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FAKTOR KESULITAN BELAJAR MENULIS HURUF HIRAGANA PADA SISWA KELAS X SMA LABSCHOOL SURABAYA TAHUN AJARAN 2019/2020 OLIVIA EKA MULYANA, TASMANIA
HIKARI Vol 4, No 1 (2020)
Publisher : HIKARI

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Japanese learning that has been given to Labschool high school students in the city of Surabaya, does not match the desired target. Especially in the material hiragana letters. The learning objectives desired by the teacher are students able to write hiragana letters according to the rules, memorize hiragana, and can distinguish hiragana letters that look similar. When the teacher asks students to write hiragana letters on the board one by one with the aim of practicing the students competence in writing hiragana letters, there are several difficulties that are experienced. Such as the lack of graffiti on hiragana letters, cannot distinguish hiragana letters that look similar and scribbles that are not in order. The purpose of this study was to determine the difficulty factors facing students. This research is a type of descriptive research with survey method. The survey was conducted by distributing questionnaires in the form of a questionnaire to Labschool high school students in the city of Surabaya and processed into data. The population includes Labschool High School students who are studying Japanese, while the sample is first class Labschool High School students in the city of Surabaya. While the research data generated in the form of the results of respondents answers to the questions that have been given by researchers through questionnaires to obtain data about the factors of writing hiragana letters. The results of the study show the difficulty in learning to write hiragana letters derived from: 1. Do not memorize the sequence of writing hiragana, students still experience errors in writing hiragana letters, for example it is still difficult to distinguish the sequence in writing letters (a) and letters ? (o). 2. Difficulty reading hiragana letters, many students are enthusiastic about paying attention to the teacher when explained hiragana letters material. however there are still many students who still have difficulty when they try to write hiragana letters because the inability to read letters is automatically difficult to pronounce. 3. Difficult in remembering hiragana letters, students have difficulty memorizing hiragana letters, because hiragana letters are considered complicated, many letters are considered similar and are not accustomed to writing hiragana letters. 4. Cannot differentiate similar hiragana letters, students still cannot distinguish hiragana letters ? [a] and ? [o]. Keywords: Learning Difficulties, Writing Difficulty Factor, Hiragana Writing Difficulty Factor ?? ?????Labschool????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ????????????????????????? ?????????????????????????????????????????? ???????????????Labschool??????IPA??IPS???????????? ?????????????????????????????????????????????????????????????? ????????????????????????? ??????????????????????????????????????????????a?? ??o?????????????????????????? ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ????????????????????????????????????????????????????????????? ????????????????????????????[?]?[?]?????????????[?]?[?]?????????????????? ??????????????????????????????????

EFEKTIVITAS PENGGUNAAN MEDIA DRESS UP GAME DALAM PEMBELAJARAN KOSAKATA BAHASA JEPANG PADA KELAS XI APK 1 SMK PGRI 13 SURABAYA TAHUN AJARAN 2016/2017 RATNAWATI, LELY
HIKARI Vol 4, No 1 (2020)
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EFEKTIVITAS PENGGUNAAN MEDIA DRESS UP GAME DALAM PEMBELAJARAN KOSAKATA BAHASA JEPANG PADA KELAS XI APK 1 SMK PGRI 13 SURABAYA TAHUN AJARAN 2016/2017 Penguasaan kosakata bahasa Jepang tentang kata benda menjadi salah satu penghambat dalam proses pembelajaran di SMK PGRI 13 Surabaya. Hal ini dibuktikan dengan hasil wawancara saat pra penelitian dengan guru mata pelajaran bahasa Jepang disekolah tersebut. Oleh karena itu, untuk mengatasi kesulitan siswa dalam pembelajaran penguasaan kosakata benda digunakan media dress up game. Media dress up game adalah media permainan yang menggunakan media pakaian, permainan ini dapat dimainkan secara berkelompok sehingga membuat siswa lebih tertarik dan termotivasi saat proses pembelajaran berlangsung. Selain memudahkan mengingat kosakata, media ini juga dapat melatih siswa membuat pernyataan sesuai dengan kosakata benda yang dipelajari. Tujuan penelitian ini selain untuk mengetahui efektivitas penggunaan media dress up game, juga untuk mengetahui respon siswa terhadap penggunaan media tersebut dalam pembelajaran kosakata bahasa Jepang. Penelitian ini merupakan penelitian kuantitatif berjenis True Experimental Design. Populasi dalam penelitian ini adalah siswa kelas XI SMK PGRI 13 Surabaya dengan jumlah 118 siswa, sedangkan sampel pada penelitian ini adalah kelas XI APK I sebagai kelas eksperimen dengan jumlah 28 siswa dan kelas XI APK II sebagai kelas kontrol dengan jumlah 28 siswa. Pembelajaran dikelas kontrol menggunakan media konvensional dan powerpoint sedangkan dikelas eksperimen menggunakan media dress up game. Data yang diambil dalam penelitian ini yaitu nilai pre-test dan post-test siswa kelas eksperimen dan kelas kontrol serta hasil angket respon siswa. Berdasarkan analisis data yang telah dilakukan diperoleh hasil t hitung 6,725 t tabel 1,676 (0,05, df= 49) dapat ditarik kesimpulan bahwa media dress up game dalam pembelajaran kosakata bahasa Jepang memiliki pengaruh yang signifikan terhadap hasil belajar siswa. Berdasarkan hasil angket respon siswa terhadap penggunaan media dress up game dalam pembelajaran kosakata bahasa Jepang diketahui bahwa rata-rata butir pertanyaan satu hingga tujuh, menunjukkan kriteria 81%-100% sehingga dapat disimpulkan bahwa penggunaan media dress up game efektif sehingga cocok digunakan dalam kegiatan pembelajaran bahasa Jepang.

