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Japanese Keigo: ‘Situational Context Analysis’ and ‘Politeness Strategies’ in Violet Evergarden Anime Sari, Rima Novita; Kaluge, Teresa Angelina
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.v9i2.48521

Honorific speech (politeness) or keigo is an ingrained part of the Japanese language and culture. The honorific speech may be difficult to say due to particular words, comprehension, and context-based in the Japanese business environment. As a work of modern culture, anime can be used to analyze and comprehend keigo in society. This study will analyze keigo based on context analysis and speaker strategies. The method employs a qualitative approach with data collected through content analysis from the first six famous anime works, namely Violet Evergarden. The two theories used in this study are Tokieda Motoki of Language Process Theory explained by Masako Naito and Brown & Levinson modified Politeness Theory by Hori. Based on the results, two theories could be interrelated to explain keigo, in which language process theory showed keigo politeness expression related to the ‘situation’ or ‘context’ or called bamen, and politeness theory employed the speaker's politeness strategy. The results demonstrated how the protagonist in the anime uses three types of keigo: sonkeigo, kenjougo, and teineigo, and how the situational context could affect the speaker's strategies. Situational context and speaker's strategies to use keigo could be utilized as educational tools in Japanese language pedagogy or another context.

The State of Women and Women’s Education at the Beginning of Tokugawa Shogunate (1603-1651) Riza Afita Surya; Teresa Angelina Kaluge
IZUMI Vol 10, No 1 (2021)
Publisher : Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/izumi.10.1.119-130

This study attempted to draw a more critical analysis of women and their education at the beginning of the Tokugawa period. Tokugawa, or the Edo period in Japan, was a warrior society. It is one of the most studied fields for many scholars as it highlighted the feature of Japanese culture until today. In Japan, women’s studies began in the 1970s, which is considered late than Western. Recently, there is still limited research regarding women’s education activities being conducted under the Tokugawa shogunate. This study engaged historical methods, namely heuristics, criticism, interpretation, and historiography. At the beginning of the Tokugawa era, women’s education was varied based on social status and families’ occupation. The gap of education between men and women and noblewomen and commoners is a mystifying matter as some historical accounts address the contrary facts. Many historical writings indicate that women at the beginning of the Tokugawa period experienced great repression and hierarchical subjugation. However, several accounts addressing the role of women during Tokugawa were relatively better as women received fitted and suitable education during the period. Therefore, it is necessary to identify Tokugawa’s social and political context more closely than making the judgment based on how it used to be since many classical historiographies in the past solely focus on the ruling class. Finally, the time needed for education equality toward women in Japan indicating that education was important for the whole population that would need to be given to all.

The Japanese Understanding on New Words with Suffix -Teki Across Generations Teresa Angelina Kaluge
Lingua Cultura Vol. 14 No. 2 (2020): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v14i2.6604

The research attempted to portray the language dynamic on using the suffix -teki among Japanese based on old and young generations as reflected by age. Data were collected by using questionnaires distributed to the Japanese native speakers. New words were responded to as understandable, doubtful, and difficult. Descriptive and inferential statistical analyses were used in order to find out the results. For both the young and old generations, the stem words from Kango were the easiest to understand, yet, the most difficult words were groups of Gairaigo, Wago, and Konshugo. A significant difference was found between the age groups. The old generation expressed more doubt on new foreign words than the young one only in using -teki for Gairaigo word group. It is concluded that some meanings of words with suffixes are understood across young and old generations. However, the development of technology and globalization may impact some doubtful responses that differentiate between these two generations.

