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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Omiyage: Jurnal Bahasa dan Pembelajaran Bahasa Jepang Jurnal Penelitan Mahasiswa Indonesia Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Abdi Cendekia: Jurnal Pengabdian Masyarakat Al-Irsyad: Journal of Education Science Journal of Innovative and Creativity
Ni Nengah Suartini
Universitas Pendidikan Ganesha
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Analisis Strategi Pembelajaran Bahasa Jepang Dasar di LPK Fuji Academy Bali Cabang Denpasar ida adnyani; Ni Nengah Suartini; Yeni Yeni
Omiyage : Jurnal Bahasa dan Pembelajaran Bahasa Jepang Vol. 8 No. 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/m786k541

Abstract

This study aims to describe the effective strategies used in basic level Japanese learning at LPK Fuji Academy Bali Denpasar Branch, and the factors underlying the use of these learning strategies. This is a descriptive qualitative research.The subject in this research is one of the teachers and Karasu class. Data collection methods used by observation, interviews, and documentation. The data analysis technique in this research is qualitative descriptive analysis. The results showed that effective strategies used in basic Japanese learning activities are innovative learning strategies of TPS (Think-Pair-Share) type, role play, gossiping groups activity, DRTA (Direct-Reading-Thinking-Activity), mind maps, key words pictorial, guessing from context, EEE (Exploration-Explanation-Expressing), Karuta game, and tongue twister. The textbooks used in basic Japanese learning activities are Minna no Nihongo 1 and 2, and Irodori shokyuu 1 and 2. The various factors underlying the use of these strategies are internal and external factors, the use of stimulus to avoid learning boredom, reinforcement of learning to maximize language skills, and efforts to improve student learning outcomes. Keywords : Language Learning Targets, Basic Learning Strategies, Job Training Institute, Irodori, Minna no Nihongo.
Analisis Tindak Tutur Direktif Dalam Manga One Punch Man Vol. 34 Bab ( 208 - 213 ) Karya One, Murata Yusuke Jonathan Sebastian Wamaer; Putu Dewi Merlyna Yuda Pramesti; Ni Nengah Suartini
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Abstract

This study aims to identify the forms, analyze the pragmatic functions, and reveal the influence of the situational context (SPEAKING) on the use of directive speech acts in the manga One Punch Man Volume 34 (Chapters 208–213) by ONE and Yusuke Murata. The approach used is qualitative descriptive with a textual case study design. Data were collected using the observation method and note-taking technique, then analyzed through the stages of data reduction, data presentation, and conclusion drawing supported by source, theory, and method triangulation. The results show that there are 15 directive speech act data points divided into four categories based on Namatame's theory: commands or meirei (10 data points), suggestions or teian (3 data points), requests or irai (1 data point), and prohibitions or kinshi (1 data point). Speech acts with the meaning of permission or kyoka were not found, given the action-battle narrative background that minimizes such requests. Pragmatically, commands and prohibitions are dominated by direct realization through explicit imperative markers to force or prevent crucial actions amid crises. Conversely, suggestions and requests tend to be delivered indirectly, such as through the use of rhetorical interrogative sentence moods or the quotation of third-party messages. This indirect strategy functions to provide psychological intervention and empathetic reprimands without relinquishing the speaker's authority. In conclusion, the selection of speech act forms and functions is heavily influenced by situational context components, particularly Participants, Setting and Scene, and Ends. This strongly proves that dialogue in action manga is not merely a medium for conveying narrative, but rather an instrument of power negotiation, survival strategy, and hierarchy formation amidst escalating conflict.
Second Language Learning Strategy for Young Learners: Learning Hiragana as A Process in Japanese Language Acquisition Desak Made Sri Mardani; Pratomo Widodo; Erna Andriyanti; Ni Nengah Suartini
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 1 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i1.60681

Abstract

Abstract. Learning strategies in the Japanese language for young learners tend to be applied to children in Japanese mixed-married families or foreign children in Japan. However, this study tried to apply a learning strategy for a young learner who does not have a background in the Japanese environment or experience with Japanese people and culture. This study aims to describe a learning strategy by applying mnemonics to young learners in Japanese language acquisition, particularly in the Japanese character Hiragana. This research used qualitative descriptive design, with research instruments that include researchers, observation forms, and literature sources. The data collected in this study were analyzed using an interpretive approach. This study used a mnemonics-based digital tool application was used to assist the young learner in learning the Japanese character, Hiragana. This study shows that mnemonics can improve young learners' Hiragana acquisition. Learning strategy by applying mnemonics helps the young learner memorize each character and improves associative skills and Japanese vocabulary as a language acquisition process. Some characters are similar and confusing for beginners, and some Japanese characters do not exist in Indonesian, which makes it difficult for learners to pronounce them. The application greatly helps the subject memorize each character and improves associative skills and Japanese vocabulary as a language acquisition process. Through continuous reading practice, the subject can distinguish almost similar characters and help pronounce vocabulary. This application is very effective for parents who want to introduce Hiragana characters to young learners, with intensive reading practice and creating an environment that uses Hiragana.Keywords: learning strategy, mnemonics, Hiragana, young learner, language acquisition
Co-Authors Anak Agung Putu Kusuma Aryadi Anak Agung Sri Suartini Andika Padmadinarta Antartika, I Kadek Desak Made Dwitawati Desak Made Sri Mardani Desak Made Sri Mardani Desak Made Sri Mardani Drs. I Wayan Darsana,M.Ed . Dwi Yuliadhita Wulandari Erna Andriyanti Gede Satya Hermawan I Gede Parwata Darma Putra Darma Putra I Gusti Ayu Ayusya .Anggayasti I Gusti Ayu Made Intan Novita Sari I Kadek Dwi Sanmadimantara I Made Agus Nugraha Arta Wiguna I Made Dwi Pranawa Wismaya I Made Rusma Antara I Putu Dody Rama Suciptha I Putu Siarta I Wayan Riku Anggawana I Wayan Sadyana ida adnyani Ida Ayu Putu Aryasti Purnamasari Ida Ayu Widya Purwani Ida Made Bagus Ramananda Irvina Restu Handayani Jonathan Sebastian Wamaer Kadek Dandi Wirawan Kadek Eva Krishna Adnyani Ketut Agus Supriadi Putra Khoridatul Bahiyah Luh Meilinda Nirayani Made Kusuma Wardani Ni Kadek Okti Pratiwi Ni Komang Noviasari Kusuma Ni Luh Ayu Nirmala Santi Ni Luh Eka Yuliastuti Ni Luh Mita Sari Ni Luh Niken Rimayanti Ni Luh Putu Abi Baruna Dewi Ni Made Ari Wilistyani Ni Made Ary Dharmini Ni Made Atik Harningsih Ni Nyoman Vivin Yulianti Ni Putu Murdi Anita Dewi Ni Putu Silvia Ardianti Ni Putu Tesyana Trisna Dewi Ni Putu Winda Tya Ariantari Ni Wayan Putri Ayu Ratna Ningsih Nyoman Desi Kusumawati Pande Made Vidyastuti Dewi Pratomo Widodo PUTU AYU Sanjani Putu Devi Ayu Andari Putu Dewi Merlyna Yuda Pramesti Putu Pebri Suradika Pebri Suradika Putu Shinta Desyana Kori Putu Wira Yudi Pratama Raditya Gita Candra Rahila Ayodia Pinka Siti Untiani Yeni Yeni