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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Diglossia Educate Erudio: Journal of Educational Innovation EDUCATIO : Journal of Education Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Ayumi : Jurnal Budaya, Bahasa, dan Sastra AlphabetAlphabet: A Biannual Academic Journal on Language, Literary, and Cultural Studies Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran Deskripsi Bahasa Jurnal Kata : Penelitian tentang ilmu bahasa dan sastra Chi`e: Jurnal Pendidikan Bahasa Jepang Kagami : Jurnal Pendidikan dan Bahasa Jepang
Sri Aju Indrowaty
Universitas Brawijaya
Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation of a pragmatic approach in the Minna No Nihongo I Indrowaty, Sri Aju; Dewi, Fitriana Puspita; Rahmawati, Femi Eka; Febrianda, Sony Difa; Fadila, Sinta
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 7 No 1 (2024)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v7i1.841

Abstract

This research explores the theoretical aspects of implementing the pragmatic approach in learning speaking skills/kaiwa, as outlined in Minna No Nihongo 1's book. The pragmatic approach is a learning approach to improve students' speaking/kaiwa skills in the classroom, prioritizing contextualized learning of speaking skills. This emphasis on context becomes particularly significant throughout the learning process. By employing this approach, students, including those in secondary schools and universities, can closely simulate practical speaking conditions, both verbally and in written form. The method used is qualitative descriptive with purposive sampling. Therefore, applying the pragmatic approach has proven effective in promoting active learning, significantly improving students' speaking skills inside and outside the classroom. The Japanese language learning process should be designed to meet practical language needs that correspond to real-world situations. By incorporating patterns based on pragmatic studies, learners undergoing Japanese learning experiences will naturally connect with the practical aspects of communication in the language learning process.
Bentuk Impresi/Kandoushi Maskulinitas dan Feminitas dalam Anime Kimi no Na wa Indrowaty, Sri Aju; A.B Cahyono; F.E. Rahmawati; S. D. Febrianda; D.N. Latifah
Kagami : Jurnal Pendidikan dan Bahasa Jepang Vol. 16 No. 1 (2025): Kagami: Jurnal Pendidikan dan Bahasa Jepang
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/kagami.161.01

Abstract

Language is something that cannot be separated when socializing with others, and it adapts not only to the origin of language, but also to ethnic origin, social status and gender (Dor et al., 2014). This research will discuss the types and meanings of kandoushi in masculinity and femininity in the anime Kimi no na wa with the aim of explaining the types and meanings of kandoushi in anime. This study uses a qualitative method by using secondary data sources taken from the recording and listening techniques. This research uses theories taken from Iwabuchi and Terada Takanao. The data source used in this study is the dialogue and situation in the anime "Kimi no Na wa" (2016) with a total duration of 1 hour 45 minutes 35 seconds. The results obtained from this study are that kandoushi has four types, namely kandou, outou, yobikake and aisatsugo. Kandou expresses a feeling of surprise, outou reveals the answer, yobikake reveals the invitation, and Aisatsugo expresses a greeting.
Learning Loss Lessons in Moji-Goi Sri Aju - Indrowaty; Eti Setiawati; Wiranto Aji Dewandono; Nurul Faizah; Sofyan Sukrian Sachputra; Sony Difa Febrianda
EDUCATIO : Journal of Education Vol 9 No 1 (2024): May 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

After the COVID-19 pandemic for approximately 2 years, a lot of learning that is usually face-to-face is finally done online or in hybrid ways. Certain learning phases, like writing hiragana, katakana, and kanji in a face-to-face classroom, are not transferable to online learning. The goal of this study is to mitigate the learning loss that happens when face-to-face instruction in Japanese language classes is substituted by online learning. The method used is descriptive qualitative by presenting various ways of teaching Moji-Goi using learning media and YouTube. According to John Keller (2021), learning should use the ARCS method (Attention, Relevance, Confidence, and Satisfaction) so that learning loss can be overcome with various treatments including the ARCS method and various uses of media such as cards, games, songs, role-play, and YouTube. This research also intends to introduce JF (Japan Foundation) Standard learning and share information about Japanese language teaching, especially about Moji-Goi (Vocabulary-letters)
Co-Authors A.B Cahyono Aini, Alfina Nur Alfina Nur Aini Amalia Savitri, Laily Ambarastuti, Retno Dewi Ardian, Dhani Budiana, Nia Budiana D.N. Latifah Dewandono, Wiranto Aji Dhea Yhustien Wahyuning Diah Ayu Wulan Eti Setiawati Eti Setiawati, Eti F.E. Rahmawati Fadila, Sinta Febrianda, Sony Difa Femi Eka Rahmawati Fitriana Puspita Dewi, Fitriana Puspita Hasna, Oktavia Ika Farihah Hentihu Ika Maulida Kusuma Dewi Lestari, Ida Puji Nia Budiana Nurul - Faizah Nurul Faizah Nurul Faizah NURUL FAIZAH Oktavia Hasna Retno Dewi Ambarastuti S. D. Febrianda Sachputra, Sofyan Sachputra, Sofyan Sukrian Santi Andayani Sofyan Sukrian Sachputra Sony Difa Febrianda Sumarlam Sumarlam Sumarlam Sumarlam Sumarlam Sumarlam Sumarlam, Sumarlam Sumarlam, Sumarlam Sumarlam Wandayani Goeyardi Wiranto Aji Dewandono Yhustien, Dhea Zalianti, Nur Halizah