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This study examines the dominance of mother tongue use in junior high school environments and its implications for the use of Indonesian as the language of instruction. The research is grounded in the sociolinguistic reality of multilingual Indonesian society, where students tend to rely on their first language in daily communication. The objective of this study is to analyze the factors influencing the dominance of mother tongue, its impacts on students’ Indonesian language proficiency, and its pedagogical implications. This study employs a qualitative approach using a literature review design, analyzing relevant scholarly sources published in recent years. The findings indicate that the dominance of mother tongue is influenced by linguistic, social, and psychological factors, including family environment, peer interaction, and limited Indonesian vocabulary mastery. The study reveals dual impacts: while mother tongue use facilitates comprehension and increases students’ confidence, it also potentially hinders formal Indonesian language development and leads to language interference. The study concludes that mother tongue should not be viewed solely as a barrier but as a potential pedagogical resource. The implications suggest that educators should adopt contextual bilingual strategies to optimize Indonesian language learning in multilingual classrooms.

This systematic literature review examines the implementation of Content and Language Integrated Learning (CLIL) in Indonesian senior high schools. Following PRISMA guidelines, nine studies published between 2021 and 2025 were analyzed to identify the benefits and challenges of this approach. The findings reveal that CLIL effectively enhances student engagement, motivation, and the integrated development of subject knowledge and English proficiency. However, implementation is often hindered by limited teacher readiness, insufficient collaboration between subject and language teachers, and a lack of appropriate assessment methods. Analysis using the 4Cs Framework shows that while Content and Communication are prioritized, Cognition and Culture receive less explicit attention. The study implies that successful CLIL sustainability requires continuous professional development and stronger institutional support within the Merdeka Curriculum. These results provide a strategic basis for educators and policymakers to optimize bilingual instruction in Indonesia.

This study examines the phenomenon of K-Pop slang usage among young generations and its influence on lifestyle and social identity formation. The research background reveals that K-Pop culture has significantly impacted language practices, particularly through the adoption of specific terms within fan communities. The objective is to analyze how K-Pop slang functions as a linguistic creativity tool and identity marker among Indonesian youth. Using a qualitative descriptive approach, data were collected from social media platform X (Twitter) through purposive sampling of posts containing K-Pop slang terms. Findings indicate that K-Pop slang encompasses semantic shifts, acronyms, abbreviations, and new terminology that strengthen community solidarity and collective identity. The implications suggest that while K-Pop slang serves as creative expression and social bonding mechanism, excessive usage may affect proper Indonesian language proficiency in academic contexts. This research contributes to understanding the balance between linguistic creativity, global cultural influence, and Indonesian language preservation.

Currently, the skills needed to advance a tourist area are influenced by the availability of human resources who can speak English and understand local culture well. Unfortunately, improving English proficiency remains a challenge. Additionally, another issue appears as the Alpha generation is exposed to a great deal of English-language social media content; however, this does not appear to be directly correlated with an improvement in their English proficiency. It appears that the English Club instructors at SMA Fons Vitae 1 Jakarta were also aware of these two problems. Therefore, on September 11, 2025, an ABDIMAS activity entitled "Giving and Asking for Direction" training was held with the production of a short film. This activity was attended by 15 participants, 10 boys and 5 girls, a combination of students from grades 10 and 11. The results of the training showed that the pre-production process of making a short film provided a space for participants to recognize and explore Indonesian cultural heritage. Furthermore, the production process of making a short film made participants not afraid of speaking English. In the post-production process, participants can also edit parts of the video that are less than satisfactory because they can re-record if there are errors in pronunciation and grammar.