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

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.

Joshi or particle is included in fuzokugo, which is a class of words that cannot stand itself that must be attached to another class of words in order to obtain the meaning of the particle. (Sutedi, 2009, p. 45) states that joshi has no meaning if it is not attached to another word class, joshi is different from it such as adjective and verb that can change the form, joshi has a fixed pettern. (Dahidi, 2004, p. 181) joshi could not change the form. Then, the meaning will be formed after being used together with another class of words that can stand itself. So that it can form a sentence (bun). In Japanese language, one of the joshi groups that can connect noun and noun or noun and verb or adjective called kakujoshi category. (Iori, 2005, p. 61) states that kakujoshi in this group are ga (が) 、o (を) 、ni (に) 、 e (へ) 、 de (で) 、 kara (か ら) 、 made ( ま で) 、to (と) 、 yori (よ り) 、 zerokaku (ゼロ 格).
Related to the research that the author will do; the authors find several references that will help the authors in conducting research. Research by (Atsuki, 2007) 助詞「 が」と「を」の置換性について (substitution of o and ga particles), this research about the object of the predicate that uses ga particle cannot be replaced using o particle. The conclusion from this research is 1) the ga particle is used in some sentences such as benkyou ga dekiru, but not in other sentences such as piano ga / o hikeru. 2) for a few sentences, older people prefer to use ga particle, while young people prefer to use o particle. 3) Ga particle is generally used for a predicate that indicates condition (example: ... tai), and o particle is used for predicate that indicates action (example: ... tagaru). Ga particle is used when emphasizing an object from a predicate, and o particle is used when indicating an object moderately.
Whereas in research (Novianti, 2016) entitled 'Analysis of Errors in the Use of De, Ni, and O Particles in Sentences of Japanese Language Learners' about the errors of students in using these particles. There is the same function in the use of de, ni, and o particles. The role of the particles is to indicate the location where the activity takes place. Many particles have the same understanding; this makes the learning process challenging to use these particles. This research used a quantitative method. This research concludes that the average error of o particle use is 63.1%, the average error of de particle usage is 50.5%, and the average error of using ni particle is 43.3%. The average percentage of error in the use of de, ni, and o particle is 52.2%. It can be concluded that the error rate of using de, ni and o particles falls into the medium category. Factors causing the error are (1) most students cannot distinguish between the use of kakujoshi de, ni, and o in Japanese sentences.
(2) Most mistakes in the translation problem section mean that almost all students have difficulty in translating Indonesian sentences into Japanese. (3) the books used in lectures, few of which explain the particles de, ni, and o.
In contrast to the above research, the first research describes the function of o and ga particles used by native speakers of Japanese, then in the second research which examines o particle as a marker of location. There are only a few researchers who focus on understanding the level of using particle; many of them are analyzed the errors of using particles. In this research, the authors focus on the level of understanding of Japanese learners in the use of o and ga particles as a marker of objects. This research is expected to increase the understanding of Japanese language learners in using o and ga particles as markers of objects in Japanese sentences. The data is taken by distributing questionnaires that contained Japanese questions, then the respondents filled in by inserting o or ga particles in the sentence. Then the respondents were also asked to explain a little bit about the knowledge they knew about the difference in the use of o and ga particles in Japanese sentences. There are 92 respondents have passed the JLPT at levels N1, N2, N3, N4, and N5. Through these data, the authors will research the level of understanding the use of o and ga particles in Japanese language learners.

Methods
The research method used a quantitative method and using a questionnaire technique. The questionnaire technique requires a data source called the respondent. The advantages of the questionnaire technique are a) the researcher makes detailed questions before the respondent use it, b) with this technique can reach a broader target and does not require a long time, c) the results of the questionnaire that the respondents have done can be another source of data in different fields of research (Ratna, 2016, pp. 238-239). The form of distributing and filling out questionnaires in this research is to send via the internet (google docs). In the questionnaire, ten questions must be filled by respondents. After respondents fill out the data, the authors collected and classify the data for analyzing. The target respondents in this research were Japanese language learners from basic to advanced levels, both those who studied Japanese in Indonesia or Japan.

