JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
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JAPANEDU:
Jurnal Pendidikan dan Pengajaran Bahasa Jepang http://ejournal.
edu/index.
php/japanedu/index The Acquisition of Japanese Case Particles by Indonesian Learners of Japanese:
Focusing on the Concept of Kou AuArgumentAy of Verb Samsul Maarif Studies in Japanese Language and Culture Graduate School of Language and Culture.
Osaka University.
Osaka.
Japan samsulmaarifhasjim@gmail.
ABSTRACT
This research is a continuation of previous research.
In previous research, the author examined the effect of the theoretical explanation of the Japanese adnominal clause on the learnersAo understanding.
However, in this research, it was discovered that studentsAo knowledge of case particles in Japanese is a key determinant of understanding Japanese adnominal clauses.
this research, the author tries to examine the effect of studentsAo understanding of case particles in Japanese through the concept of Kou .
in verbs.
In line with previous research, in this research, the author also tries to bridge the theoretical concepts of linguistics so that they can be applied to Japanese language learning in the classroom.
In this research, the author took 20 second-year students as a sample and divided them into two groups.
In the experimental group, the author used the Focus on Form (FoF) method to teach the concept of the verb AuargumentAy so that students could determine the correct Japanese case particles.
Meanwhile, in group control, they only do pattern practice exercises like a normal class.
The test analysis results of the two groups after attending the experimental class did not show any significant differences.
In future research, it is necessary to look at the long-term influence of applying linguistic theory in the classroom.
KEYWORDS
Applied cognitive linguistics.
Focus on Form (FoF).
Japanese case particle.
Japanese language learning.
Verb argument.
First received: 15 September 2023
ARTICLE INFO
Revised: 28 October 2023
Available online: 25 December 2023
INTRODUCTION
This research is developed based on the results of the experiment conducted in Maarif .
Maarif .
attempted to help Indonesian Japanese learners understand adnominal modifier clauses by using the concept of uchi soto or Aoinside/outside relationsAo.
The results showed that the test was somewhat successful in determining the Final proof accepted: 15 December 2023 relationship between inside and outside.
However, it was found that in sentences with internal relations, learners did not perform well on returning the head noun to the main clause.
There were many errors in case particles and clauses.
other words, it is found that it is important to establish an understanding of case particles and clauses before helping students understand adnominal modifier clauses.
Based on the 68 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Samsul Maarif.
The Acquisition of Japanese Case Particles by Indonesian Learners of Japanese:
Focusing on the Concept of Kou AuArgumentAy of Verb experimental results of Maarif .
, this study attempted an experiment to help learners understand case particles.
Case particles express the grammatical relationship between a noun and a predicate in a sentence (Iori, 2.
For example, in the example sentence below, the three independent words Ea AuTaroAy (Tar.
Oa AuHanakoAy (Hanak.
, and A A AunaguttaAy .
are expressed by adding the case particles AU AugaAy and Ce AuwoAy as shown in example .
, so that Ea AuTaroAy becomes the u AudousashuAy .
ction subjec.
and O a AuHanakoAy expresses the grammatical meaning of AutaishouAy .
EaAUOaCeaC Taro ga Hanako wo nagutta.
Taro hit Hanako.
ouAAIueAEaAUaC ouAAIueAOaCeaC ouAAIueAEaAUOaCeaC Kinou, kouen de Taro ga nagutta.
Kinou, kouen de Hanako wo nagutta.
Kinou, kouen de Taro ga Hanako wo nagutta.
Taro hit me in the park yesterday.
Yesterday.
I hit Hanako in the park.
Taro hit Hanako in the park yesterday.
Case particles are considered to be items that learners are likely to make mistakes even when they become advanced learners, even though they have learned them from the beginner level.
One reason for this is thought to be that one particle has multiple roles.
The conditions for which particles to use in which situations are explained in class.
However, it is thought that learners may get confused due to a large number of conditions and may make mistakes when producing them.
Therefore, this research uses the linguistic concept of I AukouAy .
to help learners understand case particles, and it is thought that they may be able to produce case particles more accurately.
When there is no premise, example sentence .
a and b do not work as a sentence because we do not know who Taro hit in a, and who hit Hanako in b.
The above example sentence .
c is valid as a sentence because c has all the information needed to understand the sentence.
As shown in example sentence .
c, for the predicate verb Auto hitAy to be valid in a sentence, information on Auwho .
Ay and Auto whom .
Ay is essential.
This essential information is called AuargumentAy.
On the other hand, information such as o u AukinouAy .
and IueA Aukouen deAy .
n the par.
can be considered as a sentence even if it does not appear in the sentence as in the example sentence .
, so it is not considered to be The concept of AuargumentAy is considered to be quite difficult for learners, so it probably wonAot be taught in class.
However, in this experiment, when thinking about Japanese verbs, the class will have students refer to the meaning and grammar of Indonesian and think about the necessary AuargumentAy.
LITERATURE REVIEW
Multiple Meanings of Case Particles Many studies have been conducted on the acquisition of Japanese case particles.
