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A COMPARATIVE STUDY ON THE USE OF Ã¢â¬ÅKEIGOÃ¢â¬Â BETWEEN FOREIGN AND JAPANESE STUDENTS Supriatnaningsih, Rina
Language Circle: Journal of Language and Literature Vol 3, No 2 (2009): April 2009
Publisher : Faculty of Languages Ã¢â¬â¹Ã¢â¬â¹and Arts, State University of Semarang

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In Japanese there is so called Ã¢â¬ÅkeigoÃ¢â¬Â (honorific/polite expressions). Honorifics (polite expressions) are used to show intimacy with another person and also to distinguish between oneÃ¢â¬â¢s superiors and subordinates. These forms are an integral part of daily life of Japanese people. If we want to adjust to Japanese society, in order able to communicate fluently and apropiately, the use of polite expressions is absolutely required. For this reason, polite expressions are very important in communicating with Japanese people. Therefore foreign studens who are studyng in Japan need to understand polite expressions as much aspossible, event if they are not majoring in Japanese Language and culture. To analize the items above with questionnaires, field data were collected from 50 Japanese students and 50 foreign students. The questionnaires consisted of the following items: (1) the difference in the keigo used by foreign and Japanese student, (2) the difference in usage of first person pronouns, (3) ) the difference when offering something to another person, (4) the difference in a question keigo usage when asking teacher, (5) )the difference in keigo usage when discussing oneÃ¢â¬â¢s teacher with another person, (6) the difference in keigo usage with demonstrative pronouns, (7) students opinions about keigo:differences in levels of difficulty in using keigo, differences in the use of keigo in daily life, difference in the use of keigo in daily family life, differences in the use of iscussing past and present conditions, differences in using keigo correctly and incorrectly, differences in reasons for using keigo, differences in processes of learning keigo. ForeignersÃ¢â¬â¢ opinions clarify that they find difficulties in using keigo as do Japanese students. Eventhough it is difficult, according to the opinions of the Japanese students, the use of keigo expressions is necessary. However, foreign students stated that keigo does not need to be used. Their reasons were: because it is very easy to make mistakes, very difficult to memorize, old language/orthodox, seldom use it, requires complicated consideration at status age, etc. and everyone should have the same status. Considering the opinions mentioned above keigo education for foreign students, especially for Indonesian students, is very much in need. Results of the interviews with Indonesian students illustrate their difficulties. Therefore, in my opinion the following points are most important in teaching Japanese keigo to Indonesian students: (1) the need to inform student a Japanese language has a keigo system and introduce to them the various kinds and forms of keigo, (2) the need to teach keigo grammar (sentence structure), (3) drill, (4) the need to teach appropriate expressions according to context using audio visual materials, (5) conversation practice simulation ÃÂ Key: keigo, foreign and Japanese students.

PENDEKATAN KOMUNIKATIF DENGAN ROLE PLAY DALAM PEMBELAJARAN KAIWA PADA MAHASISWA SEMESTER V TAHUN 2013/2014 Supriatnaningsih, Rina
Lingua Vol 10, No 1 (2014): January 2014
Publisher : Lingua

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Tujuan penelitian ini untuk mendeskripsikan pengaplikasian pendekatan komunikatifteknik role play berupa pemberian latihan berdialog dengan berbagai peran gunamemperbaiki hasil pembelajaran mata kuliah kaiwa (percakapan) mahasiswa semester Vtahun 2013/2014. Metode yang digunakan dalam penelitian ini adalah metode penelitiantindakan kelas. Pengambilan data dilakukan dengan teknik tes. Hasil penelitian yangdicapai adalah sebanyak 56 mahasiswa nilai rata-ratanya mencapai 83. Selain itu, 48(85,71%) mahasiswa memilih role play jenis kedua yakni dialog yang berbeda denganbuku teks. Berdasarkan hasil tersebut, ada peningkatan nilai yang diperoleh dariperkuliahan sebelumnya. Banyaknya mahasiswa memilih tes jenis kedua menunjukkanbahwa pengajaran dengan pendekatan komunikatif dalam pengajaran kaiwa berhasilditerapkan sesuai dengan yang diharapkan.Â This research aimed to describe application of communicative approach if role playtechnique, which was giving dialog exercise with various roles in order to improvelearning outcome of kaiwa (conversation) course of fifth semester students of 2013/1014academic year. Method applied in this research was action research method. Datacollection was done by test technique. Result of this research showed that there were 56students having average score 83. Besides that, 48 (85,71%) students chose role play typetwo that was constructing different dialogs from the textbook. Based on that finding, therewas increasing score achieved compared to previous lecture. The great numbers ofstudents took test type two showed that learning with communicative approach in kaiwateaching and learning process was successful to be applied in accord with what it wasexpected.

