in comprehending fukugoudoushi

D


INTRODUCTION
This study is a preliminary investigation on the difficulties of understanding compound verbs (hence referred to as Fukugoudoushi) in Japanese for Indonesian Japanese students (hereinafter referred to as students).In addition, to learn about the ways pupils use to interpret Japanese Fukugoudoushi.First, it will look at what causes pupils to struggle with grasping the meaning of Japanese Fukugoudoushi.Several characteristics, such as "Fukugoudoushi that has never been studied," "Fukugoudoushi that is rarely found/used," and "Fukugoudoushi that has an abstract meaning," make estimating the actual meaning of Fukugoudoushi challenging for students.
Students frequently interpret a Fukugoudoushi just by interpreting one of the recognized Fukugoudoushi-forming verbs.Furthermore, one of the students' tactics for understanding compound verbs is to use a part of a word or an entire sentence as a reference to predict the meaning of Fukugoudoushi.

Background of the Problem
Compound verbs are widely regarded as one of the most challenging aspects for individuals learning the Japanese language to acquire proficiency in.Compound verbs are a novel category of verbs that arise from the amalgamation of two or more individual verbs.It is widely recognized that compound verbs constitute a significant portion of the lexical category in the Japanese language.Based on the information provided by the National Institute for Japanese Language and Linguistics, it has been observed that the Japanese language encompasses a substantial repertoire of compound verbs, over 2,700 in number, which are commonly employed in daily communication (National Institute for Japanese Language and Linguistics, n.d.).This assertion is substantiated by the findings of Morita (1991) in the survey conducted on "Reikai Kokugo Jiten" by Yamada et al (2011) (Dictionary Collection of Examples of Understanding Japanese Vocabulary)" as cited in Mutia (2014).
The survey reveals that over 11.4% of the recorded words are classified as verbs, with compound verbs (Fukugoudoushi) accounting for 39.29% of the total.
Among the various Fukugoudoushi in the Japanese language, there exist Fukugoudoushi that preserve the original semantic function of the base verbs, as well as Fukugoudoushi that exhibit a notable level of complexity, specifically in terms of a semantic shift from the meaning associated with the base verb 1 (hereinafter denoted as V1) to the meaning associated with the base verb 2 (hereinafter denoted as V2), resulting in the emergence of a novel meaning that cannot be anticipated solely based on V1 or V2.Japanese language learners sometimes find it challenging to classify and comprehend the complex verbs they meet during their studies.According to Matsuda (2004), students have three challenges when studying Fukugoudoushi, which include the "necessity of combining compound verbs," "distinctions between the usage of single and compound verbs," and "strategies for effective learning."Upon completion of a preliminary investigation, it was ascertained that Indonesian individuals who are learning the Japanese language also encounter similar challenges.The rationale behind this is that the Japanese language encompasses a wide array of compound verbs, whereas the Indonesian language lacks a substantial number of precise equivalents that align with the semantic nuances conveyed by Japanese verbs.Furthermore, the comprehensive treatment of compound verbs in Japanese textbooks is infrequent, and the challenge faced by educators in instructing a vast array of compound verbs to students is also recognized as a contributing factor to students' struggles in comprehending them.Considering the challenges faced by students in comprehending the Japanese linguistic construct known as Fukugoudoushi, it becomes imperative to ascertain the tactics employed by these students in order to infer the intended significance of encountered Fukugoudoushi.
Numerous prior scholarly investigations have examined the topic of Fukugoudoushi.In contrast to the present study, prior research has predominantly focused on the analysis of Fukugoudoushi in relation to semantics, pertaining to meaning, or morphology, concerning word construction.One of the studies conducted by Ivansha (2018) is named "Analysis of the Meaning Relationships of Heiretsu Kankei in Fukugoudoushi Formed from Ireru Verbs".This study centers on the analysis of Fukugoudoushi V2 ~Ireru, a verb construction that falls within the Heiretsu Kankei classification, which examines the parallel relationship between V1 and V2.However, it is important to note that the author's research extends beyond the confines of Heiretsu Kankei and also encompasses the Fukugoudoushi classification in relation to 手段 (shudan), 様態 (youtai), and The forthcoming study is titled "Compound Verbs ~Nukeru in Japanese" authored by Rini and Sinaga (2022).Based on the findings of this study, it is evident that Fukugoudoushi with V2 ~nukeru exhibits a proclivity towards the attributes of V1.Additionally, it is well-documented that there exist a total of eight distinct meanings resulting from the combination of V2 ~nukeru.In the author's study, the writer examines the challenges faced by pupils in comprehending Fukugoudoushi, categorizing them into two groups based on the degree of proximity between V1 and V2.
Another study titled "The Semantics of the Fukugoudoushi Verb ~Yoru(寄る) in Literary Works and Online Platforms" was conducted by Saharani et al. (2022).The primary sources of research data consist of two contemporary literary works, namely "Hidamari no Kanojo" and "Naver Matome," as well as other internet platforms.Additionally, the author's research incorporates an examination of Fukugoudoushi, which pertains to the textbooks utilized by the participants, as well as the requirements set by the Japanese Language Proficiency Test (JLPT).Furthermore, the research conducted by Sholiha et al. (2017) titled "Analysis of Fukugoudoushi ~Koeru and ~Sugiru (Syntax and Semantic Studies)" examines the semantic distinctions between Fukugoudoushi with V2 ~Koeru and ~Sugiru, both of which convey the concept of "excess".A relevant study examining the semantic interpretation of Fukugoudoushi, a compound verb in Japanese, is "The Perfective Aspect of Compound Verbs in Japanese" authored by Nurul Jannah and Purnanto in 2019.
The present study aims to examine the semantic nuances of Fukugoudoushi with V2, specifically focusing on the verbs ~Yamu, ~Oeru, and ~Owaru, which share the common meaning of "finished."It is widely recognized that the verbs ~yamu cannot serve as substitutes for the verbs ~owaru and ~eru in the context of Fukugoudoushi, as the former verbs lack the inherent static nature exhibited by the latter verbs when combined with V1.The distinction between the author's research from the previous studies is in the author's approach of not juxtaposing 2-3 analogous interpretations of Fukugoudoushi, but rather examining the variables that impact the degree of comprehension of Fukugoudoushi among learners of the Japanese language.

