"Achievements and Future Prospects of Japanese Language Education in Korea : Based on the Narrative Analysis of the President of the Korea Association of Japanese Education (KAJE)(20th Anniversary Period: 2019-20)"

Indonesia University of Education (UPI) takes an important role and responsibility in teachers' training of Japanese language education which is popular at senior high school in Indonesia. UPI is supposed to provide with training regularly to generate qualified Japanese language teachers. Even so, it is seen a significant difference among students in terms of the motivation toward learning Japanese language education and the effort to acquire title for being Japanese language teachers. This research aims to know the motivation of Japanese Education Study Program's students through analysis of the open-ended questionnaire survey result. From the coding result acquired, it was discovered that the majority of the students who were motivated to choose Japanese Education Study Program were influenced by their interest in Japanese language itself, and this interest is affected by the presence of an interest in pop culture and their learning experience in senior high school. In addition, 33% of all the students are considering becoming a Japanese language teacher as one option, which is less than the ones who are considering finding a job as not Japanese language teacher. Also, more than 50% of all the students want to continue their study to the higher level, i.e. master degree.

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Japanese Language Rhetoric of the Japanese Education Students’ at the Speech Contest

Lingua Cultura ◽

10.21512/lc.v13i3.5742 ◽

2019 ◽

Vol 13 (3) ◽

pp. 181

Author(s):

Rike Febriyanti

Keyword(s):

Language Teaching ◽

Language Education ◽

Japanese Language ◽

Japanese Education ◽

Analysis Method ◽

Education Students ◽

Video Recordings ◽

Language Exposure ◽

Language Mastery

The research aimed to analyze the speech rhetoric quality of the students of Japanese Language Education, Brawijaya University using a descriptive qualitative design. The method applied a discourse analysis method written by Krippendoff which included coding, classification, interpretation, and evaluation. The object of this research was students’ speech for Japanese Speech Contest of UB 2018. The data were seven video recordings of seven speeches delivered by seven students who participated in this speech contest. It it concluded that the quality of the students’ speech is not satisfactory in the criteria of content and expression. The students also show weaknesses in pronunciation and grammar in their speech. This research indicates that when the students are allowed to be honest to express their mind freely in the Japanese language, the speech will reflect each student’s actual language mastery, because language teaching inside the classroom is the most dominant language exposure for the students, any advancement in Japanese language teaching will significantly uplift the quality ofthe speech.

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PERMASALAHAN PADA PELAKSANAAN PEMBELAJARAN TERINTEGRASI DI PROGRAM STUDI PENDIDIKAN BAHASA JEPANG, UNDIKSHA

PRASI ◽

10.23887/prasi.v13i1.16444 ◽

2018 ◽

Vol 13 (1) ◽

Author(s):

G. S. Hermawan ◽

K. E. Krishna Adnyani

Keyword(s):

Qualitative Method ◽

Language Skills ◽

Learning Experience ◽

Language Education ◽

Evaluation Study ◽

Japanese Language ◽

Integrated Learning ◽

Japanese Education ◽

Education Department

The issue of integrated learning on the basic Japanese language skills, namely: Bunpou,Choukai, and Kaiwa, had been raised since the establishment of the Japanese Education Department. Arecent evaluation study found that in the actual implementation of this integrated learning experience,a number of problems need to be considered for the quality of learning process in the Department ofJapanese Language Education. The problems discussed in this paper are related to the implementationof integrated courses and the issues that follow. This research conducted in the Bunpou, Choukai,and Kaiwa classes in the 2016/2017. This study used a descriptive qualitative method with observationand interviews techniques. The results found that problems in implementing this integrated learningcomprise: lecturers’ communication skills, conflicted time with other activities, and different teachingthemes from one lecturer to the other lecturers.Keywords : Bunpou, Choukai, Kaiwa, integrated learning, Department of Japanese Language Education.

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The CEFR and teaching Japanese as a foreign language

Linguistica ◽

10.4312/linguistica.54.1.455-469 ◽

2014 ◽

Vol 54 (1) ◽

pp. 455-469

Author(s):

Chikako Shigemori Bučar ◽

Hyeonsook Ryu ◽

Nagisa Moritoki Škof ◽

Kristina Hmeljak Sangawa

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Language Education ◽

Japanese Language ◽

Japanese Education ◽

Learning And Teaching ◽

Undergraduate Study ◽

European Languages ◽

Language Proficiency Test ◽

Teaching Learning

Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.

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