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The Use of Locative Nouns Li, Shang, and Zhong as Mandarin Language Adposition Trihardini, Ayu
Lingua Cultura Vol 11, No 1 (2017): Lingua Cultura Vol. 11 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i1.1543

The purpose of this study was to analyze locative nouns (li, shang, and zhong) that may function as postpositions and therefore Mandarin language considered to have circumposition. The collected data were sentences taken from Chinese short stories by Lu Xun and the articles in the tabloid. Because the object of this study consisted of language in texts, hence observation and documentation method were needed. The analysis of data used distribution method with dissipative technic, substitution technic, and insert technic. Through dissipative and insert technic, the distribution of the adpositional phrase could be known. Through substitution technic, the distribution of the adpositional phrase and the use of preposition related tosemantic was conducted. The study shows, in some context of adpositional phrase, locative nouns li, shang, and zhong may function as postpositions, while the use of preposition zai, is optional, and the options provide the same meaning. Based on this result, Mandarin locative nouns should be considered as postpositions.

Kesalahan Penggunaan Kata Bantu Bilangan Bahasa Mandarin pada Siswa Indonesia Tingkat Prapemula Ayu Trihardini
Lingua Cultura Vol. 9 No. 1 (2015): Lingua Cultura Vol. 9 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v9i1.755

The purpose of this study was to analyze Indonesian breakthrough level students’ errors in using Mandarin measure words. The collected data were the errors made by students of Prodi Pendidikan Bahasa Mandarin UNJ who attend Conversation II course (CEFR A1/breakthrough) on written and oral utterance. This study used Zhou Xiaobin’s research design in Mandarin measure words error analysis, with the Carl James model of identification errors. The result of this study shows Indonesian students’ errors in using Mandarin measure words can be determined as follows: omission, misselection, misordering, and blends. Furthermore, this study proves that there are systematic errors made by students with different mother tongue and at the same level of learning Mandarin. The research results can be used to develop Mandarin measure words teaching techniques based on error analysis.

The Use of Locative Nouns Li, Shang, and Zhong as Mandarin Language Adposition Ayu Trihardini
Lingua Cultura Vol. 11 No. 1 (2017): Lingua Cultura Vol. 11 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i1.1543

The purpose of this study was to analyze locative nouns (li, shang, and zhong) that may function as postpositions and therefore Mandarin language considered to have circumposition. The collected data were sentences taken from Chinese short stories by Lu Xun and the articles in the tabloid. Because the object of this study consisted of language in texts, hence observation and documentation method were needed. The analysis of data used distribution method with dissipative technic, substitution technic, and insert technic. Through dissipative and insert technic, the distribution of the adpositional phrase could be known. Through substitution technic, the distribution of the adpositional phrase and the use of preposition related tosemantic was conducted. The study shows, in some context of adpositional phrase, locative nouns li, shang, and zhong may function as postpositions, while the use of preposition zai, is optional, and the options provide the same meaning. Based on this result, Mandarin locative nouns should be considered as postpositions.

A Contrastive Analysis of Chinese and Indonesian Nominal Sentences Ayu Trihardini
Lingua Cultura Vol. 16 No. 1 (2022): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v16i1.7770

The comparative study aimed to describe the characteristics of Chinese and Indonesian nominal sentences. The research contributed to teaching Chinese as a second language and the field of translation as well. Chinese was being studied all over the world, and Indonesia was no exception. Nevertheless, contrastive analysis between Chinese and Indonesian in the field of syntax were still limited. Nominal sentences are one of the classifications of sentences based on the predicate form. Accordingly, Chinese and Indonesian nominal sentences have similar definitions but differed in the words or phrases that form the predicate. The data in the contrastive analysis study were Chinese and Indonesian nominal sentences from short stories, novels, other literary works, and examples of related grammatical works. The data were analyzed using the James procedure and the contrastive analysis method with four steps described by Di Pietro. The finding of the contrastive analysis indicates that in both languages, nominal sentence usage is limited under certain conditions; some Chinese nominal sentences will become verb sentences when translated into Indonesian. Also, Chinese and Indonesian nominal sentences differ in their negative forms. The error analysis indicates that Indonesian students still lack knowledge of Chinese nominal sentences and characteristics.