LITERATURE REVIEW
The basis for dividing Fukugoudoushi is divided into several categories (Iori, et al, 2001) and (Blin & Semantics, n.d.).However, what is used as a reference in this study is [5] Kageyama (2001: 190).
In this study, Fukugoudoushi is classified into 2 parts based on the formation of compound verbs in Kageyama's theory (2001: 190).a. Goiteki Fukugoudoushi (lexical compound verbs) This is the formation of compound verbs from a lexical (vocabulary) point of view.The meaning of compound verbs with formation from this lexical point of view is to see the meaning of language concretely.In addition, there are restrictions on merging based on existing vocabulary when viewed from a concrete meaning.
Compound verbs where V1 and V2 have a relationship, namely "V2 is the result of V1 activity".Some examples of compound verbs in this relationship are: Compound verbs where V1 and V2 have a relationship, namely "V1 and V2 have similar meanings".
In this study, the classification of compound verb categories used as data analysis is seen in terms of their formation, namely Goiteki Fukugoudoushi and Tougouteki Fukugoudoushi.
Hypotheses, research objectives, classification of compound verbs, methods used, respondents, and time of implementation in this study are as follows.

Research Hypothesis
In this study, the authors have the following hypothesis: 1) The contact frequency factor affects the respondent's understanding of Fukugoudoushi.
3) Factors Without/With Expansion of Meaning affect the understanding of respondents in understanding Fukugoudoushi.

Research purposes
From the description above, the objectives of this study are as follows: 1) Knowing the difficulties in understanding Fukugouduoshi in middle-level Indonesian learners of Japanese.
2) Knowing the strategies used by Japanese language learners when experiencing difficulties in understanding Fukugoudoushi.

