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All Journal Klasikal: Journal of Education, Language Teaching and Science Journal of Innovative and Creativity
Nur Nasharuddin Noni
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALYSIS OF THE APPLICATION OF TEACHING METHODS IN TEACHING MANDARIN VOCABULARY AT UNIVERSITY LEVEL Nirdayanti Mustarih; Asmuliyati Nahnu; Nur Nasharuddin Noni; Sri Khaerani Rahman
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1294

Abstract

This study explores the challenges and teaching methods designed to enhance Chinese vocabulary acquisition at the university level. Vocabulary acquisition is crucial for mastering a language, and in the case of Chinese, its complexity presents unique challenges for both learners and educators. The research employed a qualitative narrative design, conducting interviews with 10 Chinese language lecturers from various universities to gather insights into the methods and obstacles in vocabulary teaching. Data was collected using three primary methods: observations, questionnaires, and a comprehensive literature review. The findings of this study reveal a diverse range of approaches teachers employ. Approximately 60% of teachers adapt their methods based on student needs, indicating that flexibility and adaptability are key components of their teaching strategies. In contrast, 40% of teachers maintain a consistent teaching approach, believing that a structured framework helps students better understand the material and retain vocabulary. Despite these varied strategies, memory retention remains a significant challenge, with 50% of teachers reporting that their students struggle to retain Chinese vocabulary effectively. This highlights students' difficulty mastering a language with such a complex writing system. The study proposes a balanced approach, integrating flexible and consistent teaching methods, which are essential for overcoming the inherent challenges in Chinese vocabulary acquisition. Additionally, multimedia tools and digital technologies have effectively engaged students and enhanced vocabulary retention. The research concludes that refining current teaching methods—including structured routines, task-based learning, and spaced repetition—is necessary for improving student engagement and memory retention in Chinese language education.
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.
Co-Authors Asmuliyati Nahnu Ita Sarmita Samad Mir'ah Azizah Nirdayanti Mustarih Sri Khaerani Rahman