Among them.
Oka .
analyzed the polysemous meanings of case particles from the perspective of cognitive linguistics and proposed a semantic network schema for the case particles ni, wo, de, and It states that the prototype meaning of each case particle has been extended to various usages, as listed in Table 1.
Table 1: Oka .
Aos prototypical meaning of case Case particle AuniAy case AuwoAy case AudeAy case AugaAy case Prototype Meaning Person to give and receive Point of movement Place of existence Subject Route Place usage Usage of things Action subject: nominative Target: objective case Exclusion Although OkaAos .
analysis from the perspective of cognitive linguistics is very interesting, it is considered to be extremely difficult for learners who are learning Japanese as a second Advanced learners who have studied or are interested in linguistics will be aware of the variety of different uses of case particles and will not be able to provide an explicit explanation of how they extend from the prototypical meaning of case particles.
However, it is too difficult for elementary and intermediate level learners.
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In this study, by introducing the concept of I kou AuargumentAy, which is less difficult, in the actual class, learners will be able to influence the production of case particles.
Focus on Form (FonF) The concept of Focus on Form (FonF) was proposed by Long .
Fundamentally.
FonF refers to the shift of the learnerAos limited attention to linguistic codes during comprehension or production recognition in meaning-centered second language acquisition settings O Long & Robinson, 1.
Besides FonF, there are also Focus on Meaning (FonM) and Focus on FormS (FonFS).
Although the names are very similar.
FonFS is like a traditional grammar or structure syllabus, where learners learn the grammar of a language little by little It is said that learners using this method had good language proficiency, but lacked language On the other hand.
FonM is often used in learning methods such as immersion, which allows learners to acquire fluency at an early stage, but it is said that it takes time for learners to acquire the characteristics of the language (Koyanagi, 2.
An important point in FonF is to consider the use of language in actual communication.
In other words, the main premise is to develop both the character and fluency of the language.
for that purpose, it becomes essential for learners to discover and analyze the relationship between language form and meaning.
In this study, we conducted an experimental class in which we had students think about the terms that each verb requires based on the meaning of Japanese verbs in Indonesian, and then generate case particles so that the terms express the appropriate relationship.
In other words, this research tried to incorporate FonFAos method into my classes by paying attention to the necessary language codes to convey the meaning of verbs METHOD not held due to the coronavirus pandemic.
As a result, many students were unable to take the exam and were unable to master N3.
Taking this into consideration, the subjects for the experiment were 20 second-year students majoring in Japanese at an Indonesian university.
The 20 subjects were divided into two groups, an experimental group and a control group, each with 10 people.
Tests were administered before and after the experimental class.
The test consists of two types of questions with a total of 35 points.
For question 1 .
questions x 2 point.
, the task is to look for misused case particles and correct them by marking the correct ones with an O and the incorrect ones with an X.
Question 2 .
questions x 1 poin.
is to include the correct case particle in the sentence.
The type and number of required items will be set similarly for the pre-class and post-class tests.
However, in the follow-up class, taking into consideration the test results before and after the class, we asked a larger number of AU AugaAy A AuniAy questions in question 1 .
Table 2 below contains the required types and numbers of class tests.
Table 2: Required types and numbers of class tests.
Question Question AugaAy AUCe Auga woAy AUA Auga niAy AUA Auga toAy AUACe Auga ni woAy Grouping was done based on the results of the pre-class test, adjusting subjects with high and low scores so that each group had the same average After dividing the students into groups according to Table 3 below, classes were given to each group.
The experimental group was given an explicit explanation of the concept of AuargumentAy by comparing it with Indonesian, while the control group was given only a lesson on traditional particle pattern practice.
Classes for both groups were conducted online using Zoom Meeting.
Subject of Experiment The survey for this study was conducted in an experimental class on July 20, 2022.
The survey was scheduled to target students with Japanese Language Proficiency Test N3, but the exam was 70 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Samsul Maarif.
The Acquisition of Japanese Case Particles by Indonesian Learners of Japanese:
Focusing on the Concept of Kou AuArgumentAy of Verb Table 3: Grouping of Subjects.
Experimental group Control group Subject Japanese Level Class Flow for Experimental Group In the experimental groupAos class, the students first learned that sentences consist of a subject, an object, and a predicate, and we focused on verb-predicate sentences.
After that, they looked at intransitive and transitive predicate sentences, identified the necessary elements for each to become a sentence, and introduced the concept of AuargumentAy.
We introduced the types of essential argument and optional argument and confirmed the case particles used there.
The role of case particles in expressing the relationship between nouns and predicates was explicitly explained and contrasted with the Indonesian concept.
In Indonesian, the concept of expressing the relationship between nouns and predicates is explicitly explained using word order and Use the meanings of the verbs, think about the necessary argument, and look at examples of A IUi AuIchi kou doushiAy .
nary verb.
EUIUi AuNi kou doushiAy .
inary verb.
EOIUi AuSankou doushiAy .
ernary verb.
