Journal of Japanese Language Education and Linguistics
Journal of Japanese Language Education and Linguistics (JJEL) is an online journal, open access peer review journal, published twice a year every February and August. This journal is for all contributors who are concerned with research related to the study of Japanese language education and Japanese Linguistics.
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<![CDATA[Penerapan Metode HOTS (Higher Order Thinking Skill) dalam Pembelajaran Bahasa Jepang di SMA ]]>
<![CDATA[Saragih, Febi Ariani]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/jjlel.3228
<![CDATA[(Application of HOTS (Higher Order Thinking Skills) Method in Japanese Language Learning in Senior High School This study aims to find out how the application and inhibiting factors of the HOTS method in learning Japanese at the high school level. The scope of this research is the planning and learning process in one of the KD (Basic Competency) Japanese XI grade at SMAN 6 Malang. The process of making an evaluation, and the evaluation process itself does not belong to the scope of this study. The method used in this research was a descriptive qualitative method using Classroom Research design. Data collection techniques used non-participant observation, documentation, and interviews. The data in this study were dialogues, monologues, and activities related to the application of the HOTS method in learning Japanese. The results of this study indicated that the learning used by teachers for the application of HOTS was following the Problem Based Learning model in which there were learning processes in analyzing (C4), evaluating (C5), and creating (C6). Inhibiting factors that arose in the process of applying the HOTS method consisted of teacher doubt in planning the learning tools, differences in the understanding of each teacher in interpreting HOTS-based teaching materials, limitations of instructional media that are compatible with learning materials, inadequate school facilities, and students who tend to be passive.]]>
<![CDATA[Tugas Menyalin Teks Dokkai untuk Meningkatkan Kemampuan Mahasiswa dalam Membaca dan Memahami Teks Berbahasa Jepang ]]>
<![CDATA[Suryadi, Yudi]]>;
<![CDATA[Puspitasari, Diana]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/jjlel.3229
<![CDATA[This study aims to describe the results of the implementation of the assignment model that is rewriting the dokkai text on the Dokkai course in the Japanese Literature Study Program of FIB UnSoed to improve students' Japanese language skills. This study used the action research method with the assignment of rewriting the dokkai text as its treatment. The research subjects were 107 students of the Japanese Literature Study Program of FIB UnSoed consisting of 4th-semester student class 2017 and 2nd-semester student class of 2018. The data collection used in two ways. They were giving tests and questionnaires to students. The data collected were then analyzed quantitatively and qualitatively to produce a conclusion from this study.           Based on the results of data analysis, the results of the test results for the 4th-semester student class 2017 got an average value of 69, the highest score of 96, and the lowest score of 40, while the 2nd-semester student class of 2018 got an average score of 62, the highest score of 94, and the lowest value of 55. Furthermore, from the results of the questionnaire filled out by students, 92.6% of students agreed with the assignment model because of the assignment of rewriting the dokkai text. The students could more fluently read and understand the contents of the text studied in class. At the same time, it trained them to get used to writing Japanese characters, whether it was hiragana, katakana, or kanji.]]>
<![CDATA[Penggunaan Media Sosial Instagram dalam Pembelajaran Kanji ]]>
<![CDATA[Muhlisian, Asep Achmad]]>;
<![CDATA[Putri, Yuliani Kusuma]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/jjlel.3230
<![CDATA[This research entitled " Use of Instagram  in Kanji Learning, sees that still many students who have difficulty in learn kanji, especially in remembering kanji caused by several things based on preliminary observations of the lack of interest of Japanese students in kanji and many consider it is difficult to learn kanji. The object of this research is the 5th semester Japanese language students who are actively using Instagram. This research used  action research method. Data analysis result showed that of the 435 students who posted kanji via Instagram, most of them used features on Instagram and adjusted them to their ability to remember kanji, such as by association of images, interesting videos and videos of kanji writing sequences.]]>
<![CDATA[Analisis Kesalahan Penulisan Gairaigo pada Mahasiswa Tingkat II Tahun Ajaran 2017/2018 Program Studi Pendidikan Bahasa Jepang Universitas Negeri Padang ]]>
