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<![CDATA[PELAFALAN BUNYI PANJANG BAHASA JEPANG PADA MAHASISWA, PENGAJAR DAN PENUTUR ASLI BAHASA JEPANG PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS BRAWIJAYA. ]]>
<![CDATA[Febriyanti, Rike]]>;
<![CDATA[Indrowaty, Sri Aju]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[Penelitian ini menunjukkan bahwa (1) pelafalan kosakata bunyi panjang yang dihasilkan pengajar dan mahasiswa cenderung lebih pendek daripada penutur asli. (2) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh pengajar dengan penutur asli. (3) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh mahasiswa dengan penutur asli. (4) Pelafalan kosakata bunyi panjang oleh mahasiswa lebih pendek daripada pengajar tetapi data pelafalan kosakata bunyi panjang oleh pengajar standar deviasinya sangat tinggi daripada mahasiswa dan penutur asli. Kata Kunci: pelafalan, kosakata bunyi panjang, guru, murid, penutur asli]]>
<![CDATA[PELAFALAN BUNYI PANJANG BAHASA JEPANG PADA MAHASISWA, PENGAJAR DAN PENUTUR ASLI BAHASA JEPANG PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS BRAWIJAYA. ]]>
<![CDATA[Febriyanti, Rike]]>;
<![CDATA[Indrowaty, Sri Aju]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
Show Abstract
|
Download Original
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Original Source
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Full PDF (445.738 KB)
<![CDATA[Penelitian ini menunjukkan bahwa (1) pelafalan kosakata bunyi panjang yang dihasilkan pengajar dan mahasiswa cenderung lebih pendek daripada penutur asli. (2) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh pengajar dengan penutur asli. (3) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh mahasiswa dengan penutur asli. (4) Pelafalan kosakata bunyi panjang oleh mahasiswa lebih pendek daripada pengajar tetapi data pelafalan kosakata bunyi panjang oleh pengajar standar deviasinya sangat tinggi daripada mahasiswa dan penutur asli. Kata Kunci: pelafalan, kosakata bunyi panjang, guru, murid, penutur asli]]>
<![CDATA[Japanese Language Rhetoric of the Japanese Education Students’ at the Speech Contest ]]>
<![CDATA[Febriyanti, Rike]]>
<![CDATA[ Lingua Cultura Vol 13, No 3 (2019): Lingua Cultura ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v13i3.5742
<![CDATA[The research aimed to analyze the speech rhetoric quality of the students of Japanese Language Education, Brawijaya University using a descriptive qualitative design. The method applied a discourse analysis method written by Krippendoff which included coding, classification, interpretation, and evaluation. The object of this research was students’ speech for Japanese Speech Contest of UB 2018. The data were seven video recordings of seven speeches delivered by seven students who participated in this speech contest. It it concluded that the quality of the students’ speech is not satisfactory in the criteria of content and expression. The students also show weaknesses in pronunciation and grammar in their speech. This research indicates that when the students are allowed to be honest to express their mind freely in the Japanese language, the speech will reflect each student’s actual language mastery, because language teaching inside the classroom is the most dominant language exposure for the students, any advancement in Japanese language teaching will significantly uplift the quality ofthe speech.]]>
<![CDATA[ANALISIS RESPON PESERTA DIDIK TERHADAP MAHASISWA PRAKTIKAN P4 PADA PEMBELAJARAN DARING SMA ]]>
<![CDATA[Septyaningtyas, Ade Palupi]]>;
<![CDATA[Febriyanti, Rike]]>;
<![CDATA[Andajani, W T]]>
<![CDATA[ Jurnal Pendidikan Bahasa Jepang Undiksha Vol 8, No 1 (2022) ]]>
Publisher : <![CDATA[Undiksha Press ]]>
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DOI: 10.23887/jpbj.v8i1.41359
<![CDATA[Semenjak terjadinya pandemi covid-19, proses pembelajaran yang awalnya luring berubah menjadi daring sebagai alternatif yang harus dilaksanakan guna memutus rantai penyebaran virus corona. Penelitian ini bertujuan untuk menganalisis respon peserta didik terhadap mahasiswa praktikan P4 pada pembelajaran daring SMA. Penelitian ini menggunakan jenis penelitian kualitatif dengan metode deskriptif-kualitatif. Instrumen yang digunakan dalam penelitian ini menggunakan angket/kuesioner. Teknik pengumpulan data yang dilakukan menggunakan angket yang dibagikan melalui platform Google Formulir untuk memudahkan peneliti maupun responden untuk menjawab pertanyaan pada kuesioner/angket tanpa harus melakukan tatap muka karena dikhawatirkan akan terjadi penyebaran virus corona. Teknis analisis data dalam penelitian ini menggunakan 4 kategori skala likert, yaitu Sangat setuju (SS), setuju (S), tidak setuju (TS), dan sangat tidak setuju (STS). Dengan menggunakan 4 kategori diatas peneliti membuat 10 pernyataan yang harus diisi oleh sampel/responden. Dari 4 kategori diatas akan dikelompokkan menjadi 2 respon positif dan negatif. Kemudian dicari rata-rata persentase respon dengan membagi jumlah persentase respon dengan jumlah pernyataan dalam angket. Berdasarkan hasil penelitian, 21 peserta didik kelas XI IPS 1 SMAN 02 Batu memilih jawaban setuju mengenai respon terhadap mahasiswa praktikan P4 pada pembelajaran daring dan termasuk dalam kategori sangat baik. Hal tersebut dapat dilihat dari persentase 98.6% jawaban bernilai positif (untuk opsi sangat setuju dan setuju) dan 1.4% jawaban bernilai negatif (untuk opsi tidak setuju dan sangat tidak setuju) dari hasil respon peserta didik. Kata kunci: respon peserta didik, mahasiswa praktikan P4, pembelajaran daring]]>
