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Skrip Hari Jadi Hazlin TMC 401

Skrip ini mengisahkan pertemuan pertama empat orang kawan karib iaitu Madelin, Nisa, Hazlin dan Sufi di kelas. Mereka kemudian makan bersama di kantin dan membuat rancangan untuk menghadiri hari jadi Hazlin esok. Pada hari berikutnya, mereka pergi menyanyi karaoke untuk merayakan hari jadi Hazlin dan kemudian ke rumah Hazlin untuk meneruskan sambutan.

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MADELIN KUMBAU IKAU
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116 tayangan7 halaman

Skrip Hari Jadi Hazlin TMC 401

Skrip ini mengisahkan pertemuan pertama empat orang kawan karib iaitu Madelin, Nisa, Hazlin dan Sufi di kelas. Mereka kemudian makan bersama di kantin dan membuat rancangan untuk menghadiri hari jadi Hazlin esok. Pada hari berikutnya, mereka pergi menyanyi karaoke untuk merayakan hari jadi Hazlin dan kemudian ke rumah Hazlin untuk meneruskan sambutan.

Diunggah oleh

MADELIN KUMBAU IKAU
Hak Cipta
© All Rights Reserved
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TMC 401 BAHASA MANDARIN PERMULAAN TAHAP I (DEGREE)

SKRIP VIDEO MANDARIN


TAJUK SKRIP: HARI JADI HAZLIN

Mingzi MADELIN KUMBAU ANAK IKAU (2022615598)


(NAMA) NOR KHAIRUNNISA BINTI MATSENAN (2022800516)
NURUL HAZLIN BINTI SAUDI (2022604186)
SUFI AS-SOFIYAH BINTI KADIR (2022865034)
Kexi BUSINESS AND MANAGEMENT
(FAKULTI)
Kecheng IJAZAH SARJANA MUDA PEGURUSAN SISTEM PEJABAT
(KURSUS) (KEPUJIAN) – BA232
Zubie BA232A
(KUMPULAN)
Laoshi mingzi CINDY laoshi
(NAMA
PENSYARAH)
Tjiao riqi
(TARIKH AKHIR
SERAHAN)

Peruntukan Markah Markah Diberikan Komen


(Kumpulan)
i) Kandungan / Tatabahasa
(5%)
ii) Kreativiti (5%)
iii) Format / Tarikh Akhir
Serahan (5%)
PENGENALAN PELAKON

GAMBAR BUTIRAN INDIVIDU MARKAH ROLE


MADELIN KUMBAU ANAK
IKAU
(2022615598)
Watak: Madelin
Shouji haoma:

NOR KHAIRUNNISA
BINTI MATSENAN
(2022800516)
Watak: Nisa, Mama Hazlin
Shouji haoma:

NURUL HAZLIN BINTI


SAUDI (2022604186)
Watak: Hazlin
Shouji haoma:

SUFI AS-SOFIYAH BINTI


KADIR (2022865034)
Watak: Sufi
Shouji haoma:
SINOPSIS
Empat sekawan iaitu Madelin, Nisa, Hazlin dan Sufi telah menjadi kawan karib di
Universiti Teknologi MARA (UiTM). Walaupun Nisa, Hazlin dan Sufi baru berkenalan
dengan Madelin tetapi hubungan mereka semakin akrab dan rapat setelah mereka
menghadiri kuliah bersama-sama. Skrip ini mengisahkan cerita empat kawan karib
ini yang baru berkenalan meluangkan masa bersama-sama sempena hari jadi salah
seorang kawan karib mereka iaitu Hazlin.
TMC 401 – INTRODUCTORY MANDARIN (LEVEL 1)
SCRIPT DIALOGUE (SUFI, NISA, HAZLIN, MADELIN)

Babak 1: Pertemuan pertama di kelas


Ke tang shang de di yi ci jian mian

Sufi (1) Nisa, ni hao ma?


Nisa, apa khabar?
Nisa (1) Wǒ hen hao, xie xie.
Saya sangat baik, terima kasih.
Hazlin (1) Sufi, Nisa, nimen qu nali?
Sufi & Nisa, kamu orang pergi mana?
Sufi (2) Women xiang qu shang ke.
Kami hendak pergi kelas.
Nisa (2) Zou ba, women yiqi shangke.
Jom, kita pergi kelas bersama-sama
Hazlin (2) Hao a!
Baik!
Mereka bertiga pun masuk ke kelas…
Hazlin (3) Na shi da yi xin sheng ma? Women qu ren shi ta ba.
Adakah itu pelajar baharu? Kita pergi berkenalan dengan dia.
Nisa (3) Ni jiao shenme mingzi?
Awak dipanggil nama apa?
Madelin (1) Wo jiao Madelin. Ni ne?
Saya dipanggil Madelin, kamu pula?
Nisa (4) Wo jiao Nisa, zhe shi wo de pengyou, Sufi he Hazlin.
Saya dipanggil Nisa, ini adalah saya punya kawan, Sufi dan
Hazlin.
Sufi (3) Ni shi nali ren?
Kamu adalah orang mana?
Madelin (2) Wo shi Shalayue ren.
Saya adalah orang Sarawak
Sufi (4) Hen gaoxing renshi ni.
Sangat gembira mengenali kamu.
Madelin (3) Wo yen hen gaoxing renshi nimen.
Saya juga sangat gembira mengenali kamu semua.
Hazlin (4) Women yao shangke le zuoba.
Kelas sudah mula, jom duduk.
Madelin (4) Haode!
Baiklah!
Babak 2: Makan Tengah Hari Bersama-Sama
Di er mu: Yiqi chi wucan

