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All Journal Chi`e: Jurnal Pendidikan Bahasa Jepang Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Kaluge, Teresa Angelina
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Education Languange, Linguistic, Communication & Media

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Japanese Keigo: ‘Situational Context Analysis’ and ‘Politeness Strategies’ in Violet Evergarden Anime Sari, Rima Novita; Kaluge, Teresa Angelina
Chi'e: Journal of Japanese Learning and Teaching Vol 9 No 2 (2021): CHI'E Jurnal Pendidikan Bahasa Jepang (Journal of Japanese Learning and Teaching)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chie.v9i2.48521

Abstract

Honorific speech (politeness) or keigo is an ingrained part of the Japanese language and culture. The honorific speech may be difficult to say due to particular words, comprehension, and context-based in the Japanese business environment. As a work of modern culture, anime can be used to analyze and comprehend keigo in society. This study will analyze keigo based on context analysis and speaker strategies. The method employs a qualitative approach with data collected through content analysis from the first six famous anime works, namely Violet Evergarden. The two theories used in this study are Tokieda Motoki of Language Process Theory explained by Masako Naito and Brown & Levinson modified Politeness Theory by Hori. Based on the results, two theories could be interrelated to explain keigo, in which language process theory showed keigo politeness expression related to the ‘situation’ or ‘context’ or called bamen, and politeness theory employed the speaker's politeness strategy. The results demonstrated how the protagonist in the anime uses three types of keigo: sonkeigo, kenjougo, and teineigo, and how the situational context could affect the speaker's strategies. Situational context and speaker's strategies to use keigo could be utilized as educational tools in Japanese language pedagogy or another context.
High school teachers’ readiness for the implementation of Merdeka curriculum in English language teaching Kaluge, Teresa Angelina; Usmi, Usmi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 52, No 1 (2024)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um015v52i12024p90

Abstract

Curriculum influences the approaches to teaching and learning foreign languages. The newly introduced Merdeka Curriculum in Indonesia has not been implemented by all high schools yet. The readiness of foreign language teachers was one of the influential factors for the school acceptance of the new curriculum. This study examined the readiness of foreign language teachers from high schools that have not yet implemented the Merdeka Curriculum. Data were obtained through questionnaires which were distributed to the English teachers and other subject teachers from several high schools in Indonesia. The results showed that there were two main dimensions that influenced the teacher readiness; the first is several changes that must be implemented and second, the negative attitudes towards the new curriculum. It is hoped that the results of this study can contribute as a support to enhance teachers’ positive attitude to ensure the implementation of the new curriculum.Kesiapan pengajar SMA terhadap pengajaran bahasa Inggris dalam kurikulum MerdekaKurikulum berpengaruh terhadap pendekatan pengajaran dan pembelajaran bahasa asing. Kurikulum Merdeka yang belum lama ini diterapkan di Indonesia belum diterapkan oleh seluruh sekolah menengah atas. Kesiapan pengajar bahasa asing berpengaruh terhadap penerimaan sekolah terhadap kurikulum baru tersebut. Penelitian ini mengkaji kesiapan guru bahasa asing dari SMA yang belum menerapkan kurikulum Merdeka. Data diperoleh melalui kuesioner yang disebarkan kepada guru bahasa Inggris dan guru bahasa asing lainnya dari beberapa SMA/SMK di Indonesia. Hasil menunjukkan dua dimensi utama yang berpengaruh terhadap kesiapan guru, yaitu perubahan yang harus diberlakukan dan sikap negatif terhadap kurikulum yang baru. Diharapkan hasil penelitian ini berkontribusi sebagai masukan perlunya sikap positif guru sebagai pendukung implementasi kurikulum yang baru.
Co-Authors Sari, Rima Novita Usmi, Usmi