The Impact of Chinese Characters Teaching Using the Sanshu Theory on the Achievement and Motivation of Muslim Students at UiTM Dungun

• Published in: GLOBAL JOURNAL AL-THAQAFAH
• Main Authors: Wong, H. C.; Chua, N. A.; Lew, Y. L.; Yap, S. L.; Goh, Y. S.; Jalil, M. S.; Tan, P. W.; Yeap, C. K.; Abu Bakar, M. H.; Husin, N.
• Format: Article
• Language: Malay
• Published: UNIV SULTAN AZLAN SHAH 2024
• Subjects: Religion
• Online Access: https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001416852100011

Non-native Mandarin speakers, especially Muslim students, often struggle to learn Chinese characters directly due to the complexity when taught through traditional methods. Recent studies suggest that the Sanshu Theory may enhance the effectiveness of Chinese character instruction by helping students not only identify the meaning and pronunciation of characters deeply but also introduce the elements of Chinese culture to boost their interest and motivation. Therefore, an experimental study was conducted at UiTM Dungun to evaluate the impact of Sanshu Theory instruction on the achievement and motivation of Muslim students in learning Chinese characters. A total of 106 Muslim students were divided into control and treatment groups, with the treatment group receiving instruction based on this theory for 12 weeks. The study's results showed that using the Sanshu Theory led to a significant improvement in character mastery, particularly in the ability to infer character meanings and pronunciation. Additionally, this method effectively motivated and enhanced students' overall performance compared to traditional methods. These findings are highly relevant to language education, particularly in promoting teaching methods for Chinese characters that incorporate cultural and contextual elements. Such approaches can boost interest and enhance learning outcomes for Muslim and other non-native students.