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MANDARINABLE: Journal of Chinese Studies
Published by Universitas Sebelas Maret
ISSN : 2962424X     EISSN : 29624258     DOI : https://doi.org/10.20961/mandarinable.v1i1
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
MANDARINABLE: Journal of Chinese Studies is a bi-annual journal, published in April and October. MANDARINABLE focuses on various issues spanning the Chinese Studies of language, literature, culture, and journalism. The coverage of language includes linguistics and language teaching, the area of culture includes cultural studies and social studies, and the scope of literature covers the analysis of novels, films, poems,s and dramas using the relevant theories and concepts. The journalism coverage includes digital journalism, social media, news production and consumption, journalism culture, and performance. In its first edition, MANDARINABLE was published online and printed. In each edition, MANDARINABLE has received an article openly. The article will be reviewed by internal and external editors, with at least two reviewers who have related expertise with double-blind peer review.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 80 Documents
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A Study on the Pathways of Implementing Heritage Education in Dujiangyan from the Perspective of Heritage Education: 遗产教育视角下都江堰开展文化遗产教育的路径研究 ZHANG Yiming; Long ZHANG; Xue WANG
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): In Press April
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.3375

Abstract

As a "City of Three Heritage Inscriptions" integrating the honors of World Cultural Heritage, World Natural Heritage, and World Heritage Irrigation Structures, Dujiangyan boasts unique resources for heritage education. From the perspective of heritage education, this study systematically sorts out its core concepts and analyzes the significance of carrying out heritage education in Dujiangyan. Through investigation, it is found that issues such as insufficient systematization in education and a lack of in-depth participation mechanisms still exist although local initiatives have been actively explored in relevant fields. The study has proposed targeted optimized pathways, aiming to transform heritage education in Dujiangyan from one-way instillation to dynamic inheritance, thereby turning the world heritage site into a cultural classroom full of perception, participation and inheritance. 
On the Characteristics of Adjective Reduplication in Indonesian and Chinese and its Implications for Chinese Language Teaching Surinah
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.3456

Abstract

This article presents a contrastive analysis of adjective reduplication in Indonesian and Chinese, two typologically distinct languages. Although reduplication is a common linguistic device across languages, its forms and functions vary considerably, posing particular challenges for Indonesian learners of Chinese. Drawing on dictionary, corpus, and literary data from both languages, the study compares adjective reduplication in terms of structural forms, syntactic functions, and grammatical marking mechanisms. Five similarities are identified: both allow word-class change; function as attributives, adverbials, predicates, and objects; enhance descriptiveness and coloristic meaning; exhibit increased intensity (quantity iconicity); and resist degree adverbs. Four differences are found: Chinese has five reduplication patterns (vs. eleven in Indonesian); Chinese uses syllable-based segmentation (vs. word-based); Chinese employs the particle de (vs. affixes and prepositions); and Chinese encodes degree only (vs. degree + plural quantity). Pedagogical implications for Indonesian learners include contrastive restructuring for structural differences, function-first sequencing for grammatical marking, and semantic constraint awareness for focus differences, complemented by the strategic use of cross-linguistic commonalities as positive transfer anchors. The study extends quantity iconicity to cross-typological comparison and offers a systematic contrast of grammatical marker systems (particles vs. affixes/prepositions) within a corpus-based, multi-dimensional framework.
“Selling Blood, Reading Pain”: Indonesian Readers' Responses to Sacrifice and Black Humor in Yu Hua's Chronicle of a Blood Merchant Elizabeth Irene Hartanto
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.3525

