A Re-evaluation of Kanji Textbooks for Learners of Japanese as a Second Language

As perhaps one of the most difficult areas of Japanese as a second language (JSL), kanji pose a number of problems for the foreign learner. A glance through a small sample of JSL kanji textbooks will reveal the wide range of kanji learning methodologies used to overcome these difficulties. These methods are, on close analysis, often based on inaccurate or over-generalised assumptions on kanji, which can be traced back to the central belief that kanji are essentially a logographic script. Naturally, there are differences in learners and their environments which must be considered when creating JSL kanji learning materials, though psycholinguistic research has shown that most kanji cognition and production processes are essentially universal. It is therefore possible that a re-evaluation of kanji texts and learning materials used by native speakers may yield ideas which could facilitate JSL kanji learning in both the introduction and application areas, and duly enhance the learner’s kanji competence. As with all other linguistic representations, kanji do not exist in a vacuum; they only assume their phonological and semantic qualities when they occur in context. It is therefore only logical to study them with consideration of this fact, along with an understanding of their multi-faceted and complex nature. Stripping kanji of context or any of their equally important representations may adversely affect JSL learners’ cognitive structure to a greater degree than it eases their learning burden. The principles inherent in the Communicative Kanji Teaching approach seem to best address these concerns, and their application into JSL kanji texts would seem to be both practical and worthwhile

Integrasi Pembelajaran Kanji dengan Pembelajaran Sakubun untuk Meningkatkan Kemampuan Menulis

Research aims to find the influence of strategies used in intermediate kanji learning, i.e. in a more applicative class using kanji, on middle kanji and composition class (sakubun). Research viewed and compared the influence of students' mark in Intermediate Kanji with their mark in Sakubun. The questionnaire used in this research was the Strategy Inventory for Language Learning (SILL) consisting of 50 questions associated with types of strategy to learn kanji. The result obtained using T-test and correlation test was the students' mark in kanji affected their mark in Sakubun. The relationship is the higher mark in kanji, the higher mark in Sakubun. As a conclusion, student essay writing ability is affected by the numbers of kanji remembered and used by students

PEMBELAJARAN KANJI DASAR DI SMA DENGAN MENGGUNAKAN ASOSIASI MEDIA GAMBAR

Bagi orang asing terutama orang Indonesia yang mempelajari bahasa Jepang, kanji merupakan salah satu hal yang sulit untuk dikuasai. Dengan jumlah huruf kanji yang sangat banyak, dan tidak berlatar belakang budaya kanji menjadikan orang Indonesia memiliki kesulitan dalam mempelajari huruf kanji Jepang. Dalam penelitian ini penulis mencoba menerapkan penggunaan asosiasi media gambar dalam pembelajaran kanji dasar. Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat perbedaan yang signifikan antara pembelajaran huruf kanji dasar dengan menggunakan asosiasi media gambar dan dengan yang tanpa menggunakan asosiasi media gambar serta untuk mengetahui tanggapan siswa terhadap penggunaan asosiasi media gambar dalam pembelajaran kanji dasar. Metode yang digunakan dalam penelitian ini adalah eksperimen murni dengan pola “Pretest-Posttest Control Group Design”. Sampel yang digunakan adalah 20 orang siswa Japanese Club SMAN 1 Baleendah terdiri dari 10 orang siswa sebagai kelompok kontrol dan 10 orang siswa sebagai kelompok eksperimen. Instrumen yang digunakan adalah tes dan angket. Dari hasil analisis data diketahui setelah dilaksanakan treatment dengan menggunakan asosiasi media gambar dalam pembelajaran kanji dasar pada kelompok eksperimen diperoleh hasil rata-rata 88,1 dan pada kelompok kontrol yang tidak menggunakan asosiasi media gambar diperoleh hasil rata-rata sebesar 74,4 dengan t hitung sebesar 3,17 dengan db = 19 pada taraf signifikasi 5% = 2,09 dan 1%= 2,86. Karena t hitung lebih besar dari t tabel, maka hipotesis kerja dalam penelitian diterima bahwa terdapat perbedaan yang signifikan setelah dilaksanakan treatment pembelajaran kanji dasar dengan menggunakan asosiasi media gambar. Berdasarkan hasil angket diketahui hampir seluruh responden setuju bahwa pembelajaran kanji dasar dengan menggunakan asosiasi media gambar merupakan metode yang menarik dan dapat digunakan sebagai alternatif pengajaran untuk meningkatkan penguasaan huruf kanji dasar.;---For foreigners, especially the people of Indonesia who study the Japanese language, kanji is one thing that is difficult to master. With the number of kanji very much, and cultural backgrounds kanji make Indonesian people have difficulty in learning Japanese kanji. In this study the authors try to apply the use of association of image media in learning basic kanji. The purpose of this study was to determine whether there are significant differences between learning basic kanji using association of image media with the without using association of image media as well as to determine the response of students to use image media association in learning basic kanji. The method used in this study is pure experimentation with patterns of "pretest-posttest control group design". The samples used were 20 students of SMAN 1 Baleendah Japanese Club consists of 10 students as a control group and 10 students as the experimental group. The instruments used was tests and questionnaires. Based on the result of analysis, after the treatment whit used association of image media in learning basic kanji in the experimental group we found the average value was 88,1 and in the control group without using association of image media the average value was 74,4 with t of 3,17 and db = 19 at 5% significance level = 2,09 and 1% = 2,86. Because the t score was higher than t table, thus the hypothesis was accepted, it means the working hypotheses in the study accepted that there are significant differences after treatment carried out basic kanji learning using association of image media. Based on the results of questionnaires known to almost all respondents agree that learning basic kanji using association of image media is an interesting method and can be used as an alternative teaching to improve the mastery of basic kanji