The Adaptability of Passion Scale for Tertiary Students in Japanese Online Courses in Indonesia Teresa Angelina Kaluge; Dwi Anggoro Hadiutomo; Laurens Kaluge
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 2 (2022): June
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

This study aimed at examining the opportunities for adapting the passion scale to Japanese literature students who carried out the online learning process in Indonesia. This study used quantitative covariance structure design as the application of item response theory. From a sample of 148 undergraduate students, originally from three different courses. Data were obtained by filling out a virtual questionnaire which adapted from the original Dual Model Passion scale. Since this scale had been developed abroad, the data were analysed quantitatively using confirmatory factor analysis and regression, this study replicated the similar analysis while examined passion by using five criteria such as time, like, value, passion, identity as used in the previous development process. In addition, the criteria for student characteristics (gender and age) and conditions (first year vs. advanced year) in attending online lectures by observing the relationship between the two main dimensions of passion). The results showed that first year students tend to have a higher harmonious passion (HP), while second year students had a higher obsessive passion (OP). In conclusion, several things needed to be considered by researchers and lecturers at tertiary institutions such as course and student characteristics, so that students' passion remained good even though they had to study online during the outbreak of the Covid-19.

The Individual Differences of Indonesian High School Students’ Academic Interest in English as a Foreign Language Teresa Angelina Kaluge; Sisilia Setiawati Halimi
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 9, No 1 (2023): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v9i1.7187

This study aims to examine individual differences, using gender as the exploratory variable and age as the covariate on academic interest among Indonesian high school students learning English. The research used a quantitative method. Data were collected virtually using an online questionnaire from 324 learners in four private urban high schools. The instrument used was the Academic Interest Scale for Adolescents (AISA). The process of data analysis consisted of confirmatory factor analysis, calculating Cronbach’s alpha, descriptive statistics, MANOVA, and MANCOVA. Four constructs were found valid and reliable: emotion, value, knowledge, and engagement. After validating the interest scale, data analysis disclosed the following results. Firstly, among the four constructs of academic interest, the value dimension was the highest and the knowledge factor the lowest, whereas emotion and engagement were in the middle position. Secondly, student gender differentiated significantly only in engagement. Thirdly, only the correlation between age and engagement was significant and positive in academic interest and student age. Lastly, considering student age, all the constructs except knowledge were differentiated by gender, where girls outperformed boys. These findings are valuable inputs for teachers, policymakers, and educational researchers in dealing with student language learning in Indonesian high schools.

Validitas Skala Minat Akademik Siswa Sekolah Menengah Atas dalam Pembelajaran Bahasa Inggris Teresa Angelina Kaluge; Sisilia Setiawati Halimi
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 6 No. 2 (2023): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v6i2.52810

Minat akademik menentukan keaktifan partisipasi pelajar bahasa asing di kelas. Namun masih belum banyak penelitian mengungkapnya dengan baik karena langkanya skala baku mengenai minat akademis tentang bahasa asing di Indonesia. Penelitian bertujuan untuk menganalisis validitas skala peminatan Bahasa Inggris secara akademis yang ada di negara lain. Penelitian bersifat kuantitatif dengan data dikumpul, disandi dan diolah secara numerik. Rancangan studi ini menggunakan gagasan dari item response theory, yang menghubungkan dan membedakan antara observed variables dengan variabel laten. Responden sebanyak 315 pelajar dari SMA swasta, kelas XI dan XII, dengan perimbangan jenis kelamin yang merepresentasi kondisi populasi saat ini (134 laki-laki, 181 perempuan). Data diperoleh melalui kuesioner online kemudian diolah dengan uji butir, analisis faktor konfirmatori, dan uji reliabilitas. Hasil menunjukkan lima dimensi valid dan reliabel. Keseluruhan skala ini terdiri atas 29 indikator. Kelima dimensi temuan yakni emosi, nilai, pengetahuan, dan keterlibatan. Skala tersebut siap digunakan untuk mengukur minat akademik remaja Indonesia pemelajar Bahasa Inggris.