ANALISIS PENGGUNAAN AIZUCHI MAHASISWA BAHASA JEPANG DALAM KOMUNIKASI BERBAHASA JEPANG rahayu, meta gesti; Supriatnaningsih, Rina; nurhayati, silvia
Chie: Journal of Japanese Learning and Teaching Vol 4 No 1 (2015)
Publisher : Universitas Negeri Semarang

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Aizuchi merupakan suatu isyarat balik secara verbal maupun non verbal dalam bahasa Jepang yang seringkali diucapkan dan dilakukan oleh lawan bicara dalam komunikasi berbahasa Jepang. Kemunculan aizuchi juga seringkali digunakan sebagai indikator bahwa seseorang sedang mendengarkan pembicara dengan baik, terutama respon verbal, misalnya respon berupa ucapan â ã¯ãâ atau âhaiâ yang berarti âyaâ. Sementara, orang Indonesia memiliki cara respon berbeda dalam berkomunikasi. Pada penelitian ini, peneliti meneliti tentang penggunaan aizuchi dan kesalahan-kesalahan penggunaannya. Penelitian ini menggunakan teknik deskriptif kualitatif untuk mengetahui penggunaan aizuchi dan kesalahan-kesalahan penggunaannya. Sumber data yang digunakan dalam penelitian ini adalah video rekaman pemaparan mata kuliah interview dalam rangkaian kegiatan Teacher Training di Japanese Language Institute, Japan Foundation, Kansai, Osaka, pada 2014. Penelitian ini menggunakan teknik rekam, simak dan catat untuk pengumpulan data dan teknik unsur pilah penenetu untuk analisis dan pengolahan data. Hasil analisis data menunjukkan bahwa dari 100% aizuchi yang dilakukan, 21% diantaranya adalah aizuchi verbal dan 79% sisanya adalah aizuchi non verbal, dan dalam 100% aizuchi verbal yang diucapkan, 11% diantaranya merupakan penggunaan aizuchi verbal yang salah.Â Aizuchi is verbal or non verbal backchannel in Japanese that is said very often by the partner of the speaker in a conversation in Japanese. The existence of aizuchi also being the indicator if thr listener is listening attentively and understand so far, especially verbal response like â ã¯ãâ or âhaiâ which represent the meaning of âyesâ. However, Indonesian has the different way to response the speaker in communication. In this research, the researcher analyze about the usage of aizuchi and the mistakes of it. This research using cualitative descriptive technique to know about the usage of aizuchi ang the mistakes of it. The source of data that are used in this research is some recorded videos of Presentation activity in Interview class of Teacher Training Programme that is held in Japanese Language Institute, Japan Foundation, Kansai, Osaka, in 2014. This research using record, watch and notes technique to collect the datas and determinant element selection technique to analyze the datas. The result of the analysis shows that in 100% of aizuchi done by Japanese students, 21% of it was verbal aizuchi, and the 79% is non verbal aizuchi, and in 100% of verbal aizuchi, 11% of it was mistaken aizuchi.

PERBANDINGAN PELAKSANAAN PENGAJARAN BAHASA JEPANG KELAS XI SMA N 1 SUKOHARJO Dewi, Renita Candra; Supriatnaningsih, Rina; Rosliyah, Yuyun
Chie: Journal of Japanese Learning and Teaching Vol 4 No 1 (2015)
Publisher : Universitas Negeri Semarang