ANALISIS MATERI KETERAMPILAN BERBICARA DASAR BAHASA MANDARIN Ayu Trihardini; Aprilia Ruby Wikarti, M.A.; Arief Rifki Fadilla
Jurnal Asosiasi Program Studi Mandarin Indonesia (Jurnal APSMI) Vol 5, No 1 (2021): Jurnal Cakrawala Mandarin
Publisher : Asosiasi Program Studi Mandarin Indonesia

Program Studi Pendidikan Bahasa Mandarin (PSPBM) UNJ sebagai program studi yangberkomitmen untuk terus melakukan upaya-upaya perbaikan serta pengembangan kualitaspengajaran bahasa Mandarin di Indonesia pada umumnya, memutuskan untuk mengembangkanbuku ajar keterampilan berbahasanya sendiri. Ketiadaan buku ajar berseri yang dapatmengakomodir kebutuhan pembelajaran bahasa Mandarin merupakan hal mendesak.Pengembangan buku ajar keterampilan berbicara memerlukan pengetahuan mengenai buku ajarseperti apa yang dibutuhkan. Dengan demikian, PSPBM melakukan penelitian berbasis Research andDevelopment yang terdiri dari tiga tahap, yaitu: 1) Tahun 2017: Analisis Kebutuhan; 2) Tahun 2018:Analisis materi; dan terakhir tahap 3) Penyusunan buku ajar.Tulisan ini membahas penelitian tahap ke dua. Kegiatan analisis materi memperhatikan hal-halberikut: 1) Dokumen kurikulum PSPBM FBS UNJ, mencakupi profil lulusan, deskripsi mata kuliah,CPMK Menyimak dan Berbicara Dasar I-IV; 2) Kesesuaian materi dengan deskripsi level pada CEFR; 3)Hasil penelitian sebelumnya (Analisis Kebutuhan); 4) Teori dan hasil penelitian terkait analisis materiketerampilan berbicara. Melalui penelitian analisis materi dan penyusunan ragangan, dapatdiketahui materi percakapan apa yang diperlukan serta sesuai bagi buku teks untuk keperluan matakuliah Menyimak dan Berbicara Dasar di PSPBM FBS UNJ. Selain itu, PSPBM mendapatkan produkberupa materi percakapan dan ragangan yang diperlukan untuk kebutuhan penyusunan buku ajarMenyimak dan Berbicara Dasar semester I hingga IV. Hasil penelitian selanjutnya dapat menjadilandasan dalam penelitian tahap selanjutnya yaitu penelitian pengembangan penyusunan buku ajarmata kuliah Menyimak dan Berbicara Dasar.Kata Kunci: Analisis Materi, Keterampilan Berbicara, Bahasa Mandarin

PEMAHAMAN LINTAS BUDAYA BAGI PENDIDIK BAHASA MANDARIN Ayu Trihardini; Aprilia Ruby Wikarti; Susi Andriani
Jurnal Asosiasi Program Studi Mandarin Indonesia (Jurnal APSMI) Vol 2, No 2 (2018): Jurnal Cakrawala Mandarin
Publisher : Asosiasi Program Studi Mandarin Indonesia

