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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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Membangun Karakter Konservasi melalui Origami bagi Pembelajar Bahasa Jepang Lispridona Diner
Anterior Jurnal Vol 18 No 1 (2018): Anterior Jurnal
Publisher : ​Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.547 KB) | DOI: 10.33084/anterior.v18i1.402

Abstract

Character education has an important role in individual development. Every individual who has good character starts early. In Indonesia, character education in recent years has become part of formal education. It starts with character-based PAUD, followed by SD to SMA/MK/MAN which uses a curriculum known as the 2013 curriculum (kurtilas or K13). At universities such as Semarang State University (UNNES) since March 12, 2010 Unnes declared itself to be a Conservation University. As a Conservation University, since then UNNES has a vision of "becoming an international-standard conservation university that is healthy, superior and prosperous in 2020". To support the program, community service is carried out by realizing character education through origami. The method of implementation in this service program is teaching and evaluation. The servant is an observer who observes the process of directing the activities directly to the community from the beginning to the end. On the implementation of the participants were 32 people. Based on the activities that have been carried out it can be concluded that through origami can realize the character of conservation of UNNES which is humanistic, creative and honest by 100%, inspirational, caring, sporty and fair at 80%. While innovative is 70%.
Evaluasi Rencana Pembelajaran Semester Mata Kuliah Nihonjijo Dan Seminar Desain Skripsi Lispridona Diner
Anterior Jurnal Vol 19 No 2 (2020): Anterior Jurnal
Publisher : ​Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.226 KB) | DOI: 10.33084/anterior.v19i2.1458

Abstract

The Semester Learning Plan (RPS), prepared based on current needs, we received this information from the stake holders, and also followed the demands set by UNNES itself. To find out, the RPS can be used again in the next semester, then the preparation of the RPS needs to be evaluated. The purpose of the evaluation of the RPS is to find out whether the RPS that has been prepared needs to be improved and can be used or can no longer be used in the next school year. The RPS evaluated in this article are the RPS of the thesis design seminar course, the nihonjijo course and the kaiwa chukyu kohan course. The RPS is evaluated based on KKNI and UNNES conservation values. Based on the evaluation results, the RPS of the thesis design seminar course and the kaiwa chukyu kohan course need a revision in the CPMK, UNNES conservation values are described in accordance with FBS. While the nihonjijo course needs to be revised on CPL referring to KKNI and CPMK prepared by describing the conservation values of FBS.
Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama Lispridona Diner
JLA (Jurnal Lingua Applicata) Vol 3, No 1 (2019)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (529.318 KB) | DOI: 10.22146/jla.53309

Abstract

Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.
Penggunaan Buku Ajar Nihongo Kirakira I pada Pembelajaran Bahasa Jepang di SMA Kesatrian I Semarang Nita Kusumawati; Lispridona Diner
JLA (Jurnal Lingua Applicata) Vol 4, No 1 (2020)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jla.57218

Abstract

Nihongo Kirakira I is a textbook published by The Japan Foundation and compiled by following the Content Competencies and Basic Competencies of the 2013 curriculum for secondary education. This book has fulfilled the requirements of the Ministry of Education and Culture to answer the needs of basic level Japanese language learners, equivalent to the level 5 JLPT (Japanese Language Proficiency Test). Preliminary studies show that there are positive responses regarding to this book from students in Kesatrian 1 High School Semarang. This study aims to investigate the further responses about Japanese language learning by using Nihongo Kirakira I. This research was conducted by using quantitative descriptive methods, involving 72 respondents in Kesatrian High School 1. The data were obtained through open and closed questionnaires, then analyzed by using percentage descriptive techniques. The result shows that 42 respondents (58%) gave "good" response and 30 respondents (42%) gave "not good" response. Poor responses are caused by respondents’ difficulty in pronouncing Japanese vocabulary and in reading hiragana and katakana letters. In general, respondents thought that learning Japanese using Nihongo Kirakira I is adequate. 
EFEKTIVITAS MEDIA GAMBAR DALAM PENGAJARAN KUREMASU PADA MATA KULIAH STRUKTUR (BUNPOO) BAHASA JEPANG Diner, Lispridona
Lembaran Ilmu Kependidikan Vol 38, No 1 (2009)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v38i1.494

Abstract

The research was aimed to know the effectiveness of picture as media inteaching kuremasu in Japanese Structure class. The research is quantitative. The datawere the students’ ability after attending kuremasu presented through picture. Themethod of the research is experimental. The data were analyzed with t-test. The resultshowed that most of the students’ ability improved after having the picture as a mediain teaching kuremasu.Kata kunci : kuremasu, media gambar
KESALAHAN PENGGUNAAN JOSHI PADA PEMBELAJARAN BAHASA JEPANG TINGKAT DASAR Diner, Lispridona
Lembaran Ilmu Kependidikan Vol 42, No 1 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v42i1.2705

