scholarly journals TORITATEJOSHI BAKARI SEBAGAI PARTIKEL LIMITATIF DAN PADANANANNYA DI DALAM BAHASA INDONESIA

IZUMI ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Felicia Aprilani
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
The Other ◽  
Japanese Language ◽  
Lexical Meaning ◽  
Bahasa Indonesia

In Japanese toritatejoshi Bakari is a particle that shows the meaning of limitation by way of highlight an element in the sentence and shows that there is only one element of the sole, while the other elements similar omitted. Meanwhile in a Indonesian Toritatejoshi Bakari has lexical meaning 'just' and 'only'. Matching of toritatejoshi Bakari in a Indonesian language included in limitedly adverb is an adverb that describes the meaning associated with the limitation. The problem in a this paper are (1) What is the structure of a sentence that uses toritatejoshi Bakari as limiting particle in a Japanese sentences and their counterparts in a Indonesian? (2) What is the meaning of a sentence that uses toritatejoshi Bakari as limiting particle in a Japanese sentences and their counterparts in a Indonesian? (3) What is the scope of toritatejoshi Bakari as limiting particle in a Japanese sentences and their counterparts in a Indonesian?. Based on the analysis conducted, it is known appropriation of both languages. In practical terms this study are expected to be useful for foreign language speakers of Japanese in the understanding toritatejoshi fueled as barrier particles so as to assist in the Japanese language proficiency both orally and in writing and helps understanding in Indonesian

scholarly journals Japanese Language and "Characters": From the Perspective of Teaching Japanese as a Foreign Language

2015 ◽  
Vol 5 (2) ◽  
pp. 61-68
Author(s):  
Yukiko SHUKURI
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Native Speakers ◽  
Japanese Language ◽  
Current Status ◽  
Test Results ◽  
Textbook Research ◽  
Language Proficiency Test

This paper introduces current status of "role language" and the "speaker's character" and their applications in Japanese teaching materials. Besides it studies the knowledge of Russian learners of Japanese and carefully examines their knowledge of four typical kinds of "role language" in Japanese anime and manga by using a questionnaire and follow-up interviews. From the results of the textbook research, the following two things are revealed; (a) first person pronouns except for watashi are rarely used, (b) there is not enough explanations about different "speaker's characters" in detail. Furthermore, findings of the questionnaire show that some of the learners who have the same impression of the characters as Japanese native speakers, wrongly connect a certain "role language" to illustrations of a character, and results of as much as three kinds of "role language" have a low positive correlation with the learners' results of the Japanese Language Proficiency Test. Results also reveal that all four kinds of "role language" have no correlation with other factors, such as student's duration of learning Japanese, or frequency of the use of Japanese outside the classroom.

Persistence in Japanese language study and learners’ cultural/linguistic backgrounds

2009 ◽  
Vol 32 (2) ◽  
pp. 10.1-10.17 ◽  
Author(s):  
Masanori Matsumoto
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Important Determinant ◽  
The Other ◽  
Japanese Culture ◽  
Japanese Language ◽  
Affecting Factors ◽  
Other Hand ◽  
Cultural Interest ◽  
Linguistic Backgrounds

Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.

scholarly journals Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

2011 ◽  
Vol 1 (1) ◽  
pp. 85-98
Author(s):  
Irena SRDANOVIĆ
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
The Other ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Resources ◽  
Language Resources

In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

scholarly journals PENGGUNAAN BAHASA ASING TERHADAP JATI DIRI BAHASA INDONESIA DI KALANGAN MAHASISWA

2019 ◽  
Author(s):  
Bagus Juniarto Wibowo
Keyword(s):  
Foreign Language ◽  
Young Age ◽  
National Language ◽  
The Other ◽  
Foreign Languages ◽  
Communication Tools ◽  
National Pride ◽  
The Times ◽  
Bahasa Indonesia

