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Journal of Japanese Language Education and Linguistics
Published by Universitas Muhammadiyah Yogyakarta
ISSN : 25975277     EISSN : 26150840     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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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Articles 134 Documents
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The Use of Code Mixing in the Japanese Viral Song Entitled “Shinunoga E-Wa” Kireina Fernanda Utomo; Ismatul Khasanah
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.19091

Abstract

Numerous languages are spoken in various countries. It is widely acknowledged that English holds the status of a worldwide language. English is frequently employed as a language of code mixing within the context of musical compositions. In the viral Japanese song titled "Shinunoga E-Wa" by Fujii Kaze, there is an amalgamation of Japanese and English linguistic elements. This study refers to the work of Lee (2004), who categorized the findings into six distinct categories of English code mixing. The present study employs a qualitative methodology known as content analysis. The data source utilized in this study originates from the song titled "Shinunoga E-Wa". The data was obtained through purposive sampling in order to select samples that possess specific criteria (Sugiyono, 2020). According to Lee (2004), the findings indicated the presence of two distinct forms of code mixing, specifically five variations related to aesthetic elements and an additional five variations associated with the expression of unresolved identity. The utilization of English code mixing demonstrates the efficacy of promoting Shinunoga E-Wa's music on social media platforms, extending its reach beyond the confines of Japan's mainstream audience.
Nobinobi Yomikaki: Teaching Materials for Japanese Reading and Writing Based on 21st Century Skills Frida Philiyanti; Cut Erra Rismorlita
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.18994

Abstract

This study aims to determine the use of "Nobinobi Yomikaki" teaching materials developed as teaching materials for beginner level reading and writing courses towards the formation of 21st century skills in elementary level students. This is based on the needs for reading and writing teaching materials for first semester students, especially students who have never studied Japanese at all. Efforts to form 21st century skills are the focus as well as the basis for developing teaching materials because the demands of students to be able to survive and perform in the digital world, especially after the Covid-19 pandemic, realize how important non-technical skills are as technical skills. The research method uses a mixed approach, quantitative and qualitative. The quantitative approach was used to measure reading speed, which is a basic literacy skill, while the qualitative approach was used to describe the results of observations of how the use of this teaching material on the formation of 21st century skills. The research population is the 2022 batch of students in the Japanese Language Education Study Program at Universitas Negeri Jakarta, with a sample of 24 people, namely students who have never studied Japanese at all. Based on the study, it is known that the structure of teaching materials supports the development of 21st century skills, namely the ability to think critically, creatively, communicatively, collaboratively, and succeeds in fostering positive character so that in this digital era students are ready to become part of global citizens or digital citizens. And as the impact of these skills development, through the activities that force students to communicate their ideas both orally and in writing, their Japanese reading and writing skills also improved.
Cultivation of Character Values in Choukai Kaiwa Shokyu Kohan Course Dwi Puji Asrini
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.19098

Abstract

Students who engage in the study of foreign languages may face the potential risk of experiencing a loss of their personal identity, as their sense of pride becomes intertwined with the cultural heritage of the country associated with the language they are acquiring. Students may also experience a decline in their sense of patriotism and attachment to their nation. Consequently, it is imperative to make concerted endeavors to incorporate character attributes within the curriculum provided. The present study employs a qualitative research approach that utilizes descriptive research methods. The individuals involved in this research were students enrolled in the Choukai Kaiwa Shokyu Kohan Course, which is a component of the Japanese Language Education Study Program. Data collection involved the utilization of many methods, including observation, interviews, documentation, and field notes. The character values have been derived from the Ministry of Education and Culture (2017). The data was analyzed to ascertain the character values that can be associated with the course themes and to classify the obstacles to fostering these character qualities. The Choukai Kaiwa Shokyu Kohan course offers the opportunity for the cultivation of several character traits, such as religiousness, honesty, discipline, industriousness, creativity, independence, curiosity, patriotism, sociability, and responsibility. The learning flow to teach character attributes consists of several steps: mite kangaeru (observe and think), miru-kiku-ittemiru (see, hear, ask, and experience), kiite kizuku (listen and notice), ruuru o hakensuru (analyze rules), tsukatte miru (practice and apply), Can Do chekku (check for proficiency), and seikatsu to bunka (life and culture).  One of the challenges encountered in cultivating character values is the limited capacity of teachers to assess all student groups during the process of integrating them into discussion exercises. Additionally, it is worth noting that only a subset of character values may be effectively evaluated through assignments.
Anxiety in Speaking Japanese Experienced by the Department of Japanese Language Education Students of Unnes Lispridona Diner
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.18737