Abstract

This study examines Indonesian readers' responses to sacrifice and black humor in Yu Hua's Chronicle of a Blood Merchant. The novel tells the story of Xu Sanguan, a poor peasant who sells his blood repeatedly to support his family. What makes this novel distinctive is its unique narrative tone: a blend of tragedy and dark humor, using qualitative thematic analysis of 35 reader reviews from Goodreads and online book blogs, this research focuses on two aspects: how Indonesian readers respond to Xu Sanguan's sacrifices; and how they experience the novel's black humor. The findings reveal three key patterns. First, Indonesian readers strongly empathize with Xu Sanguan's sacrifices, appreciating his transformation from a selfish young man to a devoted father. Second, readers consistently recognize and appreciate the novel's black humor, describing their experience as "laughing and crying at the same time," what critics call "humor under the gallows". Third, the combination of sacrifice and dark humor makes the novel's critique of China's revolutionary era more accessible to Indonesian readers, who understand the universal themes of suffering, resilience, and family love. This study contributes to the cross-cultural reception of contemporary Chinese literature in Indonesia and offers insights into how Indonesian readers navigate themes of sacrifice, resilience, and laughter across cultural boundaries.
Female Representation in Han Characters Containing the Radical 女 (nǚ): A Corpus-Based Critical Discourse Analysis of Ideological Construction and Gender Bias Noviana Laurencia Surjadjaja; Syihabuddin; Rinaldi Supriadi; Joni Soleman Nalenan; Mohammad Ali
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.3664

Abstract

Han characters (汉字) constitute one of the oldest continuously used logographic writing systems in the world, and as such they encode millennia of accumulated cultural values, social hierarchies, and ideological assumptions. This study empirically investigates the representation of women through Han characters containing the radical 女 (nǚ, ‘woman’) by employing a cultural-linguistic framework integrating corpus-based quantitative analysis, semiotic deconstruction, and critical discourse analysis. The research corpus comprises 214 characters drawn from the Kangxi Dictionary (康熙字典) and the Contemporary Chinese Dictionary (现代汉语词典, 7th edition, 2016); a supplementary diachronic corpus of 50 characters with documented oracle bone forms was drawn from the Xiaoxuetang Database of Ancient Chinese Scripts (小學堂). Frequency analysis was conducted against the MARKUS corpus (45 classical texts spanning the Han through Qing dynasties, totaling approximately 2.3 million characters). Results indicate that of the 214 characters analyzed, 61.2% carry connotations that subordinate, restrict, or pathologize the feminine; 22.4% are semantically neutral-descriptive; and only 16.4% bear positive connotations. These findings confirm that the Han writing system functions as an ideological apparatus that reproduces and consolidates patriarchal norms embedded in pre-modern and contemporary Chinese society. The study has implications for language pedagogy in the Indonesian context of Chinese-language education, for script reform policy, and for the broader scholarly debate on writing systems as ideological apparatus.
Analysis of Word Order Errors in Indonesian Students’ Chinese Writing: 印尼学生汉语书面语语序偏误分析 Vinnie Hidayat; Lysa Lho
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.3792

Abstract

Word order is an essential grammatical device in daily Chinese expression. The arrangement of words follows fixed rules and cannot be arbitrary. A preliminary survey reveals that Chinese word order errors are prevalent in the written production of students at the Harapan Bersama Language Institute. This study aims to identify most common types and causes of word order errors among the 2024 undergraduate cohort. Using corpus collection and questionnaire surveys, it systematically analyzes their errors. Results show that errors fall into seven categories: subject-predicate, predicate-object, attributive-head, adverbial-head, predicate-complement, function word, and others. Among these, adverbial-head errors are the most frequent, accounting for 55.7% and representing the main learning difficulty, while predicate-object errors are the least at 2.6%. The causes are attributed to differences between Indonesian and Chinese word order, learner internal factors (including L1 negative transfer, overgeneralization, inappropriate learning/communication strategies, and individual traits), and teacher-related aspects. This study hopes to serve as a reference for Chinese word order instruction and learning.
Analysis of Chinese Language Learning Motivation of Students at AMKUR Senior High School Pemangkat: 邦戛AMKUR高中学生汉语学习动机分析 Ella Claudia; Wiliyanti Then
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.4003

