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以马内利初中二校二年级学生“不”和“没（有）”的 掌握情况分析 (F13110021), Falentika; ., Ina; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 3, No 10 (2014): Oktober 2014
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

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The aim of this research is to know the different and the similarities ofthe words “Bu” and “Mei (You)” and also to know the understanding condition of the students of Immanuel II Junior High School Grade Eight about words “Bu” and “Mei (You)”.This research used literature study as the method to understand  and analyze the similarities and differences of the words “Bu” and “Mei (You)”and also used the test method to test the understanding of the students of Immanuel II Junior High School Grade Eight. The results of the research obtained show that “Bu” and “Mei (You)”can be used in the front of the verbs, the adjectives and groups of verbs-objects. However, there is a certain condition which the use of “Bu” and “Mei (You)” has different meaning. Furthermore, the test results indicate that the total percentages of the students accuracy in the type of questions ‘Fill in the blank’ about “Bu” and “Mei (You)”are 39.57% and 65.56%. Meanwhile, the total percentages of the students accuracy in the type of questions ‘multiple choices’ “Bu” and “Mei (You)”are 41.80% and 35.83%. In conclusion, the results show the negative attitude towards the students mastery in the use of the words “Bu” and “Mei (You)”. Keywords : “Bu” , “Mei (You)”, the condition of student’s understanding摘要：为了解“不”和“没（有）”的异同点及以马内利初中二校二年级学生对“不”和“没（有）”的掌握情况，本文用文献研究法分析“不”和 “没（有）”的异同点，使用测验法对学生进行测试。研究结果得知，“不”和“没（有）”都可以用在动词、形容词和动宾词组前，但有位置不同的情况，即使位置相同意思也不相同。测试结果得知，以马内利初中二校二年级学生“不”和“没（有）”填空部分的总正确率分别为：39,57% 和65,56%。选择正确位置部分的总正确率分别为：41,80%和35,83%，这说明该校的学生对“不”和“没（有）”的掌握情况不太乐观。通过这项研究，笔者希望能帮助学生更好地掌握“不”和“没（有）”的用法，并为汉语教师选择“不”和“没（有）”的教学法提供依据。 关键词：“不”；“没（有）”；掌握情况
汉语动词重叠形式偏误分析 （以丹戎布拉国立大学师范学院汉语专业大二学生为例） Martini, .; ., Ina; ., Suhardi
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 3, No 10 (2014): Oktober 2014
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摘要: 重叠是汉语的一种重要的语法手段，其中动词重叠形式复杂、 功能多样、语义丰富。动词重叠作为使用较多的这种重叠一直是语言界研究的重点，也是外国人学习汉语的一大难点。为了了解丹戎布拉国立大学师范 学院汉语专业大二学生掌握汉语动词重叠形式的情况、出现的问题及产生 偏误的原因，笔者使用描述性研究法与文献研究法对大二39位学生使用  动词重叠形式产生的偏误进行统计与分析，发现了问题所在，并提出相关 建议。通过研究，笔者发现学生很少使用汉语动词重叠形式进行日常交际、很少使用词典、对汉语动词重叠形式不熟悉、不知道动词重叠形式的用法 也将影响汉语动词重叠形式的困难。 关键词：汉语动词重叠形式 偏误分析 Abstract: Reduplication is one of the important part of Mandarin grammar because the verb forms are complicated. It’s has many functions and contains many kinds of meaning. Reduplication verb is often used as the emphasis in language research. In addition, reduplication verb is a difficult point for foreign learners in learning Mandarin. The writer used descriptive study and literature research method to understand the learners learning condition, to conclude the problem that arise and the causes of the problems in learning reduplication verb forms in Mandarin towards 39 the fourth semester students of Mandarin language study program of Tanjungpura University. In this research, the writer found many students seldom used the reduplication verb forms to have some conversations, seldom used a dictionary, they are not understand the reduplication verb forms with their functions, and also influence others problem in using the reduplication verb forms. Keywords:  Reduplication Verb Forms in Mandarin, Error Analysis
运用情景教学法提高丹大中文系学生使用“能”与“会”的能力 Afrimonika, Yoanna; ., Ina; ., Lusi
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 5, No 1 (2016): JANUARI 2016
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摘要：本文的主要目的是了解情景教学法对学生学习助动词“能”与“会”的效果，是否有效提高学生使用助动词“能”与“会”的能力。研究对象是丹大中文系2014年级A班的学生，一共有20名学生（男生2名；女生18名）。研究方法是测试法和实验法。根据本文的教学实验以及前后测的 统计与分析，笔者了解到通过了情景教学法后,学生对助动词“能”与“会”的正确率明显提高了，学生对“能”与“会”的掌握能力大部分都已经达到80%以上。这证明了情景 教学法能有效地提高学生使用助动词“能”与“会”的能力，从而取得更好的教学效果。 关键词：助动词；能；会；情景教学法 Abstract :The purpose of this research is to know the effect of situational teaching method for the student to learn auxiliary verb “neng” and “hui”, to know that if it can increase the student ability in using auxiliary verb “neng” and “hui”. The object of this research is Chinese language learners 2014 class A Tanjungpura University, with total students were 20 students (2 male; 18 female). The research method is a method of test and practice. Based on the analysis of the teaching learning process in the classroom and the result in pre-test and post-test, The writer gets the result after used the situational method that students test scores increased until 80%. It shows that the using of situational teaching method improve the student’s ability in using Auxiliary Verb “neng” and “hui” effectively. In conclusion, it gives a good effect in student’s learning. Key words: Auxiliary Verb; neng;hui;Situasional Teaching Method