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Sekolah Menengah Atas di JawaTengah yang mengajarkan bahasa Jepang disetiap programnya adalah SMA N 1Sukoharjo, di sekolah tersebut bahasa Jepang diajarkan diprogram IlmuPengetahuan Alam (IPA), Ilmu Pengetahuan Sosial (IPS), dan Bahasa. OlehkarenabahasaJepangdiajarkandiseluruhprogramnya,sehingga memerlukan lebih dari satu pengajar. SMA N 1 Sukoharjo mempunyai duapengajar bahasa Jepang. Mengajar bahasa Jepang di kelas berbeda dan diajarkanoleh pengajar yang berbeda tentunya memiliki perbedaan kalau tidak menggunakanteori alur pengajaran bahasa Jepang.Berdasarkan angket pada studi pendahuluanyang diberikan kepada kedua pengajar, Â terdapatperbedaan dalam melaksanakan alur pengajaran anatar guru tersebut. Tujuanpenelitian ini adalah untuk mendeskripsikan persamaan dan perbedaan pelaksanaanpengajaran guru bahasa jepang di SMA N 1 Sukoharjo. Pendekatan penelitian yangdigunakan dalam penelitian ini yaitu pendekatan deskriptif kualitatif. Deskriptrifkualitatif digunakan untuk mendeskripsikan hasil data dari lembar observasi mengenaipersamaan dan perbedaan perlaksanaan pengajaran bahasa Jepang di SMA N 1Sukoharjo yang dilakukan dua pengajar. Teknik pengumpulan data menggunakan teknikobservasi dan dokumentasi.Persamaan pelaksanaan pengajaranantara guru A dan guru B adalah pada bagian pengantar adalah, keduanya memulaidengan salam, mempresensi siswa, mengulang materi, dan guru A dan B tidakmenyampaikan tujuan pembelajaran. Pada latihan dasar pengenalan kosakata keduanya melakukan latihan pengulangan, tidak melakukan latihan pengubahan bentukdanlatihan tanya jawab. Padalatihan pengenalan pola kalimat, keduanya melakukan latihan pengulangan dan latihantanya jawab, kadang melakukan latihan mengembangkan kalimat,tetapitidak melakukan latihan penggantian. Pada tahap akhir keduanyamemberikan simpulan tentang pembelajaran.Perbedaan antara guru A dan guru Badalah pada penggunaan media, guru A menggunakan media hampir disetiap tahappengajaran, guru B tidak menggunakan media. Guru A melakukan latihanpenerapan/kegiatan,tetapi guru B tidak melakukan latihan penerapan/kegiatan.Senior HighSchool in Central Java that teach Japanese in every program is SMA N 1Sukoharjo, in this school Japanese is taught in Science, Social Science, andLanguage program. Because of Japanese is taught in every program, so more thanone teacher is needed. SMA N 1 Sukoharjo has two Japanese teachers. TeachingJapanese in a classroom is different and that there will always a difference ifit is taught by different teacher if it does not using Japanese teaching plottheory. Based on thequestionnaire in the introductory study that is given to the two teachers,there is a difference in the implementation of the teaching plot between theteachers. The purpose of this study is to describe the similarity and thedifference of the teaching implementation of Japanese teachers in SMA N 1Sukoharjo. The approach of the study used in this study was a descriptivequalitative method. Descriptive qualitative was used to describe the result ofthe observation sheet about the similarity and the difference of the Japaneseteaching implementation in SMA N 1 Sukoharjo that was conducted by the twoteachers. The data collection technique was using observation and documentationtechnique.Â Â Â Â Â Â Â Â Â Â Â The similarity of the teachingimplementation both teacher A and teacher B was that in the introduction, theybegin with greeting, checking the attendance, reviewing the material, and bothteacher A and B did not convey the lesson goal. In the basic training of vocabularyintroduction both of them did a repetition practice, did not conducting a formchanging and question and answer practice. In the introduction of sentencepattern, they did a repetition and question and answer practice, sometimesconducting a sentence developing practice, but did not conduct a substitutingpractice. In the final step both of them gave a conclusion about the lesson.The difference between teacher A and B was in the media using, teacher A usedmedia in almost all teaching steps, teacher B did not use media. Teacher Aconducted an application/activity practice, but teacher B did not.

