JLA (Jurnal Lingua Applicata)
JLA (Jurnal Lingua Applicata) is an academic journal in Indonesian published by the Departemen Bahasa Seni dan Manajemen Budaya (DBSMB), Sekolah Vokasi UGM, which manages several Diploma majors in foreign languages. JLA accepts scientific articles in the field of study in applied foreign languages, especially in English, Japanese, Mandarin, and Korean. JLA aims to provide comprehensive knowledge of the applicative aspects of foreign languages in its real-life practice, especially in academic and workspace settings. JLA is issued twice a year, in the first and second semester.
Articles
81 Documents
<![CDATA[Bahasa Jepang Sebagai Bahasa Asing -Pemahaman Pembelajar Terhadap Kala- ]]>
<![CDATA[Gede Satya Hermawan]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.46773
<![CDATA[In Indonesian to express time in the past, present, and future only indicated by time adverbs, and no conjugation in the verb. The first-year Japanese language education learners in the Ganesha University of Education, when they began to understand tenses in Japanese, it was seen that the concept of tenses in Indonesian was interference. The not only verb conjugation in Japanese is an obstacle, but the understanding of concepts Japanese tenses has also become a problem for learners. This paper will explain to the understanding of first-year Japanese language learners when applied Japanese tenses. This research is experimental research, where learners will be given two sentences, and asked to explain the differences. If the learner understands the concept of the Japanese tenses, the learner will find the difference from the time of the event in the sentence. There were 22 learners first-year Japanese language learners who were the subjects of the research. The results obtained are the first-year Japanese language learners of the Ganesha University of Education, most of whom have not shown a good understanding of the use of Japanese tenses, this is indicated by the number of learners who are right in explaining that there are four people from 22 learners.]]>
<![CDATA[Kamus Bahasa Mandarin di Yogyakarta ]]>
<![CDATA[Frida Anis Handayani]]>;
<![CDATA[Eritrina Putri Ekantari]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.48060
<![CDATA[The Mandarin language has complex linguistic rules that not everyone isn't able to arrange a good Mandarin dictionary. The writer of Mandarin dictionary should have an abundant knowledge and experience in this language, so they can develop high-quality Mandarin dictionary which is easy to be understood by the reader. This article explains some examples of errors found in several Mandarin language dictionaries with a lexicology and lexicographic approach. The conclusion of this article is that not all dictionaries on the market are high quality, for example in the writing of hanzi, pinyin, and sentences. Mandarin language learners must be selective when they want to buy a dictionary, the quality of a dictionary depends on the writer, accuracy and printing.]]>
<![CDATA[Incorporating Motor Aspects in a Competence-based Syllabus for Second Grade English Class in SD Muhammadiyah Jagalan ]]>
<![CDATA[Cisya Dewantara Nugraha]]>;
<![CDATA[Dian Ayu Septiani Wiwitan]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.49214
<![CDATA[This paper aims to describe the development and implementation of competence-based syllabus of English in the second grade class of SD Muhammadiyah Jagalan. The research data were collected through direct observation and interviews with teachers and headmaster in SD Muhammadiyah Jagalan. Quotes from several books and references were used to support the analysis. The result showed that there are five stages to incorporate motor aspect in developing a competence-based syllabus, namely implementing the principles, formulating the set of procedures, implementing the development process, and formatting and modelling the developed syllabus based on KBK. The developed syllabus was then implemented in the class. The result showed that the developed syllabus brought positive impact for the students’ learning process in class. The impact include the increasing attention of students to the material explained by the teacher in the class, the building up of student’s self-confidence, and the growing interest of students to participate in the class when the teacher gives assignments. ]]>
<![CDATA[Kesalahan Terjemahan Konjungtor -te pada Kalimat Majemuk Bahasa Jepang: Kajian Struktur dan Makna ]]>
<![CDATA[Saidatun Nishfullayli]]>;
<![CDATA[Wahyu Handayani Setyaningsih]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.50356
<![CDATA[In translating Japanese compound sentences, generally, students still have difficulty in interpreting the meaning of the -te verb which functioned as a conjunction (-te conjunction) in compound sentences. Semantically, the -te verb form has some meanings that can be distinguished based on the context of the sentence. Inaccuracy in determining the meaning of the -te conjunction can affect the results of translating compound sentences. In this research, the forms of -te conjunction translation errors which causes the error in translating compound sentence will be elaborated. Data in this research taken from the translation of 'Haha no Tanjobi', which is one of the subtitles in the Rudolf Beethoven biography book titled Beetoben Kodomo Denki Zenshuu, translated by semester VI students of the Japanese Language Program, Vocational College, UGM. From the analysis, the causes of errors in translating conjunctions can be concluded as follows: learners do not understand the classification of the -te conjunctions’ meaning, lack of mastery of Japanese and Indonesian compound sentence structures, and have not been able to understand the message/ meaning of each clause forming compound sentences in Japanese.]]>
<![CDATA[Faktor Kesulitan Mahasiswa Program Studi Bahasa Korea Sekolah Vokasi UGM dalam Menjawab Soal TEVocS ]]>
<![CDATA[Alfelia Nugky Permatasari]]>;
<![CDATA[Yuni Wachid Asrori]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.50567