Errors analysis in the use of o and ga
particle From ten questions distributed, there were two questions that less than half the respondents made many mistakes.
In graphic 1, it can be seen that only 25% of respondents answered the questions correctly, while in graphic 2, there is 30.4% of respondents answered correctly. In graphic 1 with the question of kono hito wa nihongo ( ) jouzu ni hanashimasukara, shinpai shinaidekudasai, many respondents answered with ga particle, but the correct answer is o particle. In this sentence, there is the verb hanashimasu 'speak', this verb requires an object to the activity carried out.
So that the answer is more appropriate using o particle. Many respondents are deceived by answering with ga particle because there  are adjective jouzu 'smart ', this adjective indicates additional information in the sentence, not as in the main sentence. If use ga particle, it will be kono hito wa nihongo ga jouzu desu 'this person is good at Japanese'. While the other sentence, kono hito wa nihongo o hanashimasu 'this person speaks Japanese'. Therefore, the right answer is kono hito wa nihongo o jouzu ni hanashimasu kara, shinpai shinaide kudasai 'because this person speaks good Japanese, do not worry'. In graphic 2 with the question, Tarou wa kuruma ( ) hoshigatteiru rashii, many respondents answered with ga particle, but the right answer is o particle. In that sentence, there is hoshigatteiru which comes from hoshigaru 'want'. Based-on theory stated above, particles are used in verbs that indicate someone's feelings, and particles that are used in adjectives that indicate a person's feelings. From the change form of hoshigaru to hoshigatteiru, it is a form of verb ~ru to form ~teiru. Therefore, in the sentence above, it uses o particle. Hoshigaru is a change from hoshii which has the same meaning 'want', but hoshii is an adjective that is only used for the first-person pronoun. Therefore, in the sentence on graphic 2 'Tarou seems to want a car', Tarou is a third-person pronoun.
In graphic 3, there is 83.7% of respondents who could answer correctly. The sentence watashi wa aite no kimochi ( ) rikai shita tsumoridatta. There is a verb rikai shita which is the past form of the rikai suru 'understand'. Rikai suru is a verb that uses o particle because it is a marker of an object in general. Therefore, in this case, it is more appropriate to use o particle, watashi wa aite no kimochi o rikai shita 'I have understood the feelings of the other person'.
In graphic 4 there is 58.7% of respondents answered correctly. The sentence asoko de kodomo ga asondeiru no ( ) miemasuka, there is the verb miemasu 'can see'. In the theory mentioned above, mieru is included in the verb which indicates the meaning of potential. Therefore, it is more appropriate to use ga particle. Asoko de kodomo ga asondeiru no ga miemasuka 'is it able to see children who are playing there?'.
In graphic 5, there is 76.9% of respondents answered correctly. The sentence yoka ( ) tanoshimu koto mo taisetsu da, there is a verb that indicates the feeling of tanoshimu 'enjoying with pleasure', therefore it is more appropriate to use o particle. Yoka o tanoshimu koto mo taisetsu da 'it is important to enjoy free time with happy feeling'. In graphic 6, there is 69.6% of respondents answered correctly. The sentence ongaku ( ) suki na wakamono ga fueteiru, there is an adjective suki 'like' that particle ga as an object marker, the object in this sentence is ongaku 'music '. Ongaku ga suki na wakamono ga fueteiru 'young people who like music are increase'.
In graphic 7, there is 58.7% of respondents answered correctly. The sentence Kagakusha wa meishin ( ) is a mono da; there is a verb that indicates the 'dislike' feeling, which requires o particle as a marker of its object. Kagakusha wa meishin o kirau mono da 'scientists do not like superstition'.
In graphic 8, there is 62.6% of respondents answered correctly. The sentence Hanako wa yuujin no houmon ( ) hijou ni yorokonda , there is the verb yorokonda which is the past form of the yorokobu 'happy' which is a verb that indicates feeling. Therefore, this sentence uses more appropriate to use o particle. Hanako wa yuujin no houmon o hijou ni yorokonda 'Hanako is very happy to have a friend's visit'.
In graphic 9, there is 64.8% of respondents answered correctly. The sentence, anata wa watashi ( ) nikui no desuka, there is an adjective nikui 'hate'. Ga particle is used as an object marker of the adjective. The object in this sentence is watashi 'me'. Anata wa watashi ga nikui no desuka 'do you hate me?'.

