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[What Makes Difficult to Keep Learning Japanese? Demotivational Factors Affecting on Indonesian University Students ]]>
<![CDATA[Yamashita, Junko]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.25347
<![CDATA[Demotivation can negatively influence the learner’s attitudes and behaviors, and result in negative learning outcomes. This paper investigates factors contributing to demotivation in learning Japanese as a foreign language in Indonesia, and the relationship between demotivating factors and present proficiencies. A seventeen-item questionnaire was completed by 157 Indonesian university students. As the result of exploratory factor analysis, questionnaire items consequently grouped to four categories: Course difficulty, Speaking anxiety, Devalued learning, and Boredom.The validity of the four-factor structure was verified by the confirmatory factor analysis method. In addition, two-way ANOVA was performed to investigate the relationship between demotivational factors and proficiency level. As a result, statistically significant differences were found between Low and High groups in all the factors, and between Middle and High groups in the factors expect for Devalued learning. In addition, the scores of Speaking anxiety and Boredom consistently scored the highest among the four factors. However, the degree of demotivation was decreased as the learners’ Japanese proficiency improved. Findings from this study indicated that teachers should strive to make classes not only less anxious but also more interesting. Moreover, teachers should scaffold learners, especially low proficient beginners to prevent or minimize their demotivation.]]>
<![CDATA[The Use of Japanese Personal Pronoun based on Gender in “Narcissu†by Tomo Kataoka ]]>
<![CDATA[Nusantara, Hadiid Hideo]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.22036
<![CDATA[This article discussed the difference of Japanese pronouns based on gender from literature point of view. The database of this study was a novel entitled “Narcissu†by Japanese author Tomo Kataoka. The research method used in this research was descriptive method. In analysing the novel, author used the morphology theories by Harumi Tanaka (1982). The findings of this study showed that the use of personal pronoun including first-person pronouns, second-person pronouns, and third-person pronouns in the novel were influenced greatly by gender. The difference in using these personal pronouns were caused by the difference in man and woman’s perception. Based on the data, there were tendency that the speakers choose the best word to utter to their interlocutor based on their own perspective, influenced by the situation and the context. The findings of this study was expected to help foreign language learners to understand better about the use of Japanese personal pronoun based on gender, mainly in conversation.]]>
<![CDATA[Implementation of Active Knowledge Sharing Strategy in Intermediate Level Dokkai through Scientific Approach ]]>
<![CDATA[Oktaviany, Feny]]>;
<![CDATA[Philiyanti, Frida]]>;
<![CDATA[Prasetio, Viana Meilani]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.23757
<![CDATA[This study aims to determine the effectiveness and to find out the advantages and disadvantages of the Active Knowledge Sharing strategy through a scientific approach in the Dokkai. In learning Japanese, learners often encountered difficulties in reading comprehension or Dokkai. Based on a questionnaire, the difficulties including reading kanji, followed by vocabulary competence and grammar competence. On the other hand, the time limitation in class cause problems of learning method which teacher rarely provide an introduction step to students in the form of questions or vocabulary exercises related to the reading material they will deal with. To overcome this problem, we need a learning strategy that emphasize the cooperative learning among students to achieve the objective of comprehending a reading. We chose the strategy initiated by Silberman (2013), namely Active Knowledge Sharing, as a good way to introduce students to the subject matter that will be learned. In addition, by monitoring how students solving each other's problems in team, teacher can evaluate how much knowledge they have. In this study a scientific approach is complemented to support the active learning in this strategy. The study conducted using an experimental method with pretest and posttest design. The sample are 38 students of fifth semester students who take Dokkai III course. Based on the analysis of research data, it found that the Active Knowledge Sharing strategy through a scientific approach is effective in  learning Dokkai III. The advantages are that students who are initially passive become actively participate in learning and students can also answer the meaning of vocabulary without depending on dictionary or smartphones, and students are encouraged to help each other in solving problems which help students to comprehend the contents of reading easier and faster. However there are the disadvantages of this strategy such as inability to enhance student’s critical thinking and less suitable for students who are more focused if studying alone.]]>
<![CDATA[JAPANEDU Volume 5 Issue 1, June 2020 FULLTEXT ]]>
<![CDATA[JAPANEDU, Editor in Chief]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.25614
<![CDATA[JAPANEDU Volume 5 Issue 1, June 2020 FULLTEXT]]>
<![CDATA[Embbed Dajare Word Play Process in “Shirokuma Café†]]>
<![CDATA[Salisah, Talin]]>;
<![CDATA[Sunarni, Nani]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.23115
<![CDATA[Pun, in English, is a word play that is very suitable for Japanese, which has many homonyms. The name of word play in Japanese is called dajare. Many experts mention the types of dajare, and one of the researchers mentioned that there are three types of dajare. These three of types are homophonic dajare, near-homophonic dajare, and embbed dajare. One of the three types of dajare is the main focus of research. This research explained the analysis of embbed dajare in an animated show titled ““Shirokuma Caféâ€â€, the show that has a lot of dajare in conversations between Shirokuma and his friends which is seen from the vocabularies are used. The purpose of this research was to study how the embbed dajare word play process is used in the conversation between Shirokuma and the person he is talking to. The research method used is a descriptive qualitative method. The results of this research showed that the same or similarity of sound and form of dajare does not guarantee the similarity of meaning between the referent word and the target word.]]>
<![CDATA[Interactive Learning Medium Development for Learning Hiragana and Katakana ]]>
<![CDATA[Mardani, Desak Made Sri]]>;
<![CDATA[Sadyana, I Wayan]]>;
<![CDATA[Suputra, Putu Hendra]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.19342