Seiring derasnya arus globalisasi, interaksi antar budaya merupakan hal yang tidak terelakkan. Ketika berinteraksi dengan orang yang berasal dari lingkungan budaya berbeda, diperlukan sikap toleransi, rasa saling memahami, saling menghargai dan berpikiran terbuka. Dengan demikian, seorang pendidik bahasa sangat perlu untuk memahami kebudayaan, adat istiadat dan kebiasaan bangsa penutur asli bahasa yang diajarkannya. Tulisan ini akan membahas mengenai pentingnya pemahaman lintas budaya bagi pendidik bahasa Mandarin, materi-materi budaya yang perlu dikuasai pendidik bahasa Mandarin, serta pemetaan kurikulum pengetahuan kebudayaan pada prodi kependidikan bahasa Mandarin di Indonesia. Kata Kunci: Pemahaman Lintas Budaya, Pendidik, Bahasa Mandarin Along with the rapid flow of globalization, intercultural interactions are inevitable. When interacting with people from different cultural environments, tolerance, mutual understanding, mutual respect and open-mindedness are required. Thus, a language educator is very necessary to understand the culture and customs of a nation that uses the language it teaches. This paper will discuss the importance of cross-cultural understanding for Mandarin educators, cultural materials that need to be mastered by Mandarin educators, as well as a recommendation the mapping of curriculum of cultural knowledge in Mandarin education program in Indonesia. Keywords: Cross Cultural Understanding, Educators, Mandarin Language

KESETARAAN HANYU SHUIPING KAOSHI LEVEL I-IV DENGAN CEFR PADA KETERAMPILAN BERBICARA BAHASA MANDARIN Ayu Trihardini; Aprilia Ruby Wikarti, M.A.; Resma Nur Anggrini; Riyadh Abdurrahman
Jurnal Asosiasi Program Studi Mandarin Indonesia (Jurnal APSMI) Vol 4, No 1 (2020): Jurnal Cakrawala Mandarin
Publisher : Asosiasi Program Studi Mandarin Indonesia

AbstrakSejalan dengan derasnya perkembangan era disrupsi teknologi revolusi industri 4.0, pembelajaran bahasa asing dituntut untuk mempunyai standar tingkat penguasaan sebagai acuan pengukuran kemahiran. Standar yang digunakan di Eropa dan diadaptasi di seluruh dunia yaitu Common European Framework of Reference for Languages (CEFR). Standar CEFR level B2 merupakan standar minimal lulusan program studi kebahasaan pada Fakultas Bahasa dan Seni Universitas Negeri Jakarta (FBS UNJ). Sementara dalam konteks penguasaan bahasa Mandarin, secara khusus digunakan acuan Hanyu Shuiping Kaoshi (HSK). Tulisan ini akan membahas mengenai kesetaraan HSK I-IV dengan CEFR pada keterampilan berbicara bahasa Mandarin.Berdasarkan hasil penelitian, kesetaraan antara HSK dengan CEFR pada keterampilan berbicara dapat disimpulkan sebagai berikut: (1) Materi ajar keterampilan berbicara HSK level I setara dengan CEFR 0 hingga level A1, HSK level II setara dengan CEFR level A2, HSK level III setara dengan CEFR level A2 hingga B1, sedangkan HSK level IV setara dengan CEFR level B1; (2) Materi soal HSKK level dasar setara dengan CEFR 0 hingga level A2, HSKK level menengah setara dengan CEFR level A2 hingga B1.Hasil penelitian ini dapat menjadi dasar bagi Asosiasi Program Studi Mandarin Indonesia (APSMI) dalam mengusulkan kesetaraan HSK dengan CEFR versi pengajar bahasa Mandarin di Indonesia, seperti yang telah diajukan Hanban dan Asosiasi Guru Bahasa Mandarin di Prancis dan Jerman. Hasil penelitian mengenai kesetaraan HSK dengan CEFR ini juga mempertegas perwujudan mutu dan jati diri bangsa dalam kaitan Kerangka Kualifikasi Nasional Indonesia (KKNI) yang sedang dikembangkan secara nasional. Peneliti menyarankan APSMI agar mengambil peran dalam mengembangkan sebuah standar pendidikan bahasa Mandarin di Indonesia, terutama standar kompetensi pendidikan dan pelatihan bahasa Mandarin secara nasional di bidang-bidang tertentu yang memerlukan keterampilan berbicara bahasa Mandarin.Kata Kunci: Hanyu Shuiping Kaoshi, CEFR, Keterampilan Berbicara, Bahasa Mandarin AbstractThe rapid flow development of the era of technological disruption in the industrial revolution 4.0, foreign language learning required to have a standard level of mastery as a reference to measure proficiency. The standard used in Europe and adapted throughout the world is the Common European Framework of Reference for Languages (CEFR). CEFR level B2 standard is a minimum standard for graduates of language study programs at the Faculty of Language and Arts, State University of Jakarta (FBS UNJ). While in the context of mastering Mandarin, specifically the Hanyu Shuiping Kaoshi (HSK) reference is used. This paper will discuss HSK equality with CEFR in Mandarin speaking skills.Based on the results of the study, the equality between HSK and CEFR on speaking skills can be concluded as follows: (1) Teaching materials on speaking skills for HSK level I is equivalent to CEFR 0 to level A1; HSK level II is equivalent to CEFR level A2; HSK level III is equivalent to CEFR level A2 to B1; while HSK level IV is equivalent to CEFR level B1; (2) Proficiency Test Material for HSKK beginner level is equivalent to CEFR 0 to level A2; HSKK for intermediate level is equivalent to CEFR level A2 to B1. The results of this study can be the basis for the Association of Indonesian Mandarin Study Programs (APSMI) in proposing Indonesian version of HSK correspondend to the level of CEFR, as already asserted by Hanban, also by French and German Associations of Chinese Language Teachers. The results of this research also reinforce the realization of quality and national identity in relation to the Indonesian National Qualification Framework (KKNI), which is being developed nationally. The researcher suggests that APSMI take a role in developing a standard of Mandarin language education in Indonesia, especially the national competency standard of Mandarin education and training in certain fields that require Mandarin speaking skills.Keywords: Hanyu Shuiping Kaoshi, CEFR, Speaking Skills, Mandarin

