Parents as part of the family which is an informal educational environment are the first and foremost place to develop the foundation of a child's personality and as the foundation of character values in society so that children are able to become people who can internalize good values in their lives both for themselves and for society. The function of education can be disseminated through programs or information that contain teachings about values and ethics. Mass media has several functions, one of which is the function of education. Television as an educational medium can be seen from the educational messages packaged in television programs. Reality shows as a television broadcast program can be used as a medium and model for character education for children. Reality shows often use topics related to everyday reality, making them suitable as character education models for children. The purpose of this research is describe how reality shows “?????” (Baba qù n?r, Where Are We Going, Dad?) shows good character components of moral knowledge, moral feeling, and moral action according to Thomas Lickona. The research method used in this research is a qualitative research method with qualitative descriptive type. The data collection technique in this study used observation, note-taking, and documentation techniques. Data analysis techniques in this study were achieved by data condensation, data presentation, and drawing conclusions. On the reality show “?????” (Baba qù n?r, Where Are We Going, Dad?), found 40 scenes that show good character components according to Thomas Lickona. From the analysis results, 13 data were found that show components of moral knowledge, 17 data were found that show components of moral feelings, and 10 data were found that show components of moral action.

This study aims to explore and measure the effectiveness of instructional materials based on job interview simulations in improving students’ Mandarin speaking skills, particularly as a systematic and contextual preparation for the selection process of the Certified Internship and Independent Study Program (MSIB) under the Merdeka Belajar Kampus Merdeka (MBKM) scheme. A mixed-method approach was employed, combining qualitative and quantitative techniques. Qualitative data were collected through classroom observation and students’ verbal responses during simulations, while quantitative data were obtained from pretests and posttests. Initial findings showed that students struggled to comprehend interview questions and provide coherent, appropriate answers. After the simulation sessions, significant improvements were observed in fluency, word choice, intonation, and contextual understanding and response. These results emphasize the urgency of integrating simulation-based learning into Mandarin speaking instruction to prepare students for professional communication in the workplace. This article recommends applying a similar model in other foreign language programs and suggests the development of interactive and adaptive digital instructional resources.

This study investigates the representation of Chinese patriarchal culture through linguistic expressions in Disney’s 2020 live-action film Mulan. Employing a descriptive-qualitative method and grounded in a sociolinguistic framework, particularly the intersection of language and gender, this research analyzes how patriarchal values are encoded in character dialogue. A relational analysis approach, informed by gender and family relation theories, reveals distinct speech patterns between male and female characters. Male characters predominantly use declarative and evaluative speech acts characterized by positive metaphorical expressions, signifying authority and affirmation within the societal hierarchy. Conversely, female characters’ utterances are largely expressive and commissive in nature, often marked by negative metaphors, reflecting marginalization and constrained agency. The findings suggest that patriarchal cultural norms continue to shape social expectations and restrict women’s participation in the public sphere. Within the narrative, gender roles are assigned based on biological sex rather than individual competence or evolving social identities, underscoring the persistence of gender-based power asymmetries in Chinese patriarchal discourse.

The graduate profile of the Chinese Language Education Study Program aims to produce Chinese language teachers who can both teach and conduct research on Chinese language learning issues. Culturally responsive teaching is a method for developing adaptive and responsive educators. Chinese language teachers who are culturally responsive will be able to connect Chinese culture with students' backgrounds and create meaningful learning by utilizing cultural knowledge and students' learning styles. This research aims to analyse the distribution of courses in the Chinese Language Education curriculum in Indonesia that adopt culturally responsive teaching; identify the implementation of culturally responsive teaching for strengthening prospective Chinese language teachers; and explain the factors hindering and supporting the success of culturally responsive teaching for strengthening prospective Chinese teachers. The research method used is qualitative research, utilizing an observational descriptive qualitative approach. The study was conducted to systematically describe the phenomenon of culturally responsive teaching based on factual data. Data collection techniques include literature review, documentation, observation, questionnaires, and interviews. The results of this study show that the Chinese Language Education programs in Indonesia have adopted culturally responsive teaching in their curricula, both in education-focused and non-education-focused programs. This implementation helps prospective teachers understand the relationship between language and culture, although various challenges remain, such as a lack of training, limited resources, negative attitudes, and high workloads. However, success is also evident through teacher commitment and interest, institutional support, integrated curriculum, technology and learning media use, and interdisciplinary approaches. With continuous evaluation and proper support, culturally responsive teaching has the potential to further enhance the competencies of prospective Chinese language teachers in implementing culturally responsive teaching.