Exercise 1 In Exercise 1, all participants think about the Number of Average Number of Average necessary argument based on the meaning of the verb.
The verbs used are onACU AuatatamaruAy .
o war.
AACUCU AufureruAy .
o touc.
, iCA AuumuAy .
o give birth t.
, oAa AuodorokuAy .
o be surprise.
, and oAo AuutsusuAy .
o reflec.
Exercise 1 In Exercise 2, we divided verbs of the same type among the 36 verbs into the categories of unary, binary, and ternary verbs.
Below are the verbs used for each type.
AIUi AuIchikou doushiAy (Unary ver.
osCU AuFuruAy .
NEAOCU AumoeruAy .
O CA AushizumuAy .
A CU AunobiruAy .
OCUCU AukowareruAy .
AACUCU AunagareruAy .
CUCU AuyabureruAy .
O AU CU AutasukaruAy .
e save.
U A CA AukurushimuAy .
, u CU Au komaruAy .
e UIUi AuNikou doushiAy (Binary ver.
gaAiwo:OAo AukowasuAy .
o brea.
, anCU AutoruAy .
CU AuyaburuAy .
o tea.
OAc CU AutasukeruAy .
AI AuushinauAy .
NECEAo AumoyasuAy .
, a Aa Au tatakuAy .
AAo AunobasuAy .
o exten.
gaAini: aOAI AuNiauAy .
, ya AutsukuAy .
, neAaOAI AumaniauAy .
e on 71 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
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, y A Ao CU Aushoutotsu suruAy .
, y CU AuayamaruAy .
IuCU AuhairuAy .
O CaCU AukuwawaruAy .
CU AunoruAy .
gaAito: oAsaOAI AuTsukiauAy .
et alon.
Ou CUCU AuwakareruAy .
reak u.
, iACU AukotonaruAy .
O AI AuarasouAy .
OIUi AuSankou doushiAy (Ternary Verb.
OAcCU AuTodokeruAy .
AACU AuokuruAy .
ACAeCU AuageruAy .
CU AuharuAy .
O AO CU AukuwaeruAy .
AU A AuhakobuAy .
Class Flow for Control Group In the control group, we did not particularly explain concepts related to terms, and the class focused on traditional particle pattern exercises.
Below is the exercise pattern.
Pattern 1: Look at pictures and practice making correct sentences.
Pattern 2: Practice filling in blank spaces with correct verbs.
Pattern 3: Practice inserting the correct case particle into the blank part of the sentence.
Patterns 1-3 were performed twice.
Pattern 4: Practice choosing intransitive and transitive verbs to form correct sentences .
wochoice question.
As mentioned above, the experimental group was given an explicit explanation of the concept of AuargumentAy and a comparison with Indonesian, whereas the control group was taught only conventional particle pattern practice.
After the lesson, both groups were given a post-class test.
For the post-class test, we tried to choose words that were similar in meaning to the words used in the practice.
For example, using the word OAo AukowasuAy .
during practice, and used the word OAoCU Auhakai suruAy .
o destro.
during the post-class test.
The post-class test was conducted as homework to be submitted the next day after completing the online class.
A follow-up class was held three weeks later based on the pre-class and post-class test scores and comparison results.
The follow-up class consisted of checking the answers to the post-class test, and the students were given test questions after the follow-up class and were told to submit them the next day.
RESULTS AND DISCUSSION
Table 4 shows the test results .
ut of 35 point.
for 20 subjects.
AuPreAy represents the pre-class test results.
AuPostAy represents the post-class test results, and AuFollowAy represents the follow-up class test These results showed that the control group performed better on the post-class test than the experimental group.
The average of the control group was found to be 32 points compared to the experimental groupAos average of 31 points.
Interviews and tests were conducted in a follow-up class three weeks after the post-class test.
As a result, the experimental and control groups obtained the same average score of 30 points.
Table 4: Test scores for pre-class, post-class, and follow-up classes.
Experimental Pre Post Follow Average Control Group Pre Post Follow Average Average Average 72 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Samsul Maarif.
The Acquisition of Japanese Case Particles by Indonesian Learners of Japanese:
Focusing on the Concept of Kou AuArgumentAy of Verb In addition, this study found that by introducing the concept of AuargumentAy, learners were able to understand and produce case particles better than in conventional pattern practice.
other words, we hypothesized that there would be a significant difference between the experimental group and the control group.
The most commonly used statistical method to test hypotheses is P-value To prove that there is a difference between the experimental group and the control group.
First, we hypothesize that there is no difference between the experimental group and the control group, and use the null hypothesis to prove that hypothesis By rejecting the hypothesis that there is no difference, we can prove that there is a difference.
If there is significance between the experimental group and the control group, the P value is <0.
To calculate the P value, we entered the data in Microsoft Excel and used a data analysis tool called Aut-test: Two-sample test assuming equal varianceAy.
The T-test examines whether there is a difference between the average values of the two data groups (Shimada & Noguchi.
A T-test was performed on the results of the post-class test and follow-up class test to determine the P value.
