IMPROVING BEGINNER STUDENT’S CHINESE LISTENING SKILLS THROUGH THE FLIPPED CLASSROOM METHOD: A ONE-GROUP PRETEST-POSTTEST STUDY AT UNIVERSITAS NEGERI SEMARANG

Anggraeni; Almira Agwinanda

doi:10.35760/jll.2026.v14i1.360

Authors

Anggraeni National Yunlin University of Science and Technology Author
Almira Agwinanda State University of Semarang Author

DOI:

https://doi.org/10.35760/jll.2026.v14i1.360

Keywords:

Flipped Classroom, Chinese Listening Comprehension, Mandarin Language Learning, Quasi-Experimental Study, Student Satisfaction

Abstract

This study investigates the use of the flipped classroom method to improve first-year students’ Chinese listening skills and examines their satisfaction with its implementation in the “Chuji Hanyu Tingli Xia” course. A one-group pretest-posttest quasi-experimental design was employed with 32 Mandarin Language Education students at Universitas Negeri Semarang, Indonesia. The intervention lasted six weeks and included pre-class listening materials, classroom discussion, peer correction, and teacher-guided practice. Data were collected using the HSK Level 3 listening test and a student satisfaction questionnaire. The results showed that students’ mean listening score increased from 67.19 to 78.59. A paired-samples t-test indicated a significant difference, t(31) = −4.790, p < .001, with a large effect size (Cohen’s d<sub>z</sub> = 0.85). The questionnaire results also indicated generally positive student satisfaction. However, the findings should be interpreted cautiously because no control group was used.

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