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All Journal Humaniora BAHASA DAN SASTRA Chi`e: Jurnal Pendidikan Bahasa Jepang Journal of Japanese Language Education and Linguistics Kiryoku: Jurnal Studi Kejepangan Janaru Saja : Jurnal Program Studi Sastra Jepang J-Litera; Jurnal Kajian Bahasa, Sastra dan Budaya Jepang
Dedi Sutedi
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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TIPE-TIPE KALIMAT PASIF MURNI DALAM BAHASA JEPANG BERDASARKAN KATEGORI DAN PERAN SEMANTISNYA Dedi Sutedi
Humaniora Vol 25, No 3 (2013)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (126.485 KB) | DOI: 10.22146/jh.3608

Abstract

Japanese passive sentences have been separated only by function and category syntax, while the role of semantic received less attention. As a result, some issues still remain such as the existence of a passive sentence is one acceptable while others are not, even though the same syntactical function and category. This study tried to examine BJ passive sentences in terms of functionality, the category and also the role of passive sentences semantically pure (direct passive) are predicated BJ transitive verbs. The results of the data analysis is based on the function and structure of the purely passive category there are three kinds of structures (A, B, C), while based on semantic roles can be divided into eight types (I to VIII). Subject and complement the passive type. I must be filled by a noun animate each objective and agentive role; Type II - V, type VII, and VIII subjects filled by inanimate nouns and noun complement animate filled by the accepted determined by the semantic role and the type of verb; and passive type VI is both the subject and the complement to be filled by inanimate nouns.
Kesalahan Penggunaan Jouken Hyougen Pada Pembelajar Bahasa Jepang Level Menengah ATAS Gilang Auliya Prasetyo Widodo; Dedi Sutedi
J-Litera: Jurnal Kajian Bahasa, Sastra dan Budaya Jepang Vol 2 No 2 (2020): November 2020
Publisher : Program Studi Sastra Jepang, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jlitera.2020.2.2.2593

Abstract

This study discusses the mistake of the jouken hyougen in advanced-level Japanese language learners. Therefore the research aims to find out what mistakes are often experienced by upper-middle Japanese language learners in understanding the use of jouken hyougen to,tara, nara, dan ba. Then this study aims to provide advice or efforts to minimize mistakes using jouken hyougen. The method used in this research is descriptive qualitative. Data collection was carried out using test and interview instruments. The form of test questions is a test to translate as many as 5 questions and a test of true or false as many as 5 questions which include jouken hyougen of to, tara, nara, and ba. Then after the test ends, interview the respondent to find out why the respondent is wrong in answering the questions given. The subjects of this study were Japanese middle-level Japanese language learners. They are advanced learners with level 3 to level 1 Japanese language skills (JLPT). Based on the data that has been obtained, it is known that middle-level learners still often experience errors. As in the use of tara to show presuppositions related to time and this condition of presupposition related to time are wrong if used word moshi. The error has a percentage of errors of 86.4% or 32 people from a total of 37 respondents answered incorrectly. In the use of the form ba and to which shows something that is natural, the respondent is considered quite good in understanding the use of the supposition ba and to. From the test data that has been tested only 16.2% or 6 people out of a total of 37 respondents answered incorrectly. Based on the results of interviews with respondents, admitted that they did not know the rules that apply to every form of presupposition of to, tara, nara, and ba. Efforts that can be made to minimize mistakes are as instructors to optimize understanding of spending on the material jouken hyougen, motivates learners to find out for themselves from various sources outside the book obtained during learning, then ask the native speaker if you want to know when the context of jouken hyougen to, tara, nara, and ba is used.
Analisis Penggunaan Noni dan Nagaramo Dalam Kalimat Bahasa Jepang: Kajian Semantik Putri Bintang Pratiwi Harahap; Dedi Sutedi; Susi Widianti
KIRYOKU Vol 4, No 1 (2020): Jurnal Kiryoku
Publisher : Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1218.572 KB) | DOI: 10.14710/kiryoku.v4i1.72-84

