APPLICATION OF THE 汉语的语义学 [Hànyǔ de Yǔyì Xué] (CHINESE SEMANTIC) DIGITAL MODULE IN SEMANTIC COURSES OF MANDARIN EDUCATION PROGRAM OF STATE UNIVERSITY OF MALANG

: The aims of this study are: (1) to describe the application of the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module in the semantic course of the Mandarin Language Education Study Program, State University of Malang, and (2) to describe student responses to the 汉语的语义学 Chinese semantics digital module. This study used descriptive qualitative method. The data sources used in this study were students of class 2020 B of the Mandarin Language Education Study Program, State University of Malang. The data from this study were obtained from the results of observations and the results of student response questionnaires. The results of observations from this study indicate that learning activities by applying the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module run smoothly. Students of 2020 B enthusiastically participated in all learning activities in semantic courses from beginning to end. In addition, students can also understand Chinese semantic material easily, as evidenced by students being able to complete the practice questions in the module well. Based on the results of the student response questionnaire, it can be seen that the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module makes students easier to learn Chinese semantic material anywhere and anytime. Students can understand Chinese semantic material quickly, because the material in this de Yǔyì (Chinese semantic) digital module is written in Indonesian. It can be concluded that the Chinese semantic digital module is effective to be applied to the semantic course of the


INTRODUCTION
Along with the development of science and technology, foreign language skills are an important factor that must be mastered. In mastering foreign language skills, students are expected to not only master the four language skills, namely listening, speaking, reading, and writing, but also master the linguistic elements. As is the case with Mandarin learners, especially in the Mandarin Language Education Study Program, State University of Malang, students are not only required to master language skills, but they are also expected to master Chinese linguistic elements, such as phonology, morphology, syntax, and semantics of Chinese. According to Jian & Maopeng (2002), the book Ma Shi Wen Tong》 is a Chinese linguistic book that is a sign of the birth of modern Chinese linguistics.
Mandarin is one of the most widely spoken languages in the world. This statement is in line with the opinion of Thamrin (2021) who explains that Mandarin is the most widely spoken language after English. This makes more and more students learn Mandarin so that it is included in the curriculum in schools in Indonesia. Based on the 2020 curriculum of the Mandarin Language Education Study Program, students take Mandarin semantic courses in the third semester. Considering that students in the third semester are basic or beginner Chinese learners, teachers can't use Chinese semantic teaching materials in the full Chinese version. Mandarin semantic learning using PowerPoint media is less than optimal to support the material in Chinese semantic textbooks. These problems need to be overcome by using learning media. One of the learning media that can be used to support learning Chinese semantics is the 汉语的语 义学  Huang (2012) states that to improve the quality of teaching and learning activities, it is necessary to use teaching materials with the help of technology and multimedia. This is also reinforced by Zhao (2004)who states that teaching foreign languages such as Mandarin requires new ideas for innovation.

REVIEW OF LITERATURE
Research on the application of Chinese learning modules has previously been carried out by Fei (2012) who researched the application of three-dimensional Chinese teaching materials. The study concluded that the advantages of three-dimensional teaching materials in addition to increasing student activity can also increase teaching efficiency. In addition, Haryanti (2021) has also applied Chinese teaching materials to the Mandarin learning process for high school students. In Haryanti's research (2012) it was concluded that appropriate teaching materials can produce the expected outcomes in the Mandarin language learning process. Yinyu (2018)  After all the data was collected, the researcher analyzed the overall data from the observations and the results of the questionnaire. The steps of this research data analysis activity are as follows: (1) Collecting data from observations and student response questionnaires, (2) Checking the completeness of the data, (3) Rechecking the collected data, (4) Transcribing the data, (5) Analyzing the results of the data, (6) Presenting the results of the data descriptively, and (7) Drawing conclusions from the data that has been analyzed.  (Chinese semantic) digital module, students will more easily understand material about Chinese semantics. This is proven by students being able to work on practice questions and learning activities in the module properly and correctly. This is in line with the opinion of Kustiawan (2016) who explains that learning media is a tool in learning that is used to deliver teaching materials that can make students more interested and enthusiastic in participating in learning activities. In addition, students are more active . This is following the statement of Sanjaya (2009) which explains that the interaction between learners and teachers, learners with other learners, and learners with the environment is a sign of the interactivity of a learning process. In line with this opinion, Dananjaya (2011) also explains that learning media is a tool used to obtain fun and challenging atmosphere in teaching and learning activities. This is also in line with the opinion of Haryanti (2012) who explains that the appropriate teaching materials can achieve the expected results in the Chinese language learning process.

Findings
According to the

Conclusions
The implementation of the 汉语的语义学[Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module is carried out through three stages, namely initial activities,