High school teachers’ readiness for the implementation of Merdeka curriculum in English language teaching Kaluge, Teresa Angelina; Usmi, Usmi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 52, No 1 (2024)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um015v52i12024p90

Curriculum influences the approaches to teaching and learning foreign languages. The newly introduced Merdeka Curriculum in Indonesia has not been implemented by all high schools yet. The readiness of foreign language teachers was one of the influential factors for the school acceptance of the new curriculum. This study examined the readiness of foreign language teachers from high schools that have not yet implemented the Merdeka Curriculum. Data were obtained through questionnaires which were distributed to the English teachers and other subject teachers from several high schools in Indonesia. The results showed that there were two main dimensions that influenced the teacher readiness; the first is several changes that must be implemented and second, the negative attitudes towards the new curriculum. It is hoped that the results of this study can contribute as a support to enhance teachers’ positive attitude to ensure the implementation of the new curriculum.Kesiapan pengajar SMA terhadap pengajaran bahasa Inggris dalam kurikulum MerdekaKurikulum berpengaruh terhadap pendekatan pengajaran dan pembelajaran bahasa asing. Kurikulum Merdeka yang belum lama ini diterapkan di Indonesia belum diterapkan oleh seluruh sekolah menengah atas. Kesiapan pengajar bahasa asing berpengaruh terhadap penerimaan sekolah terhadap kurikulum baru tersebut. Penelitian ini mengkaji kesiapan guru bahasa asing dari SMA yang belum menerapkan kurikulum Merdeka. Data diperoleh melalui kuesioner yang disebarkan kepada guru bahasa Inggris dan guru bahasa asing lainnya dari beberapa SMA/SMK di Indonesia. Hasil menunjukkan dua dimensi utama yang berpengaruh terhadap kesiapan guru, yaitu perubahan yang harus diberlakukan dan sikap negatif terhadap kurikulum yang baru. Diharapkan hasil penelitian ini berkontribusi sebagai masukan perlunya sikap positif guru sebagai pendukung implementasi kurikulum yang baru.

High school teachers’ readiness for the implementation of Merdeka curriculum in English language teaching Kaluge, Teresa Angelina; Usmi, Usmi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 52, No. 1
Publisher : citeus

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

Curriculum influences the approaches to teaching and learning foreign languages. The newly introduced Merdeka Curriculum in Indonesia has not been implemented by all high schools yet. The readiness of foreign language teachers was one of the influential factors for the school acceptance of the new curriculum. This study examined the readiness of foreign language teachers from high schools that have not yet implemented the Merdeka Curriculum. Data were obtained through questionnaires which were distributed to the English teachers and other subject teachers from several high schools in Indonesia. The results showed that there were two main dimensions that influenced the teacher readiness; the first is several changes that must be implemented and second, the negative attitudes towards the new curriculum. It is hoped that the results of this study can contribute as a support to enhance teachers’ positive attitude to ensure the implementation of the new curriculum. Kesiapan pengajar SMA terhadap pengajaran bahasa Inggris dalam kurikulum Merdeka Kurikulum berpengaruh terhadap pendekatan pengajaran dan pembelajaran bahasa asing. Kurikulum Merdeka yang belum lama ini diterapkan di Indonesia belum diterapkan oleh seluruh sekolah menengah atas. Kesiapan pengajar bahasa asing berpengaruh terhadap penerimaan sekolah terhadap kurikulum baru tersebut. Penelitian ini mengkaji kesiapan guru bahasa asing dari SMA yang belum menerapkan kurikulum Merdeka. Data diperoleh melalui kuesioner yang disebarkan kepada guru bahasa Inggris dan guru bahasa asing lainnya dari beberapa SMA/SMK di Indonesia. Hasil menunjukkan dua dimensi utama yang berpengaruh terhadap kesiapan guru, yaitu perubahan yang harus diberlakukan dan sikap negatif terhadap kurikulum yang baru. Diharapkan hasil penelitian ini berkontribusi sebagai masukan perlunya sikap positif guru sebagai pendukung implementasi kurikulum yang baru.

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