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INDONESIA
Jurnal Pendidikan Bahasa Jepang Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26139626     EISSN : 26139618     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 745 Documents
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ANALISIS KESALAHAN INTONASI DAROU PADA MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS RIAU Muhammad Nasirudin; Arza Aibonotika; Adisthi Martha Yohani
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 2 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v8i2.44175

Abstract

Intonation is one of the most important elements that affect the meaning of some sentences. Specifically, Darou Intonation, which is the meaning of the word will change if the intonation is wrong. The goal of this study is to find how a miss pronunciation of the intonation of the Japanese word Darou. this study is using a descriptive qualitative method. Also, an instrument used in this study is using the speaking test. The participants in this study are 34 people from the 2018 class of the Japanese language education program at Riau University. The final result of this study indicates that half of the students that participated in the speaking test were still wrong on the test.
MEDIA PEMBELAJARAN HURUF KATAKANA BERBASIS DARING DI SMKN 7 PEKANBARU Theresia Rosari Dj Sinulingga; Rifo Perdana Faizal; Yenny Aristia Nasution
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 2 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v8i2.44300

Abstract

Based on the results of the explanations that have been presented, it can be concluded that there are differences in learning Katakana letters offline and online at SMKN 7 Pekanbaru. This difference is found in the strategies and learning media used by the teacher. When offline, interactions between teachers and students occur face-to-face. Teachers tend to use discussion strategies and divide students into small groups because they are considered effective for use directly with students. The teacher explains the material directly without having to feel rushed and think about the condition of the network. In online learning, teachers do not use strategies related to performance and small group activities. Teachers are more focused on providing material. When learning offline, the teacher has the flexibility to teach, while when learning online, there is limited time. Time systematic differences were also found between offline learning and online learning. The difference is that offline learning takes longer than online learning. During online learning, the teacher uses PowerPoint Slides which contain learning materials and learning videos. Teachers also use other applications including Google Classroom as a medium for students to collect assignments and ask questions about assignments and Google Meet as a medium for virtual meetings with students. The obstacles that occur in online learning at SMKN 7 Pekanbaru are the instability of the internet network causing the teaching and learning process to be disrupted, teachers' difficulty monitoring students, the difficulty of finding a conducive learning environment for students and there are some students who do not have devices for online learning.
PEMANFAATAN TEKNOLOGI DALAM PEMBELAJARAN DARING BAHASA JEPANG BAGI SISWA KELAS XII SMKN 7 PEKANBARU Viranda Anissa; Rifo Perdana Faizal; Yenny Aristia Nasution
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 2 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v8i2.44497

Abstract

This study aims to describe the use of technology in the online learning process of Japanese subjects for class XII students of SMKN 7 Pekanbaru and to find out the obstacles experienced during the online learning process of Japanese subjects for class XII students of SMKN 7 Pekanbaru. The subjects in this study were 10 students of class XII of SMKN 7 Pekanbaru, while the object of this research was primary data in the form of interviews and secondary data in the form of documentation. This type of research is qualitative. Data collection techniques by means of observation, interviews, and documentation. The data analysis technique is descriptive and qualitative. The results of the study indicate that the use of technology can be a solution to the current pandemic situation and make online learning Japanese more varied through various applications so that students are not bored and understand the material presented faster and the obstacles faced in the online learning process due to signal and signal constraints. students who do not have smartphones in carrying out the learning process remotely.
KELAYAKAN PENGEMBANGAN BAHAN AJAR DIGITAL FLIPBOOK PADA PEMBELAJARAN BAHASA JEPANG SMA DI MALANG Wiranto Aji Dewandono; Ulfah Sutiyarti
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 2 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v8i2.45040

Abstract

Japanese is a unique language. Because most of the vocabulary uses vowels, namely a, i, u, e, and o, Japanese is considered interesting to learn because of this uniqueness. There are so many Japanese books or teaching materials circulating only in the form of physical books, but they are rarely found in digital format, especially flipbooks. From the needs analysis, it can be concluded that Japanese high school teachers in Malang need digital teaching materials that are easily accessible to all students. The method used in this research is Research and Development with a 4D development model (Define, Design, Develop, Disseminate) developed by Thiagarajan. This development produces a digital teaching material product based on flipbooks that are by the process and quality as indicated by validation by media and material experts with firm response criteria so that it is feasible to use.
PENERAPAN METODE PROJECT BASED LEARNING “TEMAN JEPANG” MELALUI PENGGUNAAN APLIKASI HELLOTALK UNTUK PEMBELAJARAN MENULIS BAHASA JEPANG Dhevi Amalia Hermawan; Miftachul Amri
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 2 (2022)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v8i2.48822

