Mandarin Learning Strategy in Higher Education to Achieve the New Hanyu Shuiping Kaoshi Standard at Level 3

Authors

  • Lily Thamrin FKIP UNIVERSITAS TANJUNGPURA

DOI:

https://doi.org/10.23887/jere.v5i3.33461

Keywords:

Learning strategy, Mandarin language, New HSK standard

Abstract

This study aims to examine the language learning strategies used by college students in learning Mandarin as a foreign language to achieve the New HSK (Hanyu Shuiping Kaoshi) standard at Level 3, especially regarding what strategies students used in the learning. The research was a qualitative method with a descriptive case study method involving thirty (30) students. They were students who have studied for one year or two semesters. The results showed that students were aware of the importance of using language learning strategies to master Mandarin as a foreign language, with internal and external factors that support students to learn Mandarin actively. Based on the research results obtained, two strategies often used by the students were direct learning strategies consisting of memory, cognitive, and compensation, and indirect strategies consisting of meta-cognitive, affective, and social. After the students implemented the learning strategy, students' vocabulary mastery for New HSK at level 3 increased by 67%. The most often learning strategy used by the students in learning Mandarin was the meta-cognitive strategy of 90.9% and the cognitive strategy of 66.7%. The percentage of students who have never done memory strategies was only 9,12%, while for social strategies and affective strategies was 3%. It can be concluded that there are several factors affecting students in learning Mandarin, namely internal and external factors.

Author Biography

Lily Thamrin, FKIP UNIVERSITAS TANJUNGPURA

FKIP

References

Alison, W., Lestari, I., & Sahid, D. S. S. (2019). Rancang Bangun Hanyu Shuiping Kaoshi (HSK) Mobile Learning Berbasis Android. Teknika, 8(1), 52–58. https://doi.org/10.34148/teknika.v8i1.149.

Astuti, W. (2016). Berbagai Strategi Pembelajaran Kosakata Bahasa Arab. Journal Al-Manar, 5(2). https://doi.org/10.36668/jal.v5i2.38.

Bachri, B. S. (2010). Meyakinkan validitas data melalui triangulasi pada penelitian kualitatif. Jurnal Teknologi Pendidikan, 10(1), 46–62. http://yusuf.staff.ub.ac.id/files/2012/11/meyakinkan-validitas-data-melalui-triangulasi-pada-penelitian-kualitatif.pdf.

Basri, H., & Ridla, M. R. (2014). Strategi Belajar Kosakata Bahasa Inggris (English Vocabulary) Mahasiswa TBI STAIN Pamekasan. Okara: Jurnal Bahasa Dan Sastra, 8(2), 153–166. https://doi.org/10.19105/ojbs.v8i2.468.

Bogdan, R. C., & Biklen, S. K. (1982). Qualitative Research for Education: An Introduction to Theory and Methods. Third Edition. Allyn and Bacon.

Budianto, P., & Laurencia, N. (2014). Keterkaitan New HSK dan Kurikulum Bahasa Mandarin di Perguruan Tinggi. Lingua Cultura, 8(1), 16–21. https://journal.binus.ac.id/index.php/lingua/article/view/437.

Chan, D. M., & Rahman, I. (2019). Pengaruh Gaya Belajar Terhadap Hasil Belajar: Kasus Mahasiswa Prodi Pendidikan Bahasa Dan Sastra Indonesia STKIP YDB Lubuk Alung. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 5(1), 27–39. https://doi.org/10.22219/kembara.v5i1.8279.

Chong, G. L., & Teoh, J. T. (2018). Pola penggunaan strategi pembelajaran bahasa dan hubungannya dengan pencapaian pelajar dalam kelas bahasa Mandarin. ESTEEM Journal of Social Sciences and Humanities, 2, 1–13. http://ir.uitm.edu.my/id/eprint/29557.

Darmanto, D., Hari, Y., Hermawan, B., & Setyawati, E. (2019). Aplikasi Sistem Manajemen Konten Bahasa Mandarin untuk Mendukung Ujian Hanyu Shuiping Kaoshi. Jurnal Teknologi Informasi Dan Ilmu Komputer, 6(1), 9–16. http://digilib.mercubuana.ac.id/manager/t!@file_artikel_abstrak/Isi_Artikel_487915709866.pdf.

Fatimah, F., & Kartikasari, R. D. (2018). Strategi Belajar dan Pembelajaran dalam Meningkatkan Keterampilan Bahasa. Pena Literasi, 1(2), 108–113. https://doi.org/10.24853/pl.1.2.108-113.

Handoko, L. V. A. (2019). Strategi Pembelajaran Kosa Kata Bahasa Mandarin Pada Aplikasi Pembelajaran Chineseskill. Century: Journal of Chinese Language, Literature and Culture, 7(2), 29–38. https://doi.org/10.9744/century.7.2.29-38.

Hassan, R. (2017). Gaya dan Strategi Pembelajaran Bahasa Melayu dalam Kalangan Pelajar Perancis (Malay Language Learning Styles and Strategies among French Students). GEMA Online® Journal of Language Studies, 17(1), 125–146. https://doi.org/10.17576/gema-2017-1701-08.

Jinming, Z. (2008). 汉语作为第二语言教学: 理念与模式. 世界汉语教学, 1(83), 93–107.

