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p-Index From 2021 - 2026
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All Journal Japanese Research on Linguistics, Literature, and Culture JOLLT Journal of Languages and Language Teaching
Setiyani Wardhaningtyas
Universitas Negeri Semarang
Arts Humanities Languange, Linguistic, Communication & Media

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An Analysis of miscommunication in the Kansai dialect among Indonesian internship students Aqeela Putri Aisyah; Setiyani Wardhaningtyas
Japanese Research on Linguistics, Literature, and Culture Vol. 8 No. 2 (2026): May
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/jr.v8i2.15833

Abstract

This study aims to identify and analyze Kansai dialect miscommunication experienced by 2021 Japanese Language Education students at Semarang State University during their internship program as caddies at Ise Country Club, Japan. The study uses a qualitative descriptive approach with participatory observation and in-depth interviews. Data analysis was conducted through reduction, presentation, and conclusion drawing, with classification into lexical and pragmatic miscommunication. Lexical miscommunication arose when students interpreted Kansai dialect vocabulary literally based on standard Japanese, resulting in responses that did not match the speaker's intention. Pragmatic miscommunication occurred due to students' limitations in understanding implicit meaning, speech functions, and politeness strategies that affect the smoothness of interaction. These findings emphasize the importance of mastering local dialect vocabulary as well as understanding social context and pragmatic strategies. The practical implications are the need for training before internships and further studies on interactions with other dialect variations in Japan.
Evidence-Based Predictors of the Japanese Language Proficiency Test Succes: The Role of Kanji, Grammar, Reading, and Listening Skills Andy Moorad Oesman; Dany Buyung Yudha Prasetya; Setiyani Wardhaningtyas; Chiara Manno
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17552

Abstract

This study examined the relationship between core Japanese language competencies Kanji, Bunpou (grammar), Dokkai (reading comprehension), and Choukai (listening comprehension) and success on the Japanese Language Proficiency Test (JLPT). This quantitative, predictive correlational research involved 60 students enrolled in Universitas Negeri Semarang Japanese language program. Based on the structural equation modelling and binary logistic regression analysis, the combined effects of Kanji, Bunpou (grammar), Dokkai (reading), and Choukai (listening) on JLPT outcomes were highly significant (χ² (4) = 42.957, p < 0.001), accounting for 73.4% of the variance (Nagelkerke R2.734). The model correctly classified 95% of cases, has an 88% accuracy for failures, and has a 98% accuracy for passes, indicating its robust predictive power. All four competencies were also significantly related to JLPT performance when considered separately (all p < 0.001). However, only Kanji (p = 0.041, odds ratio ≈ 1.69) and Bunpou (p = 0.046, odds ratio ≈ 1.77) were significantly associated with JLPT performance in the simultaneous model, as the impacts of Dokkai and Choukai were not significant. These findings imply that grammar, vocabulary and Kanji are fundamental elements for Japanese language learning, with reading and listening comprehension being heavily reliant on these skills. Therefore, because mastery of both lexical and syntactic skills appears to be a prerequisite for other abilities to meaningfully influence JLPT performance, this study recommends refining the integrative linguistic threshold concept and adopting a more comprehensive ‘Foundational-First’ pedagogical framework. It further suggests structuring weekly learning cycles to prioritize intensive lexico-syntactic automatization as the essential gateway to developing higher-order reading and listening proficiency.
Co-Authors Andy Moorad Oesman Aqeela Putri Aisyah Chiara Manno Dany Buyung Yudha Prasetya