PENDEKATAN KOMUNIKATIF DENGAN ROLE PLAY DALAM PEMBELAJARAN KAIWA PADA MAHASISWA SEMESTER V TAHUN 2013/2014 Supriatnaningsih, Rina
Lingua Vol 10, No 1 (2014): January 2014
Publisher : Lingua

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Tujuan penelitian ini untuk mendeskripsikan pengaplikasian pendekatan komunikatifteknik role play berupa pemberian latihan berdialog dengan berbagai peran gunamemperbaiki hasil pembelajaran mata kuliah kaiwa (percakapan) mahasiswa semester Vtahun 2013/2014. Metode yang digunakan dalam penelitian ini adalah metode penelitiantindakan kelas. Pengambilan data dilakukan dengan teknik tes. Hasil penelitian yangdicapai adalah sebanyak 56 mahasiswa nilai rata-ratanya mencapai 83. Selain itu, 48(85,71%) mahasiswa memilih role play jenis kedua yakni dialog yang berbeda denganbuku teks. Berdasarkan hasil tersebut, ada peningkatan nilai yang diperoleh dariperkuliahan sebelumnya. Banyaknya mahasiswa memilih tes jenis kedua menunjukkanbahwa pengajaran dengan pendekatan komunikatif dalam pengajaran kaiwa berhasilditerapkan sesuai dengan yang diharapkan.Â This research aimed to describe application of communicative approach if role playtechnique, which was giving dialog exercise with various roles in order to improvelearning outcome of kaiwa (conversation) course of fifth semester students of 2013/1014academic year. Method applied in this research was action research method. Datacollection was done by test technique. Result of this research showed that there were 56students having average score 83. Besides that, 48 (85,71%) students chose role play typetwo that was constructing different dialogs from the textbook. Based on that finding, therewas increasing score achieved compared to previous lecture. The great numbers ofstudents took test type two showed that learning with communicative approach in kaiwateaching and learning process was successful to be applied in accord with what it wasexpected.

THE COMPABILITY OF TEACHING MEDIA WITH JAPANESE LANGUAGE MATERIALS OF GRADE XI SMA NEGERI 1 PADANGAN Khoiruna, Annisaa Al; Supriatnaningsih, Rina; Rosliyah, Yuyun
Chi'e: Journal of Japanese Learning and Teaching Vol 5 No 1 (2017): 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.v5i1.14144

Teaching media have to prepare ahead learning activity, since it is a teaching aid. Beside, the use of it has to be considered the materials which will be taught. In the introduction study, which interviews with the students and Japanese teachers were done, it had been found out that there were many students who had difficulties in understanding the materials. One of the reasons was that the teaching media used by the teachers was incompatible with the materials being taught; they often used Powerpoint as the media to deliver the materials. According to the explanation above, research problems in this study were (i) what media used in teaching Japanese activity in SMA Negeri 1 Padangan Grade XI (ii) is the use of the media compatible with the teaching materials. The goals of the study were to (i) describe media used in teaching Japanese activity in SMA Negeri 1 Padangan Grade XI (ii) describe the compatibility of the use of the media with the teaching materials. Quantitative and qualitative descriptive researches were used in this study. The variable of the study was the compatibility of teaching media with the Japanese language materials used by students in SMA Negeri 1 Padangan Grade XI. The data were collected through questionnaire, observation,  and documentation. Percentage descriptive analysis method was used to analyze the research data. The result showed that from 4 materials, chapter 2, chapter 3, chapter 4 and chapter 5, the teaching media used in delivering those first 3 chapters were compatible, while the teaching media used in the last chapter had not been compatible. Those teaching media used were picture cards, cassette/CD, PowerPoint and things around the students. Picture cards used in teaching chapter 2 かいてください(Kaite kudasai) was compatible with the materials.  Picture cards and PowerPoint uses in teaching chapter 3 わたしはBeno です(Watashi wa Beno desu) was compatible with the materials. Picture cards and PowerPoint uses in teaching chapter 4 でんわばんごう(Denwa bangou) was compatible with the materials. PowerPoint and real things around them used in teaching chapter 5 これはわたしのかさです(Kore wa watashi no kasa desu) were not compatible with the materials.