Selepas kelas selesai


Madelin (1) Xianzai ji dian?
Sekarang pukul berapa?
Sufi (1) Xianzai, xiawu yi dian.
Sekarang sudah pukul 1 tengah hari.
Nisa (1) Women yiqi chifan ba?
Jom pergi makan bersama.
Hazlin (1) Women qu nali chifan?
Kita mahu makan dimana?
Sufi (2) Women qu canting chifan, hao ma?
Kita pergi makan di kantin, boleh kah?
Selepas membeli makanan dan minuman
Hazlin (2) Mingtian, nimen you kong ma?
Esok, kamu semua ada masa lapang kah?
Nisa (2) Shide, wo you kong. Ni ne, Madelin?
Ya, saya ada masa lapang. Kamu pula Madelin?
Madelin (2) Wo ye you kong.
Saya pun ada masa lapang.
Sufi (3) Mingtian, ji yue ji hao?
Hari esok, berapa haribulan?
Nisa (3) Mingtian, shi er yue er shi hao. Eh, mingtian shi Hazlin de shengri
dui ma?
Esok ialah 20 Disember. Eh, esok hari ialah Hazlin punya hari jadi
betul kan?
Hazlin (3) Dui a, mingtian shi wo de shengrì.
Betul, esok ialah hari jadi saya.
Madelin (4) Na, women qing ni chang kala OK, hao ma?
Kalau begitu, kami hendak belanja awak karaoke, boleh kah?
Hazlin (4) Women ji dian qu?
Kita hendak pergi pukul berapa?
Sufi (4) Women xiawu wu dian qu, keyi?
Kita pergi pada waktu petang, bolehkah?
Nisa (4) Keyi, mingtian jian.
Boleh, jumpa esok.
Madelin (4) Mingtian jian.
Jumpa esok.
Babak 3: Pergi menyanyi karoake
Di san mu: Qu chang kala OK

Dalam perjalanan ke karaoke, di dalam kereta….


Nisa (1) You kong de shihou, nimen xihuan zuo shenme?
Apabila ada masa lapang, kamu semua suka buat apa?
Madelin (1) Wo xihuan zai jia kan xiaoshuo.
Saya suka membaca novel dirumah.
Hazlin (1) Wo xihuan ting yinyue. Sufi, ni xihuan changge ma?
Saya suka mendengar muzik. Sufi, awak suka menyanyi, betul?
Sufi (1) Dui a, wo hen xihuan changge. Wo xihuan chang yingyu de ge.
Betul, saya sangat suka menyanyi. Saya suka menyanyi lagu
English.
Nisa (2) Women dao gouwu zhongxin le.
Kita sampai pusat membeli belah.
Madelin (2) Wahhhh, zhege gouwu zhongxin!
Wahhhh, ini lah pusat membeli belah!
Sufi (2) Kala OK zai ji lou?
Karaoke terletak di tingkat ke berapa?
Hazlin (2) Zai 3 lou.
Di tingkat 3.
Kemudian, mereka berempat masuk ke dalam ruang karaoke…..

Sufi (3) Madelin, ni yao chang shenme ge?


Madelin, awak pilih nyanyi lagu apa satu?
Madelin (3) Wo yao chang ‘Enchanted’.
Saya nak menyanyi lagu ‘Enchanted’.
Nisa (3) Madelin chang guo hou, jiu dao wo chang le.
Selepas Madelin, giliran saya pula.
Selepas selesai karaoke…
Madelin (4) Chang Kala OK zhen youqu! Wanshang women qu nali?
Seronoknya karaoke! Malam kita pergi mana?
Hazlin (3) Wo de jiaren hui bang wo qingzhu shengri yiqi ba.
Saya punya keluarga akan menyambut hari jadi saya bersama-
sama.
Nisa (4) Duibuqi. Wanshang wo hen mang. Wo yao zuo gongke.
Maaf. Malam saya sangat sibuk. Saya nak buat tugasan.
Hazlin (4) Meiguanxi. Sufi he Madelin, nimen liang ge yao lai ma?
Tidak mengapa. Sufi dan Madelin, awak berdua nak ikut kah?
Sufi (4) Hao ba.
Boleh.
Madelin (5) Women zou ba!
Jom kita pergi!
BABAK 4: Pergi Ke Rumah Hazlin
Di si mu: Qu Hazlin De Jia
Hazlin (1) Huanying nimen lai wo de jia!
Selamat datang kamu semua ke rumah saya!
Madelin (1) Hazlin, zhu ni shengri kuaile.
Hazlin, selamat hari jadi.
Sufi (1) Hazlin, zhu ni shengri kuaile
Hazlin, selamat hari jadi
Hazlin (2) Xiexie, qing zuo.
Terima Kasih. Jemput duduk.
Sufi (2) Hazlin, ni de mama zai nali?
Hazlin, kamu punya mama di mana?
Hazlin (3) Ta zai chufang zuofan
Dia, di dapur sedang memasak
Sufi (3) Ni de baba ne?
Bapa kamu pula?
Hazlin (4) Ta qu gongzuo le
Dia telah pergi bekerja
Kemudian, Ibu kepada Hazlin tiba...

