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All Journal JASL - Journal of Applied Studies in Language Global Education Journal Prosiding Seminar Nasional Dies Natalis Universitas Negeri Makassar Journal of Innovative and Creativity
Mir'ah Azizah
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The use of Chinese adverbs 又 (yòu) and 再(zài) by Indonesian students: error analysis Arini Junaeny; Mir'ah Azizah
Journal of Applied Studies in Language Vol. 6 No. 2 (2022): Dec. 2022
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v6i2.689

Abstract

This study aims to obtain data and analysis of errors in the use of adverbial words 又 (yòu) and 再(zài) in Chinese Language Education Study Program students and the factors that influence Chinese learners' errors in the use of structures. The adverbial words 又 (yòu) and 再(zài)in the Chinese Language have their structure in use. It is very important to learn and understand. Chinese language learners often make mistakes in using these two words. This study uses a qualitative approach with data sources from the results of student tests and secondary data from open questionnaires. From the data, the percentage of errors in the use of the adverbial (yòu) was 32.49% and the use of the adverbial (zài) was 29.49%. And from the results of making sentences, it was found that the forms of errors were, the use of 又 (yòu) in sentences, the use of 再 (zài) in sentences, sentence structure, use of vocabulary, and sentence logical meaning, with a total of 25 errors.
Analisis Indikator Tes Kemahiran Bahasa Mandarin Tingkat Menengah : Hanyu Shuiping Kasoshi 汉语水平考试 （HSK 4 ） Mir'ah Azizah; Nirdayanti Mustarih; Abd. Kasim Achmad
SEMINAR NASIONAL DIES NATALIS 62 Vol. 1 (2023): Prosiding Seminar Nasional UNM ke-62 2023
Publisher : Universitas Negeri Makassar

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Abstract

Penelitian ini berfokus pada tes tingkat kemahiran level menengah, yaitu Hanyu Shuiping Kaoshi 4 (HSK 4). Dari tes HSK 4 terdapat tiga jenis keterampilan berbahasa yang diujikan, yaitu, mendengarkan (Tingli 听力), membaca (yuedu 阅读),dan menulis (写作). Penelitian ini dilakukan di Prodi Pendidikan Bahasa Mandarin, Jurusan Pendidikan Bahasa Asing, FBS UNM. Adapun desain penelitian ini adalah penelitian deskriptif kualitatif. Hasil Penelitian ini menunjukkan bahwa ujian HSK 4 terdiri dari kurang lebih 1800 kata, Karakter Hanzi 1500-2000 karakter, 45 item tes mendengarkan (Tingli听力), 40 item tes membaca (Yuedu 阅读), dan 15 item tes menulis (Xiezuo 写作) yang didesain untuk pembelajar Bahasa Mandarin agar dapat mendiskusikan topik yang relatif luas dalam Bahasa Mandarin dan mampu berkomunikasi dengan penutur Bahasa mandarin dengan standar tinggi.
The Role of Case-Based Learning in Developing Students' Critical Thinking of Chinese Language Study Program Ita Sarmita Samad; Mir'ah Azizah; Nur Nasharuddin Noni
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3599

Abstract

The purpose of this study is to examine the extent to which Case-Based Learning (CBL) plays a role in developing critical thinking skills of students of the Chinese Language Education Study Program. Critical thinking skills are seen as one of the main competencies in 21st-century higher education, especially in foreign language learning which requires students not only to master linguistic aspects, but also to understand the socio-cultural context. This study used a quasi-experimental design with a non-equivalent control group pattern involving 40 students in the odd semester of 2024/2025, consisting of 20 experimental group students taught with CBL and 20 control group students taught by conventional methods in the form of lectures and practice questions. The research instrument is in the form of a critical thinking essay test based on the California Critical Thinking Skills Test (CCTST) indicator, which is validated by experts and tested for reliability. Pretest and posttest results data were analyzed using normalized gain (N-gain) scores to assess learning effectiveness. The results showed that the experimental group obtained an average N-gain of 0.763 (high category) with a range of 0.54–1.00, while the control group only achieved an average N-gain of 0.45 (medium category) with a range of 0.23–0.80. These differences in achievement confirm that CBL is more effective than conventional methods in improving students' ability to analyze, evaluate, and interpret. Thus, it can be concluded that the application of CBL makes a significant contribution to the development of students' critical thinking skills, as it encourages them to connect theory with practice through authentic case analysis. These findings recommend that CBL be systematically integrated into the Chinese language learning curriculum to produce graduates who are critical, reflective and adaptive in the face of global challenges.
The Impact of AI- Assisted Learning on Mandarin and English Language Achievement among Indonesian High Schools Students Mir'ah Azizah; Hasria Riski S
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1640

Abstract

The rapid development of Artificial Intelligence (AI) has transformed foreign language education by providing innovative learning tools that support language acquisition and learner autonomy. This study aimed to investigate the impact of AI-assisted learning on Mandarin and English language achievement among Indonesian students. A quantitative descriptive design was employed involving 180 senior high school and university students who studied both Mandarin and English as foreign languages. Data were collected through questionnaires, English and Mandarin achievement tests, and students’ academic records. The questionnaire measured students’ frequency of AI use, perceived usefulness of AI tools, and learning motivation. The achievement tests assessed reading, vocabulary, grammar, and writing skills in both languages. The findings revealed that 87% of students regularly used AI-powered applications such as ChatGPT, Grammarly, Google Gemini, and Duolingo. Students who frequently used AI-assisted learning obtained higher average scores in Mandarin (82.4) and English (85.7) compared to students with limited AI usage, whose average scores were 74.1 and 77.3 respectively. Furthermore, 84% of students reported increased learning motivation and 77% reported greater learning autonomy. The results suggest that AI-assisted learning positively influences language achievement, motivation, and engagement in both Mandarin and English language learning contexts. Therefore, integrating AI technologies into foreign language education can enhance learning outcomes and support personalized learning experiences.
Co-Authors Abd. Kasim Achmad Arini Junaeny Hasria Riski S Ita Sarmita Samad Nirdayanti Mustarih Nur Nasharuddin Noni