Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan Chi`e: Jurnal Pendidikan Bahasa Jepang
Febi Ariani Saragih
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
INTERFERENSI BAHASA INDONESIA TERHADAP PENGGUNAAN ADPOSISI BAHASA JEPANG PADA BAHASA TULIS (Studi Kasus terhadap Mahasiswa Angkatan 2010 Sastra Jepang Universitas Brawijaya, Malang) Febi Ariani Saragih
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 1 No. 1 (2014): Vol 1 No 1 Bulan Maret Tahun 2014
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v1n1.p%p

Abstract

Tujuan penelitian ini adalah untuk mengetahui (1) bagaimana kesalahan interferensi B1 dalam penggunaan adposisi bahasa Jepang, (2) bagaimana interferensi hubungan gramatikal dalam penggunaan adposisi bahasa Jepang yang muncul pada bahasa tulis, dan (3) bagaimana tingkat kesulitan adposisi bahasa Jepang berdasarkan  interferensi yang muncul pada bahasa tulis mahasiswa angkatan 2010 sastra Jepang Universitas Brawijaya, Malang. Metode yang digunakan dalam penelitian ini adalah kuantitatif dan kualitatif. Metode kuantitatif digunakan untuk mencari validitas dan realibilitas test, serta mencari frekuensi terbanyak dari kesalahan yang  dibuat siswa. Sumber data penelitian ini adalah siswa, sedangkan data diperoleh dari hasil tes yang dikerjakan siswa, serta hasil interview. Hasil yang diperoleh bahwa interferensi bahasa Indonesia pada penggunaan adposisi bahasa Jepang dalam kalimat yang  dibuat siswa terjadi pada adposisi  wa, mo, ga, o, ni, de,  dan  no.  Interferensi hubungan gramatikal yang terjadi pada penggunaan adposisi bahasa Jepang  dalam bahasa tulis yang dibuat siswa adalah transfer hubungan gramatikal B1 melanggar pola hubungan gramatikal B2, tetapi maknanya masih bisa dimengerti secara tersirat. Adposisi yang termasuk dalam transfer hubungan gramatikal B1 melanggar hubungan gramatikal B2 ini adalah  ni, e, de, o,  dan  no. Tingkat kesulitan adposisi bahasa Jepang berdasarkan  interferensi yang muncul pada bahasa tulis mahasiswa sastra Jepang angkatan 2010 Universitas Brawijaya Malang adalah taiou /transfer (1-1)→dounyuu/overdifferensiasi(0-1)→ tougou /konvergensi (2-1).
PENGARUH PEMAHAMAN BUSHU TERHADAP KEMAMPUAN MENGARTIKAN KANJI Febi Ariani Saragih; Lavitta Yulia
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 5 No. 2 (2018): VOL 5 No. 2 Bulan September 2018
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v5n2.p%p

Abstract

One of the difficulties of kanji learning is knowing the meaning of the kanji. This is a very vital thing because kanji is basically a symbol of meaning. Bushu is a kanji-forming factor that shows meaning. For this reason, this study wants to know the influence of bushu understanding on the ability to interpret kanji (a combination of kanji). The theory used in the research is the theory of bushu and kanji. This study using ex post facto research with a quantitative approach. The instrument in this study using a test. The test questions that have been made, are used to determine the level of understanding of bushu on interpreting kanji in Japanese education students 2015. The results showed that the average understanding of bushu respondents was 81.2. While the average understanding of bushu in interpreting the respondent's logo is 85.8. Based on the results of simple linear regression analysis, the magnitude of the influence of bushu understanding (X) on the ability to interpreting kanji (Y) is 50.7%. while the remaining 49.3% is influenced by other factors besides understanding bushu (X). The conclusion of the results of this study is there is a strong influence between understanding bushu on the ability to interpret the meaning of kanji.
PENGARUH CARA BELAJAR MENGGUNAKAN KAMUS DIGITAL DAN KAMUS MANUAL TERHADAP HASIL BELAJAR KANJI: STUDI KASUS TERHADAP MAHASISWA PENDIDIKAN BAHASA JEPANG ANGKATAN 2013UNIVERSITAS BRAWIJAYA Febi Ariani Saragih
Jurnalistrendi : Jurnal Linguistik, Sastra dan Pendidikan Vol 2 No 1 (2017)
Publisher : Universitas Nahdlatul Wathan Mataram

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

Abstract

Media in learning kanji is very diverse. For example is a dictionary. Dictionary is divided into two various. That is manual dictionary, and digital dictionary. Using both of dictionaries in learning kanjihad different effects. The aim of this study is to answer the problem which is 1) How do the students of Japanese language learn kanji by using a manual dictionary, 2) How do the students of Japanese language learn kanji by using a digital dictionary, 3) What is the effect of manual dictionary and digital on learning outcomes among students in Japanese language education. Learning theory says that learning is not just a change in behavior but rather the ways in which processes incoming information in a human being. Cognitive learning theory is divided into four models that are the discovery learning (Bruner), meaningful learning (Ausubel), information processing (Gagne) and intellectual development (Jean Piaget). In this study, the authors use a mixed method research. Sources of data are the form of interviews, questionnaires and study results card. The research sample is 58 people, using random sampling technique.The results of this study indicate that learning kanjiby using a manual dictionary is by writing which consistent with information processing model of cognitive learning. Learning kanji using digital dictionary is by writing and quiz which consistent with cognitive learning theory discovery model. From the analysis of the questionnaire data and the students study results, concluded that manual dictionary has more influence on student learning outcomes.
Exploring Students’ Perceptions of the Summary Method as a Reading Comprehension Strategy in Japanese Language Learning Nur Mustika Indah Permatasari; Febi Ariani Saragih
Chi e Journal of Japanese Learning and Teaching Vol. 13 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chie.v13i2.23409

Abstract

This study investigates students’ perceptions of implementing the summary method in the Advanced Reading 2 course of the Japanese Language Education Study Program at Brawijaya University. Conventional reading classes generally emphasize reading aloud and translating, which often leads students to focus on literal translation rather than comprehension (Trahutami, 2017). To overcome this limitation, the summary method was introduced to integrate reading, writing, and speaking skills, encouraging active language use during lessons. The study employed a descriptive qualitative approach with a case study design involving eight purposively selected students. Data were collected through questionnaires, interviews, and documentation. The findings show that most students viewed the summary method positively, noting that it improved their understanding of reading texts and enhanced their language proficiency. However, students with moderate and lower academic performance experienced difficulties simplifying sentences due to limited vocabulary and grammatical knowledge. Overall, the summary method proved effective in fostering comprehension and promoting language integration. Future research is recommended to include participants from different educational levels to provide broader insights into the method’s implementation in reading instruction.
Co-Authors Lavitta Yulia Nur Mustika Indah Permatasari