<![CDATA[PELAFALAN BUNYI PANJANG BAHASA JEPANG PADA MAHASISWA, PENGAJAR DAN PENUTUR ASLI BAHASA JEPANG PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS BRAWIJAYA. ]]>
<![CDATA[Rike Febriyanti]]>;
<![CDATA[Sri Aju Indrowaty]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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<![CDATA[Penelitian ini menunjukkan bahwa (1) pelafalan kosakata bunyi panjang yang dihasilkan pengajar dan mahasiswa cenderung lebih pendek daripada penutur asli. (2) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh pengajar dengan penutur asli. (3) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh mahasiswa dengan penutur asli. (4) Pelafalan kosakata bunyi panjang oleh mahasiswa lebih pendek daripada pengajar tetapi data pelafalan kosakata bunyi panjang oleh pengajar standar deviasinya sangat tinggi daripada mahasiswa dan penutur asli. Kata Kunci: pelafalan, kosakata bunyi panjang, guru, murid, penutur asli]]>
<![CDATA[STRATEGI KESOPANAN BERBAHASA JEPANG DALAM KORESPONDENSI SURAT ELEKTRONIK BISNIS YANG DISARANKAN OLEH PENUTUR ASLI BAHASA JEPANG ]]>
<![CDATA[Rike Febriyanti]]>
<![CDATA[ Erudio Journal of Educational Innovation Vol 5, No 1 (2018): Erudio Journal of Educational Innovation ]]>
Publisher : <![CDATA[Universitas Brawijaya ]]>
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DOI: 10.18551/erudio.5-1.4
<![CDATA[From 2016 to 2017, the writer composed a pocket book correspondence business email in Japanese language for her students who were completing internship program at Japanese companies in Indonesia. To assess the quality of the book in the perspective of native Japanese speakers who were business practitioners in Indonesia, the writer asked the native speakers to assess and to give advice on the quality of the book. The native speakers then suggested some aspects to be reviewed in the pocket book to make the sentences more polite without losing their practicality and effectiveness. This current study attempted to investigate the use of politeness strategies as suggested by two Japanese native speakers, in the theoretical framework as defined by Brown and Levinson (1978), among businessmen in their written international business communication especially in email. Based on interview and analysis made by the native speakers, the writer found that they suggested using positive and shorter expressions in expressing orders, requests, offers, complaints, apologies, and suggestions.]]>
<![CDATA[ANALISIS RESPON PESERTA DIDIK TERHADAP MAHASISWA PRAKTIKAN P4 PADA PEMBELAJARAN DARING SMA ]]>
<![CDATA[Ade Palupi Septyaningtyas]]>;
<![CDATA[Rike Febriyanti]]>;
<![CDATA[W T Andajani]]>
<![CDATA[ Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 1 (2022) ]]>
Publisher : <![CDATA[Undiksha Press ]]>
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DOI: 10.23887/jpbj.v8i1.41359
<![CDATA[Semenjak terjadinya pandemi covid-19, proses pembelajaran yang awalnya luring berubah menjadi daring sebagai alternatif yang harus dilaksanakan guna memutus rantai penyebaran virus corona. Penelitian ini bertujuan untuk menganalisis respon peserta didik terhadap mahasiswa praktikan P4 pada pembelajaran daring SMA. Penelitian ini menggunakan jenis penelitian kualitatif dengan metode deskriptif-kualitatif. Instrumen yang digunakan dalam penelitian ini menggunakan angket/kuesioner. Teknik pengumpulan data yang dilakukan menggunakan angket yang dibagikan melalui platform Google Formulir untuk memudahkan peneliti maupun responden untuk menjawab pertanyaan pada kuesioner/angket tanpa harus melakukan tatap muka karena dikhawatirkan akan terjadi penyebaran virus corona. Teknis analisis data dalam penelitian ini menggunakan 4 kategori skala likert, yaitu Sangat setuju (SS), setuju (S), tidak setuju (TS), dan sangat tidak setuju (STS). Dengan menggunakan 4 kategori diatas peneliti membuat 10 pernyataan yang harus diisi oleh sampel/responden. Dari 4 kategori diatas akan dikelompokkan menjadi 2 respon positif dan negatif. Kemudian dicari rata-rata persentase respon dengan membagi jumlah persentase respon dengan jumlah pernyataan dalam angket. Berdasarkan hasil penelitian, 21 peserta didik kelas XI IPS 1 SMAN 02 Batu memilih jawaban setuju mengenai respon terhadap mahasiswa praktikan P4 pada pembelajaran daring dan termasuk dalam kategori sangat baik. Hal tersebut dapat dilihat dari persentase 98.6% jawaban bernilai positif (untuk opsi sangat setuju dan setuju) dan 1.4% jawaban bernilai negatif (untuk opsi tidak setuju dan sangat tidak setuju) dari hasil respon peserta didik. Kata kunci: respon peserta didik, mahasiswa praktikan P4, pembelajaran daring]]>