PENGGUNAAN MEDIA PERMAINAN UNO STACKO UNTUK PENGUASAAN KOSAKATA DALAM PEMBELAJARAN BAHASA JEPANG LEVEL DASAR AINIS SYIFA, DINA
HIKARI Vol 4, No 1 (2020)
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?? ??????????1???????????????????????????????????2????????3????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????1????????? 2????????????????????????? 3????????????????????????????????? 4????????????????????????????????????????????????????????????????????????????????????????? ?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ???????????????????????????? Abstract The purpose of this study are: 1) describe the steps in the application of Japanese vocabulary learning using Uno Stacko media, 2) describe the advantages and 3) describe the weaknesses of Uno Stacko game media when applied in Japanese learning. The method used in this research is library research. Data collection techniques used in this study are documentation techniques with the study of literature that is gathering information from a variety of reference sources in the form of scientific literature relating the variables in this study. Data analysis techniques using secondary data analysis methods through the results of previous research in the form of theses, articles, and papers based on the theme of this study. The results of this study can be seen that the application of learning by using Uno Stacko Japanese vocabulary media games is done with the following short steps: 1) Division of groups. 2) Explanation of the rules and how to play Uno Stacko game media. 3) Students start doing learning activities according to the rules of the game and instructions from the teacher. 4) The teacher as a time controller and student activities so that the activities run according to the learning scenario and students remain conducive to follow the course of activities properly and correctly. The advantages of Uno Stacko game media are that it can increase student motivation, improve students cognitive abilities or knowledge, encourage students to be more active in learning activities, and improve social skills. While the weaknesses they have are that the classroom atmosphere is poorly controlled, the making of it consumes a considerable amount of time, energy, and cost, and allows students to become less focused with the learning objectives. Keywords: learning media, Uno Stacko game, vocabulary mastery

PENGEMBANGAN MEDIA FLASH PADA PENGENALAN KOSAKATA DALAM CERITA RAKYAT JEPANG â€œSARU KANI KASSENâ€ CINTIAPUTRI, RESTY
HIKARI Vol 4, No 1 (2020)
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Abstract Literature is a familiar thing for language learners. Likewise for Japanese language learners, studying a literary work can increase vocabulary to understand a work. However, literary learning is not taught at school. Teaching literature is important to teach, to support language skills. One of Japanese literary works is folklore. The saru kani kassen folklore is one of the most well-known stories in Japan. Flash media are media that contain animated "Saru kani Kassen" folklore accompanied by hiragana letters, romaji and Indonesian translations. This media also contains a collection of vocabulary and practice questions. In this study flash media was developed to help students learn new Japanese vocabulary in the "Saru Kani Kassen" folklore. The purpose of this study is to determine the feasibility and response of students to Flash media. This research is the development of a research based on Sugiyonos development model. This research was conducted on students of Labschool Unesa High School class XI. The results of the study are disclosed below: 1. From the Flash media feasibility test the results obtained are, 84% obtained from material experts. While from media experts the results were 97%. Based on these results, flash media gets very good and decent results. 2. Based on the analysis of student questionnaire responses, Flash media received very good responses with a percentage of 82.5%. With these results, this flash media is appropriate to be used to introduce Japanese vocabulary. However, to make a media that really senpurnya, still needed improvement. Keywords: development, flash media, vocabulary, Saru Kani Kassen folklore ?? ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ?????????????????2015:42????????????????????????SMA Labschool Unesa????????????????????????????????????? 1. ???????????????????????84????????????97???????????????????????????????????? 2. ????82,5?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? ???????????????????????????????????