FAKTOR PENYEBAB PERBEDAAN HASIL BELAJAR SISWA YANG BERASAL DARI JAWA DAN LUAR JAWA DI SMK BAGIMU NEGERIKU SEMARANG Yunitasari, Rike Riszki; Diner, Lispridona; Supriatnaningsih, Rina
Chi'e: Journal of Japanese Learning and Teaching Vol 5 No 2 (2017): 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.v5i2.15368

Learning Outcomes is the implementation of learning which results in an assessment that refers to the same thing. The differences in learning outcomes for each student due to several factors, among others, are the internal factors and external factors. Based on preliminary studies researchers found that in vocational Bagimu Negeriku Semarang there are differences between students' learning outcomes Java and outside Java students. Through a preliminary study of the possible factors that influence the differences in learning outcomes of students who come from the island of Java and the students who come from outside the island of Java in vocational Bagimu Negeriku Semarang. This study aims to determine what factors lead to differences in students' learning outcomes Japanese island of Java and outside Java island students. The design research used is quantitative and qualitative research designs. Population and sample in this research are students in XI class of Vocational High School Bagimu Negeriku Semarang as many as 125 students and 50 students. Data collection using the questionnaire. The data analysis using descriptive analysis percentage. The research showed that based on the results of the questionnaire, the external factors that affect learning, namely: a. Attention parents Java (96%) in favor and remind learn more than students outside of Java (49%), b. Teachers and school circumstances are students of Java island (76.3%) and Shiva outer islands (64%). c. Residence. Students Java (75%) and students outside Java (84%) feel uncomfortable to learn in a dormitory. While internal factors that affect learning outcomes, namely: a. Interest in learning Japanese on Java island students (80.3%) higher compared with students outside of Java (57.3% ) b. The difficulty students learning Japanese language students Java (52.3%) lower than with students outside Java (71.7%), c. How to learn Japanese as student residence Java (68%) greater than the outer islands of students (61.2%), d. Readiness in student learning Java ( 80.5%) lower than with students outside of Java (83%).  

Dea; ANALISIS KARAKTERISTIK WAKAMONO KOTOBA DALAM ANIME HAIKYUU!! KARYA HARUICHI FURUDATE Farauzhulli, Dea; Supriatnaningsih, Rina; Nurhayati, Silvia
Chi'e: Journal of Japanese Learning and Teaching Vol 5 No 2 (2017): 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.v5i2.19497

