The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.
Penelitian ini bertujuan untuk mendeskripsikan, (1) strategi yang digunakan dalam pembelajaran bahasa Jepang di LPK Terakoya, (2) faktor-faktor yang mendasari penggunaan strategi dalam pembelajaran bahasa Jepang di LPK Terakoya. Subjek penelitian pada penelitian ini adalah pengajar bahasa Jepang di LPK Terakoya Bali. Pengumpulan data dilakukan dengan metode observasi, wawancara, dan dokumentasi, kemudian dianalisis dengan metode deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa (1) strategi yang digunakan oleh guru dalam pembelajaran bahasa Jepang di LPK Terakoya yaitu strategi drill, tanya jawab dan role play, (2) faktor-faktor yang memengaruhi pemilihan strategi pembelajaran di LPK Terakoya yaitu faktor keberanian siswa dalam berbicara dan tuntutan pembelajaran yang mengharuskan siswa menguasai bahasa Jepang dengan cepat dalam jenjang waktu yang singkat.Kata Kunci : Profil, Strategi Pembelajaran, Pembelajaran di LPK. 本研究の目的は(1) テラコヤ・バリ技能訓練協会に おける日本語学習の ストラテジーを 明らかにすることである、(2)テラコヤ・バリ技能訓練協会における日本語学習のストラテジーを使用する要因を明らかにすることである。調査対象はテラコヤ・バリ 技能訓練協会の 日本語教師である。 データ収集方法は見学、インタビュー、及び文章化である。それを定性的な記述法により分析した。 調査結果は使用した ストラテジーは 教練、質疑応答、又はロールプレイである、(2) 使用した要因は 学習者に短時間で 日本語を 身につけさせるからである。keyword : キーワード: プロフィール、授業のストラテジー、テラコヤ・バリ技能訓練協会の学習
ABSTRAK Penelitian ini bertujuan untuk mengetahui teknik humor dilihat dari segi kebahasaan dan bentuk pelanggaran maupun pematuhan prinsip kerjasama dalam manga Tensai Bakabon Volume 2. Penelitian ini menggunakan teori prinsip kerjasama yang dikemukakan oleh Grice (1975) dan teori teknik humor menurut Berger (1992). Data dalam penelitian ini diperoleh dengan menggunakan metode simak dan teknik catat kemudian dianalisis dengan metode deskriptif kualitatif. Hasil yang ditemukan yaitu sembilan teknik humor yang digunakan yaitu teknik kesalahpahaman, melebih-lebihkan, harfiah, membual, sindiran, kekanak-kanakan, permainan kata, hinaan, jenaka. Total data yaitu 26 data pelanggaran terhadap prinsip kerjasama dan 2 data pematuhan prinsip kerjasama yang memunculkan efek humor dalam manga tersebut. Kata Kunci : pragmatik, teknik humor, prinsip kerjasama. 赤塚不二夫原作漫画『天才バカボン』第二巻のユーモア描写場面における協調原理の違反と順守について。 ププット・ファトマワティNIM 1312061056 日本語教育学科 要旨 本研究は、赤塚不二夫原作漫画『天才バカボン』第二巻のユーモア描写場面での言語面で見たユーモアテクニックと協調原理の違反及び順守を思うかにすることである。本論では、Griceの協調理論(1975)及びBergerのユーモア論(1992) を参考にした。データは、視聴および表記により収集し、定性的記述法により分析した。結果は、ユーモア描写場面は、誤解、誇張、文字通り、自慢、風刺、幼稚性、言葉遊び、侮辱、滑稽の9種類のユーモア技法をしよるしていることと考えさせる。協調原理の違反に相当するものが26例、順守に相当するものは2例であり、この漫画のユーモア効果を高めていると言える。 keyword : キーワード:語用論、ユーモアのテクニック、協調原理。
This paper aims to study the error that happens when students learning Japanese through listening. This paper describes misheard cases by students during listening class. The data in this research collected from students’ quiz and test results. Students participated in this study were first-year and second-year students, including 37 first-years students and 24 second-year students, with total participants 81 students. The data collected in this study then categorized based on the type of errors. The results showed that the errors occurred include confusion between two sounds, reduction of sound, and mis-guessing long vowel. Confusing of two sounds happened when the students misheard two different sounds such as alveolar nasal consonant /n/ in [hinan] with liquid consonant /r/ as in [hiran]. Furthermore, reduction of sound is occurred when students confused the same vowel at particle with front or back vowel sound of the word, such as yamagaafureru which misheard with yamagafureru. This error occurred because the vowel sound /a/ on particle /ga/ which covering up the vowel sound /a/ in the front of the word afureru. Lastly, there are errors that happened because thin overlapping borderline between error or mistake, where students mostly misheard or mistaken short vowels sound such as [ba∫o] with long vowels such as [ba∫o:].
During language acquisition process, the learner will do try and error of the learning language. In Japanese class at the elementary level; the first-year student at first semester, they learned vocabularies, hiragana, katakana, and sentence patterns. For six months they learned and absorbed Japanese language skill; as language acquisition process. The next semester (a firstyear student at second semester), they will try to use the Japanese Language (which they are learning before) by produce the utterance, make sentences, and write a simple essay. Writing class at the elementary level in Japanese call Sakubun Shokyu. When examining the student writing, I found the interesting Japanese language usage of the numeral quantifier. By using an error analysis, the results show if the students commonly using ungrammatical pattern. The reason they did, because of Indonesian language interference, and the lack of Japanese sentence pattern at the learning process. This paper will describe the usage of Japanese numeral quantifier by the students. This research using the qualitative method. The error analysis not explained about the fallacy language usage, but this analysis will describe grammatical and ungrammatical of language usage. This analysis can become a self-evaluation, or suggestion for the lecturer to evaluate the language learning in class.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.