Abstract

This research is a  semantic study focusing on the use of keredemo and nagaromo in Japanese. The purpose of this study is to find out how keredemo and nagaramo are used in Japanese and also to find out the differences and similarities contained in keredemo and nagaramo in Japanese. keredemo and nagaramo are one of the learning materials at Bachelor degree. Based on the type of research (qualitative) and the topic raised by the author, descriptive analysis methods are considered appropriate to describe problem. Based on data analysis, it can be concluded that setsuzokujoshi keredomo and nagaramo have almost the same function. Keredomo and Nagaramo basically have the same meaning that is equally meaningful though / but. the meaning of setsuzokujoshi keredemo shows several functions, which are used for meaningful sentences that are unexpected, contrary to reality, comparison, expressing opinions, expressing feelings of disappointment, keredomo functions are almost the same as nagaramo. setsuzokujoshi nagaramo can also be used in meaningful sentences that are unexpected, contrary to reality, and express feelings of disappointment but the difference between nagaramo and keredemo is nagaramo is usually used to express the feelings of others, relatives or closest people, nagaramo also cannot be used to comparison, because nagaramo is not usually for equivalent compound sentences.
Struktur dan Beban Permohonan Irai Hyougen pada Pembelajar Bahasa Jepang dan Penutur Asli Diana Rizki Oktarina; Nuria Haristiani; Dedi Sutedi
Janaru Saja: Jurnal Program Studi Sastra Jepang (Edisi Elektronik) Vol 10 No 1 (2021): Mei 2021
Publisher : Program Studi Sastra Jepang, Universitas Komputer Indonesia Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34010/js.v10i1.4941

Abstract

Abstract This research aims to analyze the structure of natives’ and Japanese learners’ irai hyougen and their perspective on its request imposition. The method used in this research is descriptive qualitative and the data were collected using DCT from 43 respondents consisting of 10 native speakers and 33 Japanese learners. In the DCT there are 12 different situations (bamen) based on imposition, social distance, and relative power. The results of this study indicate that in the irai hyougen structure which expressed by learners, there are still mistake in the use of words, even at the N2 level learners. The learner's requesr expression tends to be long and 45% use yobikake as the prefix, while native speakers use long expressions in high level of imposition and 35% directly use hondai.The results of this study have not been able to provide general conclusions about the characteristics of the irai hyougen structure of native speakers and Japanese learners, but there is a possibility of differences in the perspective on the structure and the burden of a request, and mistake in using words, where this mistake is one of the reasons which can lead to language transfer. Keywords: Irai hyougen, request structure, request imposition, Japanese learners and natives Abstrak Penelitian ini bertujuan untuk menganalisis struktur irai hyougen penutur asli dan pembelajar bahasa Jepang serta perspektif mereka terhadap beban permintaannya. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dan pengumpulan data menggunakan DCT dari 43 responden yang terdiri dari 10 penutur asli dan 33 pembelajar bahasa Jepang. Dalam DCT terdapat 12 situasi berbeda (bamen) berdasarkan beban, jarak sosial, dan kekuatan relatif. Hasil penelitian ini menunjukkan bahwa dalam struktur irai hyougen yang diungkapkan pembelajar masih terdapat kesalahan dalam penggunaan diksi, bahkan pada tingkat N2. Ungkapan permintaan peserta didik cenderung panjang dan 45% menggunakan yobikake sebagai awalan, sedangkan penutur asli menggunakan ungkapan panjang pada tingkat beban tinggi dan 35% langsung menggunakan hondai. Hasil penelitian ini belum dapat memberikan kesimpulan umum tentang karakteristik struktur irai hyougen penutur asli dan pembelajar Indonesia, namun terdapat kemungkinan adanya perbedaan cara pandang terhadap struktur dan beban suatu permohonan, dan kesalahan dalam menggunakan kata-kata, dimana kesalahan tersebut merupakan salah satu alasan yang dapat menyebabkan adanya transfer bahasa. Kata kunci: Irai hyougen, struktur permohonan, beban permohonan, pembelajar bahasa Jepang dan penutur asli
Analisis Kesalahan Penggunaan Modalitas Epistemik dan Deontik ~Hazu Dan Beki pada Pembelajar Tingkat Menengah Ghandur Muhammad Daffa; Dedi Sutedi; Herniwati Herniwati
Jurnal Pendidikan Bahasa dan Sastra Vol 22, No 2 (2022): OKTOBER 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v22i2.55917

