Instructional Media Development for Teaching Japanese Language

Firmansyah, Dian Bayu; Rahmawati, Riska; Tanzil, Andini Qodriya

doi:10.23887/jere.v2i2.14453

Cited by 5 publications

(4 citation statements)

References 6 publications

(11 reference statements)

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“…visual novel game content they seek. It is in accordance with Firmansyah, Rahmawati, and Tanzil (2018), who concluded in their research that interesting content and features in audio-visual media are believed to be an effective way for teachers to teach Japanese and increase students' learning motivation in the classroom.…”

Section: A3! Appeal As An Audio-visual Media On Players' Japanese Lan...supporting

confidence: 84%

A3! Visual Novel Game as an Audio-Visual Media that Motivates Japanese Language Learning

Putri¹,

Aida²,

Putri³

et al. 2021

Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)

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Audio-visual is one of many learning media that may be utilized in language learning. Games are an example of audiovisual media, which is a means for transmitting information with both audio (sound) and visual (picture) characteristics. A3! is a visual novel game with a Japanese setting. The game includes a number of storylines, as well as Japanese audio. The objective of this research is to see if the A3! visual novel game can be used as an audio-visual learning media to motivate people to learn Japanese. Data was collected by interviewing and giving a questionnaire to A3! players from various backgrounds. According to the interviews, A3! visual novel game affects players' language competence, with the following important points. First, the A3! visual novel game can increase players' Japanese language skills for those who have not learned or are currently learning the language. Second, the variable that motivates players to learn more Japanese is a more profound curiosity about the visual, audio, story, and characterization of A3! visual novel game.From that conclusion, it can be said that audio-visual media is effective in being utilized in Japanese language learning.

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Section: A3! Appeal As An Audio-visual Media On Players' Japanese Lan...supporting

confidence: 84%

A3! Visual Novel Game as an Audio-Visual Media that Motivates Japanese Language Learning

Putri¹,

Aida²,

Putri³

et al. 2021

Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)

View full text Add to dashboard Cite

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“…Nowadays, Japanese language learning included in foreign language learning has also been rife using ICT in teaching and learning (Febrianty & Ricardo, 2019;Firmansyah et al, 2018;Ge et al, 2022). ICT involvement in Japanese language learning is generally done through various digital platforms such as Google Classroom and other LMS (Huang et al, 2021).…”

Section: E-modules In Japanese Language Learningmentioning

confidence: 99%

Development of digital modules to optimize Basic Japanese online learning

Dewanty,

Farisya

2023

inov. kurikulum

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ARTICLE INFOMany Japanese language learning modules have been prepared or developed independently by each department or study program. To get a new Japanese learning experience, students need learning media that present interesting and up-to-date, which can be accessed online anytime, anywhere. Interactive online modules are one of the media that can make this happen. Students can download and access the online module as an ebook via their PCs, laptops, or devices. The online module materials have links directly connected to explanation videos related to basic Japanese. In each chapter of the material, there are also interactive quizzes that can test students' insights. The method used in this research is Reeves' DBR (Design-Based Research) model, which consists of four phases. Phase 1 is in the form of identifying material, media, and module needs through interviews. Phase 2 is creating and preparing online modules following the syllabus for the basic Japanese course material. Furthermore, in phase 3, the module was tested twice on students who chose the basic Japanese courses. In phase 4, the trial data will be analyzed, and then it will be explained whether the online module that has been developed can be used in learning Basic Japanese. The results of the questionnaire in the trial showed that all aspects of the assessment received good responses and were included in the "high" category so that the module could be used in online elementary-level Japanese learning. Even so, it still needs several revisions and refinements related to evaluation questions and the content of the module's material before it can be implemented in learning in the following years.

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“…Hal ini dikarenakan adanya perbedaan sistem bunyi dan lambang yang sangat kompleks dalam bahasa Jepang (Okuyama, 2007;Haristiani, dkk, 2015). Perbedaan tersebut terlihat dari 4 (empat) buah jenis huruf yang digunakan secara bersamaan dalam kehidupan sehari-hari, yaitu Hiragana, Katakana, Kanji dan Romaji Perbedaan sistem ini tentu saja menjadi salah satu kendala dalam proses penguasaan bahasa Jepang, karena jumlah hurufnya yang banyak dan rumit, sehingga sering dikeluhkan oleh pembelajar bahasa Jepang (Firmansyah & Rahmawati, 2018 Pada tabel di atas terlihat bahwa terdapat 1 mahasiswa yang memperoleh nilai maksimal 100, jumlah terbanyak 6 mahasiswa mendapatkan nilai 72, dan 1 mahasiswa yang mendapat nilai terendah yaitu 32. Rata-rata atau mean akan dihitung dengan rumus sebagai berikut.…”

Section: Pendahuluanunclassified

Peningkatan Penguasaan Kosakata Bahasa Jepang dengan Menggunakan Media Teka-Teki Silang

Stovia

Firmansyah

2020

CHIE

Self Cite

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Vocabulary mastery is one of the most important in learning Japanese. Lack of mastery of vocabulary will make students look less active when teaching and learning activities take place. The purpose of this study is to determine the effectiveness of the crossword puzzle in increasing the mastery of Japanese vocabulary. This research is an experimental study with a Posstest-Only Control Group Design model. The data generated in this study are quantitative data obtained form the results of the post test in class A as an experimental class and class B as a control class. The results of data analysis showed that the level of mastery of vocabulary in the experimental class using crossword puzzles, was higher than the control class using conventional media in the form of lecture activities using textbooks. In addition, The atmosphere of the learning by using crossword media is more interesting and fun. This is confirmed by the average results of the vocabulary test scores in the experimental class at 85.87, while in the control class at 74.8.

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Instructional Media Development for Teaching Japanese Language

Cited by 5 publications

References 6 publications

A3! Visual Novel Game as an Audio-Visual Media that Motivates Japanese Language Learning

A3! Visual Novel Game as an Audio-Visual Media that Motivates Japanese Language Learning

Development of digital modules to optimize Basic Japanese online learning

Peningkatan Penguasaan Kosakata Bahasa Jepang dengan Menggunakan Media Teka-Teki Silang

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