Article Per Year (5 Year)
p-Index From 2020 - 2025
1.945
P-Index
This Author published in this journals
All Journal JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang BUAH HATI Basic and Applied Education Research Journal (BAERJ) Jurnal Bahasa Jepang Taiyou Journal International Journal of Teaching and Learning (INJOTEL) BAHASTRA
Sarjani, Andi Irma
Universitas Darma Persada
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
PENELITIAN TENTANG PERSYARATAN DAN KEKHUSUSAN KALIMAT PASIF DALAM BAHASA JEPANG DAN PERBANDINGANNYA DALAM BAHASA IINDONESIA Sarjani, Andi Irma; Kazuhide, Chounan
JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 1, No 2 (2016): Agustus 2016
Publisher : Universitas Pendidikan Indonesia (Indonesia University of Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/japanedu.v1i2.4098

Abstract

Abstrak. Dalam kalimat pasif bahasa Jepang, dikenal kalimat pasif langsung yang memiliki padanan dengan kalimat aktif, dan kalimat pasif tidak langsung yang tidak memiliki padanannya dalam kalimat aktif. Kalimat pasif langsung dalam bahasa Indonesia diekspresikan dengan imbuhan “di-“, tetapi pada kalimat pasif tidak langsung tidak dapat diekspresikan dengan imbuhan “di-“, Ditambah lagi, berdasarkan hasil angket terhadap pembelajar bahasa Jepang, dimana ditanyakan mengenai adakah bentuk pasif dari  kalimat aktif 「私は木村君を褒めた」dan apakah itu alami atau tidak, semua responden menjawab bahwa bentuk pasifnya ada dan alami yaitu「木村君は私に褒められた」, yang dalam bahasa Indonesia adalah, “Kimura dipuji oleh saya”. Dalam bahasa Indonesia, kalimat pasif seperti contoh di atas bisa diterima, tetapi dalam bahasa Jepang kalimat pasif tersebut sangat tidak alami. Menurut Takami (2011), ada 4 syarat yang penting dalam kalimat pasif langsung bahasa Jepang, yaitu sudut pandang pembicara, syarat perubahan kondisi, syarat adanya kekhususan dan syarat adanya kerugian. Dalam bahasa Jepang, apabila dari 4 syarat tersebut terpenuhi salah satunya (atau dua syarat atau lebih), maka kalimat pasif tersebut dapat diterima. Bila melihat ke dalam kalimat pasif dalam bahasa Indonesia, tidak ada 4 syarat seperti terdapat dalam kalimat pasif bahasa Jepang. Dan ada kecenderungan bahwa semua kalimat pasif dalam bahasa Jepang　akan diterjemahkan dengan memakai imbuhan “di-”. Begitu pula sebaliknya, semua kata berimbuhan “di-”akan diterjemahkan kedalam bentuk pasif dalam bahasa Jepang. Terutama, seperti pada kalimat “sayuran segar dicuci dahulu sebelum dimakan”, sangat tidak alami apabila diterjemahkan kedalam bentuk pasif dalam bahasa Jepang. Menurut Sneddon (1996), ada dua jenis kalimat pasif dalam bahasa Indonesia. Yang pertama adalah kalimat pasif tipe 1 dan kalimat pasif tipe 2. Penderita pada kalimat pasif tipe 1 adalah kata ganti orang ke-3, dimana objek pada kalimat aktif berubah menjadi subjek pada kalimat pasif, dan imbuhan ”me-“ berubah menjadi imbuhan “di-“. Kalimat pasif tipe 2, pelaku merupakan kata ganti orang. Pada tipe ini, objek pada kalimat aktif dipindahkan ke awal kalimat, dan kalimat pasif dibentuk dengan cara menghapus imbuhan “me-“ pada kata kerja. Bentuk ini juga disebut “pasif zero”. Adanya syarat dan kekhususan kalimat pasif dalam bahasa Jepang serta bentuk-bentuk pasif dalam bahasa Indonesia yang tidak semuanya bisa berbentuk pasif dalam bahasa Jepang inilah yang belum dipahami oleh pembelajar Indonesia sehingga menyebabkan sulitnya memahami kalimat pasif dalam bahasa Jepang.  要旨。日本語の受身文には、よく知られているように、構造上、対応する能動文が存在する「直接受身文」と、対応する能動文が存在しない「間接受身文」がある。直接受身はインドネシア語の受身文では、接頭辞の”di-”で表しているが、間接受身は接頭辞の[di]で表すことが出来ないので、インドネシア人日本語学習者にとって難しいようである。さらに、能動文の「私は木村君を褒めた」に対して、受身文はどうなるのか、という質問を学生に聞いた結果、「木村君は私に褒められた」という答えで、インドネシア語の受身文では、 [Saya dipuji oleh Kimura] になったのである。インドネシア語ではその受身文は自然に聞こえているそうだが、日本語では不適格ことが分かってきた。日本語の受身について、高見（2011）は、直接受身文について、日本語の受身文には四つの重要な条件がある。その四つの条件／制約のどれか（あるいは二つ以上）を満たす場合に適格になる。日本語の直接受身に重要な制約・条件が四つ存在するのに対し、インドネシア語の受身文には日本語のような制約・条件があるだろうか。スネードン（1996）によると、インドネシア語の受身文は二種類がある。それは１タイプの受身文や２タイプの受身文である。１タイプの受身文は、行為者は第三者の人か名詞句である。行為者が表さない場合もこの１タイプの受身文の種類である。これは、インドネシア語の受身文の一般的なパターンで、能動文に対応する受身文である。１タイプの受身文には構造的に能動文の目的語が、受身文では主語に置き換えられ、述語にある「me-」接頭辞を「di－」接頭辞に変えて作られる。実際は、インドネシア人日本語学習者は、このタイプしか理解していないので、日本語の受身文を接頭辞「di」に訳してしまう傾向がある。逆に、インドネシアごの接頭辞”di”ある文は、すべて日本語の受身文になってしまう。また、インドネシア語の受身文には、日本語のような条件･制約が存在しないので、これらのことが日本語の受身文はインドネシア人日本語学習者にとって分かりにくいと思われる。
Honami's Personality Aspects: A Study on Freud's Psychoanalysis of the Main Figures in Holy Mother's Novel by Akiyoshi Rikako Sarjani, Andi Irma; Zuriyati, Zuriyati; Attas, Siti Gomo
JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 1 (2019): JAPANEDU Volume 4 Issue 1, June 2019
Publisher : Universitas Pendidikan Indonesia (Indonesia University of Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/japanedu.v4i1.16760

