Study on Acquisition of Japanese Adnominal Clauses Using Metalanguage Awareness in Indonesian Learners

The theoretical research of Japanese linguistics is diverse. However, applying such research theory to Japanese language education does not necessarily help learners’ understanding. The purpose of this research is to concretely present the problems that arise from the gap between theory and practice in Japanese language research and Japanese language education. In this study, we examine the effect of the theoretical explanation of the Japanese adnominal clause on the learners’ understanding. We selected 10 second-year university Japanese learners as research subjects. They were selected because second-year learners already learn the adnominal clause. The adnominal clause was chosen because it has a considerably simple construction to check whether the learners can comprehend the meaning from those simple constructions. Since the theoretical explanation of linguistics is difficult for learners to understand, we gave a lesson using the learners’ awareness of language called “metalanguage awareness.” By using metalanguage awareness, learners are guided to understand the meaning through the comprehension of its grammatical construction using linguistic terms both in Japanese and their native language, which is Indonesian. As a result, it was found that even though adnominal clause construction is simple, the understanding of the meaning is not that simple. The understanding of adnominal clauses depends on the understanding of more basic learning items of “particles” and “clauses”, which learners still can’t grasp. We conclude that introducing such dependency in focus on form teaching method has the advantage for the teacher to check the degree of learners’ understanding. In this study, the adnominal clause can be used to check whether learners have fully understood the concept and usage of “particles” and “clauses” in Japanese. Since both concepts are very basic, it is important to take a step back and re-explain both concepts and usage so learners can use them correctly in the future.

JAPANEDU Volume 6 Issue 2, December 2021 Front Matter

JAPANEDU Volume 6 Issue 2, December 2021 Front Matter

The Implementation of Class Action Research (CAR) by Japanese Language Teachers in Indonesia

This study aims to determine the implementation of Classroom Action Research (CAR) conducted by Japanese language teachers in Indonesia at this time. A qualitative descriptive research method was used in this study to describe the questionnaire result from 193 participants in the first session of webinar, and 203 participants in the second session. Based on the results of the questionnaire, it was found that most of the participants had never done CAR at all or had never done CAR in a structured manner. Participants who have done CAR mostly use it for promotion and only a small number use it for teaching development. This research cannot represent the overall field conditions but is expected to provide an overview of the current CAR implementation by Japanese language teachers in Indonesia, and the development of teaching materials that can be developed through routine CAR.

Gairaigo in The Covid-19 Pandemic Era: A Study of Transformational Generative Phonology

Transformational Generative Phonology is a phonological theory that treats the distinguishing feature as the smallest unit and connects the distinguishing features and lexicons with phonological rules. This research has been conducted by several previous researchers, but study regarding the object in the Covid-19 pandemic is still limited. The purpose of this study was to explain the phonological process and phonological rules of foreign loan words into Japanese using transformational generative phonological approach. This study used descriptive qualitative method. Sources of the data were obtained from vocabularies or terms that appeared during the Covid-19 period. The results of this study indicated that there were six phonological rules which include, 1) the addition of the phoneme [u] at the end of words; 2) the addition of the phoneme [o] at the end of the word; 3) Addition of phoneme [u] in the middle of the word, 4) Addition of phoneme [o] in the middle of the word; 5) Addition of phoneme [k] at the end of the word, and; 6) Substitution of phoneme [l] to [r]. So that the implementation of this research was to create a rule to make it easier for foreign learners of Japanese to understand the sound changes that occur in Japanese lingual units.

The Perceptual Ability to Identify Japanese Language Accent Patterns by Indonesian Learners

Research on the acquisition of suprasegmental sounds in Japanese has been carried out both in terms of production and perception. The conducted research shows that there are difficulties in acquiring Japanese sounds. This study focused on the perception of Japanese accents, with the aim of describing the learner’s ability to identify Japanese accent patterns. The data sources of this research are Japanese learners at beginner level. Data were collected using a test instrument, through a hearing test, in the form of a set of words which selected based on the category of words and patterns of Japanese accents to be measured by listening and recording techniques. The results showed that based on the results of the hearing test, of the 17 participants who completed the test reached the highest score 47.14 (S01), and the lowest score of 15.41 (S14), with an overall average score of 29.16 and Standard Deviation (SD) 7.9018. These scores represent the participants’ ability to identify Japanese accent patterns is in the very low category. The results indicate that the learners have difficulty identifying Japanese accent patterns. In fact, the vocabulary in research instrument was the basic vocabulary that had been learned by them. It can be concluded that the acquisition of vocabulary is not in line with the suprasegmental elements attached to these words. The results of this research need to be continued by applying listening exercises of Japanese accent.

The Use of Ateji as Figurative Speech in Japanese Song Lyrics

This study aims to analyze the types of ateji used in Japanese song lyrics, and to analyze ateji as a form of figurative speech by the semantic-semiotic connection between the words used in ateji’s writing and reading. Analysis is done qualitatively based on Shirose’s theory of ateji classification and Japan’s hiyu hyougen (figurative speech) theory. This research resulted in the finding of 4 ateji types in Japanese song lyrics, which are ateji for foreign words pronunciation, ateji for pronouns, ateji for replacing words, and ateji for words used in specific titles/works. The use of metaphor (in’yu), metonymy (kan’yu), and synecdoche (teiyu) are also found between the uses of ateji, based on the relation of the words in said ateji. The words can be linked through contextual relation, conceptual relation, or semantical relation. The connection of the words can also result in similar uses as other figurative speeches not included in Japanese’s hiyu hyougen, which indicated that ateji can be handled and understood as a general form of figurative speech in written Japanese language.

