scholarly journals Contents composotion and learning effects on e-learning forein language education- focused on Japanese Language Proficiency Test(JLPT)’

2008 ◽  
Vol null (12) ◽  
pp. 95-123
Author(s):  
Hosook Youn
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
Language Education ◽  
Japanese Language ◽  
Learning Effects ◽  
E Learning ◽  
Language Proficiency Test

scholarly journals Development of MojiGoiGo!: Adobe Flash Based Learning Media For JLPT Preparation

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Kadek Eva Krishna Adnyani ◽  
Gede Satya Hermawan ◽  
I Gede Partha Sindu
Keyword(s):  
Research And Development ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Language Education ◽  
Development Model ◽  
Japanese Language ◽  
Education Department ◽  
Adobe Flash ◽  
The Media ◽  
Language Proficiency Test

This study aims to develop Adobe Flash CS6 "MojiGoiGo!" Based Learning Media for Preparation of Level 4 Japanese Language Proficiency Test (JLPT) for Second Semester Students of the Japanese Language Education Department Ganesha University of Education. This research and development uses the development model of Hannafin and Peck. The data are collected through literature review and questionnaires. The collected data are then analyzed by using quantitative analysis. On the requirement needs assess phase, questioners are given to 32 students of second semester of Japanese Language Education Department. On the design phase, materials and products are designed and then inputted into software. On the develop/implement phase, validation of the content and media experts, individual tests, and group trials are conducted. The results of experts validation and individual trials show that the media are considered excellent, while group trials gave judgment on the category of good and excellent. Keywords: research and development, learning media, adobe flash CS6, Japanese-language proficiency test

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.

scholarly journals SOLUSI STRATEGI PEMBELAJARAN KOSAKATA BAHASA JEPANG DI MASA PANDEMI COVID-19

2021 ◽  
Vol 21 (1) ◽  
pp. 95-110
Author(s):  
Mery Kharismawati ◽  
Irkham Huda ◽  
Wahyu Handayani Setyaningsih
Keyword(s):  
Focus Group ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Focus Group Interview ◽  
Group Interview ◽  
Japanese Language ◽  
Language Proficiency Test

Penguasaan kosakata menjadi kunci untuk dapat lulus dalam Japanese Language Proficiency Test (JLPT) yang penting bagi seorang lulusan bahasa Jepang dalam memperoleh pekerjaan. Masa pandemi Covid-19 yang mengharuskan pembelajaran daring menuntut inovasi dalam strategi belajar siswa. Penelitian ini memaparkan hasil Focus Group Interview (FGI) mengenai pembelajaran kosakata bahasa Jepang di masa Pandemi dengan peserta 9 orang siswa D3 Bahasa Jepang Sekolah Vokasi UGM Angkatan 2018. Peserta yang merupakan generasi Z, walaupun akrab dengan teknologi, ternyata masih mencatat secara manual kosakata yang ingin dipelajari sesuai dengan kebutuhan mereka. Selanjutnya sebagai solusi bagi permasalahan pembelajaran kosakata, ditawarkan aplikasi smartphone berbasis android bernama “Memora” yang digunakan untuk menambah perbendaharaan kosakata secara mandiri. Peserta FGI berpendapat bahwa “Memora” dapat menjadi salah satu strategi belajar kosakata di masa pandemi. Dengan “Memora”, siswa dapat memasukkan kosakata dan gambar yang dapat membantu pemahaman terhadap kata tersebut kapan saja dan di mana saja. Masih terdapat kekurangan seperti bugs pada permainan, dan belum adanya fitur audio sehingga aplikasi ini masih terus dikembangkan.

scholarly journals STRATEGI BELAJAR KELOLOSAN JAPANESE LANGUAGE PROFICIENCY TEST N1 (STUDI KASUS MAHASISWA SASTRA JEPANG)

Paramasastra ◽  
2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Agus Budi Cahyono
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Video Game ◽  
Research Methodology ◽  
Proficiency Test ◽  
Learning Strategy ◽  
Japanese Language ◽  
Social Strategies ◽  
Literature Study ◽  
Language Proficiency Test