Definition of Compound Verb Category Classification
This study classifies the definition of compound verbs into 3 categories, each of which is determined as follows: 1) High/ Low Contact Frequency Compound Verbs ( 接触頻度高／低) Compound verbs with categories that are rarely or often encountered/used refer to the frequency with which students encounter/use compound verbs.In this category, compound verbs are divided into 2 classifications, namely compound verbs that are frequently encountered/often used are classified as "compound verbs with a high degree of contact" (接触頻度が高い sesshoku hindo ga takai).Whereas compound verbs with a very rare frequency are found/used, classified as "compound verbs with a low level of contact" (接触 頻度が低い sesshoku hindo ga hikui).
2) Compound Verbs Not Yet Learned (未習／既習) (Mishuu/ Kishuu) Compound verbs in the unlearned or unlearned category refer to compound verbs which, while learning using textbooks in class, have never been studied or have been studied.Compound verbs that have never appeared in textbooks and have never been studied are classified into "unlearned compound verbs (未習 mishuu), while compound verbs that have been published in textbooks and have been studied fall into the category of "compound verbs that have been studied " (既習 kishuu).

3) Compound Verbs Without/With Expansion of Meaning
Compound verbs without or with expanded meaning refer to the meaning after becoming a compound verb, whether it still retains the respective meanings of V1 and V2 and does not experience semantic derivation/transliteration, or vice versa, namely compound verbs without retaining the original meaning of each V1 and V2.For compound verbs whose meaning still retains the meaning of the original verb, both V1 and V2, they are called "compound verbs with original meaning" (原義の複合動詞 Gen'gi no Fukugoudoushi), while for compound verbs that experience an expansion of meaning or derivation, they are called "compound verbs."with the expansion of meaning " ( 転義の複合動詞 Ten'gi no Fukugoudoushi).To define the original meaning of V1 and V2, the writer refers to 『新明解国語辞典 Shin Meikai Kokugo Jiten』where the meaning of the verb written in the first place is the original meaning.The meaning written in the sequence after is categorized into the meaning of expansion/transliteration.

METHOD
To find out how the students understand Fukugoudoushi, the researcher conducted a written test in the form of short Japanese sentences containing compound verbs, which must be translated into Indonesian.The written test consists of 16 questions with details of 8 questions using compound verbs that have been learned, and the other 8 questions using compound verbs that have not been studied, which are selected from V1 and V2 at the JLPT N3 level.Then, judging from whether there is an expansion of meaning, there are 9 questions with compound verbs without experiencing an expansion of meaning, and the rest are compound verbs that experience an expansion of meaning.
The method used in this study is descriptive qualitative, namely, to describe, describe a phenomenon that is happening at this time using scientific procedures to answer actual problems Sutedi (2009:48)8 and (Kartika, 2018).
In this case, the author describes the difficulties experienced by students in understanding compound verbs and the strategies used.

Research Respondents
Respondents who were used as data sources were 35 Japanese language students, from the same university and using the same textbooks, already had an N3 Japanese language ability certificate, had studied Japanese for 3-4 years, aged around 20-25 years, and never lived in Japan.

Implementation
This survey research was conducted from September 4 to September 16, 2017.The average time for each respondent to complete the Japanese short sentence test was 1 hour, while for the written questionnaire test it was 30 minutes.

RESULTS AND DISCUSSION
From the test results that have been carried out by the respondents, the following is the discussion.

