Discourse analysis for Chinese language teaching

Improving students’ ability to analyze discourse through the moodle-based blended learning method

“…Then, this is also in accordance with the opinion of Rasmitadila et al, (2020), Bariyah & Imania (2018), and Irawan & Surjono (2018) from the results of their research which showed that the Blended Learning method provides benefits to students, especially it can add to the learning experience, increase knowledge of various complete materials provided in the system, accept variations in learning models, increase students' listening and reading abilities, and provide a more flexible and independent learning experience. In addition, students with the Moodle-based Blended Learnig method are better in being able to analyze learning discourse in the classroom which of functions not only to add insight into how to critically analyze discourse, but to provide understanding as a language teacher about good conversational discourse in the classroom (Renner, 2019;Chien, 2019).…”

“…Most of those in China who experience the problem of violence shut themselves off and only dare to tell about it in online health forums. Not only that, in the field of language teaching, Chinese as a foreign language that is studied by many countries in the world, including Indonesia, is currently developing how discourse analysis, especially conversational discourse analysis, is able to provide solutions in overcoming problems of learning foreign languages (Renner, 2019). In addition, Chien (2019) explained that in language teaching, especially regarding translation, students should be provided with provisions to understand how to analyze discourse related to rules in grammar associated with student's experiences through the words they read and hear, such as analyzing cohesion and coherence so that students will be able to understand the language they are learning and be able to teach it to others more easily.…”