<![CDATA[Yani, Damai]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/jjlel.3226
<![CDATA[Gairaigo is one of the learning aspects that must be mastered by Japanese learners. The differences in gairaigo writing from the native language either phonology or morphology make Japanese learners often making mistakes. This papers focused on the form and type of errors in gairaigo writing for students on the second years of the academic 2017/2018 years of the Japanese Language Education study Program at Padang State University. The theory used in this paper was an error analysis method based on the theory of Tarigan (2011). The approach used in this paper was a quantitative and qualitative approach (combination method) with a sequential explanatory model (sequence of proof) proposed by Creswell (2009). Data were taken using test that was open-ended questions and non-test techniques that was interview in accordance with the location of errors in student writing. the form of errors in writing gairaigo of the students at the 2017/2018 on the first indicator was about 76 items with a percentage of 16.89% of phonological errors. On the other hand, the form of morphological errors can be identified as many as 40 items with a percentage of 8.89%. The Gairaigo error in the second indicator was about 26 errors with a percentage of 17.33%. While the error form was about 28 items with a percentage of 18.67%. The type of gairaigo writing errors found in the first indicator was about 131 errors with a percentage of 29.11% for mistake errors. Meanwhile, the lapses errors can be found in 5 errors with a percentage of 1.11%. The type of errors in the second indicator was about 59 errors with a percentage of 39.33%. On the contrary, the type of lapses errors can be found in 2 errors with a percentage of 1.33%.]]>
<![CDATA[Pola Lafal Bunyi Khusus Bahasa Jepang pada Tuturan Pembelajar Bahasa Jepang di Indonesia ]]>
<![CDATA[Najoan, Franky Reymond]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/jjlel.3227
<![CDATA[One of the most difficult parts of Japanese language acquisition is a feature sound called special morae and its relation to accent. Previous researches have tried to overcome such a problem by using several methods, but the results have not been satisfactory yet. This research aims to identify pronunciation patterns used by the learners and find out the solutions to the problem. The researcher collected the data through an audio recording of 13 students who were to pronounce a list of words and sentences. Then, the data were analyzed using a speech analyzer. The results showed that out of 13 students pronouncing 13 stimuli words and 13 sentences that contained those stimuli words, only two students (15.4%) could pronounce those words close to native speaker-like. The variation of speech patterns indicates that the pronunciation pattern of the learners was in the inter-language position when acquiring the Japanese phonemes.]]>
<![CDATA[Pola Lafal Bunyi Khusus Bahasa Jepang pada Tuturan Pembelajar Bahasa Jepang di Indonesia ]]>
<![CDATA[Najoan, Franky Reymond]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/jjlel.3227
<![CDATA[One of the most difficult parts of Japanese language acquisition is a feature sound called special morae and its relation to accent. Previous researches have tried to overcome such a problem by using several methods, but the results have not been satisfactory yet. This research aims to identify pronunciation patterns used by the learners and find out the solutions to the problem. The researcher collected the data through an audio recording of 13 students who were to pronounce a list of words and sentences. Then, the data were analyzed using a speech analyzer. The results showed that out of 13 students pronouncing 13 stimuli words and 13 sentences that contained those stimuli words, only two students (15.4%) could pronounce those words close to native speaker-like. The variation of speech patterns indicates that the pronunciation pattern of the learners was in the inter-language position when acquiring the Japanese phonemes.]]>
<![CDATA[Penerapan Metode HOTS (Higher Order Thinking Skill) dalam Pembelajaran Bahasa Jepang di SMA ]]>
<![CDATA[Febi Ariani Saragih]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
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DOI: 10.18196/jjlel.3228
