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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.
Arjuna Subject : -
Articles 117 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."

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