As a result, the P values were found to 54 and 0.
95, as shown in Tables 5 and 6.
Both P values are >0.
1, meaning there is no significant difference between the experimental and control The test result data showed that there was no significant difference between the experimental group and the control group, so the hypothesis of this study could not be proven.
Table 5: Post-class P value.
Average Distribution Number of observations Pooled distribution Difference from Hypothetical mean Degree of freedom P(T<=.
one side t boundary value one P(T<=.
both sides t boundary value on both sides Variable 1 Variable 2 Table 6: Follow-up class P Value.
Average Distribution Number of observations pooled distribution Difference from Hypothetical mean Degree of freedom P(T<=.
one side t boundary value one P(T<=.
both sides t boundary value on both sides Variable 1 Variable 2 Pre-Class Test Result Analysis Tables 7 and 8 show the number of people who gave incorrect answers to questions in pre-class testsAo question 1 and question 2 .
requency of incorrect answer.
In pre-class test question 1 .
uestions that look for misus.
, the ones with the highest frequency of incorrect answers were number 3 in the experimental group and number 9 in the control group.
Question number 3 is aUAiAUuyAaOu CeNAAuCe a AuTomodachi ga asa no jugyou wo demasen deshitaAy (My friend didnAot come to class in the mornin.
The case particle in question 3 is incorrect, so the correct answer is y and CeIeA Auwo Ie niAy.
However, in the experimental group, four students answered AN, and two students who answered y also corrected the wrong case particles, such as CeIeAU Auwo Ie gaAy and CeIeA Auwo Ie deAy.
Question number 9 is aAUO CUa CeuCOa AuShingou ga kowarete, keisatsu o komarimashitaAy (The traffic lights were broken and the police were in troubl.
The case particle is incorrect, so the correct answer is y and Ce IeAU Auwo Ie gaAy.
However, in the control group, there was one student who answered AN, and three students who answered y also used the wrong case particles as CeIeA Auwo Ie niAy and corrected the wrong case particle .
o Ie t.
instead of CeIeAU Auwo Ie gaAy.
In pre-class test question 2 .
uestions that include case particle.
, the frequency of incorrect answers increased, and the highest frequency of incorrect answers was in questions 10 and 12.
Question number 10 is AUaUAiO Oou O ua Aukare ga tomodachi ( kami hikouki ( ) tobashitaAy (He flew a paper 73 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
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airplane to his frien.
, and the correct answer is A AuniAy and Ce AuwoAy.
However, in the experimental group, 3 subjects answered A AunoAy.
Ce AuwoAy, and 4 subjects answered A AutoAy and Ce AuwoAy, making a total of 7 subjects answered wrong.
The test subjectAos answer was A AunoAy.
Ce AuwoAy.
A AutoAy, and Ce AuwoAy because there is a aU Ai AutomodachiAy .
as AupersonAy.
This answer is not wrong in the context, but in this study, it was counted as an incorrect answer because it was set to represent the destination.
This question is a shortcoming of this study, and it would have been better to use words that expressed the destination, such as oAe AuTonari no biruAy .
uilding next doo.
rather than aUAi AutomodachiAy .
Question number 12 is As A AI AA u O A A O OIEuO ONoAA AuKinou, densha de watashi ( ) motokano ( ) deattaAy (Yesterday.
I met my ex-girlfriend on the trai.
, and the correct answer is AUAygaAy and A AuniAy.
However, in the experimental group, many people answered AU AugaAy and A AutoAy.
Also, in the control group, many students answered A AunoAy and A AuniAy.
In this question.
A O A O IE u O A O N o A A AyWatashi .
deattaAy .
et my exgirlfrien.
is considered to be correct given the context, but since this survey is asking for AU AugaAy, it was judged as an incorrect answer.
In the pre-class test, students have not yet taken the experimental class, so as mentioned above, students may interpret the question sentences in various ways.
Table 7: Number of incorrect answers to pre-class test question 1.
Question osCU AuFuruAy (Fal.
AU AugaAy OCU AuWaruAy (Divid.
A AuniAy NCU AuDeruAy (Come ou.
Ce AuwoAy IuoAoCU AuNyuuin suruAy (Hospitalize.
A AuniAy anCU AuToruAy (Tak.
A AuniAy AAo AuNobasuAy (Exten.
Ce AuwoAy AACU AuOkuruAy (Sen.
AUCeA Auga wo niAy noAoCU AuKenka suruAy (Figh.
Ce AuwoAy uCU AuKomaruAy .
n troubl.
Ce AuwoAy AUA AuHakobuAy (Carr.
AUACe Auga ni woAy Question 1 subtotal Correct Answer AU .
Ce .
A .
AN A .
Ce .
AN Ce .
AN AUCeA .
a wo AU .
AN AUACe .
a ni Experimental Control Group Total 74 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
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Table 8: Number of incorrect answers to pre-class test question 2.
Question uCU AuTsukuruAy (Mak.
eAa AuSakuAy (Bloo.
oCUCU AuYogoreruAy (Get dirt.
oAo AuYogosuAy (Pollut.