Survey Data Calculation Results
The level of accuracy in the results of this survey is categorized into three groups, namely: 1) Compound Verbs with a High Accuracy, 2) Compound Verbs with a Medium Accuracy, and 3) Compound Verbs with a Low Accuracy.
One-way ANOVA (one-way analysis of variance) was performed to see if there were significant differences between the three stages (Table 1).The results of the analysis of variance confirmed a significant difference ([F(2,13) Then Tukey's multiple comparison test was carried out to see significant differences between groups (Table 2).The result obtained is that the average difference between 1 "High Accuracy Level" and 2 "Medium Accuracy Level" is 15.17500, with a significant difference of 0.003 (p<0.05).
Similarly, the difference between the mean value of 1 "High Accuracy" and 3 "Low Accuracy" is 51.83667, and the probability of significance is 0.000 (P < 0.001), confirming a significant difference.In addition, the difference between the mean value of 2 "Medium Accuracy" and 3 "Low Accuracy" is 36.66167,and the probability of significance is 0.000 (p<0.001),indicating a significant difference.In other words, it was found that there was a significant difference between the three stages of the accuracy level.*Significant average differences in 0,05.1>2(p<.01),2>3(p<.001),can be concluded 1>2>3 Table 3 shows the percentage of correct answers and their groupings on the Japanese Fukugoudoushi comprehension test questions.From the several errors found, the type or pattern of errors are analyzed and it is determined whether the errors are specific errors that occur in compound verbs or not.
The following is an example of a compound verb understanding question along with the answers from the respondents.In the following questions, the writer considers that the following respondents cannot understand compound verbs well.
(2) Examples of Other Errors that Appear Question: 1. 私はこの写真を見るとき、必ず彼のことを思い出す。 (Watashi wa kono shashin wo miru toki, kanarazu kare no koto wo omoidasu.) Respondents answer: Every time I see this photo, I always think about him. (毎回/見る/写真/この/私/いつも/思い出す/ついて/彼) The questions above were issued to measure respondents' understanding of the word "omoidasu".The respondent above answered "remember" in Indonesian, which is a transitive verb.If you look only at compound verbs, the answer above is not problematic.However, when viewed from the whole sentence, "omoidasu" in the sentence above means "remembered" which is included in the intransitive verb.The error in the answer above is not only due to the form of the verb, but the meaning of the whole sentence has changed.
" Remembering " (prefix me-) denotes an activity that was carried out on purpose (意図的に itoteki ni), whereas in the context of the question sentence, "omoidasu" occurs due to the perpetrator's unintentional action, so the word "remembered" is more appropriate and appropriate.
Here is another example outside of the problem that can help distinguish "omoidasu" done intentionally (transitive) or unintentionally (intransitive).
Like the error example above, the basis for right or wrong judgment is seen from the understanding of semantics/meaning not only in compound verbs, but also in the meaning of the whole sentence.The error in the second example is something other than a typical Fukugoudoushi error.

Correlation Between Contact Frequency and Accuracy Level
From the results of the questionnaire survey, it can be confirmed regarding the frequency of compound verb contact of the respondents with the compound verbs in the questions.In this study, points were given for each category, namely, 3 points for the answer "Often see/meet", 2 points for "Sometimes see/meet", and 1 point "Never seen/meet".It can be said that the bigger the points, the higher the frequency of contact with Fukugoudoushi.
In addition, based on the total points of the results of this study, the contact frequency was divided into three groups, namely Group 1 "High Contact Frequency" between 88 and 105 points, and Group 2 "Medium Contact Frequency" between 70 and 78 points., and 55 up to 66 points were classified into Group 3 "Low Contact Frequency" (Table 4).