Integrasi Pembelajaran Kanji dengan Pembelajaran Sakubun untuk Meningkatkan Kemampuan Menulis

Research aims to find the influence of strategies used in intermediate kanji learning, i.e. in a more applicative class using kanji, on middle kanji and composition class (sakubun). Research viewed and compared the influence of students\u27 mark in Intermediate Kanji with their mark in Sakubun. The questionnaire used in this research was the Strategy Inventory for Language Learning (SILL) consisting of 50 questions associated with types of strategy to learn kanji. The result obtained using T-test and correlation test was the students\u27 mark in kanji affected their mark in Sakubun. The relationship is the higher mark in kanji, the higher mark in Sakubun. As a conclusion, student essay writing ability is affected by the numbers of kanji remembered and used by students

Meningkatkan Kemampuan Membaca Kanji Melalui Media Flashcard Power Point

While learning the kanji, most of the students find difficulties in memorize its yomikata. The problems usually come into their mind when they have to remember lots of kanji along with its meaning and stroke order. Most of the students forget it very soon after they learn it. They have to find effective, fun, and easy learning method to improve their ability in mastering kanji. It could help students consistently review the kanji, especially the jukugo. Flashcard power point could be a good solution to overcome this problem. The result of the study shows that flashcard power point could enhance student's skill in reading the kanji in a very short time

The Effectiveness of Use the Kanji Cards in Kanji Shokyu Learning

Japanese character (hiragana, katakana, kanji, and romaji) is difficult for the students who learn Japanese as a foreign language, especially the kanji. 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, 2 semester, reveal that they got problems in memorizing the meaning and also the ways of reading and writing kanji. The reasons are there are too many kanji character and kanji compound they had to memorize in a short time during the class. It was not easy for them to memorize all the kanji. It was like memorizing the new vocabulary. 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. Sometimes they ask the teacher, sometimes they didn't. If they ask to the peer, they didn't get the answer because the peer didn't know either. 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 themselves nor with their peer, inside or outside the class, therefore, we conducted an quasi experiment in a class, using roundtable cooperative learning technique combine with kanji card in order to overcome the student's problems mentioned above. This technique encourages students to: produce sentences which using the memorized kanji, working together in groups, students feel fun in learning kanji. nd But, this technique not quite suitable if we conduct it in a large class

APLIKASI ANDROID ‘KANJI INTERVAL’ DALAM MENINGKATKAN KEMAMPUAN MEMBACA KANJI

Penelitian ini bertujuan untuk mengetahui pengaruh aplikasi Android ’Kanji Interval’ dalam meningkatkan kemampuan baca Kanji bagi mahasiswa tingkat 1 (satu). Pemanfaatan teknologi informasi, khususnya sebagai media pembelajaran Kanji masih jarang ditemui di lingkungan pendidikan bahasa Jepang UPI. Sudah banyak penelitian yang menguji efektifitas media pembelajaran berbentuk teknologi informasi, namun hanya sebatas pemanfaatan Microsoft Powerpoint dan website saja. Karena itu penulis mencoba memanfaatkan teknologi informasi berupa aplikasi Android sebagai media pembelajaran baru. Aplikasi Kanji Interval ini memanfaatkan beberapa teori, contohnya teori spacing effect. Spacing effect merupakan kajian tentang pentingnya interval dalam proses mengingat. Aplikasi ini juga menghindari bahaya multitasking dalam pembelajaran. Metode dalam penelitian ini adalah metode eksperimen kuasi dengan desain penelitian one group pre-test post-test. Berdasarkan hasil analisis data, diperoleh hasil t hitung ( ) sebesar 8,78 dan t tabel 2,01 (5%) dan 2,67 (1%). Maka dapat disimpulkan bahwa t hitung > t tabel sehingga media aplikasi Kanji Interval memberikan perbedaan hasil yang sangat signifikan.; This study aims to find out the effect of Android application 'Kanji Interval' in the improvement of Kanji reading capability for first grade student. ICT utilization, especially for Kanji learning media is rarely found in the UPI of Japanese education’s environment. There have been many studies that tested the effectiveness of learning media in the form of information technology, but only limited to Microsoft Powerpoint and websites only. The author, therefore, seeks to use information technology in the form of Android app as the new learning media. Android application 'Kanji Interval' is making the best use of several theories, for example the theory of spacing effect. Spacing effect is a study about the importance of interval in the remembering process. Another theory is about the danger of multitasking in the learning process. The method used in this study is a quasi experimental method with one group pre-test post-test experiment design. Based on the result of data analysis, we obtained 8,78 and t table = 2,01 (5%) and 2,67 (1%). Then, we could conclude that , so the application media of Kanji Interval gives tremendous amount of difference significancy for the result

Motivasi Belajar Mahasiswa Program Studi Pendidikan Bahasa Jepang Fkip Universitas Riau terhadap Kanji

This research is about learning motivation kanji on students of Japanese Language Education Study Program University of Riau . The purpose of this research is to find out how much the learning motivation students, what factors affecting the learning motivation students, and to know the response of students toward kanji in Japanese. Respondents in this research are 112 students of Japanese Language Education Study Program University of Riau. This research is used quantitative descriptive method. The result of this research shows that the learning motivation student is considered to be higher as much as 78.36%. In this research known that the factors were affecting the learning motivation students about kanji, are materials and method of learning, media and facilities of learning, teacher\u27s attitude, and the presence of friends. Student\u27s response are, 1) 69% student said that kanji is the likeable lesson. 2) 100% student said that kanji is important to learned, 3) 67% student said that learning kanji is not boring. 4) 95% student said that kanji is unique