Japanese Language Proficiency Test (JLPT) organized by The Japan Foundation twice a year in July and December is an international test which aims to measure the Japanese language skill of Japanese language learners around the world. JLPT has 5 levels in which level N5 is the lowest or basic level, while N1 is the highest or proficient level which is considered on par with the Japanese native speakers. Level IV students in school year 2016/2017 who have been able to achieve JLPT level N1 are proud achievements for Japanese Literature Study Program of Brawijaya University. Therefore, this research aims to see the learning strategy of Japanese language used by students who achieved JLPT level N1 in period II of 2016. In fact, they never visit Japan to stay, study, or even travel. The learning strategies of students studied through foreign language learning strategy as revealed by Oxford (1990) are memory, cognitive, and compensation in the category of direct strategy as well as metacognitive, affective, and social strategies in the category of indirect strategy. The used research methodology is qualitative research methodology of case study through questionnaire, interview, and observation. The research shows the result that learning strategy of Japanese language used by students to achieve JLPT level N1 are memory, cognitive, metacognitive, and compensation strategies by using several medias from anime (Japanese cartoon), Japanese movie, video game, Japanese songs, and even Japanese books like manga (Japanese comic) and novel. These students seldom use affective and social strategies. It is known from their lecturer that these students are less proficient in socialization and oral production.

scholarly journals Understanding the Use of O and Ga Particles in Japanese Sentences for Japanese Language Learners

IZUMI ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 147-154
Author(s):  
Rahma Fitri Alifah ◽  
Puspa Mirani Kadir ◽  
Yuyu Yohana Risagarniwa
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Intermediate Level ◽  
Japanese Language ◽  
Advanced Level ◽  
Language Proficiency Test ◽  
Japanese Learners ◽  
Objective Marker

Joshi or particle is a class of words that cannot change the form, other than that Joshi cannot stand itself. Joshi must be attached to another class of words to gain meaning. In the Japanese language, one of the joshi groups that can connect noun and noun or noun and verb or adjective called the kakujoshi category, two of them are o and ga particles. One of the functions of o and ga particles have the same function as an object marker; many Japanese language learners still have difficulty in using o and ga particles as an objective marker. This research is how Japanese language learners' understanding of using o and ga particles in Japanese sentences. The method used the quantitative and questionnaire technique. This research concludes that many respondents have passed the advanced level in the Japanese language proficiency test, and need more than two years for study. However, the understanding of Japanese learners in the use of o and ga particles are still at the intermediate level.

scholarly journals Can Japanese Learners Pass the JLPT N3 by Reading A3! Visual Novel?

2021 ◽  
Vol 9 (2) ◽  
pp. 111-118
Author(s):  
Nurul Zia Aida ◽  
Renindra Atsilah Putri ◽  
Amalia Putri ◽  
Tazkia Syifa Arrahmah ◽  
Dewi Kusrini
Keyword(s):  
Data Collection ◽  
Language Proficiency ◽  
Quantitative Method ◽  
Proficiency Test ◽  
Japanese Language ◽  
Note Taking ◽  
Language Proficiency Test ◽  
Japanese Learners

A visual novel is a reading media in the form of conversations between characters shown in a static anime style that attracts readers to continue reading it. Equipped with audio in Japanese and translation in English, it is estimated that visual novels can be used as an exciting learning media for students. This study aims to determine the possibility of visual novels, which are usually used as a game for entertainment purposes, as a medium for learning Japanese to pass the JLPT (Japanese Language Proficiency Test). The method used in this stusdy is a quantitative method to find the matching vocabularies, with a listening and note-taking method for data collection. The data analyzed here is a conversation transcript of some chapters of A3! visual novel and JLPT 2018 questions ranging from N5 to N3 level. The A3! visual novel data are grouped according to the JLPT's four linguistic aspects: Moji goi, bunpou, dokkai, and choukai, at each level (N5 to N3). The analysis results show that the visual novel A3! can be used as a strengthening medium for students to pass the JLPT from N5 to N3.

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