This research is motivated by the learning media in the Chuji Hanyu Xiezuo Shang class which not yet using learning media in the form of games, this makes an opportunity to develop new innovations to support teaching and learning activities in the form of Word Candy game to improve mastery of chinese vocabulary. The objectives of this research are: 1) Describes the needs of students for Word Candy media in improving vocabulary mastery, 2) Describes the results of the prototype development of Word Candy media in mastering Chinese, 3) Describes the results of expert validation of Word Candy media in mastering vocabulary in learning Chinese. This study uses the Research and Development (R&D) method with five stages, namely: 1) potential and problems, 2) data collection, 3) product design, 4) design validation, and 5) design revision. Based on the needs analysis, it shows that Word Candy media is approved as a learning medium by both lecturers and students. Proven by the results of validation from media experts getting an average value of 88.4 with a score of 4 which is said that this media is very feasible to use, while validation from material experts shows an average value of 88.5 with a score of 4 which is included in the category of very feasible/appropriate to use as a learning medium. After that, the media was improved according to the suggestions given by media experts and material experts.

In learning Mandarin, there are four fundamental skills that students must master: writing, reading, speaking, and listening. Writing skills are taught from the first semester to the sixth semester through courses such as ??????? ch?jí hàny? xi?zuò shàng (Basic Mandarin Writing I) to ??????? g?ojí hàny? xi?zuò xià (Advanced Mandarin Writing II), which focus on writing practice. Additionally, ?? hànzì material is also taught in the course ?????xiàndài hàny? shàng (Modern Mandarin I), but the emphasis is more on theoretical aspects. In this course, students learn about the origins and development of Hanzi characters currently in use, including the methods of character formation. The course ?????xiàndài hàny? shàng focuses on three main topics: ??y?y?n (Phonology), ?? wénzì (Characters), and ??cíhuì (Vocabulary). The reference book used, ???? xiàndài hàny? (Modern Mandarin), is written entirely in Mandarin without translations. This is one of the reasons why the researcher aims to develop teaching materials on ?? hànzì (Hanzi) for the ????? xiàndài hàny? shàng course, aligning them with the intended learning outcomes and the course duration. These three main topics must be covered within one semester.

Drama can be said to be a realistic depiction of a character's life. Culture itself is the customs, traditions and beliefs that exist in society so that culture is always present in drama. Life values ??also do not escape drama elements, one of which is in the drama ????? (t?ut?u cáng bù zhù). This research aims to describe the cultural values ??contained in the drama ????? (t?ut?u cáng bù zhù) based on Edwar Djamaris' theory, and describe the cultural symbols contained in the drama ????? (t?ut?u cáng bù zhù) using theory Charles Sanders Pierce's semiotics in two sides, namely signs and objects. This type of research is qualitative descriptive research using note-taking techniques. Data collection uses note-taking techniques and the results of previous research, journals, books and other documents regarding cultural values. Data analysis techniques use data reduction, data display and drawing conclusions. The result is that there are five cultural values ??contained in the drama ????? (t?ut?u cáng bù zhù) based on the theory of cultural values ??by Edwar Djamaris, namely the cultural value of human relationship with God, the cultural value of human relationship with society, the cultural value of human relationship with self. itself, the cultural value of human relations with humans, and the cultural value of human relations with nature. Researchers also found six cultural symbols contained in the drama ????? (t?ut?u cáng bù zhù) based on semiotic theory by Charles Sanders Pierce, namely red ornaments, lanterns, paper sticks, red packets, Chinese knots, and the writing ?. 

This research was conducted based on the results of observations which showed that hanzi learning media for Chinese Language Education students at Semarang State University needed the development of creative and innovative hanzi learning media. The objectives of this research are 1) to describe the results of the needs analysis of radical hanzi learning media "?x?n" for Chinese Language Education students at Semarang State University, 2) to describe the results of the prototype of radical hanzi learning media "?x?n" for Mandarin Language Education students at Semarang State University, 3) to describe the results of expert validation of radical hanzi learning media "?x?n" for Mandarin Language Education students at Semarang State University. The results of validation of learning media by material experts obtained an overall average score of 87, which was included in the score of 4. And the results of validation of learning media by media experts obtained an overall average score of 87.5, which was included in the score of 4 with the category very feasible to use with some improvements so that the media will be better and maximally used.