Abstract

This study investigates Chinese language learning motivation among students at AMKUR Senior High School Pemangkat and examines its relationship with Chinese language learning achievement. The study is significant because understanding students’ learning motivation can provide a basis for developing more appropriate and effective Chinese language teaching strategies in the school. Guided by theories of language learning motivation, this study aims to identify the types of motivation exhibited by students and analyze the relationship between their motivation and learning achievement. A mixed-methods approach was employed, combining quantitative and qualitative methods. Data were collected through a five-point Likert-scale questionnaire, students’ academic records and in-depth interviews. Quantitative data were analyzed using descriptive statistics and Spearman's rank correlation analysis, while qualitative data were used to support the interpretation of the quantitative findings. The results showed that students’ overall Chinese language learning motivation was high, with motivation tending to increase across grade levels. Instrumental motivation was the dominant type, particularly motivation related to future employment opportunities and higher education. Furthermore,  a significant positive correlation was found between learning motivation and Chinese language learning achievement (r = 0.272, p = 0.001). These findings indicate that students with higher levels of motivation tend to demonstrate better Chinese language learning achievement. The study concludes that understanding students’ motivational orientations, particularly their instrumental motivation, is important for supporting the development of Chinese language teaching strategies at AMKUR Senior High School Pemangkat.
Chinese Language Teachers’ Adaptation to the HSK 3.0 Transition: A Case Study of the SHZ Chinese Language Center in Ho Chi Minh City, Vietnam: 论文题目HSK3.0 转型背景下国际中文教师适应情况研究——以越南胡志明市商业华语培训中心（SHZ）为例 Dang Thu Lan; Vong My Denh
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.4041

Abstract

HSK 3.0 has brought new requirements for classroom teaching, and teachers are directly involved in putting these changes into practice. How teachers adapt therefore deserves closer attention, particularly the difficulties they encounter and the support they need. This study draws on Fullan’s theory of educational change and examines 150 Chinese language teachers at the SHZ Chinese Language Center in Ho Chi Minh City, Vietnam. Data were collected through a questionnaire. Quantitative data were analyzed statistically, while responses to the open-ended questions were coded and analyzed separately. Teachers generally reported moderate levels of anxiety and had already begun adjusting their teaching. The extent of these adjustments differed significantly by educational background. Anxiety about understanding HSK 3.0 and students’ examination outcomes significantly predicted instructional adjustment. Responses to the open-ended questions pointed to three main challenges: classroom implementation, limited teaching resources, and time pressure. Teachers also expressed a clear need for practical teaching resources, professional training, and concrete instructional guidance. Overall, teachers have begun adapting to HSK 3.0, but how to put the new teaching requirements into practice effectively remains a key challenge. Continued professional support is therefore essential.
A Case Study on the Implementation of the ‘Chinese+’ Curriculum at a Secondary School in Bangkok, Thailand: 泰国曼谷某中学“中文+”课程实施的个案研究 Warasinee Raksakit
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.4049

Abstract

As international Chinese language education increasingly shifts from language-and-culture instruction toward the integration of Chinese with vocational skills, the development of “Chinese+” curricula at the secondary-school level in Thailand remains exploratory and requires context-sensitive evidence. This study aims to examine the implementation of the “Chinese+” curriculum at a public secondary school in Bangkok, identify the motivations for curriculum development and students’ learning needs, analyze major implementation challenges, and propose feasible improvement strategies. Using a mixed-methods case-study design, data were collected through literature review and document analysis, semi-structured interviews with one school administrator and three local Chinese teachers, and a questionnaire administered to 33 senior secondary students. Tyler’s curriculum development model served as the primary analytical framework, complemented by situated learning theory, with analysis focusing on curriculum objectives, content, implementation, and evaluation. The findings show that the school has established a preliminary “Chinese+” curriculum covering tourism, hospitality, aviation, and business Chinese, with situational simulation as a distinctive instructional practice. However, five major challenges emerged: broadly defined objectives without differentiated levels, fragmented curriculum content and teaching materials, insufficient practical learning resources and a resulting “situational deficit,” inadequate teacher preparation in vocational knowledge, and limited school–enterprise cooperation. The study concludes that clearer differentiated objectives, integrated localized materials, a dual-track in-school/out-of-school practice system, systematic teacher development, and deeper institutional partnerships are necessary to move Thai secondary-school “Chinese+” education from curriculum establishment toward sustained quality improvement.
A Study on Coordinated Pathways of Gen AI-Assisted Multimodal Cultural Teaching in International Chinese Education: Gen AI辅助国际中文教育多模态文化教学协调路径探究 Ouyang Yujuan
Mandarinable: Journal of Chinese Studies Vol. 5 No. 1 (2026): MANDARINABLE: Journal of Chinese Studies
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i1.4052