Nisa (ibu) (1) Ni hao sufi, ta shi shei


Hi sufi, dia ialah siapa?
Sufi (4) Ta shi women de pengyou.
Dia adalah kami punya kawan.
Madelin (2) Bomu, ni hao! Wo jiao Madelin.
Hai mak cik, nama saya Madelin.
Nisa (ibu) (2) Madeline, ni hao! Ni jinnian ji sui le?
Hai madeline, berapa umur kamu tahun ini?
Madelin (3) Wo ershi sui le. Wo 2002 nian chusheng
Saya berumur 20 Tahun dan saya dilahir tahun 2002
Nisa (ibu) (3) Ni shi xuesheng ma?
Kamu ialah seorang pelajarkah?
Madeline (4) Shide, wo shi Hazlin de tongxue.
Ya, saya adalah rakan sekelas Hazlin
Nisa (ibu) (4) Fan yi jing zhu hao le, qing chifan.
Sudah selesai memasak, jemputlah makan
Madelin (5) Hao de, bomu.
Baiklah, mak cik

Common questions

Didukung oleh AI

The diverse activities, such as attending classes, dining together, and going for karaoke, reflect strong friendship dynamics and group cohesion among the characters. These planned interactions demonstrate their collective interest in spending quality time together, suggesting inclusivity and adaptability in their group dynamics. Such a range of activities indicates a balanced friendship where academic commitments and leisure are both valued, reinforcing their bond .

Addressing questions about personal backgrounds and preferences among the characters plays a crucial role in building their relationship. By engaging in conversations about each other's interests and origins, like Madelin being from Sarawak, the characters show interest and give importance to each other's identities. This dialogue encourages openness, builds trust, and fosters a nurturing environment where diversity is respected and friendships are deepened .

The script showcases the cultural harmony and unity among friends from different regions in Malaysia, such as Sarawak, demonstrating inclusivity and appreciation of diverse backgrounds. Celebrating Hazlin's birthday together symbolizes acceptance and the breaking of regional barriers, emphasizing the values of respect, friendship, and shared happiness .

The script demonstrates effective planning and coordination through the clear communication of schedules, venue selection, and activity preferences among the friends for Hazlin’s birthday celebration. This coordination includes negotiating suitable times, deciding on activities like karaoke, and confirming attendance, which are essential steps for organizing an enjoyable and successful event. This reflects the practical application of coordination skills in achieving group objectives .

Incorporating cultural nuances enhances the educational value of a language learning script by providing contextual understanding and making the learning experience more relatable and engaging for university students. It allows students to not only learn the language but also grasp the cultural contexts in which it is used, promoting a holistic educational experience. Understanding cultural nuances aids in developing communicative competence and cross-cultural skills essential for global interactions .

Cultural learning and sharing play a significant role in the script as the characters engage with each other's interests, such as music preferences and language learning. This exchange cultivates cultural awareness and appreciation, allowing the characters to learn from their diverse backgrounds, thereby fostering mutual respect and understanding. Such interactions promote a multicultural environment where differences are celebrated and embraced .

The dialogue structure in the script is repetitive and contextually relevant, which helps Mandarin learners familiarize themselves with common phrases and sentence structures in everyday contexts. The use of both Mandarin and Malay for key phrases allows beginners to relate new vocabulary to their native language, fostering better retention and understanding .

Hospitality in the script is portrayed through Hazlin's warm invitation of her friends to her home, reflecting traditional Malaysian values. The welcoming gestures, polite exchanges, and the mother's involvement in cooking represent a culturally significant way of expressing affection and building rapport. This setting highlights the importance of hospitality in strengthening social bonds and showcases how cultural practices are seamlessly integrated into everyday interactions .

The interaction among the characters, such as going for classes together, eating at the cafeteria, and enjoying karaoke, exemplifies typical university social behaviors. These activities depict camaraderie, peer support in academics, and spending leisure time together, which are central aspects of student life aimed at building strong friendships and networking .

Language serves as a crucial tool for facilitating interpersonal relationships in the script. The use of welcoming and inclusive language, seen in their planning and exchanges, strengthens their friendship and makes each individual feel valued and part of the group. By inviting each other respectfully and understanding the significance of shared moments like a birthday celebration, the characters strengthen their bond and mutual respect .

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