Improving Mandarin Chinese Vocabulary Retention Ability Through Chinese Radical

Abstract

The objectives of this study are 1) compare the eff ectiveness of the Chinese word recognition before and after learning through a Chinese radical, 2) study of students’ satisfaction toward the implementation of mandarin Chinese vocabulary teaching styles by Chinese radical. The 45 student participants from grade 12 in Mandarin Chinese department. The tool used in research and data collection are pre-test and post-test, satisfaction questionnaire after learning by Chinese radical. The result of this study showed that the score after students learn Chinese by Chinese radical is higher than the pre-test, it indicated that learning through this technique could eff ectively and systematically enhance the Chinese word recognition of student and retention. For the questionnaire revealed that the students’ satisfaction towards the technique was at high level.