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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Abdimas Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan Lingua Jurnal Bahasa dan Sastra Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran IZUMI Lingua Cultura Proceeding SENDI_U Chi`e: Jurnal Pendidikan Bahasa Jepang RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya IJoLE: International Journal of Language Education Journal of Japanese Language Education and Linguistics Kiryoku: Jurnal Studi Kejepangan Anterior Jurnal Japanese Research on Linguistics, Literature, and Culture Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia JLA (Jurnal Lingua Applicata) J-Litera; Jurnal Kajian Bahasa, Sastra dan Budaya Jepang Mezurashii: Journal of Japanese Studies International Journal of Social Learning (IJSL)
Lispridona Diner
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Social Sciences Other

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Journal : Journal of Japanese Language Education and Linguistics

 1 
Proses Pengembangan Daya Kritis Mahasiswa dalam Mata Kuliah Nihonjijou Melalui Pembelajaran Berbasis Proyek Diner, Lispridona
Journal of Japanese Language Education and Linguistics Vol 4, No 1 (2020): Februari
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.4131

Abstract

Introducing Japanese culture to Japanese language learners is expected to increase their interest in learning Japanese. Getting to know Japanese culture can also come from other lectures such as kaiwa, dokkai, chokai. Learning Japanese culture has been good so far, namely using two-class activities, "wakaru" and "tanoshii" activities. From the above facts, the researchers practiced different activities from previously that was project-based learning. The purpose of this research is Japanese learning through project-based learning to create an independent learning process, and students can have critical thinking. The research method used descriptive qualitative method. The population and sample of this study were 32 first semester students in the 2019/2020 school year who attended nihonjijo lectures. Data collection techniques used were observation and questionnaires. The observations showed that students could think critically. In essence, there is a "ninja" theme not in the cultural, creative sphere: There are no pictures or the same topics that students choose and are independent: get preliminary information from various sources in completing the learning project. The results of the questionnaire showed that nihonjijo learning through project-based learning 94% of students taking nihonjijo project-based lectures could make students express critical thinking through the delivery of ideas and ideas in groups and 100% could learn independently.
Proses Pengembangan Daya Kritis Mahasiswa dalam Mata Kuliah Nihonjijou Melalui Pembelajaran Berbasis Proyek Diner, Lispridona
Journal of Japanese Language Education and Linguistics Vol 4, No 1 (2020): Februari
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.4131

Abstract

Introducing Japanese culture to Japanese language learners is expected to increase their interest in learning Japanese. Getting to know Japanese culture can also come from other lectures such as kaiwa, dokkai, chokai. Learning Japanese culture has been good so far, namely using two-class activities, "wakaru" and "tanoshii" activities. From the above facts, the researchers practiced different activities from previously that was project-based learning. The purpose of this research is Japanese learning through project-based learning to create an independent learning process, and students can have critical thinking. The research method used descriptive qualitative method. The population and sample of this study were 32 first semester students in the 2019/2020 school year who attended nihonjijo lectures. Data collection techniques used were observation and questionnaires. The observations showed that students could think critically. In essence, there is a "ninja" theme not in the cultural, creative sphere: There are no pictures or the same topics that students choose and are independent: get preliminary information from various sources in completing the learning project. The results of the questionnaire showed that nihonjijo learning through project-based learning 94% of students taking nihonjijo project-based lectures could make students express critical thinking through the delivery of ideas and ideas in groups and 100% could learn independently.
Anxiety in Speaking Japanese Experienced by the Department of Japanese Language Education Students of Unnes Lispridona Diner
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.18737

Abstract

Language learners, particularly foreign language learners, endure language anxiety. Language anxiety can affect learners at all levels, including early, intermediate, and advanced. Anxiety in speaking Japanese is quite noticeable in speaking abilities. It happens for Japanese language students enrolled in the Japanese language education study program as well. The causes of anxiety in speaking Japanese can be seen in a variety of ways, including vocabulary knowledge, sentence patterns, confidence level, and so on. The objective of this research is to discover how worried Japanese people are and what causes their worry. This study's subjects were Japanese language students at the beginning and intermediate levels, each of levels had 50 students. This study took a qualitative approach and collected the data through observation and questionnaires. According to the study's findings, 60% of students at the beginning level did not sense anxiety when speaking Japanese, despite the fact that their worried behavior indicated linguistic anxiety. Scratching the head and moving the hands, for example. Meanwhile, 60% of middle-level students were afraid to speak Japanese because they lacked command of vocabulary and sentence patterns.
Co-Authors Ahmad Yulianto Ai Sumirah Setiawati Akhiroh, Elok Nur Andriyanto, Fathoni Andy Moorad Andy Moorad Oesman Aprena, Fatih Almas Areni Yulitawati Supriyono Cahyo Hasanudin Chevy Kusumah Wardhana Didik Nurhadi Diyah Istiqomah, Diyah Djodjok Soepardjo Dyah Prasetiani Dyah Prasetiani Endang Kurniawati, Endang Esti Sudi Utami firdaus, zuhairina Fitriana, Melinia Nur Ida Zulaeha Ida Zulaeha Indriyani, Eka ita yuliana Kocimaheni, Amira Agustin Lilis Hidayati Lisda Nurjaleka Listriani, Listriani Listriani, Listriani Maria Johana Ari Widayanti Nabeshima, Yoshiro Nafi’ah, Fiki Zakiyatun Nita Kusumawati Nugroho, Him'mawan Adi Nugroho, Muhammad Dimas Seiya Pambajeng, Naufal Arya Pertiwi, Sindi Bina Ari Yaningsih Pratidina, Luthfia Pratidina, Luthfia Rafif, Abdillah Muthi Ramadhan, Fitria Bakthi Resi, M. Fadlur Retno Rohanawati Rif’an, Riza Ali Rike Riszki Yunitasari Rina Supriatnaningsih Rohanawati, Retno Rohmatulloh, Fajar Sara, Fransiska Niken Sari, Shelly Novita Setiyani Wardhaningtyas Setiyani Wardhaningtyas Sherly F Lensun Silvia Nurhayati Siti Yuliani, Siti Sri Waryanti Subyantoro Suratno Suratno Swari Araminta Safama Tama, Marzusa Surya Utami, Sudi Esti Wahyu Setiawan Waryanti, Sri Yunitasari, Rike Riszki Yuyun Rosliyah Zukhaira -