Abstract

The rapid advancement of digital intelligence presents unprecedented opportunities and challenges for international Chinese language education, particularly in cultural instruction where learners often struggle with abstract concepts. Therefore, the primary objective of this study explores how Generative Artificial Intelligence (Gen AI) can be utilized to enhance the multimodal discourse competence of international Chinese learners and thereby identify innovative pathways for Chinese cultural teaching. Grounded in social semiotics and multimodal theory, this research employs an empirical inquiry through a task-driven case studies. Specifically, it examines the cognitive mechanisms underlying the cross-modal transformation between learners’ “linguistic prompt construction”and “visual semantic generation” during human-machine interactions. Empirical findings from systematically structured, multi-level multimodal cultural teaching cases indicate that the cross-modal transformation facilitated by Gen AI effectively reduce learners’ cognitive load during second language acquisition. By providing dynamic visual feedback, Gen AI assists learners in constructing rich and meaningful mental representations of Chinese culture. In conclusion, to mitigate potential algorithmic cultural biases and optimize learning outcomes, this study recommends incorporating a Gen AI interaction literacy module into the curriculum to cultivate learners’ critical competencies in human machine collaborative communication. This pedagogical paradigm has the potential to advance the digital-intelligent transformation of Chinese language education and ultimately enhance the effectiveness of global Chinese-language communication.
A Study on the Role Transformation of Local Chinese Language Teachers in Thai Secondary Schools Empowered by Generative AI: 生成式AI赋能下泰国本土中学中文教师角色转变研究 Jiraya Ho Wongyai
Mandarinable: Journal of Chinese Studies Vol. 5 No. 2 (2026): In Press Obtober
Publisher : Published by Confucius Institute UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/mandarinable.v5i2.4079

Abstract

Driven by digital educational transformation, generative AI is profoundly reshaping traditional classrooms. Grounded in Thailand’s local educational reality, this study investigates the role transformation and practical challenges of local Chinese language teachers in Thai secondary schools under generative AI empowerment. By integrating the SAMR model with Bloom's Taxonomy, this study constructed a specialized behavioral analysis framework, based on which in-depth interviews and behavioral analyses were conducted with 15 in-service Chinese language teachers. The findings indicate that generative AI does not completely replace traditional teaching roles but instead facilitates a pragmatic and selective adaptation. Specifically, pre-class, teachers transition from content producers to human-AI co-creators, using AI to reduce workload while actively serving as quality controllers for instructional content. In-class, they shift from knowledge transmitters to smart teaching assistants, leveraging AI to enhance instructional efficiency while maintaining absolute classroom authority and order. Post-class, they evolve from homework graders to evaluators and reflective practitioners, establishing an efficient AI-screening and teacher-vetting workflow to reallocate the time saved toward deeper pedagogical reflection and humanistic care for students. Finally, targeted recommendations are proposed,  ranging from government policy formulation on digital equity and ethical guidelines, through school environment upgrades involving infrastructure and the procurement licensed tools, to teacher training focused on prompt engineering and localized development capabilities, aiming to achieve an organic integration of technological efficiency and humanistic warmth.

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