This study aims to determine the effectiveness and to find out the advantages and disadvantages of the Active Knowledge Sharing strategy through a scientific approach in the Dokkai. In learning Japanese, learners often encountered difficulties in reading comprehension or Dokkai. Based on a questionnaire, the difficulties including reading kanji, followed by vocabulary competence and grammar competence. On the other hand, the time limitation in class cause problems of learning method which teacher rarely provide an introduction step to students in the form of questions or vocabulary exercises related to the reading material they will deal with. To overcome this problem, we need a learning strategy that emphasize the cooperative learning among students to achieve the objective of comprehending a reading. We chose the strategy initiated by Silberman (2013), namely Active Knowledge Sharing, as a good way to introduce students to the subject matter that will be learned. In addition, by monitoring how students solving each other's problems in team, teacher can evaluate how much knowledge they have. In this study a scientific approach is complemented to support the active learning in this strategy. The study conducted using an experimental method with pretest and posttest design. The sample are 38 students of fifth semester students who take Dokkai III course. Based on the analysis of research data, it found that the Active Knowledge Sharing strategy through a scientific approach is effective in  learning Dokkai III. The advantages are that students who are initially passive become actively participate in learning and students can also answer the meaning of vocabulary without depending on dictionary or smartphones, and students are encouraged to help each other in solving problems which help students to comprehend the contents of reading easier and faster. However there are the disadvantages of this strategy such as inability to enhance student’s critical thinking and less suitable for students who are more focused if studying alone.

This study aims to determine the similarities and differences in the use of ~ wo tooshite/tsuujite and ~ ni watatte based on its’ grammatical meaning as time markers. However, eventhough both functioned as time markers, in terms of grammatical meaning, both have subtle differences. This study is a qualitative descriptive study with data taken taken from Twitter.com as the data source. After 25 data of each time markers collected, the data then analyzed based on the grammatical meaning and structures, including the word classes which come before (noun) and after (the predicate) ~ wo tooshite/tsuujite and ~ ni watatte. The results showed that the similarities of ~wo tooshite/tsuujite and ~ni watatte in terms of grammatical meaning were decided by the context of the sentence, which represent the period of the activity and the phenomena of the situation occured. On the other hand, the difference between ~wo tooshite/tsuujite and ~ni watatte is that ~wo tooshite/tsuujite is used when mentioning natural phenomena that occur repeatedly and continuously, while ~ni watatte emphasizes the duration of the activity. Moreover, ~ni watatte is used to express a negative state because of the nuance that the time is very long, while to express a continuing state of hope such as ‘can enjoy all year round’, both time markers can be used.

In the term of language skills, reading skills are advanced skills after listening and speaking. For learners of foreign languages, in this case is Indonesian students, the urge in mastering this skill becomes a massive obstacle. Especially in learning Japanese, the most common problem encountered is the difference in writing characters, vocabulary, and grammar compared to Indonesian. As an effort to help students overcome these problems, reading learning through a contextual approach is carried out for first semester students in Japanese Language Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. One component in the contextual approach to learning is reflection. Through this activity, students are expected to find a connection between information or knowledge they gained with their daily experiences. Thus, they will find the meaning of learning. This study aimed to determine the impact of self-reflection and its relation to the ability to read Japanese for beginner-level Indonesian students. This research method uses descriptive analysis method. From the reflections of 20 Indonesian students who were learning Japanese for the first time show that vocabulary skills were the most supportive factor in mastering reading skills compared to grammatical abilities.

This study aims to determine what forms of social problems exist in Tetsuya Nakashima's Kokuhaku film. These causal factors trigger these problems and how to solve the problem using a literary sociology approach. This study employs Wellek and Warren's sociological theory of literary works and Soekanto's theory of existence, sources, and techniques for solving social problems. This study employs a descriptive-analytic method and data gathering procedures gleaned from a literature review. According to the study's findings, there are 27 social problems in Tetsuya Nakashima's Kokuhaku film, including 15 data on societal norm violations in the form of child delinquency, eight difficulties with family disintegration, three crime problems, and one bureaucracy problem. In this video, two causes generate social problems: psychological factors and cultural aspects. Authoritarian measures solve the majority of the social problems in this film.