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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Visi Ilmu Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Haumeni Journal of Education Edumaspul: Jurnal Pendidikan
Bun Yan Khiong
Pendidikan Bahasa Mandarin, FKIP, Universitas Tanjungpura
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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汉语声调掌握情况分析 以国立初中10校为例 Kusumawardhani, Anissa Dian; Thamrin, Lily; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 4, No 4 (2015): April 2015
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

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摘要：汉语四声有4个音调，即阴平，阳平，上升和去声。  汉语四声具有不同的特征与难点，如：不同读音具有不同的意义。 每个人学习掌握程度亦有所不同，因此，笔者对坤甸国立初中十的 学生进行了关于汉语四声掌握情况的调查。本文的主要目的是该校 学生的发音难点都有哪些和该校学生对汉语四声的掌握情况如何。 通过研究方法是定性研究与描述方法。研究设计包过：观察法，问卷调查，和测试题。研究后得到的结论是学生有语调发音困难，尤其是第二声。有几个原因导致了学生语调发音困难。第一，母语的影响，第二，专门讲解汉语四声的时间不足；第三，声调相似；第四，学生的学习兴和学习动机；第五，学生没有汉语基础；第六，教师的教学法。 关键词：汉语声调 ，发音难点，汉语四声情况 Abstract: Mandarin  has 4 tones: yin ping, yang ping, shang sheng and qu sheng. Every Mandarin tones has different characteristics and difficulities, such as the different ways to read and every words has different meanings. The level of every persons in mastering Mandarin tones is different, so the writer did a research about mastering mandarin tones at students of SMP N 10 Pontianak. The main purpose is to find out students’ difficulities in mastering mandarin tones and to understand the mastery of mandarin tones on students. The method of this research is qualitative method in form of descriptive method. The study design included: observation, questionnaire, and the test methods. After research what we can get the conclusion is most of the students have the difficulty of speaking the tones, especially at the second tone . Here are some reasons such as: first, students get used to with mother tongue, second Mandarin-studying time is not enough; third , some of tones are similarly; fourth, students learning motivation and interest; fifth, background of learning mandarin;  and last, the teaching methods. Keywords: mandarin tones, difficulties of mastering tones , condition                       of mastering tones
运用卡片提高 SANTO FRANSISKUS ASISI 高中 二年级文科班学生的词语认读能力 Bong, Helmi; ., Ina; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 5, No 12 (2016): Desember 2016
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

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摘要：词汇教学是语言教学基础之一,它对课堂教学和学生语言能力的培养是非常重要的。词汇教学的其中一个任务就是词语讲解,学生学习词语常遇到的难点是很难认读词语的汉字,因此常常依赖拼音帮助他们认读,这样当然会影响他们的认读能力,久而久之对他们的学习效率也会产生不利影响。在这种情况下,为了帮助学生更容易认读词语,笔者做了研究。首先笔者对SANTO FRANSISKUS ASISI高中二年级文科二班和文科三班学生进行了前测,然后运用卡片进行了三课时词语认读教学。通过这种教学之后,笔者给学生进行了后测。经过前测和后测发现运用卡片进行教学有效提高学生对词语认读能力,从而取得更好的教学效果。 关键词：词语,卡片,词语认读教学 Abstract : Vocabulary studying is the basic study in learning language, It’s act is very important in teaching-learning process and it can help students to improve their language skill. One of the part in vocabulary studying is teaching vocabularies. In the vocabulary studying, students usually have difficulties in recognizing Hanzi (chinese characters) vocabularies, students often too focus in pinyin to help them study vocabularies, which in the future will influence their ability in recognizing the vocabularies. If it last for a long time students will dependent to pinyin, and it’s not good for their chinese improvement. Further more, one to help students to recognize the vocabularies easily, the author has done one research. The first step was gave the pre-test for the second grade of social 2 and social 3 of SANTO FRANSISKUS ASISI Senior High School. The author used the vocabularies cards to teach them vocabulary studying. The next step was gave the post-test. After that, the author compared the pre-test and the post-test results. It is proved that using the vocabularies card in doing the teaching learning process can help students to improve their ability in recognizing the vocabularies. In conclusion, it gives a good effect in the teaching learning.   Key words: Vocabularies, Vocabulary Card, Recognize Vocabularies Teaching
