JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang
JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang is an online, open access peer reviewed journal, which is published twice year every June and December. This journal is for all contributors who are concerned with a research related to Japanese language education studies.
JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang provides a forum for publishing the original reserach articles, paper-based articles and review articles from contributors, related to Japanese culture, Japanese literature and Japanese language teaching/learning, which have never been published before.
Articles
140 Documents
<![CDATA[Re-discussion on the Relation Between Nihonjijou Course and Cultivation of Intercultural Communication Competence: Indonesian case ]]>
<![CDATA[Putra, Jeni]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 1 (2019): JAPANEDU Volume 4 Issue 1, June 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i1.16759
<![CDATA[This study backgrounded by the difficulties to cultivate Intercultural Communication Competence (ICC) in Japanese language learning in Indonesia.In learning Japanese as foreign language, knowing about latest condition and information about Japan is important. Therefore, nihonjijo(knowledge about Japan) course is taught as an essential course. However, with changing world and society, the inevitability of nihonjijouas Japanese cultural course has to be re-discussed. This study aims to find out how nihonjijoucourse can support the cultivation of the ICC, and how it can be reflected in nihonjijoucourse. Literature survey was used in this study. TheresultsshowedthatJapanese cultural knowledgeas material of nihonjijoucourse are ableto cultivate the ICC. However, the learning materials used innihonjijoutend to functioned as communication medium than as culture knowledge. Furthermore, Japanese learnersneed to think and analyse the cultural concept trough their perspective autonomously while teachers need to act as the facilitator who supports the cultural learning process. The teaching of nihonjijoualso need to be integrated with the other coursesto improve its’ effectivity.]]>
<![CDATA[An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation ]]>
<![CDATA[Kusumawati, Mutia]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 1 (2019): JAPANEDU Volume 4 Issue 1, June 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i1.16658
<![CDATA[The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curriculum that was being used. The results showed that most of Japanese language learners in Indonesia are at the secondary education level and mostly are high school students. However, the purpose of the Japanese language teaching curriculum in high schools in Indonesia does not require students to master Japanese to the upper level. Therefore, even though the number of Japanese language learners in Indonesia is large, but because the target of language acquisition is low, the Japanese language ability also tends to be low.]]>
<![CDATA[Errors in Learning Japanese through Listening-Misheard Cases- ]]>
<![CDATA[Hermawan, Gede Satya]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.18317
<![CDATA[This paper aims to study the error that happens when students learning Japanese through listening. This paper describes misheard cases by students during listening class. The data in this research collected from students’ quiz and test results. Students participated in this study were first-year and second-year students, including 37 first-years students and 24 second-year students, with total participants 81 students. The data collected in this study then categorized based on the type of errors. The results showed that the errors occurred include confusion between two sounds, reduction of sound, and mis-guessing long vowel. Confusing of two sounds happened when the students misheard two different sounds such as alveolar nasal consonant /n/ in [hinan] with liquid consonant /r/ as in [hiran]. Furthermore, reduction of sound is occurred when students confused the same vowel at particle with front or back vowel sound of the word, such as yamagaafureru which misheard with yamagafureru. This error occurred because the vowel sound /a/ on particle /ga/ which covering up the vowel sound /a/ in the front of the word afureru. Lastly, there are errors that happened because thin overlapping borderline between error or mistake, where students mostly misheard or mistaken short vowels sound such as [ba∫o] with long vowels such as [ba∫o:].]]>
<![CDATA[Kumori: Teaching Media for Interactive Japanese Language Learning ]]>
<![CDATA[Sutiyarti, Ulfah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Putra, Edy]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.18060
