The research aimed to explain types of directive speech act encompassed meirei (order), irai (plea), kinshi (prohibition), kyoka (permit), and teian (suggestion) in the Japanese language. Directive speech acts were common for students in the kaiwa chukyu zenhan level (basic intermediate speaking lesson). The present research employed a listening method with the basic technique, i.e., tapping method. Further, involved and uninvolved conversation observation techniques, note-taking, and recording were applied to collect the data. The data object was the documentation of student conversations in class. The data, consisting of the directive speech act of the politeness principles in the conversation during the Japanese course kaiwa chukyu zenhan, were analyzed using an identity method. In conclusion, the research identifies several directive speech acts that are used during the class. Those are zenhan (order, three data), requesting (two data), suggesting (one data), prohibiting (one data), and permitting (one data). Moreover, the honorifics used include the teineigo and kenjogo. Among the nine data, directive speech acts are identified in the class, and only one data indicates the indirect speech act.
Abstrak ___________________________________________________________________ Tujuan penelitian ini adalah untuk mengetahui pengaruh ekstrakurikuler Bahasa Jepang terhadap hasil belajar siswa SMA N 1 Ambarawa, dan mengetahui besar faktor-faktor yang mempengaruhi kegiatan ekstrakurikuler Bahasa Jepang siswa SMA N 1 Ambarawa. Penelitian deskriptif kuantitatif ini memiliki populasi dan sampel yaitu siswa kelas X MIPA 4, X MIPA 6, X SOS 3, dan X Bahasa yang memiliki hasil belajar Bahasa Jepang dan mengikuti kegiatan ekstrakurikuler Bahasa Jepang. Metode pengumpulan data yang dilakukan yaitu observasi, dokumentasi dan angket. Data yang diperoleh dihitung menggunakan SPSS dan menghasilkan nilai sebesar 0,483, dan dengan N=53 dan taraf signifikansi 5% adalah 0,266 (0,483 ˃ 0,266). Dari hasil pengolahan data didapatkan kontribusi sebesar 23,3%, hal tersebut berarti bahwa kegiatan ekstrakurikuler Bahasa Jepang mempengaruhi hasil belajar Bahasa Jepang siswa SMA N 1 Ambarawa sebesar 23,3%. Faktor terbesar yang mempengaruhi kegiatan ekstrakurikuler Bahasa Jepang yaitu faktor psikologis siswa mengikuti kegiatan untuk menambah wawasan (97,2%).. Abstract ___________________________________________________________________The purpose of this study was to determine the effect of Japanese language extracurricular on study result of the students of SMA N 1 Ambarawa, and to find out the factors that influenced Japanese extracurricular activities at SMA N 1 Ambarawa.This quantitative descriptive method has a population and samples in this research are students of class X MIPA 4, X MIPA 6, X SOS 3, and X Language who have the results of learning Japanese and participating in Japanese extracurricular activities. The method of data collection is carried out observation sample and documented the activities. The data obtained is calculated using SPSS and produces a value of 0.483, and with N = 53 and a significance level of 5% is 0.266 (0.483 2 0.266). From the results of data processing, there was a contribution of 23.3%, which means that Japanese language extracurricular activities affect the Japanese study result of SMA N 1 Ambarawa students by 23.3%. The biggest factor affecting Japanese extracurricular activities is the student psychological factors in order to add more information about Japanese Leanguage and Culture (97.2%).
Japanese character Kanji is difficult for the students who learn Japanese as a foreign language. Bacause Kanji has stroke order, and also Chinese and Japanese ways of reading. Moreover one character of kanji is presenting one meaning, thus the amount of kanji is massive. The informal interview conduct in some students on Semarang State University, Japanese Department, 2nd semester, reveal that students got problems in memorizing the meaning and also the ways of reading and writing kanji. They often find difficulties while combining two kanji characters become a word (jukugo). Some words they didn’t familiar with will cause any further problems such as they didn’t know how to apply it into the sentence. Actually, the text book they use has reading and writing practice sections which is enough and proper to learn by themselves. But sometimes students need to make they own sentences in order to make their memory of kanji more lasting. Since the students admitted that they lacks of practice making sentences, therefore, we conducted an experiment in a class, using kanji card in order to overcome the student’s problems mentioned above. The result shows that this technique is effective and encourages students to: produce jukugo, produce sentences which using the kanji, students feel fun in learning kanji. But, not quite suitable if we conduct it in a large class.
This research analyzed several related studies focusing on instructional media or learning materials and speaking learning that emphasized the development of the media for the learning activity. Employing a meta-analysis method, this research explored several national journal articles. Meta-analysis was a quantitative study, given its characteristics utilize statistical calculation for a practical purpose, i.e., arranging and extracting information from many data where the process could not be performed using other methods. This meta-analysis research was aimed at identifying the validity level of each data collection. Based on the results, the research concludes that instructional media development for learning speaking activities will be effective if the media are applied in universities. From the perspective of learning materials, the media will be helpful if all of the contents are applied in a book used for the learning process. This is because the teacher’s book summarized everything that a teacher needed for the class, thus allowing successful and directed learning stages and more accurate accomplishment of learning objectives. From the aspect of learning, the speaking skills should focus on the types of conversation, concerning the basic level of speaking proficiency in a foreign language learning is more efficacious than the skills needed in a conversation.
A strategy is often needed in the communication process to support smooth interaction. Therefore, this study aimed to evaluate the barriers and strategies of intercultural Manadonese and Japanese communication in Japan. An open questionnaire model was used to obtain data for both natives, as 182 respondents submitted complete results with an age range between 20 and 60 years old. The data instrument also contained five questions on the barriers and implementation of intercultural communication strategies. However, the strategies of the Japanese and Manadonese natives had obstacles in their implementation. Because of cultural and social differences, the methods by which different levels of understanding are utilized were considered. The results showed that this communication strategy had a significant high-level cultural difference, according to the Manadonese native perspective. Meanwhile, the Japanese focused on the parties subject to the application of the strategy, which subsequently showed high respect for the interlocutor.
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