<![CDATA[Abstract: The Effect of Learning Environment and Vocabulary Mastery on Chinese Speaking Skill. Objective: This research aimed to was necessary to conduct research on vocabulary mastery and students Chinese speaking skills. Methods: This research employed a qualitative descriptive method and a Likert-scale questionnaire as a research instrument. The data processing and data analysis used a qualitative interactive model consisting of three stages data reduction, data display, and conclusion drawing and verification. Findings: The results revealed that the students Chinese language skills were still very low. The highest score of HSK was at intermediate level 3 with a percentage of 25 percent and intermediate level 4 with a percentage of 43 percent. For HSKK speaking skills, students skills were only at the basic level of 44 percent and 56 percent. Conclusion: From this research, it can be concluded that the low ability of students to speak Chinese was the result of the influence of the internal and external factors of students where the discipline of using the language was still very low. Furthermore, the influence of the family and community environment was also one of the factors that greatly affected students learning.Keywords: learning environment, vocabulary mastery, Chinese speaking skills.Abstrak: Dampak Lingkungan Belajar dan Penguasaan Kosakata terhadap Kemampuan Berbahasa Mandarin. Tujuan: Penelitian ini bertujuan untuk mengetahui dampak dari penguasaan kosakata dan lingkungan belajar terhadap kemampuan berbicara bahasa mandarin. Metode: Penelitian ini menggunakan metode deskriptif kualitatif dan kuesioner skala likert sebagai instrumen pengumpulan data. Analisis data menggunakan model interaktif kualitatif yang terdiri dari tiga tahap, yaitu reduksi data, tampilan data serta penarikan dan verifikasi kesimpulan. Temuan: Kemampuan bahasa mandarin mahasiswa masih sangat rendah dengan nilai tertinggi HSK masih berada dilevel menengah 3 dengan persentase sebesar 25 persen dan level menengah 4 dengan persentase sebesar 43 persen. Untuk kemampuan kecakapan berbicara HSKK, kemampuan mahasiswa hanya berada di level dasar sebesar 44 persen dan 56 persen. Kesimpulan: Rendahnya kemampuan berbahasa mandarin mahasiswa dipengaruhi oleh faktor internal dan eksternal dimana kedisiplinan penggunaan bahasa mahasiswa masih sangat rendah. Selain itu pengaruh lingkungan keluarga serta masyarakat juga menjadi salah satu faktor yang sangat mempengaruhi pembelajaran bahasa mandarin mahasiswa.Kata kunci: pengaruh lingkungan, penguasaan kosakata, kemampuan berbicara bahasa mandarin.DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202218]]>
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