<![CDATA[This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.]]>
<![CDATA[JAPANEDU Volume 4 Issue 2, December 2019 FULLTEXT ]]>
<![CDATA[JAPANEDU, Editor in Chief]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.22289
<![CDATA[JAPANEDU FULLTEXT Vol. 4 Issue 2 December 2019 including Front Cover, Table of Contents, and Back Cover]]>
<![CDATA[日本語ヴォイス構文ã®æŒ‡æ¨™çš„機能ã¨è©±è€…ã®é¸æŠž ]]>
<![CDATA[Otsuka, Hiroko]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.18564
<![CDATA[In previous researches Japanese voice constructions were examined as devices for managing discourse coherence by indicating a person as the focus of attention or of spearker’s empathy. However, in that discourse function a speaker cannot choose the function because it is automatically determined by grammatical and cognitive ways. Previous studies rarely studied the context constitutive choice made by a speaker in every actual language use. This paper aims to explain the functions of Japanese voice constructions which can potentially be a set of options for a speaker’s choice in a discourse, and then examines the speaker’s motivation for the choice made. Introspective and intuitive research method is used to explain the set of options and motivations of speaker’s choice, and each set is assumed to be formed paradigmatically based on functional linguistic theory. The functions of constructions are explained as indexical functions which is developed in the theory of anthropological linguistics. Indexical functions examined here are conventional grammatical knowledges shared in a particular language community. The data used are personal narrative ones. Therefore, the speaker’s focus of attention or empathy no longer need to be questioned here, because in the personal narratives the speaker itself is cognitively the focus of attention. The analysis shows that the indexical functions of constructions chosen by the speaker is roughly divided into two types of indexicals, the first is referential indexicals which express the locus of speaker, directionality, causality, and affectedness of actions, evaluative attitudes towards events, social statuses and powers, and mental attitudes. The second is nonreferential indexicals that express socio-cultural attitudes.]]>
<![CDATA[「テイルã€å½¢ã¨ã€Œã‚¿ã€å½¢ã®æ´¾ç”Ÿã‚¢ã‚¹ãƒšã‚¯ãƒˆã€Œãƒ‘ーフェクト性ã€ã¨ インドãƒã‚·ã‚¢èªžã®æ©Ÿèƒ½èªžSudahã¨Telah ]]>
<![CDATA[Rachmat, Nandang]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.18565
<![CDATA[The basic meaning of the morphological aspect of Japanese is the opposition between the form -ru/-tawhich expresses perfective,  and -teiru/-teitawhich expresses imperfective. Also there are perfect meanings which derivate from the basic meaning of -taand -teiru/-teitaforms. They refer to the fact that a certain result or effect of previous activity remain at a certain point of time. In Indonesian function wordssudahand telah, which are generally considered as perfective markers, can often be the equivalent of perfect meanings in Japanese. Therefore, it is necessary to clarify the differences between perfect aspect meanings in both languages mainly regarding the use of words sudahandtelah. This paper aims to explain perfect meanings in Japanese and Indonesian through the use of -ta, -teiru, -teitaforms and function words sudahand telah by contrastive analysis. The analysis showed that the perfect meanings cannot be fully matched with the use of sudahandtelah. They are not interchangeable because of differences in aspectual, modal, and contextual meanings. Some of them are expressed without using sudahor telah at all. Sudahmeans ingressive aspect, and refers to the result or effect of previous activities. As modal meanings, sudah indicates two things, that the speaker possesses predictions about a future event and the speaker’s attitude to provide the hearer information. Telah means completive aspect. It does not refer to the meaning of the effect of a previous activity, therefore it can not function as taxis on future perfect aspect.]]>
<![CDATA[Japanese Inviting Speech Act Strategy: From Gender Point of View ]]>
<![CDATA[Chandrawisesa, Galih]]>;
<![CDATA[Kiyama, Keiko]]>;
<![CDATA[Haristiani, Nuria]]>;
<![CDATA[Sudjianto, Sudjianto]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.19430