AbstractHumans are social beings. As social beings interacting is something that is needed in the life of life. Of course interacting requires language to convey messages and thoughts to the other person. In Indonesia there are many regional tribes so that there are also various languages that Indonesia has. This makes Indonesian language a national language as well as a unifying language, a symbol of national pride, communication tools and a unifying tool of the nation that is different in ethnicity, religion, race, customs and culture. However, it can be seen that the phenomenon of Indonesian language in the community is fading with the times, especially among students. The fading of Indonesian language is due to habituation from a young age using a foreign language, so that sometimes they are not aware of this national language. Seeing the phenomenon happen makes me motivated to discuss the problem. Researchers are interested in describing "The Use of Foreign Languages Against Indonesian Language Among Students" so that the expectations of researchers with this article readers especially students are able to maintain Indonesian as a national language in accordance with the mandate of the UUD 1945.

scholarly journals PEMBINAAN PERCAKAPAN BAHASA INGGRIS BAGI MASYARAKAT PERUMAHAN GRIYA BATU AJI ASRI BATAM

2020 ◽  
Vol 1 (2) ◽  
pp. 89-94
Author(s):  
Winda Evyanto ◽  
Zia Hisni Mubarak
Keyword(s):  
Foreign Language ◽  
Urban Area ◽  
Community Service ◽  
Urban Areas ◽  
National Language ◽  
The Other ◽  
The People ◽  
The World ◽  
Continuous Activity ◽  
Bahasa Indonesia

English is language that is spoken widely around the world. One of example where English is widely spoken around the country is in Singapore. Not only this country, the neighborhood country such Malaysia has more people who can speak English fluently. For both countries, English is official and second language. While the other neighborhood country such Indonesia uses English less frequently than the national language, Bahasa Indonesia. English is still a foreign language for Indonesian. By looking at this phenomenon, people in our neighboring countries such Singapore and Malaysia use English for their daily conversation. When they want to go to Indonesia, especially to the nearest island from both countries; that is Batam island, sometimes they face that some people in Batam cannot communicate well using English. It happens when they go to some urban areas such as Batu Aji in Batam city. The team of lecturer conducts an activity to the people from an urban area in Batu Aji to be given a community service to teach team how to speak better daily English conversation. The activity is started by training the people vocabulary through the flash card activity. From this activity, people from Griya Batu Aji resident show a good enthusiasm to join the activity to train them better in speaking. This activity is a continuous activity where the team reports the first phase progress of the activity only in this article. 

scholarly journals Persistence in Japanese Language study and learners’ cultural/linguistic backgrounds

2009 ◽  
Vol 32 (2) ◽  
pp. 10.1-10.17
Author(s):  
ZZZ dummy contact - do not alter
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Important Determinant ◽  
The Other ◽  
Japanese Culture ◽  
Japanese Language ◽  
Affecting Factors ◽  
Other Hand ◽  
Cultural Interest ◽  
Linguistic Backgrounds

Motivational characteristics of students learning Japanese as a foreign language at universities in Australia were investigated to find out what affecting factors are closely related to their intentions for continuing/discontinuing their study. The results showed that students’ cultural/linguistic backgrounds have a significant impact on their performance in learning the language, and sustaining motivation, which is closely related to their interest in aspects of Japanese culture, is an important determinant for persistence in their study. Developing intrinsic cultural interest is an important factor for sustaining motivation, which is more likely to occur when learners have distant cultural/linguistic backgrounds from Japanese. Closer cultural/linguistic backgrounds, on the other hand, may become hazardous for having accurate self-efficacy.

scholarly journals The CEFR and teaching Japanese as a foreign language

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 455-469
Author(s):  
Chikako Shigemori Bučar ◽  
Hyeonsook Ryu ◽  
Nagisa Moritoki Škof ◽  
Kristina Hmeljak Sangawa
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Japanese Language ◽  
Japanese Education ◽  
Learning And Teaching ◽  
Undergraduate Study ◽  
European Languages ◽  
Language Proficiency Test ◽  
Teaching Learning

Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.

scholarly journals Komparatif Makna Idiom ‘Ki’ dengan Idiom dalam Bahasa Indonesia ‘Hati’ Ditinjau dari Makna Leksikal – Kajian Linguistik Kognitif-

