scholarly journals Evaluating the learning goal attainment in Nihongo Noryoku Shiken N5 course

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Ai Sumirah Setiawati ◽  
Wagiran Wagiran ◽  
Subyantoro Subyantoro
Keyword(s):  
Teaching And Learning ◽  
Goal Attainment ◽  
Evaluation Model ◽  
Language Education ◽  
Evaluation Process ◽  
Learning Goals ◽  
Japanese Language ◽  
Study Program ◽  
Evaluation Instruments ◽  
Quantitative Descriptive

The objective of the study is to evaluate the learning implementation of the Nihongo Noryoku Shiken N5 course as a new course offered in the 2020 curriculum at the Japanese Language Education Study Program in UNNES. A goal-oriented evaluation model by Tyler was employed in the evaluation process to measure how far the learning goals that have been determined at the beginning of the lecture are achieved. This evaluative research relied on a quantitative descriptive approach; its steps comprised (1) data collection, (2) data processing and analysis, and (3) recommendation formulation. According to the evaluation results, the learning goals of Nihongo Noryoku Shiken N5 had been met, although it was not that significant. Several conditions cause such issues. (1) In the class, some students had good Japanese language skills; they claimed that the lesson was too easy, so their progress was not significant. (2) The evaluation instruments were not valid. (3) Other conditions, e.g., the implementation of online learning and tests, hindered classroom activities and monitoring. Improving the teaching and learning materials and evaluation instruments is recommended. Furthermore, some additions to the curriculum need to be considered, such as adding the credits for the grammar or Bunpo course.

scholarly journals CONTEXTUAL APPROACHES IN KAIWA LEARNING (SPEAKING) JAPANESE LANGUAGE

2019 ◽  
Vol Volume 2 Nomor 1 ◽  
Keyword(s):  
Language Education ◽  
Learning Goals ◽  
Japanese Language ◽  
Contextual Approach ◽  
Study Program ◽  
National Education ◽  
Competency Based ◽  
Meaningful Interaction ◽  
Important Activity ◽  
Speaking Skills

Speaking as one of the productive language skills and is an important activity in daily activities as meaningful interaction between humans is still not optimal in the Japanese language study program from an explanation before, this purpose of this study is to achieve the goal of speaking skills; the permitted curriculum in the Japanese Language Education study program, the development competency based curriculum in 2009 provides courses: Kaiwa 1 (会話 １) Conversation 1、 Kaiwa 2 (会話 ２) Conversation 2、 Kaiwa 3 (会話 ３) Conversation 3、 Kaiwa 4 (会話 ４) Conversation 4、 Kaiwa Enshuu （会話 演習） Conversation Deepening and one special course for Japanese speech skills, Nihongo Supiichi (日本語 ス ピ ー チ) Japanese Language Speech. In line with that idea, an important strategy in this learning is to teach students to be able to connect each concept with reality rather than emphasizing how much knowledge must be remembered and memorized. This research used CTL approaches which is contextual learning can be applied in any curriculum, any subject or field of study with a class regardless of the circumstances. In line with what was discussed by the Ministry of National Education, there are Seven (7) main principles that must be developed by teachers in the CTL approach. The contextual approach in Kaiwa learning is also expected to facilitate the achievement of learning goals, namely the aim of speaking Japanese skills to improve students' speaking abilities and provide many opportunities for the practice of talking with friends while making students actively involved in the learning process. Therefore, it is recommended that in Kaiwa learning (the name of the course for speaking skills in Japanese), I - IV this contextual approach can be used even maximized. The researcher realizes that this learning model is not the only one that is most suitable and relevant in teaching Japanese speaking skills courses but can be used as enrichment material.

scholarly journals Kesulitan Mahasiswa Tahun Masuk 2018 dalam Memahami Teks Bahasa Jepang

2021 ◽  
Vol 4 (1) ◽  
pp. 90-105
Author(s):  
Hanifah Nurulhuda ◽  
Damai Yani
Keyword(s):  
Language Education ◽  
Japanese Text ◽  
Japanese Language ◽  
State University ◽  
Study Program ◽  
Analysis Technique ◽  
Education Study ◽  
Sentence Patterns ◽  
Quantitative Descriptive ◽  
Data Collection Technique

