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All Journal Klasikal: Journal of Education, Language Teaching and Science Longda Xiaokan : Journal of Mandarin Learning and Teaching Wen Chuang: Journal of Foreign Language Studies, Linguistics, Education, Literatures, Cultures, and Sinology WAHANA LITERASI: Journal of Language, Literature, and Linguistics
Asmuliyati Nahnu
Universitas Negeri Makassar
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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STRUKTUR MAKNA SIMBOLIK DALAM WACANA TERORISME: SEBUAH KAJIAN WACANA KRITIS Rizki Herdiani; Asmuliati Nahnu
Wahana Literasi: Journal of Language, Literature, and Linguistics Vol 2, No 2 (2022): WAHANA LITERASI: Journal of Language, Literature, and Linguistics
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/wl.v2i2.42832

Abstract

Masalah penelitian ini adalah bagaimanakah struktur makna simbolik dalam wacana terorisme. Tujuannya adalah untuk mendeskripsikan konstruksi struktur makna simbolik dalam wacana terorisme. Sumber data penelitian adalah berita terorisme dari media daring (online). Penelitian ini menggunakan pendekatan analisis wacana kritis dari Norman Fairclough yang terdiri atas tahapan deskripsi, interpretasi, dan eksplanasi. Berdasarkan hasil penelitian, disimpulkan bahwa ideologi dan kekuasaan dalam wacana terorisme direpresentasikan dalam fitur linguistik berikut ini. (1) Fitur kosakata yang merepresentasikan ideologi dan kekuasaan dalam wacana terorisme terdiri atas: (a) modalitas, yang meliputi modalitas ”ingin”, ”masih”, dan ”harus”; (b) kata kerja; serta (c) kata penghubung, yang meliputi ”tetapi”, ”padahal”, dan ”namun”. (2) Fitur frasa yang merepresentasikan ideologi dan kekuasaan dalam wacana terorisme yang terdiri atas frasa verbal. (3) Fitur kalimat yang merepresentasikan ideologi dan kekuasaan dalam wacana terorisme yang terdiri atas kalimat pasif.
现代汉语与印尼语人称代词对比研究 Asmuliyati Nahnu
Wen Chuang:Journal of Foreign Language Studies, Linguistics, Education, Literatures, Cultures, and Sinology Vol 3, No 1 (2023): Vol , No 1 (February 2023), WENCHUANG
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/wenchuang.v3i1.45997

Abstract

摘要 本文研究的对象是现汉印尼语的人称代词的三类，包括第一人称代词、第二人称代词和第三人称代词。本文对现汉印尼语人称代词的研究方法运用语言对比分析理论、语义和语用分析理论来进行分析。本文对比研究的结果指出不仅从词语方面也从使用功能方面现代汉语和印尼语人称代词都有异同点。现汉印尼语人称代词的相同点：有排除式和包括式，有人称代词单复数转换形式，没有男女性别的区别，有敬称式。而现汉印尼语人称代词的不同点：复数形式，感情色彩，语法上功能，定语语序。 关键词: 现代汉语、印尼语、人称代词、对比分析. ABSTRACT The object of this paper is the three types of personal pronouns in modern Chinese Indonesian, including first-person pronouns, second-person pronouns and third-person pronouns. This paper analyzes the research methods of personal pronouns in Chinese and Indonesian by using the theory of linguistic contrastive analysis, semantic and pragmatic analysis. The results of the comparative study in this paper point out that there are similarities and differences between modern Chinese and Indonesian personal pronouns not only in terms of words but also in terms of usage functions. The similarities between Chinese and Indonesian personal pronouns: there are exclusionary and inclusive forms, personal pronouns can be converted into plural and singular, there is no distinction between male and female, and there are respectful forms. However, the differences between personal pronouns in Chinese and Indonesian languages are: plural form, emotional color, grammatical function, attributive word order. Key words: modern Chinese, Indonesian language, Personal pronouns, Contrastive analysis
Contrasting the Usage of Punctuations in Chinese and Indonesian Language Asmuliyati Nahnu; Ria Riski Marsuki
Longda Xiaokan: Journal of Mandarin Learning and Teaching Vol 6, No 1 (2023)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/longdaxiaokan.v6i1.44990

Abstract

Knowing the punctuation marks in Chinese and Indonesian is very important. Therefore, in order to avoid mistakes or inaccuracies in the use of punctuation marks, this research was conducted to clearly describe the similarities and differences in the use of punctuation marks in Mandarin and Indonesian.This study is a descriptive qualitative research using the literature method and the contrastive analysis method. The results show that of the 12 punctuation marks in this study, there are 7 punctuation marks that have the same form and use, 3 punctuation marks that have different forms with the same use, and there are 2 punctuation marks in Mandarin that are not found in Indonesian.
ANALYSIS OF THE APPLICATION OF TEACHING METHODS IN TEACHING MANDARIN VOCABULARY AT UNIVERSITY LEVEL Nirdayanti Mustarih; Asmuliyati Nahnu; Nur Nasharuddin Noni; Sri Khaerani Rahman
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1294

Abstract

This study explores the challenges and teaching methods designed to enhance Chinese vocabulary acquisition at the university level. Vocabulary acquisition is crucial for mastering a language, and in the case of Chinese, its complexity presents unique challenges for both learners and educators. The research employed a qualitative narrative design, conducting interviews with 10 Chinese language lecturers from various universities to gather insights into the methods and obstacles in vocabulary teaching. Data was collected using three primary methods: observations, questionnaires, and a comprehensive literature review. The findings of this study reveal a diverse range of approaches teachers employ. Approximately 60% of teachers adapt their methods based on student needs, indicating that flexibility and adaptability are key components of their teaching strategies. In contrast, 40% of teachers maintain a consistent teaching approach, believing that a structured framework helps students better understand the material and retain vocabulary. Despite these varied strategies, memory retention remains a significant challenge, with 50% of teachers reporting that their students struggle to retain Chinese vocabulary effectively. This highlights students' difficulty mastering a language with such a complex writing system. The study proposes a balanced approach, integrating flexible and consistent teaching methods, which are essential for overcoming the inherent challenges in Chinese vocabulary acquisition. Additionally, multimedia tools and digital technologies have effectively engaged students and enhanced vocabulary retention. The research concludes that refining current teaching methods—including structured routines, task-based learning, and spaced repetition—is necessary for improving student engagement and memory retention in Chinese language education.
Co-Authors Nirdayanti Mustarih Nur Nasharuddin Noni Ria Riski Marsuki Rizki Herdiani Sri Khaerani Rahman