Abstract

This study aims to reveal the character of one of the main characters, Honami in the Holy Mother novel. The data source in this study is the Holy Mother novel wrote by Japanese author Akiyoshi Rikako,which has been published in Indonesia in 2016. The technique used for data collection in this study is library techniques. The method usedin conducting this research was the psychoanalysis method which was first put forward by Sigmund Freud. The results showed that based on psychoanalytic studies, the main character of the novel,a woman namedHonami, showed that the Id aspectinfluences all of herthoughts and actions. This was triggered by various events, namely herown misfortune which had many miscarriages and had a disease that made it difficult for herto get pregnant, and Kaoru's existence that changed herlife to became more meaningful. The emergence of fear and concern for her daughter because of the successive killings that struck a small child in the city where she lived, making her falsify and obscure the fact that Makoto, wascommitted murder to protect her daughter. The results also showed thatthe personality of the main character, Honami, is dominated by an element of the Egopersonality that defeats the Superego.
The Uniqueness of Japanese Passive Voice -A New Approach to Understanding Japanese Passive Voice- Andi Irma Sarjani
Basic and Applied Education Research Journal Vol 2 No 1 (2021): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.02.01.08

Abstract

Japanese passive sentences structurally include “direct passive sentences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or incidents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.
Pendekatan Psikolinguistik dan Faktor Psikologis Terhadap Pola Interaksi dalam Pembelajaran Bahasa Andi Irma Sarjani; Edi Saputro; D. Nurfajrin Ningsih; Herlina Sunarti; Yessy Harun
Jurnal Bahasa Jepang Taiyou Vol. 2 No. 1 (2021): Jurnal Taiyou
Publisher : Universitas Muhammadiyah Prof. Dr. Hamka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.765 KB) | DOI: 10.22236/taiyou.v2i1.7266