Abstract Wakomono kotoba is a language which was born from breaking Japanese grammatical standard rules. This type of language is used by young people in Japan in daily conversation. The usage is not limited in the‘real world’ but also in artwork, like anime. Anime which was used in this research as a source is anime Haikyuu!!. This anime is chosen because the characters are high school students who are using wakamono kotoba in daily conversation. This research aimed to find meaning, word derivation, and the characteristicsof wakamono kotoba found in the anime. This research used descriptive qualitative method, describing meaning, word derivation, and wakamono kotoba characteristics. The data source was anime Haikyuu!! Season 1 which has 25 episodes. The type of data in this research werewords or sentences belonged to wakamono kotoba. The data technique was content analysis technique. The technique of data analysis in this research was to find meaning and word derivation, and then classify it based on deviations either in Japanese word class or in new expressions form. Afterwards, analyzing each characteristics of those wakamono kotoba. Based on the research which has been conducted, it can be concluded that there were 57 wakamono kotoba in anime Haikyuu!! including 5 verbs, 14 adjectives, 10 nouns, 8 adverbs, 8 exclamation words, and 12 new expressions (phrase or bokashi kotoba). From all wakamono kotoba, there were wakamono kotoba which had the same or different meaning from the derived words. The characteristics of wakamono kotoba which were happened as seen from deviation ofword class or new form of expression were: a) syllable ~ru addition in verb; b) syllable ~sa addition in noun; c) syllable ~kusai addition in adjective; d) Japanese alphabets usage followed by initial word of absorbed word; e) New word is formed; f) sound changing; g) sentence or phrase shortening into new word; h) semantics changing and shifting; i) usage function changing and shifting; j) word formation reverse on followed byshortened word; k) loan word form usage even though there was Japanese standar language; l) loan word usage mixed with Japanese; m) usage of reading way from meaningful numbers; n) dialect usage; o) new expression (including phrase or bokashi kotoba).   ABSTRAK Wakomono kotoba adalah bahasa yang lahir dari penyimpangan aturan penggunaan bahasa baku pada bahasa Jepang. Ragam bahasa ini digunakan oleh anak-anak muda di Jepang dalam percakapan sehari-hari. Penggunaannya pun tidak terbatas pada dunia nyata tapi juga dituangkan dalam karya seni, contohnya anime. Pada penelitian ini anime yang dijadikan sumber penelitian yaitu animeHaikyuu!!. Anime ini dipilih karena karakter-karakter yang berperan di dalamnya adalah anak-anak SMA yang menggunakan wakamono kotoba dalam percakapan sehari-hari. Penelitian ini bertujuan untuk mengetahui makna, kata asal, dan karakteristik wakamono kotoba yang ditemukan dalam anime tersebut. Penelitian ini menggunakan metode deskriptif kualitatif, yaitu menjelaskan makna, kata asal, dan karakteristik wakamono kotoba. Sumber data yang digunakan adalah animeHaikyuu season 1 yang berdurasi 25 episode. Wujud data dalam penelitian ini yaitu kata maupun ungkapan yang termasuk wakamono kotoba. Teknik pengumpulan data dalam penelitian ini adalah teknik simak catat. Teknik analisis data pada penelitian ini adalah mencari makna dan kata asalnya, kemudian mengaklasifikasikannya berdasarkan penyimpangan-penyimpangan pada kelas kata bahasa Jepang maupun bentuk ungkapan baru. Selanjutnya menganalisis karakteristik masing-masing wakamono kotoba tersebut. Berdasarkan analisis yang telah dilakukan, dapat disimpulkan bahwa wakamono kotoba dalam anime Haikyuu berjumlah 57 meliputi 5 kata kerja, 14 kata sifat, 10 kata benda, 8 kata keterangan, 8 kata seru, dan 12 ungkapan baru (frase baru maupun bokashi kotoba). Dari keselurahan wakamono kotoba yang ada, terdapat wakamono kotoba yang memiliki makna yang sama maupun makna yang berbeda dengan kata asalnya. Karakteristik wakamono kotoba yang terjadi dilihat dari penyimpangan pada kelas kata maupun bentuk ungkapan baru dalam bahasa Jepang adalah: a) penambahan silabel ~ru pada kata kerja; b) penambahan silabel ~sa pada kata benda; c) penambahan silabel ~kusai pada kata sifat; d) penggabungan huruf Jepang yang disertai inisial dari kata serapan; e) muncul kata baru; f) perubahan bunyi; g) penyingkatan kalimat maupun frase menjadi kata baru; h) perubahan dan pergeseran makna; i) perubahan dan pergeseran fungsi penggunaan; j) pembalikkan unsur-unsur kata yang disertai dengan peyingkatan kata; k) penggunaan bentuk kata serapan meski terdapat hyojungonya; l) penggunaan kata serapan yang digabungkan bahasa Jepang; m) penggunaan cara baca dari angka yang bermakna; n) penggunaan dialek; o) ungkapan baru (termasuk frase baru maupun bokashi kotoba).

ANALISIS GAIRAIGO YANG TERDAPAT DALAM MEDIA CETAK YOMIURI SHINBUN Kania, Fanny Dwi; Supriatnaningsih, Rina; Wardhana, Chevy Kusumah
Chi'e: Journal of Japanese Learning and Teaching Vol 6 No 1 (2018): 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.v6i1.22579

This paper describes the process of forming the word on Gairaigo. Gairaigo is a Japanese loanword which originates from a foreign language except Chinese. It undergoes sound adjustments (Phonology) and grammatical adjustments before being borrowed and used as Gairaigo in Japanese. Gairaigo analyzed is gairaigo which was written in Yomuiri Shinbun Newspaper, edition of 22nd of January 2017. There are two processes which occur on Gairaigo existing in the data source. Firstly, the phonological process or sound adjustment is divided into 5 aspects. They are Adding vocals, changing sounds, accents, and pronunciations according to the spelling. Secondly,the Morphological process or the word-former morpheme. The morphological process is divided into 2; Fukugo (compound) and Ryakugo (Abbreviation). Ryakugo consists of abbreviation, clipping, and acronym.   Abstrak ___________________________________________________________________ Dalam kertas ini menjelaskan proses pembentukkan kata pada Gairaigo. Gairaigo adalah kata serapan bahasa Jepang yang berasal dari bahasa Asing selain bahasa China. Gairago mengalami penyesuaian bunyi (fonologi) dan penyusaian gramatikal sebelm dipinjam dan digunakan sebagai Gairaigo dalam bahasa Jepang. Gairaigo yang dianaisi adalah Gairaigo yang terdapat pada koran Yomiuri shinbun edisi 22 Januari 2017. Terdapat 2 proses yang terjadi pada Gairaigo yang ada pada sumber data. Pertama, proses Fonologi atau penyesuaian bunyi yang dibagi menjadi 5 aspek; penambahan vokal, pengubahan bunyi, aksen dan ucapan menurut ejaan dalam bahasa Jepang. Kedua, proses Morfologi atau morfem pembentuk kata. Proses morfologi dibagi menjadi 2 yaitu; Fukugo (penggabungan) dan Ryakugo (pemendekkan). Ryakugo terdiri dari singkatan, Clipping (pemenggalan) dan Akronim.