PERSEPSI MAHASISWA TERHADAP PENGAJAR PENUTUR JATI DALAM PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA MANDARIN Trihardini Ayu; Risky Wardhani; Magry Novdelia
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 9 No. 2 (2022): Vol.9 No.2 Bulan September 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v9n2.p235-249

Recently in the era of globalization, mastery of foreign languages is immensely needed. In addition to English, a foreign language that has been recognized as an international language is Chinese. Since 2014 Universitas Negeri Jakarta (UNJ) has the Chinese Language Education Study Program (PSPBM UNJ) and in 2015 PSPBM UNJ began to involve native Chinese speaker teachers to teach Chinese speaking skills. Native speaker teachers are one of the influential factors in foreign language teaching and to determine the student's perception of them, especially in teaching Chinese speaking skills was the purpose of this study. This research was descriptive research with a survey method. The results showed that the perception of PSPBM UNJ students towards native Chinese-speaking teachers was generally positive. Students generally assumed that the teachers met the indicators contained in the pedagogical aspects, linguistic aspects, and socio-cultural aspects. Positive perceptions of native Chinese teachers had a good influence on the Mandarin language learning process at PSPBM UNJ. Keywords: perception, native Chinese speaker, Chinese speaking skills, language learning

Lokakarya Desain Latihan Tata Bahasa, Keterampilan Berbicara, Membaca Bahasa Mandarin Guru SMA Ayu Trihardini; Susi Andriani; Edwin Kurnia Reswara; Ariella Aviani; Amanda Apriliani Putri
Jurnal Pemberdayaan Masyarakat Universitas Al Azhar Indonesia Vol 5, No 2 (2023): April 2023
Publisher : Universitas Al Azhar Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/jpm.v5i2.1897

