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All Journal Parole: Journal of Linguistics and Education Chi`e: Jurnal Pendidikan Bahasa Jepang JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang NUSANTARA : Jurnal Ilmu Pengetahuan Sosial J-Litera; Jurnal Kajian Bahasa, Sastra dan Budaya Jepang Kagami : Jurnal Pendidikan dan Bahasa Jepang
Santiar, Lea
Linguistics Department, Universitas Indonesia, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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The Usage of 'Otsukare' among Japanese Students Santiar, Lea; Dewangga, Jascha
Chi'e: Journal of Japanese Learning and Teaching Vol 9 No 2 (2021): 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.v9i2.48999

Abstract

Greetings are one of the keys to strike a conversation. The relationship between the speakers could be measured through the greetings used. Therefore understanding greeting usage is necessary for maintaining an interpersonal relationship. Nevertheless, there seems to be a difference between greetings thought within Japanese textbooks and greetings in daily usage. Thus, this study will discuss the usage of ‘otsukare’ in Japan, especially amongst Japanese university students. The textbook "Minna no Nihongo" will be used to comprehend how aisatsu is taught to Japanese language learners. In this research, Japanese university students will answer a questioner regarding the usage of ‘otsukare’. A questionnaire was designed based on sociolinguistics concepts to discover how Japanese university students use ‘otsukare’, such as when to whom, and in what manner. 40 university students of native Japanese participated and as the result, four points were discovered regarding the usage of ‘otsukare’ First, ‘otsukare’ is used to greet seniors, juniors, and friends. Second, native Japanese speakers prefer to use ‘otsukare’ on departing. Third, nevertheless, some people also use ‘otsukare’ to greet people as an opening greeting. Native Japanese speakers consider the usage of ‘otsukare’ in the morning as opening greetings is not against the rule of greetings. Finally, the gap between Japanese teaching abroad is that ‘otsukare’ is not proper to be used as an opening greeting.
A VISUAL DISCOURSE ANALYSIS OF THE CHILDREN'S PICTURE BOOK "BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE?" Fatima Kamila; Lea Santiar
NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Vol 9, No 6 (2022): NUSANTARA : Jurnal Ilmu Pengetahuan Sosial
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jips.v9i6.2022.1976-1981

Abstract

Buku “Brown Bear, Brown Bear What Do You See?” (1967) yang ditulis oleh Bill Martin, Jr. dan diilustrasikan oleh Eric Carle adalah salah satu buku anak-anak yang paling terkenal hingga saat ini. Buku ini dinilai memiliki banyak manfaat bagi para pembacanya. Tidak hanya teks, visual yang ditampilkan dalam buku ini juga memiliki peran penting dalam meningkatkan kefasihan membaca anak. Untuk itu, peneliti ingin mengkaji teknik visual apa saja yang digunakan penulis dan ilustrator yang dapat membangkitkan minat pembaca untuk membaca buku tersebut. Penelitian ini merupakan studi kepustakaan dengan metode analisis teks media, yaitu analisis wacana multimodalitas. Dari hasil interpretasi data, ada tiga pola utama yang ditemukan. Pertama, semua gambar binatang yang mendominasi isi buku memiliki posisi, shot, angle, proximity, style, dan warna yang sama. Selanjutnya, pola kedua adalah dua visual manusia, yaitu gambar seorang guru dan beberapa siswa, ditampilkan dalam posisi langsung. Terakhir, semua visual menggunakan warna yang berbeda tetapi semuanya bersemangat. Kesimpulannya, pilihan visual dalam buku ini bisa dikatakan cukup baik dalam mendukung minat pembaca. Semua pola yang disajikan memiliki alasan yang mendukung tujuan tersebut.
Discourse Structure Analysis of Making Request in Japanese Conversation Nishfullayli, Sa'idatun; Santiar, Lea; Ningsih, Harni Kartika
JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 8, No 2 (2023): JAPANEDU December 2023
Publisher : Universitas Pendidikan Indonesia (Indonesia University of Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/japanedu.v8i2.61548