OAI AuTatakauAy (Figh.
ieEAoCU AuKougeki suruAy (Attac.
aCOAoCU AuSanka suruAy (Participat.
AACU AuOkuruAy (Sen.
CU AuUruAy (Sel.
uAAo AuTobasuAy (Fl.
AUCOAUAI AuKarakauAy (Teas.
NoAI AuDeauAy (Mee.
aUCU AuButsukaruAy (Collid.
ACAeCU AuAgeruAy (Giv.
CaAUCUCU AuWakareruAy (To par.
Question 2 subtotal Question 1 and Question 2 total Correct Answer AUCe Auga woAy AU AugaAy AU AugaAy CeAywoAy AUA Auga toAy AUCe Auga woAy AUA Auga niAy ACe Auni woAy AUCe Auga woAy ACe Auni woAy AUCe Auga woAy AUA Auga niAy AUA Auga niAy ACe Auni woAy AUA Auga toAy Post-Class Test Result Analysis Tables 9 and 10 show the number of people who gave incorrect answers to questions in question 1 and question 2 after class .
requency of incorrect answer.
, respectively.
In post-class test question 1 .
uestions that look for misus.
, questions 1, 2, and 7 were answered incorrectly most frequently by 7, 9, and 5 students.
The first question is AACECeAUAOsAiCeAOU aECU AuAkachan ga okaasan no te ni nigitte iruAy (The baby is holding the motherAos han.
The case particle is incorrect, so the correct answer is y and the correct particle is AIeCe Auni Ie woAy.
For this question, the experimental group .
answered incorrectly more frequently than the control group .
As a result of follow-up interviews, it was found that because the subjects learned in class that the case particle AuniAy expresses contact, they overgeneralized that the verb aCU AuNigiruAy .
also expresses contact.
Care must be taken when handling the explanation in linguistic theory that A AuniAy case represents AucontactAy in educational settings, and a more specific explanation is considered necessary.
Question number 2 is AUuAUAEEC CCEOCeaCOa AuOtouto ga kuni no daijina purojekuto wo sankashimashitaAy (My younger brother took part in an important national projec.
The case particle is incorrect, so the correct answer Experimental Control Group Total is y, and the correct particle is CeIeA Auwo Ie niAy.
However, 9 students answered AN, with 5 students in the experimental group and 4 students in the control group.
Even though the experimental group learned verbs with the same meaning, such as OAOCUAukuwaeruAy .
OCaCU AukuwawaruAy .
, and aC O Ao CU AusankasuruAy .
ake part/participat.
, the reason that it is still incorrect may be because each verb is recognized as a different thing.
Question number 7 is EEaAUEACe OAI AuMomotarou ga onigashima de oni o tatakauAy (Momotaro fights demons on Onigashim.
Since the case particle is incorrect, the correct answer is y, which means CeIeA Auwo Ie toAy.
This question uses a verb with the same meaning as question number 8 noAoCU AukenkasuruAy .
in the preclass test, and when comparing the two, it was found that the frequency of incorrect answers In addition, subject number 6 in the experimental group answered correctly in the preclass test but answered incorrectly in the post-class In the control group, it was confirmed that subjects 5, 7, and 9 were no longer able to do it after As confirmed in the follow-up interview, number 6 in the experimental group incorrectly interpreted the verb OAIAytatakauAy .
o figh.
as i eEAoCU Aukougeki suruAy .
o attac.
in Indonesian.
Since it is a transitive verb, they thought the required term was Ce AuwoAy instead of A AutoAy.
75 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Samsul Maarif.
The Acquisition of Japanese Case Particles by Indonesian Learners of Japanese:
Focusing on the Concept of Kou AuArgumentAy of Verb addition, subjects 5, 7, and 9 in the control group also said that Ce AuwoAy was correct because OAI AutatakauAy .
o figh.
is a transitive verb.
In both groups, the answer was incorrect due to the generalization of transitive verbs.
Table 11 contains a comparison of incorrect answers for preclass test question 1, number 8, and post-class test question 1, number 7.
Table 9: Number of incorrect answers to post-class test question 1.
e i o o Question Correct Answer aCU AuNigiruAy (Hol.
A AuniAy aCO AuSankaAy (Take par.
Ce AuwoAy a AuSakuAy (Bloo.
AU AugaAy IuAoCU AuNyuushitsuAy .
nter the roo.
A AuniAy OAoCU AuHakai suruAy (Destro.
A AuniAy iAoCU AuEnchou suruAy (Exten.
Ce AuwoAy OAI AuTatakauAy (Figh.
A AudeAy NAo AuDasuAy (Put ou.
AUCeA Auga wo niAy UiAoCU AuIdou suruAy (Movin.
AUACe Auga ni woAy AoCU AuKonran suruAy (Get confusin.