Graphic 11
Graphic 12 'understand' which is a verb indicates ability. Therefore, in this sentence, it is more appropriate to use ga particle. Kotae ga wakattahito wa, te o agenasai 'please raise your hand for people who understand the answer'.

The understanding level of o and ga particles
In graphic 11, it can be seen from the total questions that from a total of 92 respondents got perfect points are two people, 90 points as many as five people, 80 points are 11 people. Fifteen points are 70 people, 60 points are 24 people, 50 points are 18 people, 40 points are 11 people, 30 points are five people, and 10 points are one person. The overall average point is 60, indicating that the level of understanding of Japanese language learners in studying particles, especially o and ga particles, is still at the intermediate level. While on graphic 12, it is seen that of 88 respondents that have passed the JLPT (Japanese Language Proficiency Test) level, respondents that have passed N2, almost reached 50%, it indicates that the Japanese language understanding of the respondents is at the advanced level. However, the result of the average obtained indicates contradictive. This result indicates that although Japanese language learners have passed the JLPT level at an advanced level, it does not mean that these learners have an excellent understanding of the use of particles, especially o and ga particles.
In the questionnaire, respondents answered o particle is used to: a) as an objective marker for an action, b) as a connecting noun with the verb, c) used for intransitive verbs, and d) used for rotating movement verbs. Whereas ga particle is used to: a) as a marker of a subject, b) as an affirmation and provide new information, c) as a linking of a noun with an adjective, d) used for intransitive verbs, and e) as object marker for a verb that indicates existence and ability. However, from the overall description given by the respondents, many respondents answered o particle as an object marker and ga particle as the subject marker or affirmation the sentence.

The method, time, and place of learning Japanese
In graphic 13, it can be seen that the Japanese language learners who were respondents in this research, 83.7% which means more than half of total respondents IZUMI, Volume 9 No 2, 2020, [Page | 153] e-ISSN: 2502-3535, p-ISSN: 2338-249X Available online at: http://ejournal.undip.ac.id/index.php/izumi

Graphic 13
Graphic 14 Graphic 15 study the Japanese language more than two years, while the rest are less than one year. This result indicates that Japanese learners are familiar with the use of Japanese, language, and the particle is an essential lesson for Japanese learners to find out the meaning contained in Japanese sentences.
In graphic 14, it can be seen that 88% of Japanese language learners learn the Japanese language at a university or school, only 12%, as many as eleven people who learn the Japanese language by self-taught. Japanese language learners who learn by self-taught, on the average pass the JLPT level at N5 and N4 levels and the average points are 54. This result indicates that Japanese language learners who learn by self-taught can be said to understand enough. In graphic 15, it can be seen that 51.1% of Japanese language learners studied in Indonesia, 44.6% in Indonesia and Japan, and 4.3% in Japan. This result indicates that more than half of the total respondents have practised directly Japanese language that has been learned. It means they have no difficulty in using particles when talking directly to the Japanese people. Looking at previous data which averaged only 60 points, it means the use of particles, especially o and ga particles, do not have significant difficulties. In understanding the use of o and ga particles, Japanese learners should understand the predicates in the sentence.

Conclusion
Based on the description above, it concludes that the understanding of Japanese learners in the use of o and ga particles in the intermediate level clarified with an average of 60 points. Many respondents have passed the advanced level or N2, but the difference in the use of o and ga particles are still at the intermediate level. Many respondents who studied the Japanese language in Japan and Indonesia need more than two years, but in practice, the difference in usage is still experiencing difficulties. This research can be further developed regarding particle learning methods use both in Indonesia and Japan.