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All Journal Lingua Cultura PENDIPA Journal of Science Education Humaniora
Rosita Ningrum
Japanese Department, Faculty of Humanities, Bina Nusantara University, Jln. Kemanggisan Ilir III No. 45, Kemanggisan–Palmerah, Jakarta Barat 11480
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics

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Journal : Humaniora

 1 
Analisis Kan’yoku Verba ”Dekiru” 「できる」 dalam Konteks Sosiolinguistik Ningrum, Rosita
Humaniora Vol 2, No 1 (2011): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v2i1.3073

Abstract

There are three kinds of Kan'youku or idiom verb "dekiru" "できる" namely, (1) 腹 が できる 'hara ga dekiru', meaning the stomach nutrients and when combined with the verb dekiru have had the sense of readiness / commitment, although not in any circumstances will be disappointed / angry, (2) 溝 が できる 'Mizo ga dekiru', Mizo means deep and narrow water channel and when combined with the verb dekiru mean gulf and (3) 耳 に 胼胝 が できる 'mimi ni Tako ga dekiru , mimi means ear and Tako means bones. When combined with the verb dekiru means formed bones in the ear. Idiom is closely associated with the flexibility to speak more than one functional or grammatical level of a language. Someone must have a full understanding of the context of the idiom is to use it properly; because idiom words can be translated literally. By studying the idioms, learners can enter into a language and its roots, in this case cultural roots in the language being studied and how to present it as a form of communication, not merely in its grammatical form. 
Efektivitas Strategi Kooperatif Jigsaw pada Pembelajaran Komputer Jepang Ningrum, Rosita
Humaniora Vol 5, No 1 (2014): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v5i1.2993

Abstract

This study began with the researcher?s interest to transform learning strategy in Japanese computer which has been longstanding in conventional way. In previous studies the Jigsaw cooperative strategy had been tested in the exact sciences in College. The researcher was challenged to bring the instructional materials of Japanese computer which are felt quite hard by students to be easier with mutual assistance. Heavy load materials are minimized. Learners must actively explore materials; it is not only from the teacher. The Jigsaw cooperative strategy was tested on three-semester students in order to determine the effectiveness of Jigsaw cooperative in Japanese computer learning. This study used pure experiment. The design involved two groups of subjects, one given by the experimental treatment with the Jigsaw cooperative strategy (experimental group) and the other group (control group) with usual learning technique. Data were taken in two ways: quantitative by making instruments such pretest and posttest to the two classes and qualitative by interview to complete the descriptive data analysis result. Furthermore, all results of the pretest and posttest were analyzed by measuring the normality and t-test to determine how the Jigsaw strategy successfully applied on the samples. To collaborate the results, the interviews were transcribed to see the response from samples on the Jigsaw cooperative strategy in Japanese computer learning. Results of the test data analysis in the experimental group and the control group showed that the Jigsaw cooperative strategy was proved more effective in Japanese computer learning than the conventional method usually used. 
Co-Authors Farah Erika Felicia Budihardja Giawa , Agusto Jeremia Kartika, Aprilia Sandra Linda Unsriana Romadhan GFF, Alfiqi Gilang Nur Shinta Febriyanti, Shinta Timur Sri Astami