Abstract

This study aims to describe the application of the “Teman Jepang” project-based learning method through the use of the HelloTalk application for learning to write Japanese and to find out how the students respond after the implementation of the “Teman Jepang” project-based learning method through the use of the HelloTalk application. The method used is a qualitative descriptive method with the primary data collection process through a study of documents and field data, as well as the results of student response questionnaires. The subjects of this study were 196 students from class XII MIPA and class XII Language at SMA Negeri 10 Malang. The results of the data analysis showed that the interest of students in the application of the "Teman Jepang" project-based learning method through the use of the HelloTalk application for learning to write Japanese was at a very high standard. This study concludes that the “Teman Jepang” project-based learning method through the use of the HelloTalk application was successfully applied in learning to write Japanese and received a positive response from students.
Internalisasi Nilai-nilai Pendidikan Karakter Melalui Mata Pelajaran Bahasa Jepang di Masa Pandemi Covid-19 SMA Negeri 1 Batu Nurica Virdaus; Ulfah Sutiyarti; Rini Wahyuningsih
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 3 (2022): Pendidikan Bahasa Jepang
Publisher : Undiksha Press

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Abstract

Penelitian ini bertujuan mendeskripsikan internalisasi nilai-nilai pendidikan karakter pada siswa SMA melalui pembelajaran bahasa Jepang yang dilakukan secara daring di masa pandemi Covid-19. Metode yang digunakan adalah kualitatif dengan penyajian data deskriptif. Pengambilan data diperoleh melalui observasi, wawancara, dan angket yang diperkuat dengan literatur terkait pendidikan karakter. Hasil penelitian memperlihatkan bahwa guru Bahasa Jepang di SMA Negeri 1 Batu telah menginternalisasikan 14 dari 18 nilai-nilai karakter sesuai Kurikulum 2013 pada saat pembelajaran. Sedangkan 4 karakter seperti peduli sosial, cinta damai, semangat kebangsaan, dan cinta tanah air diinternalisasikan ketika guru menyisipkan cerita tentang kebudayaan Jepang dengan menyesuaikan tema materi yang sedang dipelajari. Guru mengelaborasi nilai-nilai karakter dan menerapkan metode pembelajaran yang menarik dan persuasif agar siswa mampu menghayati nilai-nilai karakter yang dimaksudkan. Sebagaimana tujuan pendidikan adalah bagaimana mencetak generasi  tidak hanya memiliki kecerdasan intelektual, tetapi juga sikap yang baik dan dengan kecakapan yang dibutuhkan dalam mengarungi hidup di masyarakat.
Pemahaman Mahasiswa Angkatan 2018 Pendidikan Bahasa Jepang Angkatan 2018 tentang Kanyouku Ki (気) Jessica Natalia Sevia Situmorang; Hermandra; Intan Suri
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 3 (2022): Pendidikan Bahasa Jepang
Publisher : Undiksha Press

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Abstract

Penelitian ini bertujuan untuk mengetahui pemahaman mahasiswa pendidikan bahasa Jepang angkatan 2018 mengenai kanyouku ki (気), khususnya pada kanyouku 気になります(ki ni narimasu), 気をつけます (ki o tsukemasu), 気がつきます(ki ga tsukimasu), 気にします (ki ni shimasu), 気がします (ki ga shimasu), 気があります (ki ga arimasu) dan 気に入ります (ki ni irimasu). Penelitian ini merupakan penelitian deskriptif kuantitatif dengan menggunakan data berupa nilai tes mahasiswa. Data yang dianalisis sebanyak 33 data dan dari hasil penelitian ini didapatkan kesimpulan yaitu pemahaman mahasiswa pendidikan Bahasa Jepang angkatan 2018 mengenai kanyouku ki (気) berada pada kategori cukup dengan persentase tingkat pemahaman sebanyak 44,61%.
Ketidaksesuaian Penulisan Huruf Hiragana Pada Pemelajar Pemula Bahasa Jepang Indah kumala; Rike Febriyanti
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 3 (2022): Pendidikan Bahasa Jepang
Publisher : Undiksha Press

