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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Kagami : Jurnal Pendidikan dan Bahasa Jepang
Amelya Septiana
Universitas Negeri Jakarta
Education Languange, Linguistic, Communication & Media

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Analisis Tindak Tutur Ilokusi Ekspresif dalam Anime Horisan to Miyamurakun Episode 1 Uerika Vani Juniarti; Amelya Septiana
Kagami : Jurnal Pendidikan dan Bahasa Jepang Vol. 17 No. 1 (2026): Kagami: Jurnal Pendidikan dan Bahasa Jepang
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/kagami.171.01

Abstract

This study aims to analyze the expressive illocutionary acts that occur in the interactions between characters in the anime Hori-san to Miyamura-kun episode 1. Expressive illocutionary acts, which emphasize the expression of the speaker's feelings and emotions, are crucial in portraying the development of relationships among the characters throughout the story. As outlined in John Searle's speech act theory, this research identifies various types of emotional expressions conveyed by Hori and Miyamura, such as gratitude, apologies, praise, and complaints. The data were obtained by analyzing key dialogues in the episode 1 of the anime. The findings reveal that expressive speech acts play a vital role in character development, strengthening emotional connections between characters, and providing a deeper understanding of the emotional dynamics among them. This study is expected to contribute to the understanding of the use of speech acts in fictional media, particularly anime, as a tool to depict the complexity of human emotions.
Analisis Kesalahan Penggunaan Shuushoku Meishi pada Mahasiswa Pendidikan Bahasa Jepang Universitas Negeri Jakarta Angkatan 2024: Analysis of Errors in the Use of Shuushoku Meishi among Japanese Language Education Students at Jakarta State University Class of 2024 Mochammad Fredy; Nur Saadah Fitri Asih; Poppy Rahayu; Amelya Septiana
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 12 No. 1 (2026): Japanese Linguistic and Language
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v12i1.104381

Abstract

Mastery of shuushoku meishi (modified nouns) is an essential aspect of the Japanese language. This study aims to identify the types and causes of errors in the use of shuushoku meishi made by students of the Japanese Language Education Study Program, class of 2024. The urgency of this research lies in the importance of understanding error patterns to develop more effective learning strategies. A descriptive qualitative approach was employed using error analysis. The data for this study were obtained from students of the Japanese Language Education Study Program at the State University of Jakarta, class of 2024, consisting of written test results regarding the use of shuushoku meishi. Data were collected through a completion test instrument and analyzed using the error analysis method with a descriptive qualitative approach. The findings reveal that 64% of student responses demonstrated an inability to correctly apply shuushoku meishi. The findings reveal that 64% of student responses were incorrect. The types of errors identified include mistakes in constructing shuushoku meishi structures, improper particle usage, errors in character writing (kanji), and inappropriate vocabulary selection. These errors are caused by first-language interference, overgeneralization, weak mastery of Japanese syntax, and a lack of contextual practice. The high error rate indicates a need for enhanced learning strategies that emphasize complex sentence structures and the use of visual media to reinforce comprehension.
Project-Based Learning for Developing Sociolinguistic Competence among University Students in Japanese Language Education: Pembelajaran Berbasis Proyek untuk Mengembangkan Kompetensi Sosiolinguistik di Kalangan Mahasiswa Program Pendidikan Bahasa Jepang Amelya Septiana
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 12 No. 1 (2026): Japanese Linguistic and Language
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v12i1.106347

Abstract

This study describes the implementation of project-based learning (PBL) in a Sociolinguistics course for undergraduate students of Japanese language education. Through individual projects, students were tasked with developing small-scale research papers on sociolinguistic issues in Japanese, bridging theoretical knowledge with authentic academic practice. The study employed a qualitative classroom re-search design involving 70 undergraduate students in a Japanese language education program. Data were collected through students’ project reports, reflective journals, and instructor observations, and ana-lyzed using thematic analysis to examine the development of sociolinguistic competence, The data were collected from students’ project reports, reflective journals, and instructor observations. Findings indicate improved performance-based outcomes, particularly in students’ ability to apply sociolinguistic concepts in research writing, use appropriate registers, and analyze politeness strategies in context. Qualitative themes highlighted increased sociolinguistic awareness and deeper connections between language, cul-ture, and context. The paper argues that PBL provides a viable framework for cultivating higher-order thinking skills, learner autonomy, and intercultural sensitivity in Japanese language education. Implica-tions are offered for curriculum design, teacher training, and future research on linking linguistic theory with practical applications in foreign language classrooms.
Co-Authors Mochammad Fredy Nur Saadah Fitri Asih Poppy Rahayu Uerika Vani Juniarti