《成功之路》的汉语成语与印尼语成语的语义对比 Steffani, Dede Indah Sari; ., Ina; ., Suhardi
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 3, No 11 (2014): Nopember 2014
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摘要：这项研究的目的是为了进一步了解《成功之路》的汉语成语与印尼语成语的语义对比，以及《成功之路》的汉语成语与印尼语成语的喻体对比。研究方法使用文献研究法和对比研究法，以《成功之路》综合课的六册书 教材，包括了《成功之路》初级汉语为两册（进步篇1和进步篇2）与 《成功之路》中级汉语为四册（提高篇1、2和  跨越篇1、2）为研究对象。研究结果显示，在113条《成功之路》的汉语成语中有80条（70,8%）汉语成语跟印尼语成语具有相同的语义与33条（29,2%）汉语成语在印尼语成语中没有对应的语义。 关键词：汉语，印尼语，成语，语义对比 Abstract：This research aims to further explore the comparison of the meaning of Chinese idiom and methaphor’s body in the book of “Road to Success” with the Indonesian idiom. The research methods that used are research methods of library and comparative research methods. The objects of the research are the 6 volumes of the comprehensive learning materials "Road to Succces" including the "Road to Success" basic level Chinese 2 volumes (Upper Elementary 1 and Upper Elementary 2) and "Road to Success" intermediate level Chinese 4 volumes (Lower Intermediate 1, 2 and Intermediate 1, 2). The results of the analysis of the data show in 113 Chinese idioms of “Road to success” book, there are 80 of Chinese idioms that has similiar meaning with Indonesian idioms and 33 of Chinese Idioms do not have similiar meaning that is relevant with Indonesian idioms. Keywords: Chinese, Indonesian, Idiom, Meaning Comparison
以马内利中专二校二年级学生的汉字学习概况研究 Saputra, Norman; ., Ina; ., Lusi
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 3, No 12 (2014): Desember 2014
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摘要：学习汉字是学习汉语过程中的困难之一。所以有效地提高汉字教学的质量是汉语教学中非常重要的任务。为了了解在印尼的学生对汉字掌握情况，笔者在以马内利中专二校进行研究。笔者向该校的学生分发调查问卷，有关学生对汉字学习兴趣和汉字知识了解情况。另外，也向学生进行测试，从而获得学生学习汉字的具体难点。通过分析与统计调查与测试结果之后，笔者发现以马内利中专二校二年级学生目前对汉字的掌握不是很理想，特别是对汉字结构（笔画、笔顺、偏旁）不太了解，并且他们也不太会认读汉字。笔者希望本论文能够提出解决学生学习汉字难点的建议，以及提高教师教汉字的效率。   关键词：汉字，汉字教学，汉字学习情况 Abstract:LearningChinese charactersis one of thedifficulties inthe process oflearning Mandarin. Sothe mostimportant taskin teaching Mandarinis effectively improve the quality in teachingChinese characters. In order to understandIndonesianstudentin learning Chinese characters situation, Author doing research for student in ImmanuelII vocational highschool.Firstly,Author distributed questionnaires for students,the questionnaires are about student’s interest and Mandarinknowledge in learning Chinese characters situation. In addition,Author also doing test for Student to obtainthe specificdifficulties oflearningChinese characters.After analyzing, countsurvey and the test results, Author foundatImmanuelIIvocationalhigh schoolsecond year students do not understand Chinese characters well, especially in the structureof Chinese characters(strokes andradicals), and readingChinese characters.Hope thispapercan solvethe problemsinlearningChinese characters, as well as toimproveteacher’s efficiency in teaching Chinese characters.   Key Words: Chinese Characters, Teaching Chinese Characters, Situation in LearningChinese Characters
运用自觉对比法提高学生对“不”与“没（有）”的掌握能力 Nastiti S, Juairiah; ., Ina; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 5, No 7 (2016): JULI 2016
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摘要：本文的主要目的是了解自觉对比法对“不”与“没（有）”的教学 效果，是否有效提高学生对“不”与“没（有）”的掌握能力。研究对象是坤甸国立第三中学三年级理科三班的学生，一共32名学生。研究方法是  实验法与测试法。根据学生的前测与后测对比结果，笔者了解到运用自觉对比法对“不”与“没（有）”的教学是能提高学生对“不”与“没（有）”的掌握能力，学生的提高率是19%。 关键词：副词 “不” “没（有）” 自觉对比法 Abstract :The purpose of this research is to know the effect of Conscious-Comparative Method  for teaching “Bu” and “Mei(you)”, to know that if it can increase the students’ “Bu” and “Mei(you)” ability. The object of this research is Pontianak Senior High School Three’s students, with total students were 36 students. The research method are  practice and test. Based on comparing the pre-test and post-test result, The writer gets that result Conscious-Comparative Method can increase students’ “Bu” and “Mei(you)”ability, students ability get increase 19%. Key words: Adverb   “Bu”       “Mei(you)” Conscious-Comparative Method