<![CDATA[The ability of college students in X university to use Hiragana and Katakana letters is still weak due to the lack of practice in reading and using these letters in a word/sentence. The ability to use Hiragana and Katakana letters is not only about the ability to understand the order of writing and the differences in the strokes, but also to use Hiragana and Katakana in words/sentences. This research was a descriptive study using R D design based on the Four-D Model. In this study, three stages were carried out out of the four stages of the model. Questionnaires and interviews were used in this study as a method of data collection. Interviews also conducted to determine the needs of teachers and students, while questionnaire was used for expert judgement (expert appraisal) process consisting of learning media expert judgement and content expert judgement. The questionnaire data were analyzed descriptively to determine deficiencies in the media created. After going through the improvement phase, then a limited scale trial was conducted on 26 students. From the questionnaire data on the interactive media produced, it is known that overall, the media produced received excellent responses from students, wherein each assessment indicator also received a positive response as well. However, further studies are needed to find out how to implement the interactive media of Hiragana and Katakana in the learning process directly inside the classroom.]]>
<![CDATA[Speech Act Realization on Handbook Mitigation Disaster in Japan ]]>
<![CDATA[Radhiya, Rd. Januar]]>;
<![CDATA[Martawijaya, Asteria Permata]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.24096
<![CDATA[This study investigates speech act strategies used in earthquake mitigation handbooks in Japan, and focuses on finding the type of communicative functions of the speech act strategies used. The government of Japan has provided online and printed handbooks for the people, to reduce risks to a minimum level regarding the disaster so people can prepare beforehand. The data in this study were collected from online leaflet and handbook regarding earthquake mitigation provided by 9 government city’s websites, the Ministry of Foreign Affairs of Japan, and by collecting actual handbook and leaflets from Indonesian lives in Japan. The data were analysed using descriptive qualitative method. Collected data then categorized into assertive and directive speech acts, negative and positive politeness based on Brown and Levinson’s politeness theory, and focusing on expression of consideration (hairyo hyougen). This study found that there are 659 statements related to earthquake disaster mitigation collected from the data. Also, the findings showed that there are 179 assertive and 480 directives speech acts, with more of imperative directive speech than prohibition directive speech. Moreover, Japanese government tend to use hairyou hyougen on their leaflet and handbook disaster mitigation to show respect to the reader.]]>
<![CDATA[Chuugi Bushido Value in Animation Movie “Sengoku Musou†by Kojin Ochi ]]>
<![CDATA[Wardana, Ruditya Yogi]]>;
<![CDATA[Rahayu, Ely Triasih]]>;
<![CDATA[Firmansyah, Dian Bayu]]>;
<![CDATA[Hartati, Hartati]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 1 (2020): JAPANEDU Volume 5 Issue 1, June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i1.23246
<![CDATA[This research was based on one of the most popular Japanese cultural value called Bushido, especially chuugi value in Sengoku Musou animated film by Kojin Ochi. The purposes of this research were: 1) Describing the implementation of chuugi value in bushido, 2) Describing the act of chuugi, and 3) Describing the act that deviate from chuugi. The method used in this research was a qualitative research method. The results of this study showed that there were 20 acts of chuugi and 5 acts that deviate from chuugi in Sengoku Musou animated film. Moreover, this research indicated that the act of chuugi can be motivated by several factors such as the aspect of obedience with orders, the desire to stay together, and the will to sacrifice everything for their master. On the other hand, the deviation of chuugi were occurred because of economic factor, depression factor, psychopathic factor, seeking a target for disappointment factor, and opposing social bonding factor]]>
<![CDATA[Gengobot: Chatbot application to enhance N4 Level Students’ Japanese grammar ability ]]>
<![CDATA[Rifai, Mumu Muhammad]]>;
<![CDATA[Haristiani, Nuria]]>;
<![CDATA[Risda, Dianni]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 2 (2020): JAPANEDU Volume 5 Issue 2, December 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i2.30428
<![CDATA[This study aims to compare students’ Japanese language grammar ability, between students who practice with a chatbot-based application (Gengobot) with students who do not use the application. This research was conducted using quantitative experimental research methods, with experimental class and control class. The subjects of this research were 22 Japanese language students. The results showed that the grammar ability of students who used Gengobot application as a training medium improved significantly than students who used conventional media as paper works. Factors that cause these differences are the use of cognitive and behavioristic approaches in applications, as well as the use of media, which is more practical and engaging. The questionnaire regarding student responses to the Gengobot application shows positive results. Things that need to be considered in future research are the development of the Gengobot application to be more flexible and to add more material to the application.]]>
<![CDATA[The Perception of Japanese Language Education Students About Microteaching ]]>
<![CDATA[Mardani, Desak Made Sri]]>;
<![CDATA[Padmadewi, Ni Nyoman]]>
<![CDATA[ JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol 5, No 2 (2020): JAPANEDU Volume 5 Issue 2, December 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (Indonesia University of Education) ]]>
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DOI: 10.17509/japanedu.v5i2.27493
<![CDATA[Microteaching is one of the subject matters to prepare student teachers. Many publications confirm the function and importance of microteaching in improving the student teachers’ teaching skills. However, publication on the perception of Japanese Language Education students about microteaching is still limited, despite its importance in guiding the students for better improvement. This study aimed at analyzing the students’ perception on the implementation of microteaching at the Japanese Language Education in a university in Bali on 2018. This study used qualitative research, and the data collected by questionnaire and interview. The results of the analysis showed that holistically, the students have postive perception and microteaching is perceived as very useful to improve the student teachers’ teaching skills. The instrumens used are not only relevant to assess the progress and the achievement of the student teachers but also can function as guideline for students on what to do in improving the teaching skills.]]>