Abstract

This study aims to obtain an overview of the errors in the use of ~hazu and ~beki modalities that occur in intermediate Japanese learners. This research is motivated by the similarity of the meanings of these two modalities if they are changed into Indonesian. This is what makes it difficult for students to use these two modalities. The method used in this study is a qualitative descriptive method supported by quantitative data. The instruments used were tests and questionnaires. Then, through the results of data analysis, it is known that the ~beki modality is the modality that has more errors than the ~hazu modality. It is also known that the meaning of the ~beki modality which expresses regret is the meaning of the ~beki modality which is the most prone to errors. As for the ~hazu modality, the meaning of the ~hazu modality which states a logical conclusion is the meaning of the ~hazu modality which is the most prone to errors. Furthermore, the type of alternating form error is the most common type of error that occurs in this study. This makes there is a tendency that the mistakes that occur in this middle-level learner are errors due to the respondent's competency factor.
The shift in the translation of Japanese compound sentences into Indonesian in the novel Tokyo Tower by Lily Franky Laily Fitriani; Nuria Haristiani; Dedi Sutedi
Chi'e: Journal of Japanese Learning and Teaching Vol 10 No 2 (2022): CHI'E Jurnal Pendidikan Bahasa Jepang (Journal of Japanese Learning and Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chie.v10i2.56934

Abstract

Indonesian sentence structure with a subject-verb-object pattern differs from Japanese sentence structure with a subject-object-verb pattern. This significant difference in grammatical structure often creates difficulties in translating Japanese into Indonesian, especially in translating written texts with long or compound sentences. This article tries to analyze the translation of Japanese compound sentences into Indonesian from the aspect of translation shift. This study will explain the shift in translating Japanese compound sentences into Indonesian. This research is a qualitative descriptive study. The data sources of this research were taken from the Japanese novel Tokyo Tower by Lily Franky and the Indonesian translation of the novel with the same title. The result is 270 compound sentences as finding data. This study analyzes compound sentence data using translation shift theory according to Catford (1965), which is classified into six types: a level shift from lexical level to grammatical level, a level shift from grammatical level to lexical level, a structure shift, a class shift, a unit shift, and intrasystem shifts. The shift in structure is a definite thing because of the differences in the sentence structure between Japanese and Indonesian, especially in the translation of compound sentences. Keywords : Jurnal Pendidikan Bahasa Jepang Japanese Education JournalJapanese Translation StudiesJapanese CompoundJapanese Translation Shifting
Japanese Idiom Learning through Cognitive Linguistics Concept (Idioms Presentation) Dedi Sutedi; Juju Juangsih; Linna Meilia Rasiban
Journal of Japanese Language Education and Linguistics Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v8i1.20394

Abstract

Idioms in Japanese are crucial and intricate for pupils to acquire, as they necessitate rote memorization. Occasionally, the figurative interpretation of an idiom involving a Japanese language cannot be inferred from its literal definition. Consequently, pupils must commit them to memory without relying on any mnemonic devices. An effective approach to consider is the application of the principles utilized in cognitive linguistics. Specifically, this involves elucidating the connection between the literal meaning of words and their figurative meanings by examining three rhetorical devices: metaphor, metonymy, and synecdoche. The purpose of this is to offer further support to Japanese language students in comprehending the significance of each idiom they acquire. This study aims to implement a series of steps to teach 27 idioms in the Japanese language to fourth semester students. The objectives of this research are: (1) to describe the figures of speech present in each idiom used as teaching material; (2) to assess the learning outcomes of Japanese idioms after applying three figures of speech to connect the lexical and idiomatic meanings; and (3) to determine if there is a significant difference between the experimental class, where students were given explanations using the three figures of speech, and the control class, where students studied independently. The data analysis reveals that the connection between the literal meaning and figurative meaning of each idiom can be illustrated through the use of metaphor, metonymy, and synecdoche. Furthermore, the t-test analysis demonstrates a notable disparity between students who were taught idioms by utilizing associated figures of speech, as opposed to those who simply memorized them independently. Essentially, using figures of speech to illustrate connections between ideas is significantly more impactful than doing so without them. Moreover, acquiring idioms through this method is widely regarded as significantly more pleasurable and accessible for pupils to actively participate in.
Co-Authors Diana Rizki Oktarina Ghandur Muhammad Daffa Gilang Auliya Prasetyo Widodo Herniwati Herniwati Juju Juangsih Laily Fitriani Linna Meilia Rasiban Nuria Haristiani Putri Bintang Pratiwi Harahap Susi Widianti