PENGEMBANGAN MEDIA PERMAINAN FLASH DOUBUTSUPE UNTUK PENGENALAN ONOMATOPE HEWAN DALAM NIHON NO DOUYOU CHOMARIAH, SITI
HIKARI Vol 4, No 1 (2020)
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Penelitian ini merupakan penelitian pengembangan media permainan flash Doubutsupe untuk pengenalan onomatope hewan dalam Nihon No Douyou. Berdasarkan data analisis angket kebutuhan siswa, 88% siswa tertarik belajar karya sastra Jepang, 96% siswa tertarik belajar dan mengenal onomatope hewan dalam bahasa Jepang, serta 100% siswa membutuhkan media pendukung dalam proses pembelajaran. Berdasarkan hal tersebut, peneliti mengembangkan media permainan flash Doubutsupe untuk mengenalkan siswa pada onomatope hewan dalam bahasa Jepang. Penelitian ini bertujuan untuk mendiskripsikan hasil pengembangan media permainan flash Doubutsupe, dan mendeskripsikan respon siswa terhadap media permainan flash Doubutsupe. Pengembangan media ini menggunakan metode penelitian Research & Development (R&D) berdasarkan teori penelitian pengembangan Sugiyono (2015: 407). Penelitian ini hanya sampai pada tahap kesembilan yaitu revisi produk setelah uji coba pemakaian. Hal ini disesuaikan dengan tujuan dari penelitian yang telah disebutkan sebelumnya. Sementara untuk mengetahui kelayakan media dan respon siswa didasarkan pada skala Likert dalam Riduwan (2013: 23). Data yang digunakan dalam penelitian ini adalah hasil angket kebutuhan siswa, validasi kelayakan media (materi dan desain) dan hasil angket respon siswa. Data yang digunakan untuk menyusun materi yaitu dipilih 7 douyou secara acak yang liriknya terdapat onomatope hewan dan nama hewan. Hasil akhir penelitian pengembangan media flash Doubutsupe untuk pengenalan onomatope hewan dalam Nihon no Douyou dideskripsikan dibawah sebagai berikut: 1. Hasil validasi desain oleh ahli media untuk kelayakan media dinyatakan layak digunakan dengan sedikit revisi dengan nilai persentase 88% masuk dalam kriteria kelayakan sangat kuat. 2. Hasil validasi materi oleh ahli materi untuk kelayakan materi dinyatakan layak digunakan dengan sidikit revisi dengan nilai persentase 78% masuk dalam kriteria kelayakan kuat. 3. Hasil uji coba produk media melalui angket respon siswa terhadap pengembangan media permainan flash Doubutsupe untuk pengenalan onomatope hewan dalam Nihon no Douyou diperoleh nilai persentase sebesar 89% masuk dalam kriteria kelayakan sangat kuat. Dari hasil penilaian validator maupun angket respon siswa, media permainan flash Doubutsupe untuk pengenalan onomatope hewan dalam Nihon no Douyou dapat dikatakan layak digunakan sebagai media pengenalan onomatope hewan dalam lagu anak Jepang. Kata Kunci: Pengembangan media, permainan flash Doubutsupe, onomatope hewan, douyou.

PENGEMBANGAN MEDIA PERMAINAN MONOSHIKI UNTUK MENGENALKAN KEBIASAAN-KEBIASAAN YANG BERKAITAN DENGAN MUSIM SESUAI NENJUUGYOUJI ANJARWATI, NAJDAH
HIKARI Vol 4, No 1 (2020)
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Abstract This study examines the development of monoshiki game media to introduce season-related habits according to nenjuugyouji. Based on a survey conducted by the Japan Foundation in 2015 which stated that globally, Indonesia was ranked second in the number of enthusiasts and institutions that learned and taught Japanese. However, the information provided is based on guidebooks both in formal and informal learning about habits related to seasons according to nenjuugyouji. Therefore the use of monoshiki game media to introduce habits related to the season in accordance nenjuugyouji. Monoshiki itself is a modified monopoly game, monopoly and shiki (four seasons). The way the game is almost the same as monopoly but with a few changes. This study aims to determine the process of making monoshiki game media and monoshiki game media user responses. This research uses Sugionos R&D (Research & Development) method. The research subjects were 6 people who had learned Japanese and those who did not learn Japanese at the product trial stage, and 20 people who had learned Japanese and people who had not learned Japanese in the trial use. Based on sources obtained from data from the media validation questionnaire monoshiki game obtained a percentage of 86.42% with very good criteria. Based on the results of the validation of monoshiki game material obtained a percentage of 70% with good criteria. Based on the acquisition of the percentage of media validation by media experts and the media validation by the monoshiki game material is appropriate to use with very good criteria to introduce about the four seasons based on nenjuugyouji in Japan for Japanese language learners. Based on data sources from 26 respondents who filled out the questionnaire responses of participants to the media game monoshiki obtained a percentage of 81.53% with very good criteria. Based on the results of the questionnaire responses of participants it can be concluded that the monoshiki game media got a good response from the participants. Keywords: Development, game, monopoly, culture, four seasons.