In learning Japanese, understanding Japanese text is included in the Dokkai course. Dokkai is one of the compulsory courses that students of the Japanese language education study program, Padang State University, have to take for approximately 3 years or 6 semesters. The Japanese text does not use romaji letters, but uses 3 different types of letters, namely hiragana, katakana and kanji which make Japanese text difficult to understand. The large number of Japanese language education study program students in 2018 experienced difficulties in understanding Japanese language texts. The purpose of this study is to describe the difficulties of students in understanding Japanese text. This research is a quantitative descriptive study. The sample used in the study was 39 students. The data collection technique in this study used a questionnaire and used a Likert scale formula. While the data analysis technique is descriptive with a percentage. The results of this study found the difficulties experienced by students, among others, the sub-indicator of kanji with a percentage of 74.35%. In the linguistic indicator, students have difficulty with the vocabulary sub-indicator with a percentage of 63.7%, sentence patterns with a percentage of 64% and meaning with a percentage of 61.7%. Then in the indicator of student spelling and sound patterns, only difficulty in the sub-indicator voicing/intonation in reading with a percentage of 63.6%.

scholarly journals Analisis Kesulitan Mahasiswa Prodi Pendidikan Bahasa Jepang UNNES dalam Mengungkapkan Pendapat pada Mata Kuliah Kaiwa Enshuu Kegiatan Talkshow

2020 ◽  
Vol 8 (2) ◽  
pp. 92-97
Author(s):  
Novia Andriyastuti ◽  
Rina Supriatnaningsih
Keyword(s):  
Data Collection ◽  
Language Education ◽  
Japanese Language ◽  
Study Program ◽  
Education Study ◽  
Language Study ◽  
Descriptive Approach ◽  
Preliminary Study ◽  
Quantitative Descriptive ◽  
The Right

Talkshow is one of the activities in the Kaiwa Enshuu course. In these activities, students are required to be able to express their opinions directly in accordance with a predetermined theme. Based on the results of the preliminary study, information was obtained that 34 of the 36 respondents were Japanese Language Education Study Program students in 2014 or 94.4% had difficulty expressing their opinions in talkshow activities. This study aims to determine the difficulties of students in expressing opinions talkshow activities, as well as the factors that cause difficulties and solutions to overcome difficulties. This research uses a quantitative descriptive approach. The subjects of this study were the 2014 Japanese language study program students who had taken and followed the Kaiwa Enshuu course. Data collection with a semi-open questionnaire. The results of the questionnaire were analyzed using the percentage formula. The results showed that students had difficulty in choosing the right and varied vocabulary (71.25 ％), compiling effective sentences that had been learned （71.25%）. The difficulty factor is the shame factor for fear of making mistakes (70%). The solution to overcome the difficulties of lecturers motivates students to not be shy/reluctant to express their opinions so that students try to practice using Japanese both independently and in groups, besides motivating students to increase their confidence.

scholarly journals Contextual Approaches In Kaiwa Learning (Speaking) Japanese Language

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
J R R Wuisang
Keyword(s):  
Language Education ◽  
Learning Goals ◽  
Japanese Language ◽  
Contextual Approach ◽  
Study Program ◽  
National Education ◽  
Competency Based ◽  
Meaningful Interaction ◽  
Important Activity ◽  
Speaking Skills

Speaking as one of the productive language skills and is an important activity in daily activities as meaningful interaction between humans is still not optimal in the Japanese language study program from an explanation before, this purpose of this study is to achieve the goal of speaking skills; the permitted curriculum in the Japanese Language Education study program, the development competency based curriculum in 2009 provides courses: Kaiwa 1 (会話 １) Conversation 1、 Kaiwa 2 (会話 ２) Conversation 2、 Kaiwa 3 (会話 ３) Conversation 3、 Kaiwa 4 (会話 ４) Conversation 4、 Kaiwa Enshuu （会話 演習） Conversation Deepening and one special course for Japanese speech skills, Nihongo Supiichi (日本語 ス ピ ー チ) Japanese Language Speech. In line with that idea, an important strategy in this learning is to teach students to be able to connect each concept with reality rather than emphasizing how much knowledge must be remembered and memorized. This research used CTL approaches which is contextual learning can be applied in any curriculum, any subject or field of study with a class regardless of the circumstances. In line with what was discussed by the Ministry of National Education, there are Seven (7) main principles that must be developed by teachers in the CTL approach. The contextual approach in Kaiwa learning is also expected to facilitate the achievement of learning goals, namely the aim of speaking Japanese skills to improve students' speaking abilities and provide many opportunities for the practice of talking with friends while making students actively involved in the learning process. Therefore, it is recommended that in Kaiwa learning (the name of the course for speaking skills in Japanese), I - IV this contextual approach can be used even maximized. The researcher realizes that this learning model is not the only one that is most suitable and relevant in teaching Japanese speaking skills courses but can be used as enrichment material.Keywords: Contextual Approaches; Kaiwa Learning; Speaking; Japanese Language.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

scholarly journals Students’ views on the block evaluation process: A descriptive analysis