<![CDATA[(Application of HOTS (Higher Order Thinking Skills) Method in Japanese Language Learning in Senior High School This study aims to find out how the application and inhibiting factors of the HOTS method in learning Japanese at the high school level. The scope of this research is the planning and learning process in one of the KD (Basic Competency) Japanese XI grade at SMAN 6 Malang. The process of making an evaluation, and the evaluation process itself does not belong to the scope of this study. The method used in this research was a descriptive qualitative method using Classroom Research design. Data collection techniques used non-participant observation, documentation, and interviews. The data in this study were dialogues, monologues, and activities related to the application of the HOTS method in learning Japanese. The results of this study indicated that the learning used by teachers for the application of HOTS was following the Problem Based Learning model in which there were learning processes in analyzing (C4), evaluating (C5), and creating (C6). Inhibiting factors that arose in the process of applying the HOTS method consisted of teacher doubt in planning the learning tools, differences in the understanding of each teacher in interpreting HOTS-based teaching materials, limitations of instructional media that are compatible with learning materials, inadequate school facilities, and students who tend to be passive.]]>
<![CDATA[Analisis Kesalahan Penulisan Gairaigo pada Mahasiswa Tingkat II Tahun Ajaran 2017/2018 Program Studi Pendidikan Bahasa Jepang Universitas Negeri Padang ]]>
<![CDATA[Yani, Damai]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/jjlel.3226
<![CDATA[Gairaigo is one of the learning aspects that must be mastered by Japanese learners. The differences in gairaigo writing from the native language either phonology or morphology make Japanese learners often making mistakes. This papers focused on the form and type of errors in gairaigo writing for students on the second years of the academic 2017/2018 years of the Japanese Language Education study Program at Padang State University. The theory used in this paper was an error analysis method based on the theory of Tarigan (2011). The approach used in this paper was a quantitative and qualitative approach (combination method) with a sequential explanatory model (sequence of proof) proposed by Creswell (2009). Data were taken using test that was open-ended questions and non-test techniques that was interview in accordance with the location of errors in student writing. the form of errors in writing gairaigo of the students at the 2017/2018 on the first indicator was about 76 items with a percentage of 16.89% of phonological errors. On the other hand, the form of morphological errors can be identified as many as 40 items with a percentage of 8.89%. The Gairaigo error in the second indicator was about 26 errors with a percentage of 17.33%. While the error form was about 28 items with a percentage of 18.67%. The type of gairaigo writing errors found in the first indicator was about 131 errors with a percentage of 29.11% for mistake errors. Meanwhile, the lapses errors can be found in 5 errors with a percentage of 1.11%. The type of errors in the second indicator was about 59 errors with a percentage of 39.33%. On the contrary, the type of lapses errors can be found in 2 errors with a percentage of 1.33%.]]>
<![CDATA[Tugas Menyalin Teks Dokkai untuk Meningkatkan Kemampuan Mahasiswa dalam Membaca dan Memahami Teks Berbahasa Jepang ]]>
<![CDATA[Yudi Suryadi]]>;
<![CDATA[Diana Puspitasari]]>
<![CDATA[ Journal of Japanese Language Education and Linguistics Vol 3, No 2 (2019): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/jjlel.3229
<![CDATA[This study aims to describe the results of the implementation of the assignment model that is rewriting the dokkai text on the Dokkai course in the Japanese Literature Study Program of FIB UnSoed to improve students' Japanese language skills. This study used the action research method with the assignment of rewriting the dokkai text as its treatment. The research subjects were 107 students of the Japanese Literature Study Program of FIB UnSoed consisting of 4th-semester student class 2017 and 2nd-semester student class of 2018. The data collection used in two ways. They were giving tests and questionnaires to students. The data collected were then analyzed quantitatively and qualitatively to produce a conclusion from this study. Based on the results of data analysis, the results of the test results for the 4th-semester student class 2017 got an average value of 69, the highest score of 96, and the lowest score of 40, while the 2nd-semester student class of 2018 got an average score of 62, the highest score of 94, and the lowest value of 55. Furthermore, from the results of the questionnaire filled out by students, 92.6% of students agreed with the assignment model because of the assignment of rewriting the dokkai text. The students could more fluently read and understand the contents of the text studied in class. At the same time, it trained them to get used to writing Japanese characters, whether it was hiragana, katakana, or kanji.]]>
