The findings are particularly relevant as Mandarin language education continues to expand across Indonesian secondary schools. Despite increasing interest in learning Mandarin, mastering hanzi writing remains one of the greatest obstacles for students because each character must be written with the correct stroke order and structure. Digital learning technologies are increasingly viewed as an effective solution to help students overcome these challenges.
According to the researchers, Chinese characters differ fundamentally from alphabetic writing systems such as Indonesian or English. Every character follows a specific stroke sequence that must be written accurately. Incorrect stroke order not only affects handwriting quality but also makes it more difficult for students to recognize characters, use digital dictionaries, and develop advanced writing skills.
The research team identified these challenges during classroom observations at SMKS Ketintang Surabaya. Mandarin teachers reported that many students struggled to remember character forms, apply the correct stroke order, and complete writing assignments. Some students even left questions unanswered because they lacked confidence in writing Chinese characters correctly.
Another challenge was students' limited motivation to learn Mandarin. Many perceived the subject as difficult, reducing classroom participation and slowing learning progress. To address these issues, the researchers introduced the Chinese Hanzi Handwriting application as an interactive digital learning medium designed to guide students through proper character writing.
The study employed a quantitative True Experimental Design involving 66 eleventh-grade students from SMKS Ketintang Surabaya. The participants were divided equally into two groups. The experimental group, consisting of 33 students, learned hanzi writing using the Chinese Hanzi Handwriting application, while the control group, also consisting of 33 students, received conventional instruction supported by PowerPoint presentations.
Students in the experimental class installed the application on their smartphones and practiced writing Chinese characters by following animated stroke-order demonstrations and interactive writing exercises. The application enabled students to repeatedly practice each character until they mastered the correct writing sequence.
To evaluate the application's effectiveness, researchers administered pre-tests before instruction and post-tests afterward. Students in the experimental class also completed a questionnaire to measure their perceptions and learning experiences while using the application.
Statistical analysis revealed a significant difference between the experimental and control groups, with a p-value below 0.05. The results demonstrate that integrating the Chinese Hanzi Handwriting application into classroom instruction significantly improved students' hanzi writing performance compared with traditional teaching methods.
Equally important, students expressed overwhelmingly positive opinions about the application. Every questionnaire indicator achieved scores ranging from 81% to 100%, placing all responses within the "Very Good" category.
Some of the key findings include:
92.4% of students enjoyed learning with the application.
95.5% considered the application easy to use.
93.2% reported that it helped them understand the correct stroke order.
90.9% said the application increased their motivation to learn Mandarin.
89.4% believed the application had a positive impact on classroom learning.
90.2% agreed that the learning materials matched the classroom curriculum.
92.4% felt more enthusiastic about learning Mandarin.
94.7% reported increased confidence during classroom activities.
89.4% considered the application highly effective for practicing hanzi writing.
90.2% stated that learning became more interesting and enjoyable.
The researchers from Universitas Negeri Surabaya concluded that digital learning media not only improve students' academic achievement but also create a more engaging learning experience. The application's animated stroke demonstrations, repeated practice opportunities, and user-friendly interface helped students understand Chinese character formation more effectively than conventional instruction alone.
The application also benefits teachers by making Mandarin instruction more interactive. Rather than spending most of the lesson demonstrating stroke sequences, teachers can devote more time to guiding students individually and providing feedback where needed. This creates a more active, technology-supported classroom environment.
The findings support previous studies showing that digital educational applications enhance foreign language learning. However, this research contributes new evidence by specifically examining the effectiveness of the Chinese Hanzi Handwriting application among vocational high school students in Indonesia, a population that has received relatively limited attention in previous research.
Looking ahead, the researchers recommend expanding the use of the application beyond handwriting practice. Future developments could incorporate vocabulary learning, sentence construction, and short composition writing, allowing the application to become a more comprehensive tool for Mandarin language education. They also suggest conducting larger-scale studies involving more schools and diverse educational settings to confirm the application's effectiveness across different learner populations.
Author Profile
Dandung Tianggara is a researcher in the Mandarin Language Education Program at Universitas Negeri Surabaya (UNESA), Indonesia. This study was conducted in collaboration with Dr. Miftachul Amri, Urip Zaenal Fanani, and Prof. Dr. Mintowati, scholars from Universitas Negeri Surabaya whose expertise includes language education, educational technology, and Mandarin language instruction.
Research Source
Article Title: Students Responses to the Chinese Hanzi Handwriting Application in Learning Hanzi Writing Skills: Evidence from Eleventh-Grade Students at SMKS Ketintang Surabaya
Authors: Dandung Tianggara, Miftachul Amri, Urip Zaenal Fanani, Mintowati
Journal: International Journal of Applied and Scientific Research (IJASR)
Volume 4, Issue 6 (2026), Pages 325–342
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