An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 46
Author(s):  
Norhazlina Husin ◽  
Nuranisah Tan Abdullah ◽  
Aini Aziz
Keyword(s):  
Error Analysis ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
The Other ◽  
Japanese Language ◽  
Writing System ◽  
Writing Systems ◽  
Third Language ◽  
Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

Perception of Japanese Language Students on Role-Play as Assessment Instrument

2020 ◽  
Vol 4 (4) ◽  
pp. 140
Author(s):  
Nur Anisah Tan Abdullah ◽  
Norhazlina Husin ◽  
Mohd Hassan Awang Boon ◽  
Simah Md Noor
Keyword(s):  
Teaching And Learning ◽  
Role Play ◽  
Role Playing ◽  
Assessment Instrument ◽  
Japanese Language ◽  
Assessment Instruments ◽  
Effective Technique ◽  
Third Language ◽  
Group Members

Role-playing is an effective technique in teaching and learning a third language. This technique can not only help achieve learning objectives but also increase interest among students. At the same time, the role play can be used as one of the evaluation instruments. A case study of 253 students taking Japanese as a third language course was conducted. A set of survey questions consisting of three (3) sections is given to students to (i) assess students' readiness to undergo role-playing tests as an assessment instrument in Japanese language teaching, (ii) evaluate the effectiveness of items tested in role-playing and (iii ) provide an opportunity for students to provide suggestions for improvement on the assessment instruments conducted. The results of the study found that most students agreed that role playing (i) is able to test students' language skills, (ii) improve speaking skills, (iii) increase confidence to write in Japanese, (iv) enable better interaction in Japanese, (v) enhance cooperation among group members during the preparation of the script, and (vi) is suitable as a research instrument. The results also found that in preparing the role play script (i) students are given enough time to prepare the script and practice, (ii) vocabulary given is sufficient to help students prepare the role play script, (iii) lecturers provide guidance in preparing the play script roles, (iv) the syllabus helps to prepare the script according to the theme and (v) the use of the application helps in the preparation of the acting script. Through the survey conducted, students also provided some suggestions for improvement to this assessment instrument.

Some Remarks on the Use of Garšūnī and Other Allographic Writing Systems by the Melkites

2019 ◽  
Vol 7 (2-3) ◽  
pp. 278-298
Author(s):  
Johannes Pahlitzsch
Keyword(s):  
Group Identity ◽  
Linguistic Diversity ◽  
The Other ◽  
Writing System ◽  
Writing Systems ◽  
Christian Communities ◽  
Liturgical Texts ◽  
Prestige Language

Abstract The aim of this paper is to address the question to what extent and for what reasons the Melkites, especially of Southern Syria and Egypt, resorted to allographic writing systems, of which garšūnī, the writing of Arabic with Syriac letters, was only one mode. Indeed, various languages such as Greek, Arabic, Syriac and Christian Palestinian Aramaic (CPA) coexisted in the Melkite community, which is characterized by its linguistic diversity. Melkite garšūnī texts can be dated to between the 11th and the late 13th centuries. While the Melkites were not the first to use garšūnī, this mode of writing was in this period far more widespread among them than in the other oriental Christian communities and not limited to notes and colophons, also including liturgical texts and probably a poem on the Mamluk conquest of Tripoli. Other allographic writing systems were also used by the Melkites, such as writing Arabic in Greek characters, Greek in CPA script or Greek in Syriac script. Consequently a rich, very versatile corpus of allographic writing modes was employed by the Melkites between the 9th and 13th centuries for different kinds of texts. Thus the idea that the use of a specific allographic mode can be attributed to the desire to express a sense of group identity or to the reverence for a specific sacred language seems not generally applicable for the Melkites. At different times and places various Melkite groups had different preferences, because there was no single Melkite prestige language. Therefore it is necessary to establish for each case the respective reasons for the application of a certain allographic writing system.

scholarly journals Students’ perception toward English subject and their learning outcome

2021 ◽  
Vol 12 (3) ◽  
pp. 476-494
Author(s):  
Hafrizal Hafrizal ◽  
Usman Kasim ◽  
Iskandar Abdul Samad
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Learning Outcome ◽  
The Other ◽  
Good Teaching ◽  
Islamic School ◽  
Written Text ◽  
English Subject

This research aims to find out students' perception of the English subject and provides an overview of the students learning outcome at SMA Negeri 1 Jangka Buya, Pidie Jaya. The instruments used in this research are questionnaires, interview guides, and documentation. Students' perceptions are classified into three categories: education, economy, and social interaction, and one group of negative question models support the other three. The student's perception of English is dominant in education. Generally, the students of SMAN 1 Jangka Buya come from dayah (Islamic school). They believe that mastering English can help them promote Islamic teachings more effectively. The negative question is the second dominant result; most students admit that language is a medium to build up connection and communication verbally or through written text. Meanwhile, in the economy category, students believe that we can increase income with English language skills. It is also shown that students who have good grades in English also have a high perception of certain categories. In comparison, students who have low perception get low learning outcomes on the English subject. So that, the students' perception and background must be hardly noticed by the teacher in planning a good teaching and learning process.