<![CDATA[The invitation acts categorized as an action that is likely to threaten the faceof interlocutors and it is called as face-threatening acts (FTA). There is a need for a strategy in making  invitations, so that speakers can maintain their utterance to not interfere the faceof the interlocutors. This study aims to describe the strategies used by Japanese speakers in conducting speech acts to invite friends with similar and opposite gender. The method used in this study is a qualitative descriptive research method. The data was obtained using the discourse completion test (DCT) questionnaire with respondents from 60 Gunma University students (30 men and 30 women). Then, the collected data has been analyzed based on Brown and Levinson’s politeness strategy. Results showed, that in doing invitation speech acts to friends with opposite gender, both male and female speakers tend to use negative politeness strategies. While the positive politeness strategy is only used in small imposition situations and to friends with similar gender. Male speakers tend to use men’s language (danseigo) to similar gender friends, it shows the nature of a man who is strong and full of masculinity. While female speakers use polite and refined language, such as female language characteristics that are more polite and not dominating. From there, it can be seen that Japanese speakers have a high awareness of the differences in the gender of their interlocutor when they do speech acts.]]>
<![CDATA[Using Vlog in Shokyu Kaiwa's Course to Improve Students’ Speaking Ability ]]>
<![CDATA[Judiasri, Melia Dewi]]>;
<![CDATA[Aneros, Noviyanti]]>;
<![CDATA[Herniwati, Herniwati]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.19534
<![CDATA[The evaluation of Shokyu Kaiwa1 and Shokyu Kaiwa2 courses (basic speaking level 1 and 2) were mainly conducted using role play method, where students in pairs conducted a conversation about a theme within a predetermined duration of time. It is known that this kind of evaluation is considered to be less optimal to explore students' speaking abilities. Conversational material only revolves around simple everyday conversations that have been memorized before, and it is possible that they only memorize certain parts of the conversation. With this background, in this research, a method of evaluation that is approximated to be able to explore the ability to speak more optimally is done through vlog (video blogging) which has recently become a popular thing, especially among young people. This research is a descriptive study, with a sample of the Japanese language students major in the second semester of the year 2018 in Universitas Pendidikan Indonesia. The step taken in this study was stimulating students to prepare what must be discussed first, such as giving a variety of material relating to Japanese culture or Japanese habits. The results of this study showed that the students' speaking ability is increased, and students are conveying the conversation materials more freely. The sentence patterns used by students was not limited to the material that has been taught, but exceeded the sentence patterns given in the second semester. Further, students are able to develop the story materials given previously. Thus, it is known that the use of vlogs in evaluating the learning of the Shokyu Kaiwa course had a positive impact on improving the speaking skills of Japanese Language Education students.]]>
<![CDATA[A Pragmatic Study on Jouge Kankei among Japanese Native Speakers: Expressions of Reminder ]]>
<![CDATA[Sanjaya, Sonda]]>;
<![CDATA[Rosiah, Rosi]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 4, No 2 (2019): JAPANEDU Volume 4 Issue 2, December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v4i2.17954
<![CDATA[This study aims at investigating the types and categorisation of conversation made by Japanese native speakers. The categorisation of the conversation is made based on vertical relationship (jouge kankei) from the pragmatics perspectives. Descriptive qualitative method is used to conduct the study. The participant of the study includes 14 Japanese native speakers working at Kyoto Minsai Japanese Language School and Palace Side Hotel who took part in role-plays. The results of the study indicate that there is no significant distinction of expressions made by (1) subordinates to their superiors, (2) among colleagues, and (3) from their superiors to their subordinates. These three groups also appear to use similar expressions when talking about promises and requests to borrow books. The distinction was found in expressions made by subordinates to their superiors. In the conversation made among colleagues and by superiors to subordinates, expressions to remind them to return some borrowed books were straightforwardly made. Meanwhile, these straightforward reminders were not found in conversations made by subordinates to their superiors. Additionally, the conversation among colleagues and made by superior to subordinates include expression of emphasizing requests; meanwhile, conversations made by subordinates to superiors do not. In addition, expressions of asking interlocutors’ conditions before reminding to return the book are made by colleagues to colleagues and subordinates to superiors and are not made by superiors to subordinates.]]>