<![CDATA[Decree of Dean of Universitas Gadjah Mada Vocational School no. 10/UN1.SV/SK/2017 regarding graduation requirements for Universitas Gadjah Mada Vocational School students requires a minimum TEVocS score of 60 as one of the graduation requirements. This requirement burdens students, especially the ones other than English Language study program. To be able to graduate, a number of students even had to repeat their TEVocS until they get the required score. This study aims to identify the factors causing the difficulties of UGM Vocational School Korean Language study program students in answering TEVocS questions.This research used quantitative and qualitative approaches. A total of 44 Korean Language study program students became the objects of this study. Students were asked to complete TEVocS simulation and evaluate their performance, specifically related to the factors that caused them feel difficult in answering TEVocS questions. The evaluation was done using questionnaire. The finding shows that, in general, almost all Korean Language study program students found it difficult to answer TEVocS questions. Almost all Korean Language study program students admitted that they had difficulties in both listening and speaking sections of TEVocS. These difficulties were caused by a number of factors.]]>
<![CDATA[Improving Speaking Skill by Using Group Work Method ]]>
<![CDATA[Merla Madjid]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.50732
<![CDATA[There are four skills in English and one of the skills that students think is very difficult is speaking. Speaking is the skill that needs more practice and exercise, otherwise speaking fluency cannot be improved. Teacher needs to use different teaching techniques in order to reach all students effectively. The objective of this research is to see whether the method in teaching Speaking English by using the group work technique has a positive effect on the academic achievement of the students at Polytechnic ATIM (ATI Makassar), especially for Agro Industrial Engineering students who studied at the second grade. This research was carried out through class action research where teacher gives some materials, apply the method, then give direct testing such as written test to find out how far students understand about the materials after they discussed in group. It is one of the assessment materials. Others assessments are taken from groups’ activities in class room, groups’ presentation, Individual’s interview test and questionnaire. This technique plays a positive role in improving the academic achievement in speaking. The technique can also improve students’ motivation in learning English; develop their Self-confidence and cooperation among students. The finding from questionnaire proves that this method can also be used to improve students’ mastery of grammar in use and motivate students in learning grammar. The method promotes learner autonomy by allowing students to make their own decision in the group without being told what to do by the teacher.]]>
<![CDATA[Penggunaan Budaya Pop Korea dalam Proses Pembelajaran Bahasa Korea bagi Mahasiswa dengan Gaya Belajar Campuran ]]>
<![CDATA[Ummul Hasanah]]>;
<![CDATA[Mery Kharismawati]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.52060
<![CDATA[Many students learn Korean language because they love Korean pop culture such as song, movie, and TV show at the first place. To achieve learning goals, lecturer must match the class activities to students’ learning style. The purpose of this research is to find out the effectiveness of Korean pop culture usage in Korean language learning activities. Beside that, to find what kind of class activities gain interest to Korean language learners. By using questionnaire and observation method, it is found that Korean language students like visual learning style and the combination of visual, auditory, and kinesthetic learning style. However, there are also some students who cannot decide their own learning style. With the mixed learning style, students are more flexible to follow learning activities and can adapt easier when learning environment changes. Although most respondents support the use of Korean pop culture in the class activities, some students state their disagreement. The reasons for their disagreement are because they worry that learning atmosphere will be disturbed because the class will be too noisy and they also want to differentiate between learning in the class and enjoying Korean pop culture outside classroom.]]>
<![CDATA[Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama ]]>
<![CDATA[Lispridona Diner]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.53309
<![CDATA[Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.]]>
<![CDATA[Persepsi Mahasiswa tentang Kesulitan yang Dihadapi Saat Menempuh JLPT: Studi Kasus Mahasiswa Program Studi Bahasa Jepang Sekolah Vokasi Universitas Gadjah Mada ]]>
<![CDATA[Lufi Wahidati]]>;
<![CDATA[Dinar Rahmawati]]>
<![CDATA[ JLA (Jurnal Lingua Applicata) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jla.55862
<![CDATA[Japanese Language Proficiency Test (JLPT) is the largest-scale Japanese-Language test for non-native speakers in the world. This measurement tool is used by many companies and universities to assess the Japanese language skills of a job/scholarship applicant. The minimum standard expected by a company or university is the JLPT N3 level. Therefore, the majority of educational institutions in Indonesia that organize Japanese language programs set the learning outcome of its graduates to be equivalent to JLPT level N3. However, many students fail to pass the JLPT N3 exam before they graduate from college. In this study, a survey was conducted through a questionnaire to find out students' perceptions of the difficulties they encountered while taking the JLPT N3 exam. This study was conducted at the Japanese Study Program of the Vocational College of Uninversitas Gadjah Mada. Based on the results of the study, 88% of respondents found difficulty in answering Reading (Dokkai) and 62% of respondents found difficulty in answering Grammar (Bunpo) questions. Only 41% of respondents found difficulty in answering Vocabulary (Moji-goi) questions. Meanwhile, 59% of respondents found that the easiest exam questions were Listening (Choukai) questions. Generally, there are several factors that cause the difficulties. According to the students, the factor causing the difficulties in all types of questions (Reading, Grammar, Vocabulary and Listening) is the low mastery in vocabulary.]]>