<![CDATA[Japanese Language Rhetoric of the Japanese Education Students’ at the Speech Contest ]]>
<![CDATA[Rike Febriyanti]]>
<![CDATA[ Lingua Cultura Vol. 13 No. 3 (2019): Lingua Cultura ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.21512/lc.v13i3.5742
<![CDATA[The research aimed to analyze the speech rhetoric quality of the students of Japanese Language Education, Brawijaya University using a descriptive qualitative design. The method applied a discourse analysis method written by Krippendoff which included coding, classification, interpretation, and evaluation. The object of this research was students’ speech for Japanese Speech Contest of UB 2018. The data were seven video recordings of seven speeches delivered by seven students who participated in this speech contest. It it concluded that the quality of the students’ speech is not satisfactory in the criteria of content and expression. The students also show weaknesses in pronunciation and grammar in their speech. This research indicates that when the students are allowed to be honest to express their mind freely in the Japanese language, the speech will reflect each student’s actual language mastery, because language teaching inside the classroom is the most dominant language exposure for the students, any advancement in Japanese language teaching will significantly uplift the quality ofthe speech.]]>
<![CDATA[Production of Vowel /ə/ in Sundanese by Japanese Native Speakers in First Exposure ]]>
<![CDATA[Rike Febriyanti]]>;
<![CDATA[Lailatul Husna]]>
<![CDATA[ Lingua Cultura Vol. 14 No. 2 (2020): Lingua Cultura ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v14i2.6763
<![CDATA[The research described native Japanese speakers’ perception of Sundanese vowel /ə/ after the first exposure to a controlled naturalistic input of conversation. The research worked in respect of Brown’s model of L2 speech perception and L1 feature geometry, which sought to relate theories of segmental phonology to L2 speech perception and the first exposure treatment. Some Sundanese native speakers conducted a conversation that contained the /ə/ vowel in front of five Japanese native speakers with no prior exposure to Sundanese. Therefore, the researchers had collected speech data from five L1 Japanese native speakers (three males, two females, Mage = 22, SD = 2,1). The Japanese were asked to listen to the short conversation and imitate vowel /ə/, which did not exist in the Japanese language vowel inventory. The observation confirmed Brown’s hypothesis that L2 perception of /ə/ vowel was constrained by the L1 feature geometry. L1 Japanese language phonological properties worked as a perceptual filter to Sundanese L2 input, causing the Japanese L2 learners to perceive only the vowel discriminated by phonological features presented in Sundanese. The data show that the Japanese native speakers are able to overcome the perceptual filters so they can produce various frequencies of vowel /ə/, which are statistically similar to the frequency produced by Sundanese native speakers. The research implies that the possibility of learning new sounds from an entirely new language is wide open when the learner is able to pass through the L1 perceptual filter. ]]>
<![CDATA[Kemampuan Pemelajar Bahasa Jepang dalam Melafalkan Bunyi Nasal /n/ yang Diikuti Konsonan Bilabial /p/ ]]>
<![CDATA[Nadia Asnita]]>;
<![CDATA[Rike Febriyanti]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.68352
<![CDATA[Japanese has a variety of sounds with very interesting features, but these features can cause mispronunciation, especially by foreign students. This study aims to determine the ability of Indonesian Japanese learners to pronounce the nasal consonant /n/ when followed by a bilabial consonant (両唇音) especially /p/. This study uses the descriptive qualitative method, conducted to 10 Japanese language students at Brawijaya University by analyzing their voices using Praat when reciting 3 Japanese sentences which contains [shinpai], [tenpura], and [kanpeki]. We also recorded the voice of Japanese native speakers when reciting the same sentences and use it as a research guide during data analyzing process. From the analysis of pronunciation by native speaker, it is found that the nasal sound produced is a labiodental nasal sound /ɱ/, and there was a stop without vibration when the mouth was closed or in Japanese known as “heisa” (閉鎖) which caused a bilabial popping sound when pronouncing the /p/ sound after the nasal. While for students, it is found that they had several pronunciations similar to the native speaker, but most of them are different pronunciations. The different pronunciations were found in the form of nasal sounds pronounced /n/ only or /m/ only. Some even spell /ng/, and some did not produce pops at the bilabial sound /p/, and other distinct pronunciation were also found in this research.]]>