Abstract

Language learners, particularly foreign language learners, endure language anxiety. Language anxiety can affect learners at all levels, including early, intermediate, and advanced. Anxiety in speaking Japanese is quite noticeable in speaking abilities. It happens for Japanese language students enrolled in the Japanese language education study program as well. The causes of anxiety in speaking Japanese can be seen in a variety of ways, including vocabulary knowledge, sentence patterns, confidence level, and so on. The objective of this research is to discover how worried Japanese people are and what causes their worry. This study's subjects were Japanese language students at the beginning and intermediate levels, each of levels had 50 students. This study took a qualitative approach and collected the data through observation and questionnaires. According to the study's findings, 60% of students at the beginning level did not sense anxiety when speaking Japanese, despite the fact that their worried behavior indicated linguistic anxiety. Scratching the head and moving the hands, for example. Meanwhile, 60% of middle-level students were afraid to speak Japanese because they lacked command of vocabulary and sentence patterns.
Semantic Preference of the Word Okaa-san and Mama in Tsukuba Web Corpus: A Corpus Linguistic Analysis Mellati Riandi Putri; Elvi Citraresmana; Inu Isnaeni Sidiq
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.19217

Abstract

The use of loanwords is common in Japanese people's daily lives, such as the use of'mama' as a term for mother rather than 'okaa-san'. Using corpus linguistic analysis, this study sought to discover how okaa-san and mama are discussed in Japanese society on the internet. The mixed technique was utilized in this study, with collocate strength calculated using MI Score and subsequently categorized by using USAS semantic categories. It was discovered that the phrase okaa-san is usually used to refer to social activities, states, and processes such as the tight relationship between mother and kid. Meanwhile, the term mother is used to refer to emotional behaviors, states, and processes.
Difficulties in Comprehending Japanese Fukugoudoushi of the Japanese Language Learners from Indonesia Dwi Puspitosari
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.18855

Abstract

Compound verbs, or Fukugoudoushi in Japanese, are unique verbs formed by combining two or more verbs or free morphemes. The Japanese language has around 2,700 compound verbs used daily. According to Morita (1991)'s survey in "Reikai Kokugo Jiten," 11.4% of the documented words are verbs, with compound verbs accounting for 39.29%. Compound verb proficiency presents three hurdles, according to Matsuda (2004). These problems include comprehending the variables that control compound verb combination, distinguishing the nuanced meaning differences between single and compound verbs, and designing effective learning strategies to help achieve compound verb acquisition. In this study, researchers used written assessments, questionnaires, and interviews to determine the factors that affect Fukugoudoushi comprehension and how to remedy them. According to test results, students' difficulty understanding compound verb semantics can be categorized into the following categories:1) Compound verbs encompassing acquired and unacquired information. 2) Verb compounds with different frequency in spoken and written language. 3. Compound verbs for physical or intangible notions. The methods for understanding compound verbs are: Three compound verb interpretation strategies exist. First, understand each verb individually, starting with 1 and then 2. The noun nearest to a compound verb might also indicate its meaning. The second way to interpret compound verbs is to look at the sentence as a whole. Finally, the third method infers compound verb meanings from known verbs.
Contrastive Analysis: Intentional Modality of Indonesian and Japanese Eman Suherman
Journal of Japanese Language Education and Linguistics Vol 7, No 2 (2023): Agustus
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v7i2.19451

Abstract

The objective of this study is to provide a comprehensive description of the modality of Indonesian Intentional and Japanese Intentional modality. Intentional modality refers to a linguistic modality that is employed to convey expressions of desire, hope, request, or requirement. The Indonesian intentional modality and Japanese intentional modality exhibit numerous distinctions, which can pose challenges for learners of both languages. The next section provides an overview of the backdrop for this research study. This study employed a descriptive methodology to systematically examine data in order to identify and delineate similarities and differences between the two variables. The intentional modality data for the Indonesian language was obtained from Indonesian language textbooks designed for elementary level I and II foreign speakers, which were published by INCULS, Faculty of Humanities, Gadjah Mada University. Similarly, the intentional modality data for the Japanese language was extracted from the books titled "Minna No Nihongo Shokyuu I and II."
TGT (Teams Games Tournament) Cooperative Learning Model in Kanji Courses to Improve Japanese Vocabulary Mastery Alo Karyati; Paramita Winny Hapsari
Journal of Japanese Language Education and Linguistics Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v8i1.21202

