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All Journal Kiryoku: Jurnal Studi Kejepangan UNNES International Conference on ELTLT
Shinohara, Misaki
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Languange, Linguistic, Communication & Media

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Phonological Process of Japanese Affricates [dz] and [ts] of Javanese Native Speakers Shinohara, Misaki; Subiyanto, Agus
KIRYOKU Vol 7, No 2 (2023): Kiryoku: Jurnal Studi Kejepangan
Publisher : Vocational College of Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/kiryoku.v7i2.58-71

Abstract

Indonesia now has the second largest number of Japanese language learners in the world after China.   Among those many learners, there are those who use the Japanese language in part of their lives by working and studying in Japan, or working at Japanese companies in Indonesia.  In Japanese language education, the aim is to teach learners to be able to communicate correctly with Japanese people.  In order to communicate correctly, it is essential to remember words and learn the correct structure of sentences, but phrasing is also necessary for comfortable conversation. Pronunciation and accent accuracy are also very important in these verbal communications. It is common for learners to be misunderstood due to mistakes in pronunciation or accent, or to have trouble understanding what they are saying to Japanese people.  Pronunciation and accent articulation can be tricky. At times, many learners do not notice the difference in sounds, or cannot move their mouths and tongues according to Japanese pronunciation.  The reasons for this difficulty include the features of Japanese that are not found in other languages as well as the mother tongue interference. There are some Japanese pronunciations that are not in their native language. Learners often replace such unknown Japanese phonemes with familiar pronunciations. Its pronunciation is chosen from among mother tongues.  Indonesia is a multiethnic and multilingual country.  Among them, Javanese is spoken by a lot of  people in Indonesia. There are some characteristics in the pronunciation of Japanese learners whose mother tongue is Javanese, and it is believed that these characteristics are related to their mother tongue. Japanese has affricates [dz] and [ts]. These affricates are said to be pronunciations that many Japanese learners around the world find difficult. Javanese native speakers also have difficulties to make [dza], [dzɯ], [dze], [dzo], and [tsɯ], correctly. Analysing learners’ phonological processes and the cause of this phonologically.  This research will provide hints for improving the pronunciation of Javanese native speakers.
Designing an E-learning Environment for Self-directed Japanese Language Learners Shinohara, Misaki
KIRYOKU Vol 9, No 2 (2025): Kiryoku: Jurnal Studi Kejepangan
Publisher : Vocational College of Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/kiryoku.v9i2.608-620

Abstract

This study aims to design an e-learning environment to support autonomous learning in Japanese language education and to explore its applicability.  In recent years, as the need for an educational environment that promotes learners’ independent learning has increased, support methods using ICT have been attracting attention.  As part of this study, an online learning portal was designed for Indonesian university students.  The platform incorporates self-assessment tools, progress management functions, and interactive learning materials.  Results showed that over 90% of learners reported increased motivation and a greater sense of self-regulation.  Learners were observed to exhibit autonomous learning behaviors, such as selecting learning materials that suited their needs and actively reviewing and gathering information outside of class.  On the other hand, some learners who were accustomed to the traditional sentence-based learning method had difficulty adapting to the new approach.  As a result, it was shown that a structured and flexible e-learning design with self-assessment functions and progress confirmation tools is effective in supporting autonomous learning.   This study suggests that a technology-based learning environment may contribute to improving learning motivation and autonomy in the context of Japanese language learning. 
The Role of Japanese Children’s Literature as a Resource in Japanese Language Education Shinohara, Misaki
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study examines the role of children’s literature in Japanese language education, emphasizing its educational value and theoretical foundations. Children’s literature not only aids students in enhancing their vocabulary and grammar but also provides insights into the culture, traditions, morals, and social perspectives that shape Japanese society. The study explores how children’s literature can be utilized in Japanese language education, focusing on its educational benefits and theoretical background. The language used in children’s literature is concise yet expressive, allowing learners to naturally encounter new words, common expressions, and stylistic patterns within the context of the story. Furthermore, these stories stimulate imaginations and emotions, making the learning process more engaging. From an educational standpoint, children’s literature illustrates the strong connection between language, culture, and identity. It supports a student-centred approach, encouraging students to reflect, interpret, and take ownership of their learning. In contrast to traditional teaching materials that often emphasize grammar, children’s literature provides a more comprehensive learning experience by integrating language and culture within narratives. This allows learners to envision scenes and characters, helping them understand words and expressions in real-life contexts. This study aims to discuss the rationale for incorporating Japanese children’s literature into Japanese language education. Children’s literature enriches the learning experience by serving as a meaningful bridge between language and culture. It also promotes communication skills, cultural awareness, and autonomous learning.
Co-Authors Agus Subiyanto