scholarly journals Digital reading for teaching and learning

2019 ◽  
pp. 76-83 ◽  
Author(s):  
Yu. P. Melenteva
Keyword(s):  
Academic Libraries ◽  
Teaching And Learning ◽  
The Other ◽  
Digital Environment ◽  
Reading Practices ◽  
Digital Reading ◽  
Writing Systems ◽  
Writing Practices ◽  
Civilizing Process

The term “digital reading” is defined. The author proves that digital reading is a natural stage of reading evolution as a civilizing process. Being “the other side” of writing, reading has been reflecting the changes of 5 thousand years of its history. The reading practices have been changing with changing writing practices. Today, as soon as the writing systems has been increasingly digitized and obtained some media features, the reading has been modifying itself, too.Digital reading has become introduced into the sphere of learning and education. Firstly, it is due to the education sector being intensively digitized, and secondly, because the text (which means reading, too) forms the basis for education.The author examines both advantages and risks of digital reading, in particular that of the hypertexts. She argues that student’s mastering digital reading requires to be supported by “a competent adult”. That is why the role of the libraries, and in particular, children’s, school, or academic libraries working in the digital environment, has been significantly increasing.

scholarly journals LEARNING A LANGUAGE OF TWO ALPHABETS: PRACTICAL APROACHES IN HIRAGANA AND KATAKANA ACQUISITION FOR BEGINNER LEARNERS OF JAPANESE LANGUAGE

2019 ◽  
Vol 11 (1) ◽  
pp. 74
Author(s):  
Ryota Saito
Keyword(s):  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Distance ◽  
Peer Learning ◽  
Japanese Language ◽  
Writing Systems ◽  
Principal Characteristics ◽  
Acquisition Process ◽  
The World ◽  
Learning And Collaboration

The Japanese language has a 128  million speakers and has around 4 million learners in the world. In Ecuador, however, there are only six institutions offer Japanese classes to 150 learners. This small number of learners may be due in part to geographic and cultural distance, as well as the economic and political circumstances separating Ecuador and Japan. Furthermore, the uniqueness of the linguistic characteristics of Japanese is also a major factor influencing learner reluctance. One of the principal characteristics of this language is its three writing systems: hiragana, katakana and kanji. This paper outlines the linguistic characteristics of Japanese, focusing on hiragana, katakana and kanji, and sets out the difficulties which learners experience in this area. In the second part, with reference to these characteristics, the study introduces class activities to show how learners may acquire the basic characters of the writing systems as an important first step in learning Japanese, with the aim of reducing the burden on the language acquisition process. Through this research, the importance of peer-learning and collaboration between learners and teachers is highlighted as a means of facilitating approaches to the teaching and learning of Japanese.

scholarly journals Error Analysis of Japanese Toritatejoshi Nanka, Nante, Nado, and Kurai

2020 ◽  
Vol 5 (2) ◽  
pp. 111-118
Author(s):  
Deajeng Dinda J.D.L ◽  
Herniwati Herniwati ◽  
Melia Dewi J.
Keyword(s):  
Error Analysis ◽  
Common Type ◽  
The Other ◽  
Japanese Language ◽  
Similar Function ◽  
Language Students ◽  
Special Factors ◽  
Interview Questionnaire

Hyouka no toritatejoshi or known as an evaluation of toritate particle is very important in Japanese language. But there are many toritate particles with similar function and meaning, which cause some difficulties for learners to differentiate. This study aimed to analyse the error of four Japanese toritate particles namely nanka, nante, nado, and kurai, evaluating the percentage of errors, type of errors, and identify the factors that caused error in using four toritate particles. The participants of this research were 45 Japanese language students. The instruments used in this study including interview, questionnaire, and a test. The results of this study showed that the error of toritatejoshi nado which shows quotation markers in sentences was the most common type of error. While the error of toritatejoshi kurai mostly when kurai particles combined with the other toritate particles (such as ~kurainara) was the least type of error. The factors that caused errors in using those toritatejoshi were mainly overgeneralization, followed by incomplete application of rules, false concept hypothesized, and the other special factors, respectively.

scholarly journals Designing A Language Lesson: Pedagogical and Linguistic Perspectives

2018 ◽  
Vol 7 (2) ◽  
pp. 96
Author(s):  
Didin Nuruddin Hidayat
Keyword(s):  
Present Article ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Skills ◽  
The Other ◽  
Language Skill ◽  
Specific Language ◽  
Grammar Lessons

<p>Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - <em>Used To</em> <em> -</em> designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.</p>

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

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