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
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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
使用对比教学法提高学生在汉语助动词“想”和“要”学习中的使用能力 kamalia, Suci; Thamrin, Lily; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 5, No 10 (2016): Oktober 2016
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摘要：本文的主要目的是了解对比教学法对学生学习汉语助动词“想”和“要”的效果，是否有效提高学生在汉语助动词“想”和“要”使用能力。研究对象是以马内利二校中专XI营销1班和XI营销2 班的学生。学生一共有77名，分为XI营销1班有38名（男生27名；女生11名），XI营销 2班有39名（男生27名、女生12名）。研究方法是测验研究法和实验法。根据本文的教学实验以及前后测的统计与分析，笔者了解到对比教学法能有效地提高学生助动词“想”和“要”的使用能力。从而取得相当好的教学 效果。 关键词：助动词；助动词“想”；助动词“要”；对比教学法 Abstract：The purpose of this research is to know the effect of comparative teaching method for the student to learn Mandarin auxiliary verb “xiang” and “yao”, to know that if it can increase the students ability to use auxiliary verb “xiang” and “yao”. The object of this research are students of the second  grade of Senior High School Immanuel 2, marketing class 1 and marketing class 2. There is 77 students, in marketing class 1 with total students were 38 students (27 male; 11 female) and in marketing class 2 with total students were 39 students (27 male; 12 female). The research method are practice and a  method of test . Based on analysis of the teaching learning process in the classroom and the result in pre-test and post-test, the writer gets that result comparative teaching method is effective in improving the ability of the students to use auxiliary verb “xiang” and “yao”. Thus, the students have got a good improvement during learning process. Keywords: Auxiliary Verb; Auxiliary Verb “Xiang”; Auxiliary Verb “Yao”; Comparative Teaching Method
使用汉语拼音教学提高MAS RAUDHATUL ULUM 1 MERANTI高中一年级的学生 认读汉字能力 Masiri, Masiri; Ina, Ina; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 7, No 9 (2018): September 2018
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

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AbstractHanyu Pinyin  is a recognize letters, as an effective tool for learning Mandarin language. This study aims to improve students' ability to recognize letters in class MAS Raudhatul Ulum 1 Meranti. Hanyu Pinyin teaching process described by the descriptive study, to recognize and read Chinese characters and Pinyin. The results of data analysis showed that the use of Hanyu Pinyin can improve the students' ability to recognize letters. Through the implementation in the classroom, its proved that mastering Hanzi needs intensive training. Therefore we can say that Hanyu Pinyin is one of the important factor to recognize letters/ Hanzi. Keyword  :  Hanyu  Pinyin  teaching  Hanyu  Pinyin ability  to  recognize letters
ANALISIS PENGUASAAN GAYA BAHASA “PERSONIFIKASI DAN DEPERSONIFIKASI”PADA MAHASISWA ANGKATAN 2012 PRODI BAHASA MANDARIN UNIVERSITAS TANJUNGPURA Adhianti, Denita Yuni; Thamrin, Lily; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 8, No 3 (2019): Maret 2019
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AbstractIn learning a language, we will learn about its writings, grammars, as well as vocabularies. The same thing applies when learning Mandarin. Besides learning about its writing, grammar, and vocabulary, we need to learn about its tone as well. We may also learn about the language style to enrich our vocabularies.The objects of this study are the students of the Faculty of Teacher Training and Education of Mandarin language year 2012 Tanjungpura University with a total sample of 37 students. The author used a literature study and questionnaire as the research method. The objective of this study is to understand the mastering ability of students of Faculty of Teacher Training and Education of Mandarin language year 2012 Tanjungpura University towards the personification and de-personification language styles as well as find out whether their HSK (HanyuShuipingKaoshi) abilitiesaffect their skill in mastering those language styles. The author analyzed the study finding based on the student’s HSK ability levels. Students in HSK level 6 master the personification language style the most with the average percentage of correct answer of 80%, while students in HSK level 5 master the de-personification language style the best with the average percentage of correct answer of 86.67%. Keywords: Comparison, De-personification, Language style, Personification