Abstract

Making requests (irai) is a genre of spoken interaction that is taught from the basic level of learning Japanese as a foreign language. A request is one of the speech acts that may raise face-threatening potentials. Understanding the stages of request appropriate to Japanese culture is thus essential for Japanese learners to achieve successful conversation. Therefore, conversation pedagogy by using a discourse approach is essential. This study investigates a potential structure gap in Japanese making-requests conversations realized in actual settings and textbook conversational models. By employing genre theory and interpersonal discourse of “Negotiation” as a qualitative discourse analytic method from the Systemic Functional Linguistics (SFL) perspective, this paper describes the gaps and some factors that potentially influence the structure of Japanese making-request conversation. Data were obtained from conversational texts in the Japanese language corpus named Japanese Natural Conversation Corpus and Japanese textbooks for elementary and middle adult learners. Regarding the structure, the results show no difference between conversations in textbooks and authentic ones at the stage level, but both differ at the phase level. There is no introduction to the problem, additional explanation, and confirmation phases in textbook conversational models. In addition, the absence of the phases, the differences in pre-condition content between textbook and authentic conversations, also the length of the reasoning phase, are assumed to be influenced by relational status between participants (tenor) as well as the imposition degree of the requested object.
Aizuchi on Basic Japanese Language Textbook as Learning Material of Listening Behavior Nishfullayli, Sa'idatun; Santiar, Lea
PAROLE: Journal of Linguistics and Education Vol 13, No 1 (2023): Volume 13 Number 1 April 2023
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v13i1.13-31

Abstract

The low competence in listening behavior of Japanese language learners affects their interactional competence (Miyanaga, 2013). Textbooks, however, are not used optimally even though listening behavior teaching materials may greatly contribute to learner’s conversational skills, particularly for novice learners. This study examines the form and function of the Japanese listener response (aizuchi) by analyzing the structure of the dialogue model of the textbook ‘Minna no Nihongo I and Minna no Nihongo II.’ Using the interpersonal discourse system from Systemic Functional Linguistics, this study identifies aizuchi and non-aizuchi responses, mapping the distribution of aizuchi’s form and function in the textbook and describing variations in function and patterns of use of aizuchi-shi (short response). This study indicates two findings. Firstly, aizuchi is a listener’s response after the speaker’s statement (K1) and confirmation request (cf). Secondly, the short responses that have the highest frequency of use in the basic Japanese textbooks are referred to as aizuchi (aizuchi-shi): ‘soo desu ka,’ ‘soo desu ne,’ ‘ii desu ne,’ and ‘wakarimashita’; which has the function of understanding, supportive agreement, emotional/feeling expression, and turn-relinquishing. It concludes that basic Japanese textbooks are sufficient for teaching basic listening behavior because aizuchi is presented in various forms, functions, and usage contexts.
The Meaning of Joshou Song Lyric in Touken Ranbu Musical Theater Santiar, Lea; Rachmaniar, Siti
J-Litera: Jurnal Kajian Bahasa, Sastra dan Budaya Jepang Vol 4 No 2 (2022): November 2022
Publisher : Program Studi Sastra Jepang, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jlitera.2022.4.2.7357

Abstract

The term joshou (prologue) is usually placed at the beginning of a story. However, musical theatre Touken Ranbu Musubi no Hibiki Hajimari no Ne does the exact opposite. This raises the question whether there is a particular purpose for using the term joshou, and not using the term kessho (epilogue). To answer this question, the author uses Riffaterre's theory of poetry semiotics in interpreting the song Joshou. This research uses a qualitative descriptive method by analyzing the data collected and explaining the results of the analyzed data. The data used are the lyrics of Joshou's song from Touken Ranbu’s musical theater. The research steps taken are heuristic reading, connecting Joshou's song lyrics with the musical theater story, performing hermeneutic reading, looking for discontinuity of expression, determining matrix, model, and variant. After analysis, the results show that the song titled Joshou (prologue) is sung at the end of the musical theater performance because there is a message contained in the song in the form of the end of a story is the beginning of the following story. The term kessho (epilogue) is not used since it does not show that the story has ended.
Evaluasi Pembelajaran Keterampilan Menulis Bahasa Jepang Pemelajar Pemula Santiar, Lea
Kagami : Jurnal Pendidikan dan Bahasa Jepang Vol. 12 No. 2 (2021): Kagami: Jurnal Pendidikan dan Bahasa Jepang
Publisher : Universitas Negeri Jakarta

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

Abstract

The purpose of this study was to evaluate the process of learning writing Japanese for novice learner. Stakeholders expect to hire graduates with skillful Japanese competence. Nevertheless, teaching writing has a lot of constrains due to the time availability, checking and giving feedbacks to learners. The focus of this research is to identify the problems in conducting writing classes, in the terms of teaching materials, allocation of time, feedback and revision. Evaluation was conducted based on the study on process approach and product approach and the learning models of writing. The result shows that teaching writing at this level accommodates both the process approach and the result approach. Writing activity may exercise grammar, but at the same time writing may exercise critical thinking, on how to deliver facts and thoughts. Conclusions and suggestions from this research, namely learning writing composition may start at the novice stage. Coordination with other language skills is advisory, especially in sharing similar topic in order to frequently use same vocabulary and sentence pattern. Therefore, writing session may focus on paragraph writing and coherency of composition.
Co-Authors Dewangga, Jascha Fatima Kamila Ningsih, Harni Kartika Rachmaniar, Siti Saidatun Nishfullayli