Li, C. (2020). A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246–263. https://doi.org/10.1080/01434632.2019.1614187.

Loris, H. (2017). Pengembangan Multimedia Interaktif Pembelajaran Bahasa Mandarin. Jurnal Teknologi Informasi & Komunikasi Dalam Pendidikan, 4(2). https://doi.org/10.24114/jtikp.v4i2.8762.

Miranti, Y. N., Setyosari, P., & Ulfa, S. . (2018). Pembelajaran bahasa kedua (Mandarin-HSK 3) berbasis mobile learning. JINOTEP(Jurnal Inovasi Dan Teknologi Pembelajaran): Kajian Dan Riset Dalam Teknologi Pembelajaran, 3(1), 101–104. http://journal2.um.ac.id/index.php/jinotep/article/view/2346.

Miranti, Y. N., Widyaningsih, G. E. N., Rahayuningtyas, P., & Putra, S. N. (2017). Pengembangan Pembelajaran HSK 3 Dengan Menggunakan Perangkat Bergerak Berbasis Android. Cakrawala Mandarin, 1(1), 23–39. https://doi.org/10.36279/apsmi.v1i1.13.

Mohamad, M. Y. (2017). Kekerapan Penggunaan Strategi Pembelajaran Bahasa Melayu Dalam Kalangan Murid Cermelang Etnik Cina (Frequency of Using Malay Language Learning Strategies among Excellent Chinese Ethnic Students). Jurnal Pendidikan Bahasa Melayu, 7(2), 85–92. http://spaj.ukm.my/jpbm/index.php/jpbm/article/view/137.

Mulyadi, M. (2011). Penelitian kuantitatif dan kualitatif serta pemikiran dasar menggabungkannya. Jurnal Studi Komunikasi Dan Media, 15(1), 128–137. https://doi.org/10.31445/jskm.2011.150106.

Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies. Routledge.

Puspitaningsih, L. (2018). Analisis Kesalahan Struktur Kalimat pada Tes Keterampilan Menulis dalam Diklat HSK 3 (汉语水平考试) Guru Bahasa Mandarin SMA/SMK di PPPPTK Boe Malang Daerah, Dan Asing. Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, 1(2), 231–244. https://doi.org/10.31540/silamparibisa.v1i2.151

Rafael, A. M. D. (2020). Pemertahanan bahasa Tetun dalam guyub tutur masyarakat bekas pengungsi Timor-Timur di Desa Manusak Kabupaten Kupang. KEMBARA Journal of Scientific Language Literature and Teaching, 6(1), 27–38. https://doi.org/10.22219/kembara.v6i1.11708.

Rohayati, D. (2018). Analisis Strategi Pembelajaran Bahasa dalam Pembelajaran Bahasa Inggris sebagai Bahasa Asing. Mimbar Agribisnis: Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis, 1(3), 269–280. https://doi.org/10.25157/ma.v1i3.47.

Siki, F. (2019). Problematik Strategi Pembelajaran Bahasa Indonesia. Jubindo: Jurnal Ilmu Pendidikan Bahasa Dan Sastra Indonesia, 4(2), 71–76. https://doi.org/10.32938/jbi.v4i2.213.

Son, J.-B. (2018). Technology in English as a Foreign Language (EFL) Teaching. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). American Cancer Society. https://doi.org/https://doi.org/10.1002/9781118784235.eelt0448.

Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.

Sumantri, D. A., Anggraini, W. R., & Anggraini, P. (2020). Penerapan aplikasi 1001 majas guna mempermudah pemahaman majas siswa SMA Kota Malang. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 6(1), 115–124. https://core.ac.uk/download/pdf/287741622.pdf.

Syahputra, I. (2014). Strategi pembelajaran bahasa Inggris sebagai bahasa asing dalam meningkatkan kemampuan berbahasa siswa. Kutubkhanah, 17(1), 127–145. http://ejournal.uin-suska.ac.id/index.php/Kutubkhanah/article/view/813.

Widyanigrum, H. K. (2018). Campur Kode Siaran Radio Most FM Penyiar Ari di Kota Malang. KEMBARA Journal of Scientific Language Literature and Teaching, 3(1), 49–54. https://ejournal.umm.ac.id/index.php/kembara/article/view/4377.

Yulia, M. F., Sulistyo, G. H., & Cahyono, B. Y. (2020). Affective engagement in academic reading: What EFL student teachers reveal. International Journal of Evaluation and Research in Education (IJERE), 9(3), 781–798. https://files.eric.ed.gov/fulltext/EJ1274719.pdf.

Zaini, H. (2017). Teori Pembelajaran Bahasa Dan Implementasi Strategi Pembelajaran Aktif. An Nabighoh: Jurnal Pendidikan Dan Pembelajaran Bahasa Arab, 19(2), 194–212. https://doi.org/10.32332/an-nabighoh.v19i2.999.

Zhang, J., Xie, N., Wang, S., Li, Y., & Zhang, T. (2010). The report of researching and producing the new HSK. China Examinations, 9, 33–42. https://en.cnki.com.cn/Article_en/CJFDTotal-KSYJ201009008.htm.

Downloads

Published

2021-06-07

Issue

Section

Articles