Jurnal Sastra - Studi Ilmiah Sastra

BENTUK DAN MAKNA: HASEIGO BERIMBUHAN -GIMI: PENDEKATAN MORFOSEMANTIK

Nani (Author) — Fri, 15 Dec 2023 00:00:00 +0700

This study focuses on the word derivation or haseigo which has the affix -gimi. The data used in this research are sentences containing derivational words with the suffix -gimi. The data source is the YouTube channel Nihongo no Mori. This study aims to identify the form and meaning of haseigo with the suffix -gimi. In form, the suffix -gimi is attached to verbs and nouns which are negative emotional words and forms the adjective -na. In terms of meaning, it is identified that sufik -gimi expresses the characteristic, condition of feelings resulting from significant changes in a person or expresses a tendency towards a condition or feeling of a person that is subjective and temporary.

AN ANALYSIS OF FIGURATIVE LANGUAGE IN THE SONG LYRIC OF “DAWAI” BY FADHILAH INTAN

Nurfithri, Juhridin (Author) — Fri, 15 Dec 2023 00:00:00 +0700

This research entitled An Analysis of Figurative Language in the Song Lyric of “Dawai” by Fadhilah Intan aims to identify the types of figurative language found in the lyric song of ‘Dawai’ and describe the meaning of its figurative language found the song lyric. The theory for scoring used is by Brown (2004). While the theory for identifying problems of speaking activity is by Kennedy (1991) and some supporting theories. This research was conducted by qualitative descriptive method to identify and describe. The result shows that there are three types of figurative language found in the song lyric of ‘Dawai’. They are Hyperbole, Metaphor and Personification. In type of Hyperbole, there are 9 sentences in the song that uses hyperbole in expressing the feeling. It is the most dominant figurative language used in this song. The second type of figurative language is metaphor. There are 3 sentences that uses the metaphor to compare two different things. The last is personification. There is only one sentence that uses personification

IMPOLITENESS STRATEGIES IN THE YOUTUBE COMMENT SECTION

Adinda Siti Nuralia, Agus Salim Mansyur, Ruminda Ruminda (Author) — Fri, 15 Dec 2023 08:24:14 +0700

respect others' faces. This research aimed to find out the impoliteness strategies in the YouTube comment section of Rishi Sunak regarding the National Health Service. Culpeper's (1996) impoliteness strategies theory was employed to answer the research question. Furthermore, a qualitative method and a pragmatic approach were employed in this research. According to the findings of this research, there were 58 impoliteness strategies discovered within the 54 data analyzed, with 4 data having more than one strategy. There were 4 occurrences of bald on record impoliteness strategies, 19 occurrences of positive impoliteness strategies, 34 occurrences of negative impoliteness strategies, and 1 occurrence of sarcasm or mock politeness strategy. Impoliteness strategies that most frequently occur was negative impoliteness. Meanwhile, impoliteness strategy that was absent was withhold politeness.

STRATEGI YANDERE DALAM MENYAMPAIKAN PERASAAN PADA FILM AKU NO HANA

Rani Wulansari Ariana, Anggi Septiandi (Author) — Fri, 15 Dec 2023 00:00:00 +0700

Title of this research is Strategy of Yandere Character’s Love Confession in Aku no Hana. This research objective is to know the strategy of the yandere in conveying feelings for her loved ones. It is known that strategy of yandere love confession on Aku no Hana was done in a gradual way like obsessive, manipulative and force action to coercion on her romantics opponent, there’s possibility on the next action can result in acts of violance. The yandere in this movie makes his romantic opponents in such a way that the nature of dependence is formed. The actions performed have intention to attract attention and the way this character expresses her feelings to the person she loves. and this research. the research of analysis are from obsession type until double self suicide type. and for sociolinguistics analysis is directive narrative and expression narrative.

KESALAHAN STRUKTUR SEMANTIS 補助動詞

Dance Wamafma (Author) — Fri, 15 Dec 2023 08:41:18 +0700

The standard structure of the verbs くれる and あげる is, "... は....に....を ... verbs くれる/あげる" e.g. in '先生は弟にプレセントを買ってくれた'。 The above sentence holds several provisions that are rarely observed by Japanese language learners in Indonesian mother tongue. One aspect that is rarely noticed is the social status of the subject, recipient (dative), and predicate. The social status of the person as a Giver/G is 先生(lecturer), who is superior to the Speaker/S (someone as a 私who is having a conversation with his classmates). The receiver/R dative (receiver) is inferior to S,G and has a blood relationship to S. Thus, the used verb isくれる。 The explanation as above was raised in a questionnaire to see students' understanding of these cases. From the results of the analysis questionnaire, several errors were found in the form of interference with the mother tongue structure, difficulty determining verbs that are in harmony related to social relations G, R, S, and H (hearer) . Errors also occur in the gradation of speech acts according to the keigo rule and John Love's rule (1965: pg. 57-78) which essentially contains the sentence やりもらい。 So it is necessary to reorganize the teaching of the verb 'give' or which should also touch the social status of the やりもらいsentence.

Keywords:

G (Giver); R(Receiver); S(Speaker); inferior; superior

BASIC CONCEPT FOR ASSESMENT OF SPEAKING

Siti Sopiah, Edi Purnama, Edi Purnama (Author) — Fri, 15 Dec 2023 08:48:24 +0700

The aim of this paper is to know and applied the assessing of speaking in the area of school and university students is really important to practice in doing the students performance. This paper uses theory of Brown and Abeywicrama in which consist of a specific criterion is not only an appropriate task but also maximum output and a reliable scoring procedure. This paper is a library based descriptive study. The sourced has been taken from website, any source from journals and e books. The sources are read, selected, analyzed and concluded. It concludes that the assessing of speaking in the task type and testing speaking especially in the using of developing and scoring rubrics. It is suggested that the researcher, teacher, lecturer develop and update the assessment in speaking which can it can be done contextually and appropriately.

