HSK Listening Performance as an Indicator of Listening Course Alignment in a Chinese Language Education Program

Ina Ina

Abstract

This study was conducted to describe and analyze the content of the three textbooks used in the listening-skill course, including topics and vocabulary; assess students' listening proficiency using the HSK as a benchmark; describe the difficulties encountered during the listening test; and thereby determine the alignment of the textbook content with HSK listening skills. A combination of qualitative document analysis and descriptive quantitative data was employed, with data collected through document analysis, HSK simulation test, and questionnaires. Respondents in this research consist of 22 students from class A and 13 students from class B in the Chinese Language Education Program at Tanjungpura University. This research is considered important given the limited number of similar studies. The findings indicate that the listening course's content appears to be broadly aligned with the requirements for HSK listening performance. However, several limitations of this study highlight the need for further research to obtain more accurate and reliable measurement results.

Keywords

Chinese Language Education; Curriculum Alignment; HSK; Listening Comprehension; Learning Difficulties

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DOI: https://doi.org/10.20961/sinolingua.v4i2.126749

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