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All Journal VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan MANDARINABLE: Journal of Chinese Studies Sinolingua Journal of Maobi
iden, sabinus
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Analysis of 2019 Common Hope Language Institute Students’ Understanding of Chinese Internet Language Characters and Symbols: 共同希望语言学院 2019 届学生对汉语网络语言汉字类与符号类的理解分析 Fidelis, Chelsi; Iden, Sabinus
Mandarinable: Journal of Chinese Studies Vol. 4 No. 2 (2025): 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.v4i2.2923

Abstract

The way a community uses the internet influences language, causing changes in how words are used online. Although online expressions may originate from Chinese, the usage of Chinese internet language differs greatly from that of everyday Chinese. Therefore, learners of Chinese must understand internet language in order to communicate effectively. This study aims to understand the level of comprehension of Chinese internet language among the 2019 cohort of students at the Joint Hope Language Institute. After summarizing the categories of Chinese internet language, data were collected through distributed questionnaires and test items. Based on the survey conducted with the 2019 cohort of students at the Joint Hope Language Institute, the results indicate that most students still have a relatively low level of understanding of the logographic and symbolic categories of Chinese internet language, particularly in the categories of old words with new meanings and homophones. In addition, students in the institute receive limited instruction on Chinese internet language, focusing primarily on traditional Chinese and linguistics.
ANALISIS KESULITAN MAHASISWA KELAS SORE SEMESTER 6 SEKOLAH TINGGI BAHASA HARAPAN BERSAMA DALAM MENGUASAI HSK 5 DAN CARA MENGATASINYA Sari, Angelica Mei; Wijaya, Ricky; Saviola, Louis; Refky, Refky; Syah, Syafahrudin; Fitri, Theresia; Iden, Sabinus
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 17, No 1 (2026): APRIL ( Artikel in press )
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v17i1.6298

Abstract

ABSTRAKHSK 5 merupakan tingkat penting dalam kemahiran bahasa Mandarin yang menjembatani tahap menengah dan lanjutan. Pada tingkat ini, pembelajar sering mengalami kesulitan akibat perluasan kosakata, teks bacaan yang lebih panjang, serta materi mendengarkan yang kompleks. Penelitian ini bertujuan mengidentifikasi kesulitan yang dihadapi pembelajar dalam persiapan HSK 5 serta mengkaji strategi pembelajaran yang efektif untuk mengatasinya. Metode yang digunakan adalah deskriptif kualitatif dengan menganalisis karakteristik tes HSK, permasalahan pembelajar, serta klasifikasi strategi kognitif dan metakognitif. Hasil penelitian menunjukkan bahwa pengelompokan kosakata, latihan membaca intensif, teknik segmentasi dalam mendengarkan, latihan pola penulisan, dan manajemen waktu merupakan strategi yang efektif dalam meningkatkan performa pembelajar. Selain itu, faktor psikologis seperti regulasi diri dan pengendalian kecemasan turut mempengaruhi keberhasilan dalam menghadapi ujian. Penelitian ini diharapkan dapat menjadi panduan praktis bagi pembelajar dan pengajar dalam merancang persiapan HSK 5 yang lebih sistematis dan efisien.Kata Kunci: HSK 5, strategi pembelajaran, pembelajaran Mandarin, kecemasan bahasa, persiapan ujianABSTRACTHSK 5 represents a crucial level of Mandarin proficiency that bridges the intermediate and advanced stages. At this level, learners often encounter difficulties due to the expansion of vocabulary, longer reading passages, and more complex listening materials. This study aims to identify the common challenges faced by learners in preparing for HSK 5 and to examine effective learning strategies to overcome these difficulties. The research employs a qualitative descriptive approach by analyzing the characteristics of the HSK test, learners’ problems, and the classification of cognitive and metacognitive strategies. The findings indicate that vocabulary grouping, intensive reading practice, listening segmentation techniques, writing pattern exercises, and time management strategies significantly support learners’ performance. In addition, psychological factors such as self-regulation and anxiety control also influence test success. The results of this study provide practical guidance for both learners and instructors in designing more systematic and efficient HSK 5 preparation.Keywords: HSK 5; learning strategies; Mandarin language learning; language anxiety; test preparatio
听写法在提高汉语听力与写作能力中的有效性研究 Iden, Sabinus
Sinolingua: Journal of Chinese Studies Vol 4, No 1 (2026): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v4i1.116811

Abstract

Dictation is one of the techniques used to assess the success of learners in Chinese language education. Through dictation, educators can simultaneously evaluate listening and writing abilities. This study aims to determine the effectiveness of dictation in improving Mandarin listening and writing skills. This research employed a classroom action research design, using observation, interviews, and self-assessment techniques for data collection, which were analyzed using descriptive qualitative methods. The study was conducted over one semester and involved 39 first-year students from Class D of the evening program at Harapan Bersama Language College. The findings indicate that students initially faced challenges such as limited vocabulary, weak listening comprehension, and poor character writing accuracy. However, after the implementation of structured dictation activities, students showed significant improvement. Quantitative results revealed that 89.7% of students achieved scores above 80, indicating a substantial enhancement in their performance. Therefore, dictation is proven to be highly effective in improving Chinese listening and writing skills.
观看短视频作为教学辅助的有效性析 —以 Golden Bee Preschool and Kindergarten 幼儿园汉语课堂为例 Nelly, Nelly; Iden, Sabinus
Journal of Maobi Vol 2, No 2 (2024): Journal of Maobi
Publisher : Confucius Institute Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/maobi.v2i2.90777

Abstract

Listening is crucial in language learning, especially when learning Chinese. Listening, speaking, reading, and writing are the four essential skills in language learning, and language learning typically begins with listening. Short videos, as an auxiliary teaching tool, leverage the advantages of audiovisual learning and show clear effectiveness. To achieve the research objectives, I used experimental and testing methods. The study focused on students aged 4-6, starting with a pre-test. Subsequently, while explaining new vocabulary, students were provided with 15 minutes of relevant videos. Finally, a post-test was conducted. The results show that using videos as auxiliary teaching tools in kindergarten Chinese courses is highly effective, with students' progress in learning Chinese improving by an average of 75%. Using short videos as a teaching method can effectively enhance students' interest and motivation in learning.
Flash卡媒体对提高圣约翰高中二年级学生的汉语词汇记忆能力的效果分析 Monica, Irene; Iden, Sabinus
Journal of Maobi Vol 2, No 2 (2024): Journal of Maobi
Publisher : Confucius Institute Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/maobi.v2i2.94735

Abstract

The ability to remember vocabulary is essential for learning a foreign language, especially Chinese. If we can master and retain the vocabulary we study, it becomes easier to acquire listening, speaking, reading, and writing skills. To enhance vocabulary retention, suitable learning methods are required, one of which is the use of Flash Cards as a learning medium. The author conducted a quantitative study with students from Class A and Class B in the second grade of St. John High School. Data was collected using pre-test and post-test methods, along with interviews. After each lesson, the author presented the students with Flash Card images for each vocabulary item. The results of this study indicate that Flash Card media helps improve students' vocabulary retention. According to test results, students achieved an average vocabulary retention rate of 95.49%. The use of Flash Card media as a teaching method allows students to remember vocabulary more effectively.
Co-Authors Fidelis, Chelsi Fitri, Theresia Monica, Irene Nelly Nelly Refky, Refky Ricky Wijaya Sari, Angelica Mei Saviola, Louis Syah, Syafahrudin