined from the Scopus database. Findings indicate an initial growth in research publications, peaking in 2024, followed by a sharp decline in 2025. China, the United Kingdom, and the United States dominate in terms of publication volume, while Southeast Asian countries such as Indonesia and Malaysia are showing growing engagement. Keyword analysis reveals a strong focus on “intercultural communication,” “language education,” and “foreign language learning,” often framed within Sinocentric perspectives. Despite increased scholarly attention, the field continues to rely on conventional theories that do not adequately address the dynamic nature of cultural identities. Pedagogical practices remain fragmented, with limited integration of critical literacy and culturally responsive teaching approaches. Existing assessment tools also lack the capacity to effectively measure the complexity of intercultural competence. The findings suggest a need for the development of inclusive, context-sensitive pedagogical models and more robust evaluation tools to enhance intercultural competence in global Chinese language education. 
Co-Authors Andi Faisal Andi Filsah Muslimat Asmuliyati Nahnu Leni Cahyani Nirdayanti Mustarih Rizqi Awalia Ilma Sukma Sukma, Sukma