Ce AuwoAy Question 1 subtotal Ce AuwoAy A AuniAy AN AU AugaAy AN A AuniAy Ce AuwoAy AN Ce AuwoAy A AutoAy AN AUCeA Auga wo niAy AN AUACe Auga ni woAy AU AugaAy Experimental Control Group Total Table 10: Number of incorrect answers to post-class test question 2.
Question AeAo AuTaosuAy (Knock dow.
EauYakuAy (To bur.
AeCUCUAuTaoreruAy (Fall dow.
noAoCUAuKenka suruAy (Quarre.
iCUAuChiruAy (Scatte.
ACUAAEauTsurete ikuAy (To take AEAoCACU AuIjimeruAy (Bull.
OiAeCU AuNageruAy (Thro.
Ao AuWatasuAy (Hand ove.
NCUAuDeruAy (Come ou.
AIAuKauAy (Bu.
ACACUAyHomeruAy (Complimen.
uoAoCUAuRikon suruAy (Divorc.
COaOAIAuMeguriauAy (To meet by chanc.
eACUAuAtaruAy .
Question 2 subtotal Total Correct Answer AUCe Auga woAy AUCeAuga woAy AUAugaAy AUAAuga toAy AUAugaAy Experimental Control Group ACeAuni woAy AUCeAuga woAy ACeAuni woAy ACeAuni woAy AUAAuga niAy AUCeAuga woAy AUCeAuga woAy AUAAuga toAy AUAAuga niAy AUAAuga niAy Total 76 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
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Table 11: Comparison of incorrect answers for pre-class test question 1, number 8 .
oAoCU AuKenka suruAy (Quarre.
) and post-class test question 1, number 7 (OAI AuTatakauAy (Figh.
no AuKenkaAy (Quarre.
OAI
AuTatakauAy (Figh.
Experimental Group
y y y y AN A A A A A A A AutoAy AutoAy AutoAy AutoAy AutoAy AutoAy AutoAy AN A A A A AAytoAy AutoAy AutoAy AutoAy AutoAy Control Group
y y y y
A A A A A A A A A A A A
AutoAy AutoAy AuniAy AuniAy AutoAy AutoAy AutoAy AutoAy AutoAy AutoAy AutoAy AutoAy AN A A A A AutoAy AutoAy AutoAy AutoAy Overall, the post-class test question 2 .
uestions involving case particle.
was better than the preclass test.
Here we see the highest frequency of incorrect answers for numbers 12 and 7, with 7 and 6 students respectively.
Question number 12 is EaCeO OOa ACECeO OACa AuTaro kun ( ) Hanakochan ( ) homemashitaAy (Taro-kun praised Hanakocha.
, and the correct answer are AU AugaAy and Ce AuwoAy.
For this question, the experimental group .
answered incorrectly more frequently than the control group .
Most of the incorrect answers were AU AugaAy and A AuniAy, and as a result of confirming this in the follow-up interview, it was found that students chose U Auni kakuAy .
i cas.
because they thought AuHanako chanAy was the arrival point of ACACUAuHomeruAy (Prais.
In other words, it can be said that in this AN A A A AutoAy AutoAy AutoAy AN A AutoAy AN A AutoAy A AutoAy question as well, the subjects in the experimental group overgeneralized the meaning of O yA C AutouchakutenAy .
oint of arriva.
in U Auni kakuAy .
i cas.
that they had learned in class.
Question number 7 is O AEAoCACU AuOtouto ( ) imouto ( ) ijimeruAy .
rother teases siste.
, and the correct answer are AU AugaAy and Ce AuwoAy.
The frequency of incorrect answers for questions was higher in the experimental group .
than in the control group .
Also, in this question, as with question number 12, the studentAos incorrect answer was AU AugaAy and A AuniAy, and it is thought that the student overgeneralized by thinking that the younger sister was the arrival point of AuteasingAy.
Table 12 below is incorrect answers for postclass test question 2 number 7 and number 12.
Table 12: Incorrect answers for post-class test question 2 number 7 (AEAoCACU AuIjimeruAy (Teas.
) and number 12 (ACA CU AuHomeruAy (Prais.
Experimental Group AEAoCACU AuIjimeruAy (Teas.
ACACU
AuHomeruAy (Prais.
Control Group
AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU
Ce Ce Ce Ce Ce A Ce A A A Ce Ce Ce Ce Ce Ce A Ce Ce Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga woAy woAy woAy woAy woAy niAy woAy niAy niAy niAy woAy woAy woAy woAy woAy woAy niAy woAy woAy A AU Auto gaAy AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU AU Ce Ce A A Ce Ce Ce A A A Ce Ce Ce Ce Ce Ce A Ce Ce Auga Auga Auga Auga Auga Auga Auga Auto Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga Auga woAy woAy niAy niAy woAy woAy woAy gaAy niAy niAy woAy woAy woAy woAy woAy woAy niAy woAy woAy AU Auga niAy Follow-Up Class Test Result Analysis A follow-up class was conducted because the experimental groupAos results were not significantly different from the control group in the post-class In the follow-up class, the participantsAo answers to the post-class test were reviewed to confirm their understanding.