PENGEMBANGAN MEDIA PEMBELAJARAN UNTUK PENGENALAN DOUYOU TENTANG MUSIM DI JEPANG PADA SISWA SMA KATOLIK UNTUNG SUROPATI KRIAN PAKERTI, YONATAN
HIKARI Vol 4, No 1 (2020)
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Abstract The rapid development of technology is an opportunity for the usage of computer technology in the learning process. One of computer technology is the Powerpoint program that is increasingly used in the learning process especially the introduction of Japanese, which so far is still only focused on Japanese grammar, such as letters, words, phrases and sentences. Besides that, literature can be taught together with grammar simultaneously, for example childrens songs (Douyou). There are various themes for childrens songs, such as about seasons, celebrations and daily life. Season is very much related to Japanese peoples life. Therefore, in this study, researcher developed Powerpoint media about the season and used this media to research about introducing Japanese culture as well. In this study, 12 season-themed songs will be used. Here is a list of 12 songs, Spring: S?shunbu, haruyokoi, doko ka de haru ga. Summer: Ware ha uminoko, natsuhakinu, natsu no omoide. Autumn: K?y?, ch?sai akits mitsuketa, sato no aki. Winter: Yuki, yuki no furumachiwo, pechika. The purpose of this research is to find out and then describe the development process and test results on Powerpoint learning media to introduce Douyou about seasons in Japan. This research uses The Research & Development method by Sugiyono (2015: 409). In collecting student response we visit Untung Suropati Catholic High School Krian and helped by 20 students as subjects. There are two tests were conducted, the validation by experts and trials to the subjects. based on the validation calculation that is equal to 94.44% by material experts and 90% by media experts, and gets very good student responses with a percentage of 89.58%. Thus the results of this study produce Powerpoint learning media that are suitable for the introduction of Douyou about seasons in Japan.?? ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????12??????????????????????????12?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????SMA Katolik Untung Suropati????????????????????????????20??????????????????????????????????????????????2?????????????????????????????????????????????????????????????90%????????????????94,44%?????????????????89,58%???????????????????????????????????????????????????????????????

METODE SAVI MENGGUNAKAN MEDIA ANIMASI UNTUK PEMBELAJARAN POLA KALIMAT BAHASA JEPANG LEVEL DASAR PADA SISWA SMA LESTARI, DINA
HIKARI Vol 4, No 1 (2020)
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?? ????????????SAVI??????????????????????????????????????????????????????????????????????????????????? ???????? (1) ???????????????????????????????????????SAVI???????????????(2) SAVI???????????????????????????????? ???????????????????????????? ??????????????????1?????SAVI????????????????????????SAVI?????????????????????????????????????(2) SAVI????????????????????????????????????????????????????????????????????????????SAVI?????????????????????????????????????????????????????SAVI????????????????????????????? ???????????????SAVI??? ABSTRACT Learning to sentence patterns of the Japanese language using the method of learning SAVI with media animation is based on theory of accelerated learning. Theories about learning involving active learning activities to produce a change.The purpose of this article are: (1) describe the importance of learning methods SAVI using media animation in learning to sentence patterns of Japanese language at high school students, and (2) describe the animation medium in accordance with the methods of learning SAVI. The research method used in this research is a research literature review. The results of the analysis in this study, namely (1) the method of learning SAVI is learning that maximize the use of the five senses, in addition, the element in the cognitive, affective, and psychomotor incorporated into one in the process of learning with the use of the SAVI method; (2) the animation medium in accordance with the methods of learning SAVI namely in the form of audio visual media. The audio-visual media function as a mediator of learning, and has to include elements of SAVI in the form of auditory and visual. It can then be combined in the learning process, by developing the bodys movements and understanding, so that all elements of SAVI are fulfilled. Keywords: learning method, learning method SAVI, sentence patterns