Abstract

Mastering kanji is a challenge for anyone studying the Japanese language. Due to its intricate nature, many students perceive kanji as an intimidating topic. The students' struggle with comprehending kanji directly impacts their ability to understand words written in kanji. Consequently, kids lack comprehension of the reading (dokkai) due to the abundance of kanji words inside it. To tackle this issue, it is necessary to develop a pedagogical paradigm that promotes cooperation among students, enabling them to effectively overcome challenges related to kanji. The TGT (Teams Games Tournament) model is a collaborative learning model that incorporates groups consisting of 3 to 5 individuals. The research aims to investigate the extent of your proficiency in mastering the JLPT N4 kanji vocabulary prior to utilizing the TGT (Teams Game Tournament) model. What is your proficiency in learning the JLPT N4 kanji vocabulary like after utilizing the TGT (Teams Games Tournament) approach? What is the students' response to studying kanji using the TGT (Teams Games Tournament) model? The research methodology employed is a combination of qualitative and quantitative methods. The research focused on a population of 3rd semester students, consisting of a total of 22 individuals. The data gathering methods employed in this study involved the utilization of questionnaires and interviews conducted using Google Form. Meanwhile, the data analysis technique employs descriptive statistics to assess pretest and posttest scores. The findings of this study demonstrated a notable improvement in students' proficiency of JLPT N4 kanji vocabulary after the implementation of the TGT (Teams Game Tournament) cooperative learning paradigm.
The Acquisition of Pragmatically Constrained Japanese Pronouns by L1 English Learners: Results from a Context Translation Task Carlos Luis Pimentel
Journal of Japanese Language Education and Linguistics Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v8i1.14051

Abstract

The allocation of explicit and implicit pronouns and the literature extensively discusses the syntactic and pragmatic conditions that permit and necessitate the use of overt and null pronouns in Romance languages, such as Spanish and Italian. This topic has been explored by various researchers, including Alonso-Ovalle and D’Introno (2000), Fernández-Soriano (1989), Luján (1987, 1999), Montalbetti (1984), Rigau (1986, 1988), and Rizzi (1997). Rothman (2009) argues that the employment of overt subject pronouns in Spanish is pragmatically unusual, except in select discursive situations when their existence contributes more to semantic interpretation than just agreement features. In Japanese, null forms of pronouns are more common than overt pronouns, as observed by Martin (1976). However, like Spanish, the distribution of pronouns in Japanese is influenced by both syntax and pragmatics. In pro-drop languages, overt pronouns, as well as lexical subjects, have the role of resolving any potential uncertainties that may occur when new referents are introduced in a conversation.
Japanese Idiom Learning through Cognitive Linguistics Concept (Idioms Presentation) Dedi Sutedi; Juju Juangsih; Linna Meilia Rasiban
Journal of Japanese Language Education and Linguistics Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jjlel.v8i1.20394

Abstract

Idioms in Japanese are crucial and intricate for pupils to acquire, as they necessitate rote memorization. Occasionally, the figurative interpretation of an idiom involving a Japanese language cannot be inferred from its literal definition. Consequently, pupils must commit them to memory without relying on any mnemonic devices. An effective approach to consider is the application of the principles utilized in cognitive linguistics. Specifically, this involves elucidating the connection between the literal meaning of words and their figurative meanings by examining three rhetorical devices: metaphor, metonymy, and synecdoche. The purpose of this is to offer further support to Japanese language students in comprehending the significance of each idiom they acquire. This study aims to implement a series of steps to teach 27 idioms in the Japanese language to fourth semester students. The objectives of this research are: (1) to describe the figures of speech present in each idiom used as teaching material; (2) to assess the learning outcomes of Japanese idioms after applying three figures of speech to connect the lexical and idiomatic meanings; and (3) to determine if there is a significant difference between the experimental class, where students were given explanations using the three figures of speech, and the control class, where students studied independently. The data analysis reveals that the connection between the literal meaning and figurative meaning of each idiom can be illustrated through the use of metaphor, metonymy, and synecdoche. Furthermore, the t-test analysis demonstrates a notable disparity between students who were taught idioms by utilizing associated figures of speech, as opposed to those who simply memorized them independently. Essentially, using figures of speech to illustrate connections between ideas is significantly more impactful than doing so without them. Moreover, acquiring idioms through this method is widely regarded as significantly more pleasurable and accessible for pupils to actively participate in.

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