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Abstract

Bahasa Jepang memiliki tiga huruf dalam penulisannya, yaitu huruf Hiragana, katakana, dan kanji. Huruf Hiragana menjadi salah satu huruf yang diajarkan dari sejak SMA yang mempunyai kurikulum bahasa Jepang. Dalam menulis huruf Hiragana perlu memperhatikan bentuk dan urutan penulisan secara baik dan benar. Namun pada kenyataannya, masih banyak siswa yang menuliskan bentuk huruf Hiragana yang kurang sesuai bahkan terkadang tidak terbaca pada huruf-huruf tertentu. Penelitian ini dilakukan untuk mengetahui ketidak sesuaian penulisan pada huruf Hiragana apa saja dan bagaimana kecenderungan ketidaksesuaian penulisan Hiragana yang dilakukan oleh siswa pemelajar pemula bahasa Jepang. Data penelitian ini diambil dari hasil jawaban siswa saat mengerjakan soal latihan menulis Hiragana. Hasil yang diperoleh pada penelitian ini teridentifikasi ada 16 huruf Hiragana yang tidak sesuai yaitu huruf Hiragana い (i) ん (n), る (ru), か (ka), ふ (fu), ゆ (yu), な (na), め (me), ひ (hi), さ (sa), す (su), を (wo), あ (a), ほ (ho), の (no), dan お (o). Dan kecenderungan ketidak sesuaiannya ada pada bentuk huruf yang meskipun masih terbaca namun tidak sesuai bentuk nya karena ketidak sesuaian goresan. Oleh karena itu diharapkan pada saat melatih menulis Hiragana, pengajar selain memperhatikan urutan goresan juga memperhatikan bentuk goresan pemelajar.
Pengembangan Buku Ajar Dokkai Tingkat Menengah Rusmiyati; Yovinza Bethvine Sopaheluwakan; Miftachul Amri
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 3 (2022): Pendidikan Bahasa Jepang
Publisher : Undiksha Press

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Abstract

Pengembangan buku Ajar Dokkai berjudul “Yoku Wakatta Nihongo, Chukyu Reberu” bagi mahasiswa Prodi dilatar belakangi oleh diperlukannya buku pendamping yang memiliki tingkat kesulitan wacana lebih atas sedikit, dapat memotivasi dan menantang mahasiswa untuk terus belajar, berisi informasi yang menarik untuk diketahui. Fokus penelitian yakni tentang bagaimana proses pengembangan buku ajar, bagaimana kualitas buku ajar dilihat dari segi tingkat kevalidan (media dan materi buku ajar) serta keefektifan dilihat dari hasil uji coba pada mahasiswa yang dilakukan dalam pembelajaran dokkai. Langkah pengembangan yang digunakan R and D oleh Sugiyono. Proses pengembangan dimulai dari potensi atau masalah dalam pembelajaran dokkai. Kemudian pengumpulan informasi melalui penyebaran angket dan wawancara. Kemudian, mendesain produk buku ajar sesuai dengan persyaratan secara didaktis, kontruktif dan teknik, membuat layout, cover, menulis soal latihan, dan dilanjutkan pada validasi desain. Terakhir, menguji cobakan buku ajar dokkai setelah direvisi berdasarkan masukan dari validator pada 25 orang mahasiswa untuk mengetahui bagaimana keefektifan buku dalam pembelajaran di kelas. . Dari hasil validasi materi dan media diperoleh angka 87 .Kemudian dari hasil uji terbatas penggunaaan buku pada angkatan 2020 dalam Mata kuliah Chukyu Dokkai diperoleh rata rata kelas 77,2. Sehingga dapat dikatakan bahwa buku ini layak untuk digunakan dalam pembelajaran dokkai
Analisis Kesalahan Pelafalan Konsonan ん Dalam Ungkapan Aisatsu Siswa SMA Alfina Nur Aini; Sri Aju Indrowaty; Ika Maulida Kusuma Dewi
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 8 No. 3 (2022): Pendidikan Bahasa Jepang
Publisher : Undiksha Press

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Abstract

Japanese language became one of the foreign languages that taught in high school. Many high school students are not familiar with Japanese language’s pronunciation. This creates obstacles experienced by high school students. Students who are just learning Japanese certainly have difficulty pronouncing a Japanese vocabulary. This study aims to explain what are the causes of the difficulties experienced by students of grade 10 MIPA 4 SMAN 7 Malang in reciting the consonant ん in the expression aisatsu and how to solve the problem. This research uses the qualitative descriptive method. The result of this study is the expression aisatsu containing the consonant ん the most difficult to pronounce is konbanwa. Then, the cause of students' difficulty in reciting the expression aisatsu containing the consonant, the most chosen is to already understand how to read it, but still hesitate when reciting it. Then, the solution used so as not to have difficulty in reciting the expression that is most chosen is to practice reciting Japanese expressions or vocabulary more.

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