ANALISIS PENGGUNAAN KEIGO DALAM VARIETY SHOW DAI ROKUJYUU NANA-KAI NHK KOUHAKU UTA GASSEN TAHUN 2016 Saputro, Wisnu Angger; Supriatnaningsih, Rina
Chi'e: Journal of Japanese Learning and Teaching Vol 6 No 1 (2018): 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.v6i1.22583

As a Japanese learner, a learner must know the use of Keigo that is used by Japanese people through variety show. The aims of the study were to determine the use of keigo by the host which is called MC (Master of Ceremony) and the guest which is called GS (Guest Star) in variety show Dai Rokujyuu Nana-kai NHK Kouhaku Uta Gassen in 2016 and the type of keigo widely used. The data used in this research is the utterance of MC and GS which contains elements of Keigo (Sonkeigo Kenjougo, and Teineigo) in this variety show. This research used descriptive qualitative. This research was done using observation and documentation method. This study found that from 61 speech data used by speakers there are 168 utterances, classified into 48 Sonkeigo, 28 Kenjougo, and 92 Teineigo. From these data can be seen that the various types of Keigo which are often used by speakers is Teineigo. From these data it can be concluded that the use of Keigo used by MC is used to speak with the GS, introducing the GS name, asking for help, apologizing to people, respecting others by observing some aspects such as age, popularity, and achievement.   Abstrak ___________________________________________________________________ Ragam bahasa hormat bahasa Jepang (keigo) dianggap sangat penting untuk dipelajari oleh pembelajar bahasa Jepang, karena pada saat berbicara dengan dosen atau orang Jepang di dalam kelas atau di luar kelas, orang yang pertama kali bertemu, umur yang lebih tua, menggunakan keigo untuk saling menghormati. Sebagai pembelajar bahasa Jepang, harus mengetahui penggunaan keigo yang digunakan oleh orang Jepang saat ini. Oleh karena itu, untuk mengetahui penggunaan keigo yang digunakan oleh orang Jepang pada saat ini perlu diketahui, diantaranya melalui variety show atau acara televisi Jepang. Penelitian ini bertujuan untuk mengetahui penggunaan ragam bahasa hormat oleh pembawa acara yang selanjutnya akan disingkat menjadi MC (Master of Ceremony) dan bintang tamu yang selanjutnya akan disingkat menjadi GS (Guest Star) dalam variety show Jepang Dai Rokujyuu Nana-kai NHK Kouhaku Uta Gassen tahun 2016 dan ragam bahasa hormat yang banyak digunakan dalam variety show tersebut. Data yang digunakan dalam penelitian ini adalah tuturan MC dan GS yang mengandung unsur keigo (sonkeigo, kenjougo, dan teineigo) dalam variety show Jepang Dai Rokujyuu Nana-kai NHK Kouhaku Uta Gassen tahun 2016. Penelitian ini menggunakan deskriptif kualitatif. Penelitian ini dilakukan dengan menggunakan tehnik simak dan catat. Penelitian ini menemukan bahwa dari 61 data tuturan yang digunakan oleh penutur terdapat 168 tuturan yang mengandung unsur keigo, diklasifikasikan menjadi: 48 tuturan sonkeigo, 28 tuturan kenjougo, dan 92 tuturan teineigo. Dari data tersebut dapat diketahui bahwa ragam jenis keigo yang sering digunakan oleh penutur yaitu teinego. Dari data tersebut dapat disimpulkan bahwa penggunaan keigo yang digunakan oleh penutur pembawa acara (MC) digunakan untuk berbicara dengan bintang tamu (GS), memperkenalkan nama bintang tamu (GS), meminta bantuan, meminta maaf kepada orang, menghormati orang lain dengan memperhatikan beberapa aspek seperti umur, kepopuleran, dan prestasi.

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