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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Proceeding International Conference on Education
Aini, Alfina Nur
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penggunaan Shuujoshi Ne, Wa, dan Kana Dalam Drama Dragon Zakura 2 Aini, Alfina Nur; Indrowaty, Sri Aju
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 10 No. 2 (2024): Bahasa Jepang Pada Pembelajaran, Media, dan Komunikasi
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v10i2.69327

Abstract

Shuujoshi is a particle located at the end of a sentence. The purpose of this research is to find out what are the functions of shuujoshi ne, wa, and kana in Dragon Zakura 2 drama. This research uses qualitative methods with a descriptive approach. Based on the results of the study, there are 234 sentences containing shuujoshi ne, wa, kana in Dragon Zakura 2 drama. From 234 sentences, the researcher only analyzed 10 sentences, including 5 shuujoshi ne, 2 shuujoshi wa, and 3 shuujoshi kana. Shuujoshi ne serves to express agreement with the interlocutor; ask to get reassurance from the interlocutor; express awe, disappointment, surprise, etc.; subtly show requests to the interlocutor; and express an opinion. Shuujoshi wa serves to refine speech in a statement and express admiration, disappointment, surrender, etc. Shuujoshi kana serves to express expectations or supplications indirectly, show uncertainty or doubt, and ask something to the interlocutor.
Achievement Emotions in EFL Listening Class: A Quantitative Study Using AEQ-S Sumanto, Ossa Bodhi Tala; Aini, Alfina Nur; Aulia, Nurul Putri; Syaputri, Nur Ely
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

In English language learning, productive skills such as speaking and writing are often prioritized, while a vital receptive skill such as listening is frequently assumed as a secondary status. This undervaluation contributes to negative stereotypes and adds the challenges faced by EFL learners. Among the overlooked matters is the emotional experience of learners, which provides a crucial role, particularly in skill-based course like listening that demand sustained attention and confidence. This study aims to examine the achievement emotions experienced by EFL learners in listening class using the Achievement Emotions Questionnaire – Short (AEQ-S), developed by Pekrun et al. (2011). A total of 37 university students completed the AEQ-S, which measures both positive and negative emotions across three domains: classroom activities, learning processes, and test-taking situations. The data were analyzed using descriptive statistics and paired-sample t-tests. The finding revealed a significant difference in all three contexts. In classroom-related activities, positive emotions (M = 3.78, SD = 0.65) were significantly higher than negative emotions (M = 2.50, SD = 0.71), (t(36) = 6.947, p < .001). A similar trend was found in learning-related (t(36) = 6.139, p < .001) and test-related situations (t(36) = 5.488, p < .001), indicating the consistency of emotional dominance across academic conditions with enjoyment as the most frequently experienced emotion. These findings highlight the critical need to integrate emotional consideration into listening pedagogy. By fostering emotionally supportive environments, educators can enhance learners' engagement and aid them to navigate the challenges of listening comprehension.
Co-Authors Aulia, Nurul Putri Sri Aju Indrowaty Sumanto, Ossa Bodhi Tala Syaputri, Nur Ely