Tingginya kebutuhan penguasaan bahasa Mandarin tidak bekesesuaian dengan terbatasnya jumlah Program Studi Pendidikan Bahasa Mandarin (PSPBM) yang mencetak guru bahasa Mandarin di Indonesia. Sehingga jumlah guru bahasa Mandarin yang memiliki latar belakang pendidikan keguruan juga masih terbatas. PSPBM UNJ sebagai bagian dari LPTK bermaksud mengadakan lokakarya bagi guru-guru SMA sederajat. Lokakarya ini berbasis penelitian yang memayungi skripsi mahasiswa yaitu mengenai bentuk-bentuk latihan keterampilan bahasa Mandarin. Lokakarya diadakan secara daring menggunakan zoom meeting, diawali dengan penyajian materi dan dilanjutkan dengan pendampingan pembuatan bentuk soal latihan melalui diskusi. Lokakarya tahun 2022 merupakan tahap I, adalah lokakarya mengenai bentuk latihan keterampilan berbicara, membaca dan tata bahasa Mandarin. Untuk memastikan agar rencana P2M tepat sasaran, tim pengusul bermitrakan Ikatan Guru Bahasa Mandarin Indonesia (IGUMI). Sebanyak 28 guru SMA sederajat dilibatkan. Setelah mengikuti lokakarya (1) peserta mengetahui pentingnya mendesain bentuk soal latihan sesuai tujuan pembelajaran/kompetensi, (2) peserta dapat mendesain bentuk soal latihan mengacu pada masing-masing keterampilan yang ingin dilatihkan, (3) peserta menunjukkan respons positif terhadap kegiatan lokakarya. Dengan adanya sinergi antara PSPBM sebagai pencetak guru dan IGUMI sebagai wadah guru bahasa Mandarin, maka diharapkan lokakarya ini dapat membina hubungan baik antara PSPBM UNJ dengan guru-guru bahasa Mandarin sehingga bersinergi meningkatkan mutu pembelajaran bahasa Mandarin Indonesia.Kata kunci: Desain latihan, tata bahasa, keterampilan berbicara, keterampilan membaca, guru mata pelajaran bahasa Mandarin SMA,

KESETARAAN HANYU SHUIPING KAOSHI LEVEL V-VI DENGAN CEFR PADA KETERAMPILAN BERBICARA BAHASA MANDARIN Ayu Trihardini; Aprilia Ruby Wikarti; Deaneira Cantika Islami; Nurul Hanifah; Ferdinand Hironimus
Jurnal Asosiasi Program Studi Mandarin Indonesia (Jurnal APSMI) Vol 7, No 1 (2023): Jurnal Cakrawala Mandarin
Publisher : Asosiasi Program Studi Mandarin Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36279/apsmi.v7i1.262

Keberagaman sistem pendidikan di setiap negara dengan keberagaman identitas serta budaya, menuntut pembelajaran bahasa asing di era disrupsi teknologi yang bermobilitas intens memiliki standar tingkat penguasaan. Common European Framework of Reference for Languages (CEFR) merupakan kerangka acuan umum yang digunakan di dunia untuk pembelajaran bahasa asing. Dengan digunakannya standar CEFR sebagai standar kelulusan di lingkungan FBS UNJ serta terkaitnya standar HSK pada konteks penguasaan bahasa Mandarin, maka penelitian mengenai kesetaraan HSK dengan CEFR mutlak diperlukan.Tulisan ini membahas mengenai kesetaraan HSK V-VI dengan CEFR pada keterampilan berbicara bahasa Mandarin, yang merupakan tahap ke 2 dari penelitian R&D. Mempertimbangkan hasil penelitian sebelumnya, CEFR yang diacu pada penelitian ini berada pada rentang B1, B2, C1, dan C2. Berdasarkan hasil penelitian, kesetaraan antara HSK V-VI dengan CEFR pada keterampilan berbicara dapat disimpulkan sebagai berikut: (1) Materi ajar keterampilan berbicara HSK level V setara dengan CEFR level B1 hingga C1, HSK level VI setara dengan CEFR level B1 hingga C2; (2) Materi soal HSKK level mahir setara dengan CEFR level B1 hingga C2.Hasil penelitian ini secara terintegrasi dapat menjadi dasar bagi Asosiasi Program Studi Mandarin Indonesia (APSMI) dalam mengusulkan kesetaraan HSK dengan CEFR versi pengajar bahasa Mandarin di Indonesia, sehingga APSMI berperan dalam penetapan standar pendidikan bahasa Mandarin di Indonesia. Hasil penelitian ini juga mempertegas perwujudan mutu dan jati diri bangsa Indonesia dalam kaitan Kerangka Kualifikasi Nasional Indonesia (KKNI).

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