The previous research on Communicative Approach in language learning stated that there was a correlation between speaking and writing abilities, in which both of them belong to productive skill. By presenting effective results, the studentsâ€™ speaking skills could be developed. Based on that previous result, this research was focused on between the receptive and productive knowledge, those were listening and speaking, especially on the respondents who were the beginners to know to what extent the level of their speaking competences. The research applied quasi experiment method without having control class to describe a learning process by applying communicative approach. Respondents were the second semester of Japanese department students, year 2012/2013. The research data was taken twice, in the pre-test and post-test time, as well as questionnaires to know the respondentsâ€™ results on the learning process. The results indicated that the average increase of class respondentsâ€™ achievement was 16.31 point, that was from 66.84 of pre-test score into 83.15 scores for the post-test. Questionnaires were used to know the studentsâ€™ comments on the speaking class using communicative approach. It can be concluded that the results of speaking class using communicative approach is proven to be effective to develop beginner respondentsâ€™ ability to speak.
Research aims to find the influence of strategies used in intermediate kanji learning, i.e. in a more applicative class using kanji, on middle kanji and composition class (sakubun). Research viewed and compared the influence of studentsâ€™ mark in Intermediate Kanji with their mark in Sakubun. The questionnaire used in this research was the Strategy Inventory for Language Learning (SILL) consisting of 50 questions associated with types of strategy to learn kanji. The result obtained using T-test and correlation test was the studentsâ€™ mark in kanji affected their mark in Sakubun. The relationship is the higher mark in kanji, the higher mark in Sakubun. As a conclusion, student essay writing ability is affected by the numbers of kanji remembered and used by students.
Speaking competence a productive skills. However, the associated with teaching materials in the books Minna no Nihongo 1 renshuu C are expected discrepancy that competence in conversations class. That is canâ€™t be fulfilled when referring to competence in according with JF Standard. So in this qualitative research to compare between the two textbooks Minna no Nihongo 1 with Marugoto A1 katsudou. Because the basic level of speaking competence indicator is able to perform a simple conversation, slowly and repeated, replacing the phrase, giving a help, being able to ask questions about important issues, and using daily topics in the basic conversation. And that should be a concern the purpose of making the material isnâ€™t Â the same as conversation learning with sentence patterns or grammar learning basically. And thanÂ the books Minna noÂ Nihongo 1 renshuu C, thatâ€™s Â material noticed how communication targets to be achieved in each meeting.Â
Article clarified the process of language learning, especially Japanese in a class environment,Â in which closely related to the teacher, material learning, and the learning media. In kakikata toÂ yomikata subject (Writing and Reading III), students frequently got difficulties in reading or spellingÂ kanji letters. To observe these difficulties, the researcher uses flashcard for developing the JapaneseÂ vocabularies in six weeks regularly in thirty minutes. The result indicates that around 64% of theÂ respondents get significant developments. The positive impact on those successful respondents is theirÂ ability in remembering vocabularies as well as writes them in kanji letters.
Keigo style is honorific form in Japanese Language in which the language learners get difficulties in learning, especially the third semester of Bina Nusantara students. Keigo style is divided into sonkeigo, kenjougo, and teineigo. Article presented studentsâ€™ mistakes in using keigo, especially sonkeigo dan kenjougo. It is noted that keigo has a relationship between the speaker (messenger), the receiver (mitra tutur), and the situation that all of them were called taiguu hyougen. The results indicate that the students get accidently exchanged in using sonkeigo and kenjougo, vice versa. If it is applied in question sentences, 60% of the students cannot answer it. Used in presenting condition, 60% of the students cannot answer, while used in presenting requirement, 50% of students cannot answer, and used in presenting permission, 40% of students cannot use this keigo style. It can be concluded that the average of 53% of students are not able to use keigo style.Â
Article represents passive diathesis which is one of many kinds and function of grammatical analysis. Passive diathesis or mostly known as passive voice is usually used to show a relation between the speaker and his view on something. In Japanese, passive diathesis is divided in three parts such as, kihon teki na ukemi (basic passive voice), mochi mushi ukemi (belonging passive voice), higai no ukemi (loss passive voice), and hijou no ukemi (neutral passive voice). Each passive voice in Japanese has different function and meaning, therefore in teaching Japanese language it should take more exercise and example in order to be more complete and comprehensive.
The Japanese has not became a product only, but it becomes more than language product activity, but still relates to culture. Article presents Keigo which is is different from sonkeigo, kenjougo and teineigo. Therefore using keigo such as language user depends on uchi soto and ue shita factors. If using sonkeigo such as opponent more higher than speaker position. Oppenent position as me ue (higher position level) and soto no mono (outsider). And than using kenjougo such as speaker more lower than opponent position. Speaker as uchi (insider) or me shita (low position level).
Keigo is variety honorific in Japanese language because there are aspects in which show patterns of respect shown to the listener. Keigo particular use can be seen on the verb form, consisting sonkeigo and kenjougo. The use of particular kinds of Keigo verbs consist of a principled kenjougo sonkeigo and civility. Keigo is important for Japanese learners, especially when they want to communicate attention to issues related between speaker and listener whom we said, what conditions, how the relationship with opponent , and more importantly, how to face protection of the partners. So that communication is established running properly and smoothly between speaker and listener.
Request strategy in Japanese serves to present desires to hearer and speaker gets benefit from the request. Request strategy consists of bald on record, on record with positive politeness, on record with negative politeness, and off record. Research used qualitative descriptive approach. Data were gathered from Maya Koikeda’s Tokimeki Makkun comic book. Research, in the corpus of data, found bald on record strategy was a strategy without any strings attached. Then, on record with positive politeness was showed by the closeness and solidarity relationship. While on record with negative politeness was showed by minimizing load demand and apology, and off record with a vague ellipsis sentence.
Speech acts learns about the relationship between speaker and hearer. It needs good cooperation between speaker and hearer so that communication can run well. A speech has implicatures depending on what is heard by the hearer. This researh aims to find implicatures in Nihonjin no Shiranai nihongo Ep 1 movie. Research applied qualitative approach with descriptive analysis. Then, by its results, it is found conversational implicatures, such requests, questions, suspicion, doubt, sadness, sarcasm, ridicule, orders, facts, and solicitation occurred in the movie. Moreover, research concludes that the implicatures happened in directive, expressive, declarative, and assertive speech act.