The purpose of learning Dokkai Sakubun, is no longer just being able to read and understand vocabulary, kanji, bunkei, hyogen and also use them in sentences. Along with its development, this course aims to make students able to apply the knowledge gained from reading activities into writing that can be expressed in everyday life. In this digital era, teachers can take advantage of all the information available in cyberspace as a source of teaching materials. This research is a descriptive study with the aim of utilizing online media as a source of teaching materials in the Dokkai Sakubun Shokyu Course and compiling teaching materials with sources from online media. This research method is descriptive qualitative, with data collection techniques in the form of questionnaires and direct observation. Questionnaires were given to determine students' perceptions of the use of teaching language sources from online media in learning Dokkai Sakubun Shokyu. Direct observations were made to strengthen the results of the questionnaire regarding the benefits of media in learning and compiling learning materials. The results showed that online media can be used as a source of teaching materials in the Dokkai Sakubun Shokyu Course. Teaching materials are selected based on predetermined topics in the form of videos sourced from YouTube, leaflets, famlets, brochures, tickets, restaurant menus, conversations in email or chat and so on, then arranged in the form of handouts.
The application of JF Standard in learning Japanese especially in the Sakubun Shochukyu course is new and needs to be evaluated how the achievement of it’s learning targets. This study aims to find out how the semester 3 students' abilities are in writing. The research uses a quantitative approach and the research data are discussed with descriptive techniques. To assess the results of student essays used essay grading rubric based on JF Standard with 4 grading levels namely ganbare, mousukoshi, dekimashita, and subarashii for each item assessed. The results showed that in general, the students' writing ability was in the "dekimashita" or “very good” category with the note that there were still some errors in using grammar. Statistically, 1 student has a very high ability, 4 students have high ability, 18 students have the medium ability, and the remaining 8 are students who have low ability.
The study aimed to test the effectiveness of flashcards on the Memory learning web on improving students' Japanese vocabulary skills and students' responses to media. This research uses True Experimental Design with Posttest–Only Control Group Design. Data collection techniques using test methods and questionnaires. The data analysis technique used the Mann Whitney–U formula. The calculation results obtained an average value of 80.53 in the experimental group and 70.05 in the control group. The results of the Mann Whitney–U test were obtained by Asymp. Sig. (2–tailed) 0.031 < 0.05, indicating that the average score of the experimental group and control group students had a significant difference. It can be concluded that flashcards on the verified Memory learning web effectively increase students' Japanese vocabulary. Then from the questionnaire data, it can be seen that Memory has interesting multimedia features. However, the effectiveness of Memory has not given optimal effect. This is known from the difference in the score interval on the posttest results, which is too obvious, namely 93. The inequality is related to the independence and intensity of students using Memory which is still rare.
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