Abstract

Di dalam konteks psikolinguistik, sebagai seorang pengajar, guru dituntut harus dapat memahami mental, karakter, atau perilaku peserta didik, karena hal itu akan berpengaruh pada perilaku berbahasa mereka ketika belajar bahasa. Memahami mental peserta didik tentu dapat dilakukan guru, salah satunya dengan cara pendekatan komunikatif melalui interaksi di kelas. Dalam penelitian ini dibahas bagaimana konsep psikolinguistik sebagai sebuah pendekatan dalam pembelajaran bahasa, faktor-faktor psikologis apa saja yang mempengaruhi perkembangan bahasa, dan bagaimana peran pendekatan psikolinguistik dalam membangun pola interaksi yang efektif dalam pembelajaran bahasa. Metode penelitian ini menggunakan metode deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan pendekatan psikolinguistik dan faktor psikologis dapat diaplikasikan melalui pola interaksi yang efektif, dimana hal-hal tersebut sangat mempengaruhi keberhasilan proses pembelajaran.
Analisis Kesulitan Pelajar Indonesia dalam Gramatika Bahasa Jepang Andi Irma Sarjani; C. Dewi Hartati
Jurnal Bahasa Jepang Taiyou Vol. 3 No. 2 (2022): Jurnal Taiyou
Publisher : Universitas Muhammadiyah Prof. Dr. Hamka

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

Abstract

Japanese as one of the foreign languages ​​that is widely studied in Indonesia, is not an easy language to learn, because Japanese is unique and has vocabulary and grammatical constructions that are not the same as other languages. Therefore, many Indonesian learners whoa are studying Japanese, faces difficulties both in terms of very diverse kanji characters and in learning Japanese grammar itself. This study aims to clearly identify the problem points in studying Japanese grammar, especially for Indonesian students who are studying Japanese. In this study, a statistical method was used, namely a questionnaire with Indonesian student respondents who had mastered Japanese quite well. This questionnaire on Japanese grammar takes the object of Indonesian students who are learning Japanese who are continuing their studies at several universities in Tokyo, Japan. The conclusion of the research is that 60％ respondents said that the biggest problem for Indonesian students in Japanese grammar is the passive voice.
Japanese Accent Pronunciation Error by Japanese Learners in Elementary and Intermediate Level Dimas Maheswara; Hari Setiawan; Andi Irma Sarjani
JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 7, No 2 (2022): JAPANEDU December 2022
Publisher : Universitas Pendidikan Indonesia (Indonesia University of Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/japanedu.v7i2.47922

Abstract

This research discusses errors in the pronunciation of Japanese accents by Japanese learners. This study aims to determine the forms and causes of accents pronunciation errors in Japanese learners as well as Japanese learners’ comprehension of Japanese accent. The data used are speech data (word and sentence) of 18 people who are students of Japanese literature at a private university in Jakarta, in their 3rd and 4th years (hereafter written as respondents). As comparison data, this research uses Japanese native speaker data from Tokyo and electronic speech data from OJAD (Online Japanese Accent Dictionary). This research used a qualitative research method. Praat application also used to get a detailed visual description of Japanese speech from respondents. The results of this research found a form of error in the form of accent changes that do not match the speech data per word and sentence. The cause of accent errors was the lack of attention to the accent and the lack of learning about accents in the respondent’s learning environment. It was also found that 80% of respondents had minimal understanding of Japanese accents.
INTEGRASI MEDIA TEKNOLOGI UNTUK MENINGKATKAN KEMAMPUAN BAHASA ANAK USIA DINI : SYSTEMATIC LITERATURE REVIEW Andi Irma Sarjani; Syarfuni Syarfuni; Aida Rahmi Nasution
Jurnal Buah Hati Vol. 10 No. 2 (2023)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v10i2.2304

Abstract

Mengintegrasikan media teknologi informasi dalam pembelajaran bahasa dapat menghasilkan informasi terbaru untuk meningkatkan keterampilan dan penguasaan bahasa khususnya pada anak usia dini. Metode penelitian menggunakan Systematic Literature Review. Pengumpulan data dilakukan dengan mendokumentasi dan mereview semua artikel terkait pendidikan masa 2018 –2023. Artikel yang digunakan pada penelitian ini sebanyak 36 artikel jurnal nasional dan terakreditasi yang diperoleh dari Google Scholar, Research Gate, SINTA, DOAJ. Berdasarkan penelitian ini diperoleh data bahwa integrasi media berbasis teknologi dalam pembelajaran dapat menciptakan ketertarikan anak usia dini, menarik perhatian, membuat anak lebih senang dan termotivasi untuk belajar dan mempercepat penguasaan bahasa.AbstractIntegrating information technology media in language learning can produce the latest information to improve language skills and mastery, especially in early childhood. The research method used Systematic Literature Review. Data collection was carried out by documenting and reviewing all articles related to education during 2018-2023. The articles used in this study were 36 national and accredited journal articles obtained from Google Scholar, Research Gate, SINTA, DOAJ. Based on this research, it is found that the integration of technology-based media in learning can create early childhood interest, attract attention, make children happier and more motivated to learn and accelerate language acquisition.
THE ROLE OF DIGITALIZATION IN PROJECT BASED CURRICULUM Andi Irma Sarjani
International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE
Publisher : Adisam Publisher