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Ntefeleng E. Pakkies ◽  
Ntombifikile G. Mtshali
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Descriptive Analysis ◽  
Evaluation Process ◽  
Evaluation Tool ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing College ◽  
Quantitative Descriptive

Background: Higher education institutions have executed policies and practices intended to determine and promote good teaching. Students’ evaluation of the teaching and learning process is seen as one measure of evaluating quality and effectiveness of instruction and courses. Policies and procedures guiding this process are discernible in universities, but it isoften not the case for nursing colleges.Objective: To analyse and describe the views of nursing students on block evaluation, and how feedback obtained from this process was managed.Method: A quantitative descriptive study was conducted amongst nursing students (n = 177) in their second to fourth year of training from one nursing college in KwaZulu-Natal. A questionnaire was administered by the researcher and data were analysed using the Statistical Package of Social Sciences Version 19.0.Results: The response rate was 145 (81.9%). The participants perceived the aim of block evaluation as improving the quality of teaching and enhancing their experiences as students.They questioned the significance of their input as stakeholders given that they had never been consulted about the development or review of the evaluation tool, or the administration process; and they often did not receive feedback from the evaluation they participated in.Conclusion: The college management should develop a clear organisational structure with supporting policies and operational guidelines for administering the evaluation process. The administration, implementation procedures, reporting of results and follow-up mechanisms should be made transparent and communicated to all concerned. Reports and actions related to these evaluations should provide feedback into relevant courses or programmes.Keywords: Student evaluation of teaching; perceptions; undergraduate nursing students; evaluation process

scholarly journals Task Based Learning (TBL) in EFL Classroom: from theory to practice

2020 ◽  
Vol 3 (4) ◽  
pp. 139-144
Author(s):  
Muhammad Badrus Sholeh ◽  
Sahril Nur ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Learning Goals ◽  
Efl Learners ◽  
Learning Framework ◽  
Theory To Practice ◽  
Efl Teachers

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

scholarly journals Material Development in Production Ecrite Intermediaire by Sipda to Improve the Writing Ability the Student of French Departement at Faculty of Languages and Arts at One of State Universities in Northen Island of Indonesia

2021 ◽  
Vol 3 (2) ◽  
pp. 135-142
Author(s):  
Tengku Ratna Soraya ◽  
Zulherman ◽  
Nurilam Harianja ◽  
Hesti Fibriasari
Keyword(s):  
Teaching And Learning ◽  
Language Education ◽  
Field Testing ◽  
French Language ◽  
State Universities ◽  
Teaching Materials ◽  
Study Program ◽  
Writing Ability ◽  
Material Development ◽  
Education Study

This study aims to develop teaching materials in Production Ecrite Intermediare course to improve the writing ability the student of french departement at Faculty of Languages and Arts at One of State Universities in Northen Island of Indonesia by using SIPDA. This research was conducted to response the condition of covid pandemic situation that uses distance learning courses where students learn from their own homes. This research followed the R & D model proposed by Borg & Gall with the procedure analysing the student’s need, collecting the ressource of development, design the material, evaluatingexisting the materials based on the validation of experts judgement, field testing, revising, and finishing the final product. This research was carried out in the French Language Education Study Program FBS UNIMED by developing SIPDA-based teaching materials in lectures, to find out that these teaching materials can improve the writing skills of students of French Language Education Study Program at FBS Unimed. The results of this study show that SIPDA is very effective in helping students to improve the writing ability of French texts. This research recommends to the lecturers of French courses in general to using SIPDA in the teaching and learning process of writing in the classroom of Production Ecrite Intermediaire.

Heritage-Language Education for Japanese Children Living Abroad and the Impacts on Their Ethnic Identity

2021 ◽  
pp. 154-176
Author(s):  
Akiko Onda
Keyword(s):  
Ethnic Identity ◽  
Language Learning ◽  
Heritage Language ◽  
Language Education ◽  
Learning Goals ◽  
Japanese Language ◽  
Japanese Children ◽  
Language Abilities ◽  
Education Abroad ◽  
Heritage Language Education

With consistently increasing globalization, the number of Japanese children living and receiving education abroad continues to grow. Previous studies have compared the Japanese-language abilities of children studying Japanese abroad to those of children living in Japan. However, the author contends that the backgrounds of children studying Japanese abroad vary greatly, as do their learning goals. The former do not necessarily want to learn the same language skills as children who study in Japan. Japanese-language education for children living overseas requires that students understand what they want to achieve in terms of their language ability. This chapter focuses on children who have lived and been educated in multiple countries other than Japan; it discusses their Japanese-language learning goals and the environment needed to support those goals. It also examines their sense of ethnic identity as Japanese and how this relates to their upbringing and language-learning experiences.

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