After that, tests were conducted and the results are shown in Tables 13 77 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Samsul Maarif.
The Acquisition of Japanese Case Particles by Indonesian Learners of Japanese:
Focusing on the Concept of Kou AuArgumentAy of Verb In follow-up class, question 1, questions 5, 8, and 10 had the highest frequency of incorrect answers with 5, 12, and 11 students.
Table 13: Follow-up class question 1 test incorrect answer frequency .
n Question Correct Answer AI AuOuAy .
Ce AuwoAy cOAI AuMorauAy .
o receiv.
AUACe Auga ni woAy CU AuNaoruAy (Hea.
Ce AuwoAy ayKuttsukuAy (To stick t.
Ce AuwoAy UcOAoCU AuChousen suruAy (To challeng.
A AuniAy AAUA AuUkabuAy (To floa.
A AuniAy AAECU AuNiteiruAy (Resembl.
Ce AuwoAy uOaAoCU AuSansei suruAy (Agre.
Ce AuwoAy aAo AuSagasuAy (Searc.
Ce AuwoAy uCUCU AuHanareruAy (Apar.
A AuniAy AN Ce AuwoAy AN AUACe Auga ni woAy AU AugaAy A AuniAy AN AAyniAy AN AAyniAy A AuniAy/A AutoAy A AuniAy AN Ce AuwoAy A AutoAy Question 1 subtotal Experimental Control Group Total Table 14: Follow-up class question 2 test incorrect answer frequency .
Question AU AugaAy AUCe Auga woAy AUA Auga niAy AUCe Auga woAy AUAygaAy AUAAyga toAy AUCeAyga woAy AUCeAyga woAy Experimental Control Group ACeAyni woAy ACeAyni woAy AUAAyga niAy AUCeAyga woAy AUAAyga toAy AUAAyga niAy CeA Auwo niAy Correct Answer aA AuSakebuAy (Shou.
OiAoCU AuRiyou suruAy (Us.
siACU AutsukamaruAy (Get caugh.
ACUAyTateruAy (Buil.
aCUCUAyArawareruAy (Appea.
oNAoCUAyKaidan suruAy (Discussio.
UuIAoCUAyShoutai suruAy (Invit.
CUAyNaguruAy (Hi.
ACUAAEayTsurete ikuAy (To take iAo AuKaesuAy (Retur.
aAUCUAyUkaruAy (Pas.
OOAoCUAyHihan suruAy (Criticiz.
UyAoCUAyShoubu suruAy (Compet.
UcCA AuIdomuAy (Challeng.
aAOCU AuAtaeruAy (Giv.
Question 2 subtotal Total In question number 5.
The case particle in question AU y A e A Uc O Ao CU AuImouto ga Tokyo daigaku no shiken ni chousen suruAy Total (My sister will take the Tokyo University exa.
is correct, so the correct answer is AN.
In this question, 78 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
No.
December 2023, pp.
many subjects answered with E Auwo kakuAy .
o cas.
because they were drawn to the transitivity of the verb UcOAoCU Auchousen suruAy .
o challeng.
In question number 8, the case particle in AOO AiCeAUio CeuOa AaCUa AuOtousan ga ryuugaku o sansei shite kuremashitaAy (My father agreed for me to study abroa.
is incorrect, so the correct answer is y, which means CeIeA Auwo Ie niAy.
However, both the experimental group .
and the control group .
ix student.
answered yes.
In this problem, the students likely focused on the transitive verb uOaAoCUAySansei suruAy .
and did not realize that UAyni kakuAy .
i cas.
was a necessary conjunction.
In question number 10, the case particle in a A CC AU AO s Ai Ce A u CU A AA Aa COA A AE A Ao AuKodomo ga okaasan ni hanarete kurashite imasuAy (Children live apart from their mothe.
is incorrect, so the correct answer is y, which means AIeA Auni Ie toAy.
In the experimental group, the 3 students who correctly answered y focused on the transitivity of the verb uCUCU AuHanareruAy .
and answered with Auwo kakuAy .
o cas.
In the Follow-up classAo Question 1 numbers 5, 8, and 10, if the subjects in the experimental group understood the Indonesian meanings of UcOAoCU Auchousen suruAy .
, uOaAoCU AuSanseisuruAy .
, and uCUCU AuHanareruAy .
, they would be able to identify the necessary terms for each verb.
Although we predicted that the subject would be able to find the term, it can be said that the subject was still unable to successfully find the necessary term from the meaning.
This is induced by transitive verbs, and the binary verb AU AugaAyEA AuniAy is a special verb and is thought to be difficult to learn.
In the follow-up class, test question 2 .
uestions involving case particle.
, question number 14 had the highest frequency of incorrect answers with 14 The item with the second highest frequency of incorrect answers was number 15 .
In question number 14, the correct answer for iAOUO OUyOO OUcCA AuTanaka senshu ( ) kesshssen ( ) idomuAy (Tanaka competes in the final.
is AU AugaAy and A AuniAy.