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

Abstract

Digitalization in the education curriculum is an effort to support the online learning process without reducing the essence of delivering the material. Online learning is flexible to use, anywhere you can learn without having to meet the teacher. With this, schools can provide a platform that can be used to access student learning every day. School digitalization aims to increase the effectiveness, efficiency and overall quality of education following increasingly advanced technological developments. By implementing digital technology in schools, the learning process can become more interactive, interesting and easily accessible to all students equally. In the educational curriculum there is a project-based learning method which is one of the independent learning programs where learning is carried out collaboratively so that one class is divided into several groups. In project-based learning, students carry out investigations through daily experiences in solving problems from a question asked. It is hoped that from this process students will understand the benefits of learning which will be useful for their future life. The research methodology employed in this article is literature study, which is the process of conducting research using books, relevant journal collections, reports of research findings from earlier research, or other types of literature (library). The definition of digitalization in the context of education curricula, project-based learning, and its significance in the age of digitalization are all covered in this study.
ERROR ANALYSIS OF JAPANESE PASSIVE SENTENCE COMPREHENSION IN WRITTEN VARIANT AMONG STUDENTS OF JAPANESE LANGUAGE AND CULTURE STUDY PROGRAM AT UNSADA Andi Irma Sarjani; Juariah, Juariah; Rasuna Syamsi , Aisyah
International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE
Publisher : Adisam Publisher

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

Abstract

This study discusses the "Analysis of Passive Sentences Comprehension Errors in Written Japanese Language of UNSADA Students of the Japanese Language and Culture Program". This study aims to determine the level of student understanding in comprehending Japanese passive sentences, describe the errors in comprehending Japanese passive sentences, and describe the factors causing language errors in Japanese passive sentences. The method used in this study is a quantitative descriptive method. The respondents of this study were UNSADA students of the Japanese Language and Culture program in 2016 and 2017. The results showed that the average score of respondents in comprehending Japanese passive sentences of UNSADA students of the Japanese Language and Culture program in 2016 and 2017 was 58.8 out of 60 respondents. Thus, it can be said that they do not understand about Japanese passive sentences, so it can be said that the level of understanding of the respondents is still low. The errors can be categorized as intralingual errors, which are in the form of Overgeneralization errors and Development Errors. This is due to being influenced by the mother tongue (B1), the respondents' lack of knowledge about Japanese passive sentences, and the respondents' lack of accuracy when answering the questionnaire questions.
NEEDS ANALYSIS AND DIGITAL FORMAT DEVELOPMENT OF INTERMEDIATE JAPANESE GRAMMAR LEARNING MATERIALS BASED ON JF STANDARD Andi Irma Sarjani; Iskandar, Ifan; Gomo Attas, Siti
International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE
Publisher : Adisam Publisher

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

Abstract

The purpose of this study is to investigate the extent to which Japanese language education standards, namely the JF Standard, are included in the existing Japanese grammar teaching materials. This study also examines the extent to which active learning is included in Japanese grammar teaching materials, and the extent to which the digital format of Japanese grammar teaching materials is adopted in existing teaching materials. This study uses research and development methods. The results showed that the Japanese education standard, namely the JF Standard, did not yet exist in the current Japanese grammar teaching materials, nor did the existing teaching materials adopt active learning and the format used was still an old format that did not use digital formats.
Co-Authors Aida Rahmi Nasution Attas , Siti Gomo D. Nurfajrin Ningsih Dimas Maheswara Edi Saputro Hari Setiawan Hartati, Celerina Dewi Herlina Sunarti Ifan Iskandar Juariah Juariah Juariah Kazuhide, Chounan Rasuna Syamsi , Aisyah Siti Gomo Attas Syah, Muhammad Irham Syarfuni Syarfuni Yessy Harun Zuriyati Zuriyati