Application of Differentiated Instruction on Japanese Language Proficiency Test to Build Students’ Awareness of Lifelong Learning

Along with the rapid development of technology and the occurrence of education 4.0, lifelong learning ability becomes an important element in 21st century learning. Lifelong learning ability consists of the ability to develop strategies and evaluate one’s own learning, to improve knowledge, skills, and competence, so that continuous and sustainability learning habit can be built. By applying lifelong learning, students can evaluate their own learning, recognize their weaknesses and strengths, so that they can design the right learning model for the development of their knowledge. The ability to do lifelong learning is very important to be mastered by a student, so the teacher should introduce this learning model to student. On the other hand, as teacher we also conduct classroom / group learning that the differences in student’s ability may vary in one class. It needs to be facilitated by designing student personal learning (Differentiated Instruction / DI) to maximize student outcome. This paper discusses how DI strategies that implemented in Japanese Language Proficiency Test: Intermediate Level (Noryoku Shiken III) courses can build student awareness of lifelong learning. The participant of this research is the student from Japanese Language Proficiency Test: Intermediate Level (Noryoku Shiken III) class in Japanese Department, in a private university in Jakarta. The result of this research is after applying DI, a good progress was seen in each student towards the achievement of JLPT N3 grades, and can create independent learning habits, so students can sustain this learning habits even after finishing this subject.

War in Ippeisotsu’s by Katai Tayama

The main objective of this research is to analyze the binary opposition contained in Ippeisotsu’s short story to reveal hidden meanings and provide new meanings about the Japan-Russia war of 1904-1905 by using the Jacques Derrida’s deconstructive reading method. This study also connects the context outside the text, namely the historical context to find the position of the work in the midst of the war situation in 1908. Therefore, Michel Foucault’s theory of power regarding discourse is used to see how the discourse related to war, the image of the ideal army, the doctrine of state defense and obedience to the emperor was constructed. Deconstructive reading method will be used to deconstruct the binary opposition found and then describe it by using qualitative descriptive method. The result of this study is there are six binary oppositions found in Ippeisotsu’s short story. These six binary oppositions are used to reveal hidden meanings and to give new meaning to the Japan-Russia war of 1904-1905. The six binary oppositions found are superior (Japan) and inferior (China), leader and follower, subject of command and object of command, brave soldier and fearful soldier, physically strong soldier and physically weak soldier, and the last is the battlefield and civilian life. If this binary opposition is related to aspects outside the text, namely connecting literary works with wartime situations, then the result of the meaning that is revealed in Ippeisotsu’s short story is a critique of the Japan-Russia war.

Japanese Semiaspectual Forms -teshimau and -teoku as Discourse Markers

This paper discusses the Japanese semi aspectual forms -teshimau and -teoku function as discourse markers which serve as speaker’s intentions of utterances for rapport management. In general, the semantic function of the morphological semi aspectual forms such as -teshimau and -teoku are explained as expressions of feelings of remorse or regret as well as preparatory actions, respectively. Both of them derived from the explanation of “completion” as a core meaning. The meanings mentioned above are also learned in elementary and pre-intermediate levels of Japanese language learning as a second language. However, the results of this research, which derived from analysis using I-JAS corpus dialogue data, indicate that in interpersonal discourse, these aspectual forms are used to show self-deprecating and modest attitudes, sentimental mood, or inevitable and difficult situations. Additionally, as a discourse marker, they are used to express utterance intentions such as showing speaker’s responsible recognition for the situation occurred, respecting the opinion of the interlocutor, and avoiding current topic to be continued. They also function as act of politeness due to the effects of “down graders” and “upgraders” in Spencer-Oatey's theory of rapport management, while in this research indicates that improperly use of -teoku might sound impolite depending on the utterance situations. Furthermore, it was found that they work as discourse markers for rounding up dialogs or shifting topics, and there are differences between -teshimau and -teoku in whether it is the interlocutor’s topic or the speaker’s topic that was being rounded up. For these reasons, second language acquisition requires learning about indicative meanings of these forms that function in the contexts and utterance situations, and the findings of this research will also contribute to the research of Japanese language teaching materials.

The Use of Japanese Loanwords in Culinary Content on Instagram

The purpose of this study is to examine the phenomenon of Japanese loanwords (gairaigo) used in culinary content on Instagram, and to describe the analytical framework of those meaning and formation. This study used descriptive qualitative method with data sources from 8 Instagram accounts of culinary content. This data in this study including 74 postings and 115 data of loanwords use from the Instagram accounts. The results from this study showed that lexical and word-formation structure that form the Japanese loanwords mostly were the compound word form (fukugougo) because many cuisine terms used two or more words. The results also showed that many of Japanese loanwords in culinary content are using derivative forms and acronyms. It is suggested that teachers and Japanese learners should be aware of these structure changes and semantic change in Japanese loanwords, which can help Japanese learners to understand the meaning of loanwords in Japanese.