Table 4. Grouping Based on the Contact Frequency
Then, one-way analysis of variance (one-way analysis of variance) was performed to confirm the presence or absence of a significant difference between groups, and a significant difference was confirmed ([F(2,13)=54,874, p<.0.001]) ( In addition, Tukey's multiple comparison test was used to identify where there were significant differences (Table 6).As a result, the difference between the mean value of group 1 "High Contact Frequency" and group 2 "Medium Contact Frequency" is 17.40000, and the probability of significance is 0.000 (p<0.001).Similarly, the mean difference between Group 1 "High Contact Frequency" and Group 3 "Low Contact Frequency" was 34.00000, with a significance probability of 0.000 (p<0.001), a significant difference.The difference between the mean value of Group 2 "Medium Contact Frequency" and Group 3 "Low Contact Frequency" is 16.60000, and the probability of significance is 0.000 (p<0.001),indicating a significant difference.In other words, it is confirmed that there is a difference significant difference between the three contact frequency groups.Table 7 shows the grouping of "Accuracy Level and "Contact Frequency" from the respondents.According to table 4 which has been described previously, the compound verb "omoidasu" has the highest contact frequency points, and "tachiyoru" has the lowest contact frequency.However, as can be seen from Table 7, a compound verb with a high level of accuracy is not necessarily a compound verb with a high contact frequency, and vice versa.However, at least it can be said that compound verbs with a low level of accuracy are not compound verbs that have a "High Frequency of Contact".In other words, the results of this study tend to approach the hypothesis.[8] in his research on the relationship between "Frequency of Contact" and "Level of Understanding of Vocabulary", found that the lower the frequency of vocabulary (in this study "Frequency of Contact"), the lower the average survey score.However, on the other hand, the fact that compound verbs (6,8,13,16) with "High Degree of Accuracy" and "Medium Contact Frequency" is seen even though they are included in the category of "Low Contact Frequency".Here it can be said that there are other factors that may also have an impact.

Level of Accuracy
From the survey results, table 8 shows the relationship between the level of accuracy of answers with compound verbs that have not been or have been studied.
From table 8, the level of accuracy of answers is not necessarily high even though compound verbs have been studied.As far as the results of this survey are concerned, it cannot be said that whether a vocabulary has been learned or not influences the level of accuracy.It can be seen from the answer for the compound verb "kumitateru" which is a compound verb that has been studied but shows a low level of accuracy.In a study by White (1991) on the influence of teaching English grammar as a second language to native French speakers, it was argued that after teaching the structure of adverbs and interrogative sentences, a test was held a few months later, consistently teaching and guiding the content.The test results were better than the test results where guidance was only given at the beginning and no guidance continued after the delivery of the material.In another study, Lightbown & Spada (2006: 169) argues that after students learn an item, if there is no opportunity to touch or use the item afterwards, the teaching effect will be lost.
Based on this, the reason why the accuracy rate for "kumitaru" is low is because after it is taught once in class, there are fewer opportunities to touch/use this word on other occasions, and the effect of the learning wears off.

Correlation Between Verbs Without/With the Expansion of Meaning with the Level of Accuracy
Table 9 shows the relationship between the level of accuracy of meaning answers with compound verbs without or with the expansion of meaning.Table 10 shows the relationship between the three factors above and the level of accuracy of the respondents' answers Explanation of the use of terms: "未習 mishuu" for unlearned items; "既習 kishuu" for learned items; "高 kou" for items with high contact frequency; "中 chuu" for items with moderate contact frequency; "低 tei" for items with infrequent contact; "原義 gen'gi" for items without extended meaning (original meaning); "転義 ten'gi" for items that experience an expansion of meaning.

Table 1 .
Results of Variant Analysis -Accuracy Level-

Table 2 .
Multiple Comparisons Results-Accuracy Level-

Table 3 .
Groupings of Respondents' Response

Basic Assessment of Correct and False In
assessing the correct/false results of the respondents' translations, the writer does not only look at the translation of compound verbs, but also at the

Table 5 .
Variants Analysis Results -Contact Frequency -

Table 6 .
Multiple Comparisons Results-Contact Frequency-

Table 7 .
Grouping based on the accuracy level and contact frequency

Table 8 .
Grouping based on the Accuracy Level and Have/Haven't

Table 9 .
Grouping based on the accuracy level and the verbs with/without

Table 10 .
Grouping based on the accuracy level and 3 testing factorsFrom table 10, it can be seen that, compared to the 「既習 kishuu・未 Accuracy" and are difficult to understand (numbers 14, 15).On the other hand, Fukugoudoushi with "Low Contact Frequency", even if it belongs to the

Table 11 .
Types of errors in comprehending Fukugoudoushi and its strategy