Abstract

Joshi memiliki peranan penting dalam komunikasi bahasa Jepang. Jenis joshi yang banyak dan fungsinya yang sama tersebut, menjadi salah satu penyebab kesalahan pembelajar bahasa Jepang ketika menggunakannya dalam berkomunikasi melalui bahasa tulis dan bahasa lisan. Hal tersebut dapat dilihat melalui hasil ujian mata kuliah struktur bahasa Jepang tingkat dasar (bunpo shokyu kohan). Kesalahan pembelajar sebagian besar terdapat pada penggunaan partikel, maka tujuan penelitian ini adalah mengetahui kesalahan apa saja dan penyebab kesalahan penggunaan joshi yang dilakukan oleh pembelajar bahasa Jepang. Pendekatan penelitian ini menggunakan pendekatan kualitatif. Data penelitian ini berupa sumber tulisan yaitu hasil ujian mata kuliah bunpo shokyu kohan. Berdasarkan pembahasan, disimpulkan bahwa kesalahan penggunaan joshi oleh pembelajar bahasa Jepang yaitu penggunaan joshi ni, de, wa, ga, e. Kesalahan bahasa tersebut yaitu intrabahasa, pembelajar bahasa dalam menggunakan joshi dalam bahasa Jepang dipengaruhi oleh bahasa ibu dan pembelajar tidak dapat membedakan dan memahami dengan benar fungsi joshi dalam kalimat bahasa Jepang. Joshi are important in communication of Japanese language. Kinds and that functions as the same of joshi, can is one of reasons error to use joshi for Japanese language learner in communication by writing or speaking. It can be looked by test grammar Japanese language basic level. Error, a learner mostly found in the used of particles, then purpose of this study is know about error anything and the cause of mistake or error use in joshi conducted by Japanese learner. Approach this research using a qualitative approach. These data in form of sources written which is exams course of Japanese grammar basic level. The result of research show that error was used joshi by Japanese learner are joshi ni, de,  wa, ga and e. Error of that language is intralanguage, Japanese learner when used Japanese influenced by mother tongue and the learner couldn’t distinguish of joshi function and understanding correctly of joshi function in Japanese language.
Analisis Kesulitan Penggunaan Partikel Wa, No, Ni, De pada Siswa MAN 1 Kebumen Swari Araminta Safama; Lispridona Diner
JLA (Jurnal Lingua Applicata) Vol 6, No 1 (2022)
Publisher : DBSMB, Vocational College of Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jla.75070

Abstract

Errors in using Japanese particles are often made by Japanese language learners in Indonesia. The purpose of this study is to identify 1) the types of difficulties in using particles in Japanese sentences, 2) the underlying causes faced by students in the language and culture class at MAN 1 Kebumen, and 3) their strategies for resolving these issues. Descriptive quantitative research methodologies were used in this study. Tests and questionnaires were employed as research tools, with questionnaires distributed to 61 students. The findings indicated that the majority of respondents had trouble using the wa, ni, and de particles. Specifically, 75% of students struggled to place the particles correctly in a sentence, and up to 61% of students had difficulties understanding how to use them. These problems were caused by both internal and external factors, including a lack of willingness to learn about particles, inadequate explanations of particle functions in the textbook, insufficient self-learning of particle meaning and usage after class, and a teaching style perceived as less diversified by the students. To overcome these challenges, students employed various strategies such as taking notes about particles, searching for particle functions on the internet, consulting others who were more knowledgeable about the subject, asking friends, and seeking direct assistance from the teacher.
On improving Kaiwa (会話) assessment: incorporating JF Standard descriptors and MFRM Rina Supriatnaningsih; Ahmad Yulianto; Lispridona Diner
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63075

Abstract

Despite the available rubrics, assessing speaking objectively has been a debatable issue to language assessment experts mostly due to the dependence on the raters’ authority. Scoring speaking performance often results in unfairness since subjectivity may come into play. Kaiwa (Speaking) is one of the four competencies examined in Japanese language assessment. On one hand, objective and accurate speaking assessment is badly needed. On the other hand, raters tend to overrate or underrate at times. Using Many-Facets Rasch Measurement (MFRM) and JF Standard descriptors, this study aimed to evaluate the Japanese speaking (Kaiwa) assessment. To this end, a cohort of 75 freshmen, consisting of 28 males (37%) and 47 females (63%), were assessed on the five-rubric scale (comprehension, vocabulary, structure, fluency, and pronunciation). These students’ age ranged from 18 to 20 years of age and their Japanese proficiency level was equal to N5. Two raters were involved in the assessment. The result revealed that: (1) 29 biases were found in rater-student interaction and rater-component interaction; (2) different patterns of rating behaviour were discovered. Rater 1 was more lenient than rater 2 but rater 2 was more consistent; (3) pronunciation and fluency are components that contributed the most to bias while structure was the most objective component being scored. For examiners, this result implies that scoring moderation should be held before grading students. For policymakers, the implication of the study suggests that modifications in the assessment rubric and statistical control be made so that fairer ratings could be achieved.
KAJIAN BUDAYA JEPANG DALAM BUKU 20 TEMA SEBAGAI MATERI PEMBELAJARAN MEMBACA Lispridona Diner; Andy Moorad
Jurnal Penelitian Pendidikan Vol 27, No 1 (2010): April 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v27i1.190

Abstract

Jenis cara melakukannya untuk mengenal budaya Jepang. Setiap kesempatan, Jepang selalu memperkenalkan budaya mereka. Kita bisa tahu budaya Jepang dengan bahan penelitian apa yang harus diajarkan di kuliah. Tujuan penelitian ini adalah untuk mengetahui subtastance budaya Jepang dalam buku 20 Tema itu. Hasil pemeriksaan oleh budaya adalah 1). kegiatan; budaya kerja (pekerja keras), melestarikan kawasan, membaca komik dan gedung pernikahan, 2) fisik; di atas gedung ada kafe, meskipun jenis bangunan dipengaruhi oleh jenis  bangunan eropa tapi di Bangunan telah "tatami". Untuk saat ini orang Jepang menutup diri mereka dari luar atau budaya asing. Saat ini budaya asing dapat masuk ke Jepang, tapi orangorang Jepang yang terus-menerus mempertahankan budaya nenek moyang mereka sebagai warisan budaya. Keyword: Kebudayaan, Pembelajaran
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 -