2020 ◽  
Vol 8 (2) ◽  
pp. 98-109
Author(s):  
Dany Buyung Yudha Prasetya
Keyword(s):  
Cultural Differences ◽  
Cognitive Linguistics ◽  
Basic Research ◽  
Point Of View ◽  
Japanese Language ◽  
Lexical Meaning ◽  
Matching Techniques ◽  
The Relationship ◽  
Idiomatic Meaning ◽  
Bahasa Indonesia

This study trying to describe the relationship between lexical meaning and the idiomatical meaning of ‘ki’ in the Japanese language idioms  and ‘hati’in Indonesian language Idiom by using perspective of cognitive linguistic. This study classified as a basic research category, because this research was conducted to find new theories about how idioms get to motivated from the relationship between lexical meaning and idiomatic meaning in the cognitive linguistics point of view, finds differences and similarities between Japanese and Indonesian idioms. Then contrasted the idioms using the matching techniques of linguistics. From the analysis result, it can be seen that there are idioms from both languages that have different lexical meanings, but have similar idiomatic meanings. That happens because there are similarities between the point of view in looking at the ki and hati, even though there are cultural differences. It was also found that between ki idioms and hati, ki idioms have a more variants, in one category of idioms which has the same idiomatic meaning than hati idioms. Then from both ki idioms and hati idioms, some idioms show an extension of idiomatic meanings that are more broader than the basic idiomatic meanings, where it shows the emergence of polysemic meanings of some ki idioms and hati idioms.

scholarly journals PKM MUSYAWARAH GURU MATA PELAJARAN BAHASA JEPANG SULAWESI UTARA

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Yenny Jeine Wahani
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
Japanese Language ◽  
Language Proficiency Test ◽  
Bahasa Indonesia ◽  
Japan Foundation