METODE SAVI MENGGUNAKAN MEDIA ANIMASI UNTUK PEMBELAJARAN POLA KALIMAT BAHASA JEPANG LEVEL DASAR PADA SISWA SMA LESTARI, DINA
HIKARI Vol 4, No 1 (2020)
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?? ????????????SAVI??????????????????????????????????????????????????????????????????????????????????? ???????? (1) ???????????????????????????????????????SAVI???????????????(2) SAVI???????????????????????????????? ???????????????????????????? ??????????????????1?????SAVI????????????????????????SAVI?????????????????????????????????????(2) SAVI????????????????????????????????????????????????????????????????????????????SAVI?????????????????????????????????????????????????????SAVI????????????????????????????? ???????????????SAVI??? ABSTRACT Learning to sentence patterns of the Japanese language using the method of learning SAVI with media animation is based on theory of accelerated learning. Theories about learning involving active learning activities to produce a change.The purpose of this article are: (1) describe the importance of learning methods SAVI using media animation in learning to sentence patterns of Japanese language at high school students, and (2) describe the animation medium in accordance with the methods of learning SAVI. The research method used in this research is a research literature review. The results of the analysis in this study, namely (1) the method of learning SAVI is learning that maximize the use of the five senses, in addition, the element in the cognitive, affective, and psychomotor incorporated into one in the process of learning with the use of the SAVI method; (2) the animation medium in accordance with the methods of learning SAVI namely in the form of audio visual media. The audio-visual media function as a mediator of learning, and has to include elements of SAVI in the form of auditory and visual. It can then be combined in the learning process, by developing the bodys movements and understanding, so that all elements of SAVI are fulfilled. Keywords: learning method, learning method SAVI, sentence patterns

PENGEMBANGAN MEDIA PEMBELAJARAN DAILY ACTIVITY BERBASIS UNITY3D PADA PEMBELAJARAN KOSAKATA KATA KERJA DAN KATA KERJA BAHASA JEPANG TINGKAT DASAR DI SMAN 1 KREMBUNG TAHUN AJARAN 2018-2019 KARTIKASARI, DIA
HIKARI Vol 4, No 1 (2020)
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AbstractThis study discusses the potential and problem of potential outcomes and problems caused to class XI students of SMAN 1 Krembung language where 86% said have difficulties in learning Japanese especialy verbs. 86% of studensts need some media to learn Japanese. 100% of students stated that they often use smartphones. Thru that case the researcher develop a media called daily activity for learning Japanese verb vocabulary. This study describe the process of developing daily activity learning media activities, the feasbility of daily activities media, and students? responses to learning media on daily activities. This research is a research development using Sugiyono?s research model. The data source in this study is the book minna no nihon go unit 6 dan sakura book 3 chapter 23-30. The subject in this study were students of class XI in SMAN 1 Krembung leaguage and students of class XI in SMAN 1 Porong. The data used is the process of developing daily learning media activities, result media validation, result validatio material, result of pre-test and post-test average values, and students responses. The proses of developing a media daily activities are 10 thing, namely potential and problems, data collection, product design, validation design, design revision, product trials, product revisionis, trial use, product revision and mass production. In this research, it reached the 9th stage, namely the revision of the product was nit approved at the 10th stage because of the time, energy and cost. Media validation is carried out by media experts and material experts. The percentage of result of media validation from media experts at 88.9% is included in the excellent category. Furthermore, media validation from material experts was 80.8% with an excellent category from validator 1 and 94.6% with an excellent category from validator 2. The average pre-test score was 69 and the post-test was 91. Based on calculations the average value of the pre-test and the post-test, student learning outcomes improved after using the media to learn daily activities by 87.6% with a very strong category. Then it can be dismantled as daily learning media and not used as a learning medium for Japanese verb vocabulaty. Keyword : Smartphone, this research, learning media daily activity ?? ???????????Daily Activity ??????? ???????????????????????????????????Krembung ???XI Bahasa ????????????????????86?????????????????????86????????????????????????????100???????????????????????????????????????????????????Unity 3s???????Daily Activity?????????????????????????????????? 1. Unity 3s????????????????????????????????Daily Activity??????????????????????? 2. Unity 3s????????????????????????????????Daily Activity???????????????????? 3. Unity 3s????????????????????????????????Daily Activity????????????????????????? ??????????????????Sugiyono???????????????????6???????22?30??????Krembung ???XI Bahasa ?????????Porong ???XI Bahasa ???????????????????????????????????????????????????????????????????Daily Activity??????????????????????????????????????????????????????????9?????????????????????????????9???????????????????????????????????????? ???????????????????????????????????????????????????????????88.9????????????????????????2?????????????????????80.8% ????94.6% ?????????????????????????????????????69????????????????91??????????????????????????????????Daily Activity?????????????????????????Daily Activity???????????????????????????????87.6????????????????????????????????????????Daily Activity???????????????????????

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