使用任务型教学法提高以马内利二校初中一年级学生的 汉语口语能力 Trihartati, .; ., Ina; ., Lusi
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 6, No 3 (2017): Maret 2017
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摘要: 口语是口头交际使用的语言，在对外汉语分技能的教学模式中口语课是非常重要的一个课程。但是笔者在以马内利二校初中一年级C班进行 观察后了解到学生难以进行会话活动，学生无法用汉语跟别人说出自己最 简单的信息或思想。笔者使用任务型教学法对该校一年级C班的学生进行了研究，为的是了解任务型教学法是否能帮助该校的学生提高汉语口语能力。结果表明此教学法确实能够提高学生的口语能力。前测时，发音不及格的 学生有70%，语法40%，词汇35%，流利程度65%，理解能力65%；而 后测的时候发音不及格的只有15%，语法15%，词汇5%，流利程度5%，理解能力15%。 关键词 : 任务，任务型教学法，口语 Abstract: Oral communication is the using of verbal voice. Foreign Language Skills in sub Oral communication teaching is a very important lesson. But, when the author did an observation at SMP (Junior High School) Emanuel two, found that the students feel difficult to do conversation, students are unable to express their  simplest information with other people in Chinese.Author used Task - based Approach (TBLT) to Grade C of the first level of Junior High School Students in order to know whether the task-based approach can help students to improve their Chinese speaking skill. The results indicate that this teaching method can indeed improve students' speaking skills. The pre-test showed, pronunciation fail of students is 70% of grammar 40% vocabulary 35% fluency 65% comprehension 65%. But, post-test only 15% of pronunciation fail, grammar 15%, vocabulary 5% , 5% fluency, comprehension of 15%. Keys Words   : Task, Task-Based Language Teaching (TBLT) , Speaking
汉字笔顺教学描述研究 以2013/2014学年坤甸市以马内利中专二校十年级学生为例 Dewi, Uray Hanna; ., Ina; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 3, No 8 (2014): Agustus 2014
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摘要：汉字，是中华民族五千年文化的积淀，具有形、声、意的特点。很多非汉字文化圈的学生学习汉语都感觉十分困难，特别是在汉字书写              方面，更加难以把握汉字的笔画以及笔顺，容易造成汉字书写偏误。为了 提高以马内利中专2校学生的汉字书写能力以及寻求汉字书写教学的方法， 笔者通过问卷调查和实地调查访问的方式对以马内利中专2校生进行调查     研究，通过对以马内利2校学生的汉字笔画笔顺掌握情况和书写偏误进行     分析， 发现了问题所在，并提出了相关建议。   关键词： 汉字笔顺 ； 汉字教学 ； 汉字书写   Abstract : The Chinese character, which is a great cultural heritage of the five-thousand-years Chinese nation, is perfectly featured with different forms,pronunciations and meanings. However, most students who are not from sinosphere find it hard to learn Chinese, especially in handwriting which includes the character strokes and orders and easily causes clerical errors. Therefore, to improve student’s handwriting of Chinese characters in SMK Immanuel 2 and seek the related education methods, I made a questionnaire survey and a field survey there to learn about the student’s knowledge about strokes and orders of Chinese characters and the mistakes they made. Finally, I found the crux of the matter and proposed the related suggestions accordings to the result of the surveys. Keywords : Stroke order of Chinese character ; teaching of Chinese character ; writing of Chinese character     Abstrak : Karakter  Cina, merupakan 5.000 tahun silam warisan budaya besar bangsa Cina, yang memiliki karakteristik seperti bentuk, suara, dan arti. Namun banyak siswa yang non-chinese merasa belajar Bahasa Mandarin sangat sulit, apalagi dalam penulisan karakter Cina, terlebih dalam penguasaan radikal dan urutan goresan karakter Cina, sangat mudah terjadi kesalahan dalam penulisan. Oleh karena itu, untuk meningkatkan kemampuan menulis karakter Cina dan mencari metode pengajaran penulisan karakter Cina yang tepat untuk siswa SMK Immanuel 2, penulis telah melakukan penelitian melalui kusioner dan penelitian lapangan, berdasarkan penelitian penulis melakukan analisis, telah menemukan masalah yang ada, dan telah memberikan saran yang berkaitan.   Kata Kunci : Urutan goresan karakter Cina ; Pengajaran Karakter Cina ; Penulisan karakter Cina  
Co-Authors . Martini Aropah, Yuni Bong, Helmi Bun Yan Khiong Dede Indah Sari Steffani Gedinal, Jemi Halimah, . Lusi . Lusi Tjen Nastiti S, Juairiah Nirmala, Ayu Norman Saputra Nur Aisyah Oktaviani, Ditha Sri Pujiati Suhardi . Syamsul Arifin Trihartati, . Uray Hanna Dewi Yoanna Afrimonika