Salah satu kebutuhan guru-guru bahasa Jepang yakni kebutuhan untuk terus meningkatkan kompetensi bahasa Jepang salah satunya adalah untuk dapat mengikuti NOKEN (Nihongo Nouryoku Shiken) atau JLPT (Japanese Language Proficiency Test) dalam bahasa Indonesia adalah Test Kemampuan berbahasa Jepang dan agar supaya dapat memperoleh sertifikat. NOKEN dipandang penting dikarenakan dapat menguji dan mengukur tingkat kemampuan bahasa Jepang para pengajar. Hal ini dimaksudkan agar para pengajar dapat mengetahui kelebihan dan kekurangan mereka dalam bahasa Jepang. Disamping itu menjadi bekal bagi para pengajar yang belum disertifikasi, sebagai persiapan untuk dapat mengikuti uji kompetensi guru (UKG). Selain itu sertifikat NOKEN merupakan salah satu syarat bagi para guru bahasa Jepang diseluruh Indonesia untuk dapat mengikuti program pelatihan pendidikan di Jepang yang diselenggarakan oleh pihak pemerintah Jepang (MONBUKAGAKUSHO) maupun The Japan Foundation, Jakarta.Dari data angket yang dibagikan kepada guru bahasa Jepang pada MGMP  Bahasa Jepang Sulawesi Utara menunjukkan bahwa guru bahasa Jepang SMA sebagian besar masih berada pada level N4. Ini berarti dibutuhkan upaya untuk meningkatkan kompetensi agar pengajar bahasa Jepang dapat berada pada level N3. Masalahnya adalah (1)Guru-guru bahasa Jepang mengalami kesulitan dalam menjawab soal Dokkai/Bunpo (読解・文法) pada saat tes uji kompetensi bahasa Jepang (NOKEN). (2)Kurangnya pemahaman dan pengetahuan khususnya tentang Dokkai/Bunpo (読解・文法) pada level N3. (3)Kurangnya latihan sebagai bentuk kesiapan menghadapi tes uji kompetensi bahasa Jepang (NOKEN). (4)Sumber belajar masih menggunakan Buku. Untuk mengatasi masalah tersebut maka pada pengabdian kali ini akan dilaksanakan pelatihan NOKEN yang bertujuan untuk memberi solusi dan mengatasi masalah dan menjawab kebutuhan mitra tersebut dengan tahapan sebagai berikut: (1) pembelajaran materi NOKEN N3 (2) mengadakan kelas simulasi NOKEN (3) Penggunaan aplikasi pembelajaran multimedia interaktif dengan menggunakan program macromedia flash.Metode yang digunakan dalam kegiatan pengabdian pada masyarakat dalam  bentuk pembelajaran kooperatif learning dengan teknik brainstorming dan dilakukan simulasi NOKEN telah dilaksanakan dengan baik, Pelaksanaan pelatihan ini telah mencapai tujuan yang dilaksanakan karena semua peserta sudah dapat mengerjakan soal latihan NOKEN setara N3 serta mampu memecahkan masalah khususnya dalam bagian DOKKAI-BUNPOU. Kata Kunci : NOKEN, Kompetensi bahasa JepangSalah satu kebutuhan guru-guru bahasa Jepang yakni kebutuhan untuk terus meningkatkan kompetensi bahasa Jepang salah satunya adalah untuk dapat mengikuti NOKEN (Nihongo Nouryoku Shiken) atau JLPT (Japanese Language Proficiency Test) dalam bahasa Indonesia adalah Test Kemampuan berbahasa Jepang dan agar supaya dapat memperoleh sertifikat. NOKEN dipandang penting dikarenakan dapat menguji dan mengukur tingkat kemampuan bahasa Jepang para pengajar. Hal ini dimaksudkan agar para pengajar dapat mengetahui kelebihan dan kekurangan mereka dalam bahasa Jepang. Disamping itu menjadi bekal bagi para pengajar yang belum disertifikasi, sebagai persiapan untuk dapat mengikuti uji kompetensi guru (UKG). Selain itu sertifikat NOKEN merupakan salah satu syarat bagi para guru bahasa Jepang diseluruh Indonesia untuk dapat mengikuti program pelatihan pendidikan di Jepang yang diselenggarakan oleh pihak pemerintah Jepang (MONBUKAGAKUSHO) maupun The Japan Foundation, Jakarta.Dari data angket yang dibagikan kepada guru bahasa Jepang pada MGMP  Bahasa Jepang Sulawesi Utara menunjukkan bahwa guru bahasa Jepang SMA sebagian besar masih berada pada level N4. Ini berarti dibutuhkan upaya untuk meningkatkan kompetensi agar pengajar bahasa Jepang dapat berada pada level N3. Masalahnya adalah (1)Guru-guru bahasa Jepang mengalami kesulitan dalam menjawab soal Dokkai/Bunpo (読解・文法) pada saat tes uji kompetensi bahasa Jepang (NOKEN). (2)Kurangnya pemahaman dan pengetahuan khususnya tentang Dokkai/Bunpo (読解・文法) pada level N3. (3)Kurangnya latihan sebagai bentuk kesiapan menghadapi tes uji kompetensi bahasa Jepang (NOKEN). (4)Sumber belajar masih menggunakan Buku. Untuk mengatasi masalah tersebut maka pada pengabdian kali ini akan dilaksanakan pelatihan NOKEN yang bertujuan untuk memberi solusi dan mengatasi masalah dan menjawab kebutuhan mitra tersebut dengan tahapan sebagai berikut: (1) pembelajaran materi NOKEN N3 (2) mengadakan kelas simulasi NOKEN (3) Penggunaan aplikasi pembelajaran multimedia interaktif dengan menggunakan program macromedia flash.Metode yang digunakan dalam kegiatan pengabdian pada masyarakat dalam  bentuk pembelajaran kooperatif learning dengan teknik brainstorming dan dilakukan simulasi NOKEN telah dilaksanakan dengan baik, Pelaksanaan pelatihan ini telah mencapai tujuan yang dilaksanakan karena semua peserta sudah dapat mengerjakan soal latihan NOKEN setara N3 serta mampu memecahkan masalah khususnya dalam bagian DOKKAI-BUNPOU. 

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