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Chinese Grammar Learning through Small Group Discussion: A Study on Comprehensive Chinese Courses at UNNES

Longda Xiaokan: Journal of Mandarin Learning and Teaching · Vol. 9 No. 1 (2026) · hlm. 60–68

DOI
10.15294/longdaxiaokan.v9i1.49619
ISSN
2715-1611, 2528-5734
Terbit
2026-06-09
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to describe the implementation of the Small Group Discussion method in grammar learning within comprehensive courses, namely Gaoji Hanyu Zonghe (Advanced Comprehensive Chinese) for the Class of 2022 and Zhongji Hanyu Zonghe Shang (Intermediate Comprehensive Chinese I) for the Class of 2023 in the Chinese Language Education Study Program. The study employed a qualitative descriptive method, with data collection comprising observation, interviews, and documentation. Interviews were conducted with students to elicit their responses and to identify the advantages and disadvantages of the group discussion method in Chinese grammar learning. The results showed that the discussion method was successfully implemented in Gaoji Hanyu Zonghe (Advanced Comprehensive Chinese) for the Class of 2022, as students were active and responsive throughout the learning process. Small Group Discussion helped students study grammar before class, improved their critical thinking and public speaking skills, and created a more interactive learning environment. In addition, peer tutoring enabled students to understand the material more easily. In contrast, in Zhongji Hanyu Zonghe Shang (Intermediate Comprehensive Chinese I) for the Class of 2023, the Small Group Discussion method did not show significant results because students tended to be passive and lacked a strong grammar foundation. The identified obstacles included limited contributions from group members, misunderstandings of grammar, and reliance on AI to understand the material. This study concludes that the success of the discussion method is influenced by students' activity, readiness in basic grammar, and the lecturer's guidance during the learning process.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/longdaxiaokan/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Chinese Grammar Learning through Small Group Discussion: A Study on Comprehensive Chinese Courses at UNNES</dc:title>
	<dc:creator xml:lang="en">Pamuji, Dian Yuni</dc:creator>
	<dc:creator xml:lang="en">Hasel, Clarosa Amanda</dc:creator>
	<dc:creator xml:lang="en">Nuratri, Ruth Kiana</dc:creator>
	<dc:subject xml:lang="en">Small Group Discussion Method, Chinese Grammar, Comprehensive Chinese Courses, Active Learning </dc:subject>
	<dc:description xml:lang="en">This study aims to describe the implementation of the Small Group Discussion method in grammar learning within comprehensive courses, namely Gaoji Hanyu Zonghe (Advanced Comprehensive Chinese) for the Class of 2022 and Zhongji Hanyu Zonghe Shang (Intermediate Comprehensive Chinese I) for the Class of 2023 in the Chinese Language Education Study Program. The study employed a qualitative descriptive method, with data collection comprising observation, interviews, and documentation. Interviews were conducted with students to elicit their responses and to identify the advantages and disadvantages of the group discussion method in Chinese grammar learning. The results showed that the discussion method was successfully implemented in Gaoji Hanyu Zonghe (Advanced Comprehensive Chinese) for the Class of 2022, as students were active and responsive throughout the learning process. Small Group Discussion helped students study grammar before class, improved their critical thinking and public speaking skills, and created a more interactive learning environment. In addition, peer tutoring enabled students to understand the material more easily. In contrast, in Zhongji Hanyu Zonghe Shang (Intermediate Comprehensive Chinese I) for the Class of 2023, the Small Group Discussion method did not show significant results because students tended to be passive and lacked a strong grammar foundation. The identified obstacles included limited contributions from group members, misunderstandings of grammar, and reliance on AI to understand the material. This study concludes that the success of the discussion method is influenced by students' activity, readiness in basic grammar, and the lecturer's guidance during the learning process.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-09</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/longdaxiaokan/article/view/49619</dc:identifier>
	<dc:identifier>10.15294/longdaxiaokan.v9i1.49619</dc:identifier>
	<dc:source xml:lang="en">Longda Xiaokan: Journal of Mandarin Learning and Teaching; Vol. 9 No. 1 (2026); 60-68</dc:source>
	<dc:source>2715-1611</dc:source>
	<dc:source>2528-5734</dc:source>
	<dc:source>10.15294/longdaxiaokan.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/longdaxiaokan/article/view/49619/9982</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Longda Xiaokan: Journal of Mandarin Learning and Teaching</dc:rights>
</oai_dc:dc>