西加省坤甸市幼儿园汉语教学现状分析 (F13110013), Mukarramah; Thamrin, Lily; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 3, No 10 (2014): Oktober 2014
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The object of research was the Sunshine Kindergarten in Pontianak, through the questionnaire, interview and observation in the two aspects : first, the condition of teaching mandarin in Sunshine Kindergarden in Pontianak, in this aspect, the writer described the background of kindergarten and Mandarin language curriculum, the academic conditions of Mandarin language teachers, teaching instruments, methods and content of Mandarin language teaching. Second, the problems occured during on the process of teaching and their solutions. From the results of research, it can be concluded that the condition of the Mandarin language teaching in Sunshine Kindergarten was good, but there were still some problems found in the teaching and learning process，especially students in the teaching process of attention problems. It means, Mandarin language teachers must continuously develope and improve the quality of teaching. Keywords: mandarin teaching    kindergaden     condition    problem 摘要：笔者以坤甸市阳光幼儿园作为研究对象，通过调查、采访和观察两个方面，第一，阳光幼儿园汉语教学现状，这方面里笔者仔细地说明了本幼儿园的背景与汉语课程、教师方面、学生、老师使用的教学法和教学过程。第二，于汉语教学过程中经常出现的问题及解决方法。从分析结果，笔者得到的结论：幼儿园汉语教学现状不错，只不过，于汉语教学中还存在学生方面问题，特别是在教学过程中学生注意力的问题。这意味着，汉语教师必须不断地创新而提高幼儿园的汉语教学质量。 关键词： 汉语教学 幼儿园 现状 问题
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
使用卡片教具提高道房初中第三八年级学生Kecamatan Hulu Sungai汉语 词汇记忆力 Huda, Munawir; Ina, Ina; Khiong, Bun Yan
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 7, No 2 (2018): Februari (2018)
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AbstractIn order to speak good Chinese, first of all to master a certain number of words. But for some people the biggest problem is memory. It is easy to forget that the reason may be that students feel difficult for Chinese and lose interest. Because it is not interested, it is easy to forget. In order to solve this problem, the author will use the card method to study thispaper.The author studies the 22 students of the eighth year of the National Junior High School Kecamatan Hulu Sungai. Explore whether the use of card teaching aids can improve students' memory. The author of the pre-test and post-test after the test and post-test results for statistical analysis and analysis. The results of card teaching aids can improve student memory, and improve students' understanding of the meaning of words. Keywords:  vocabulary teaching, card, memory
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 Adhianti, Denita Yuni Andika Andika Anissa Dian Kusumawardhani Annisa Maulina Annisa Miftahul Khusna Annisa, Camelia Inas Ariyanto, Vernando Bong, Helmi Chen, Vivi Crista, Cindy Deasy Indrayani Desi Oktarianti Dewi Lestari Lukman Eka Kurnia Victory Elrisa Elrisa Erni Permatasari Fauziah, Rika Felissa Tania Fitri Sudaiyani Florensia, Melvina Huda, Munawir Iasha, Yoshica Ina . Ina Ina Ina Ina Ina Ina Ina Ina Ina, Ina Islamy, Fanrita Nabila kamalia, Suci Khasanah, Yulia Eka Kurnianingsih, Endah Lily Thamrin Lily Thamrin Lius, . Louis Louis, Louis Lusi Lusi Mardani Mardani Masiri, Masiri Meidia Dwi Cahyani Meise Marcella Monice Claura Mukarramah Mukarramah Nandasari, Fitria Nastiti S, Juairiah Natalia, Vania Nellyca Nellyca Nellyca, Nellyca Ningsih, Juliyanty Nonovia, Ria Novita Sari Nur Aisyah Nurlaili, Indria Pradita Rico Kurniawan Salsabila, Salsabila Sari, Beliya Fatika Sari, Dessy Triana SETIANY, VENNY Sherly Wardhani Shi Oi Stefani Brigita Suhardi Suhardi Sutiyarti, Sutiyarti Syamsul Arifin Tjen Veronica Uray Afrina Uray Hanna Dewi Valentriana, Prisila Veny, Veny Veronica, Tjen Wungubelen, Jessica Titania Yasya, Nisrina Nabila Yoanna Afrimonika