In this question, the verb UcCA AuidomuAy .
was an unfamiliar verb to the second-grade subjects, and all incorrect answers were AU AugaAy and CeAywoAy, guided by the transitive nature of the verb.
In question number 15, the correct answer for IOiAUiaAoCUEAEECO OiAA O aAO AA A AuSensei ga shitsumon suru ) gakusei-tachi ( ) ataemashitaAy (The teacher gave the students a chance to ask question.
is Ce AuwoAy and A AuniAy.
In this problem, there were 5 students who answered in the reverse order A AuniAy and Ce AuwoAy.
The student was confused by the relationship between EAEEC AuchansuAy .
, i AugakuseiAy .
, and aAOCUAyataeruAy .
, and inserted the opposite case particle.
Table 15 below shows incorrect answers for follow up-class test question 1 number 5 and Table 15: Incorrect answers for follow up-class test question 1 number 5 (UcOAoCUAyChousen suruAy (To challeng.
) and number 10 .
CUCU AuHanareruAy (Apar.
UcOAoCU
AuChousen
suruAy (To AN AN Ce
AuwoAy Experimental Group
4 5 6
AN AN AN AN
Ce Ce AuwoAy AuwoAy y y y y AN y uCUCU Au HanareruAy A A A Ce Ce Ce (Apar.
AutoAy AutoAy AutoAy AuwoAy AuwoAy AuwoAy AN Control Group AN y AN Ce AuwoAy Ce AuwoAy y y AN y AN A A A A A AutoAy AutoAy AutoAy AutoAy AutoAy AN AN AN A AutoAy 79 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Samsul Maarif.
The Acquisition of Japanese Case Particles by Indonesian Learners of Japanese:
Focusing on the Concept of Kou AuArgumentAy of Verb Discussion In the experimental class of this research, we tried to use the concept of AuargumentAy of verbs to help people understand case particles.
However, as evidenced by the statistical data, no meaningful difference could be confirmed between the experimental group that learned the concept of AuargumentAy and the control group that did not.
The following are possible reasons why there was no meaningful difference between the experimental group and the control group.
This study had the disadvantage that the subjects were second-year students and the verbs used in the experimental class were too difficult.
The subjects in the experimental group were able to understand the concept of AuargumentAy well, but even when verbs with the same meaning were set in the test, the subjects were unfamiliar with the verbs, so they did not fully understand the meaning, which shows the shift of the learnerAos limited attention to linguistic codes during comprehension or production recognition O Long & Robinson.
Therefore, when considering the necessary terms of the verb, it is thought that the transitivity of the verb leads to the assumption that verbs that require AU AAyga niAy and AU Ce Auga woAy.
In addition, in the experimental group class, we practiced grouping verbs in the same category, such as E Auwo kakuAy .
o cas.
U Auni kakuAy .
i cas.
, and EO Auto kakuAy .
o cas.
, into binary The purpose of this exercise is to acquire the ability to predict which category term is required when there are similar verbs.
However, subjects did not make predictions based solely on the meaning of the verb, but based on context such as co-occurring nouns ( u oE AuMokuteki goAy .
For example, in the post-class test, for the question AACECeAUAOsAiCeAOUa AECU AuAkachan ga okaasan no te ni nigitte iruAy (The baby is holding the motherAos han.
, students thought that AOsAiCeAOU .
he motherAos han.
was the arrival point for aCUAynigiruAy .
, and choose U Auni kakuAy .
i cas.
instead of E Auwo kakuAy .
o cas.
, and overgeneralization occurred.
Similar problems also occurred with the verbs ACA CU AyHomeruAy .
and AE Ao CA CU AuIjimeruAy (Teas.
The result that there was no meaningful difference between the experimental group and the control group may lead us to conclude that there is no problem with pattern practice like the control However, it was confirmed in follow-up interviews and follow-up classes that the experimental groupAos overall performance improved by making them aware of overgeneralization in follow-up classes, which shows it takes time for learners to acquire the characteristics of the language (Koyanagi, 2.
including acquiring the AuargumentAy of verb.
On the other hand, although the control groupAos post-class test results were good, their overall performance worsened after the follow-up tasks class.
This is because, as Kellerman .
stated, learnersAo developmental curves are U-shaped, and there are times when their development appears to have In future tasks, it will be necessary to look at the long-term aspects of the experimental groupAos exposure to the concept of the verb AuargumentAy in CONCLUSION This research started from the starting point of incorporating the concept of verb AuargumentAy into an experimental Focus on Form (FonF) class to see the effect on learnersAo acquisition of case particles.
Statistical data based on class test results shows that there is not much difference between this trial and conventional methods in the short term.
Based on this, in future research, it is necessary to first look at the long-term effects on learners who have learned the concept of verb kou AuargumentAy.
One method is to incorporate the research of Maarif .
, which is the starting point of this It is necessary to confirm whether the knowledge of case particles acquired through the concept of AuargumentAy affects the understanding of the relationship between inside and outside of adnominal modifier clauses.
REFERENCES