NEGATIVE PREFIX IN THE DIGITAL NEWS OF RUSSIA – UKRAINE WAR BY CNN

Fristi Arfiawati, Hesti Lestari (Author) — Fri, 15 Dec 2023 08:53:33 +0700

The research entitled Negative Prefix in the Digital News of Russia-Ukraina War by CNN used the theory from Yule (2010) and it was supported by the theory from Handoko et.al (2019) and Sitorus et.al (1993). The aim of this research is to investigate the negative prefix in the digital news of Russia-Ukraina war. In addition, this research applied descriptive qualitative method, moreover the data which were obtained from digital news of CNN about Russia_Ukraina War were classified and analyzed. The data found were 22 data of negative prefix and the result showed that the data comprised into 11 negative prefix un-, 9 negative prefix in- (im-, ir-, il-), 1 negative prefix mis-, and 1 negative prefix dis-. Furthermore, there are 69% negative prefix attached to adjective, 9% negative prefix attached to noun, 13% negative prefix attached to verb, and 9% negative prefix attached to adverb. Thus, the most dominant of negative prefix used in the CNN digital news is negative prefix un-. In addition, the negative prefix attached to adjective is mostly used in the article of Rusia-Ukraina CNN digital news.

SELF- ASSESSMENT IN ENGLISH FOR PRESENTATION

Arni Sukmiarni (Author) — Fri, 15 Dec 2023 09:03:48 +0700

This study explores self-assessment in English for Presentation as a subject course. The objective is to examine how students in the English for Presentation Class evaluate their own performance. The self-assessment criteria provided to the students consist of a series of questionnaires focusing on aspects such as voice usage—covering word stress, sentence stress, intonation, and chunking—as well as presentation structure and signposting. The study involves participants enrolled in the online English III course, English for Presentation, a mandatory subject at a private higher educational institution in Bandung, Indonesia. Data were collected through questionnaires completed by participants by the end of the course term. The finding indicates that the most of participants expressed positively towards self-assessment regarding the implementation of self-assessment, and the content they learned in English for Presentation: Voice Usage as pronunciation features and Presentation skills.

PENGAJARAN DOKKAI MENGGUNAKAN APLIKASI MIGII

miranti.artarina (Author) — Sun, 17 Dec 2023 05:58:11 +0700

This study aims to evaluate the effectiveness of teaching dokkai or reading in Japanese using the MIGII technology-based learning application. As technology continues to develop, Japanese language learning apps offer innovative solutions to improve students' reading skills. This study was conducted to assess the impact of using these learning applications in the context of teaching dokkai to beginners.

The research methodology involved selecting participants consisting of novice students learning Japanese. Participants were divided into two groups, one group used the MIGII Japanese language learning application, while the control group used conventional teaching methods. Each group was given a pre-test to measure reading ability before intervention.

The results showed that the group that used the MIGII Japanese language learning application experienced significant improvements in reading skills compared to the control group. This application provides a learning environment that is interactive, motivating, and supports the development of students' reading skills.

These findings contribute to our understanding of the effectiveness of technology-based Japanese language learning methods, particularly in the context of teaching dokkai. The implications of this research can be used to improve curriculum design and Japanese language teaching, by exploiting the potential of learning applications to provide more effective and engaging learning experiences for beginners.

Keywords: application, dokkai, migii, reading, Japanese

RAGAM BAHASA HORMAT KEIGO YANG MENCERMINKAN NILAI UCHI-SOTO-YOSO

Dewi Saparina Halibanon, Selly Nursyamsiah (Author) — Fri, 15 Dec 2023 00:00:00 +0700

This research title is“Keigo Honorific Language Related to the Concept of Uchi-Soto-Yoso (Sosiolinguistic Studies)”, scientific paper for Japanese literature study program, literature faculty of Universitas Nasional PASIM.

This research discusses keigo honorific language related to the concept of uchi-soto-yoso in Nihon Chinbotsu: Kibo no Hito and saiai dramas. Japan has a group-oriented society consisting of uchi, soto, and yoso. This can be seen from the language used, for example language variations such as keigo.

The method used in this research is qualitative descriptive, and the data collection technique is taking note method. This research uses sociolinguistic studies to analyze the social factors and language variations that influence the use of keigo.

In the results of the analysis, 43 words were found that used the keigo in the form of 9 sonkeigo data, 18 kenjougo data and 16 teineigo data. 12 data were based on social relationships, uchi has 5 data, soto has 4 data, and yoso has 3 data. Social factors that affect keigo are age, social relationships, social status, intimacy, gender and group membership.

BUILDING INTERACTIVE INTERACTIONS IN ENGLISH TEACHING BY USING PICTURES

Firmansyah Diyata (Author) — Fri, 15 Dec 2023 00:00:00 +0700

One way to build interaction between the teacher and the students or among students is by pictures. Through the pictures that are shown by the teacher, students are able to be encouraged to say words or sentences in English. In an interactive teaching process, teacher can use the pictures to invite students’ opinions through the lead-in questions before the activity, discuss the context he creates during the stages of presentation, practice and production, and let the students express their thoughts after they join each stage of the lesson. All those interaction activities create interactions that build communication that help students to produce sentences based on the target language they need to acquire in every lesson topic they join.