This research objective was to determine the effect of using Educandy learning media on Japanese students’ learning outcomes in a state vocational high school in Jakarta for academic year 2020/2021. This study applied experimental quantitative research method, with a purposive sample technique of 16 students. This research used one group Pre Test–Post Test design, and the data collected then analysed using descriptive and inferential statistics. In the preparation of the instrument, several tests consist of validity tests and reliability tests were conducted. The results showed that based on the Shapiro-Wilk Normality Test, the data was normally distributed due to the Sig value, and the data from Pre-test and Post-test showed that the students’ learning outcomes were increased after using Educandy. Moreover, the Levene Homogeneity Test results showed that the data is more than the significance level or the data was homogeneous, while based on the normality test and homogeneity test, the results showed that the value in the Pre-test and Post-test learning outcomes were lower than the level of significance. Based on the analysis, it can be concluded that H0 is rejected and H1 is accepted, which means that there is a significant difference in Pre-test and Post-test student learning outcomes so the Educandy learning media influences student learning outcomes in Japanese subjects.

Penelitian ini menganalisis efektivitas dan perbedaan efektivitas Virtual Classroom dan Flip the Teacher dari metode Flipped Classroom dalam Chuukyuu Bunpou pada mahasiswa semester IV Pendidikan Bahasa Jepang Universitas Muhammadiyah Prof.DR. HAMKA HAMKA 2019-2020 menggunakan eksperimen murni pre-test post-test 2 grup. Sampel terdiri dari 19 responden di kelas 4A dan 17 responden di kelas 4B. Hasil nilai Sig. (2 tailed) uji t antara Virtual Classroom dan Flip the Teacher, yaitu 0,207 lebih tinggi dari taraf signifikansi. Sehingga tidak ada yang signifikan antara perbedaan peningkatan hasil belajar siswa yang menggunakan Virtual Classroom dan Flip the Teacher. Dari hasil tes normalized gain di kedua kelas, skor normalized gain untuk teknik Virtual Classroom adalah 0,49 dan skor normalized gain untuk teknik Flip the Teacher sebesar 0,34 sehingga keduanya memiliki tingkat efektivitas yang sedang.

This research aims to analyse the effectiveness and the differences in the effectiveness techniques of hybrid learning and flipped classroom from the blended learning method in the chuukyuu bunpou. for the fourth semester students of Japanese Language Education, Muhammadiyah Prof. DR. HAMKA University 2019-2020. The method used in this research is true experiment with pre-test post-test two group design. The sample consisted of 19 respondents in class experiment 1 which applied hybrid learning and 17 respondents in class experiment 2 which applied flipped classroom. T test results between hybrid learning and flipped classroom are gained Sig. (2 tailed) point 0.207, greater than the significance level, 0.05. It concluded that there is no significant difference between learning outcomes using hybrid learning and flipped classroom. From the normalized gain test results in both classes, the normalized gain score for hybrid learning is 0.49 and the normalized gain score for flipped classroom is 0.34 so that both have moderate effectiveness. The percentage of normalized gain for hybrid learning is 49.50% while flipped classroom is 33.86%. Conclusion is the effectiveness of blended learning by hybrid learning is greater than blended learning by flipped classroom in the chuukyuu bunpou.

Learning using Blendedlearning with the Flippedclassroom model. This study aims to analyze the effectiveness of Blendedlearning with the Flippedclassroom model in Shochuukyuubunpou courses in the second semester students of Japanese Language Education, Muhammadiyah University, Prof Dr Hamka2019-2020.The model used in research this is a quasi experiment with a pretest posttest one group design. The sample consisted of 20 respondents in class 2. The test result between the lecture modeland the Flipp The Teacher model sig (2 tailed)that is 0.000smaller than the 0.05 significance level. Then it can be concluded that the are significant differences between students learning outcomes using the lecture model and The Flip The Teacher model. From the Normalized Gain test result, the Normalized Gain score for the Flip The Teacher model is  0.369 so that this model has moderate effectiveness. It can be concluded that the percentage effectiveness of the lecture model is smaller than the Flip the Teacher in Shochuukyuubunpou courses in the second semester of UHAMKA Japanese Language  Education in 2019-2020 Keyword : Shochuukyuubunpou,Bended Learning, Flip the Teacher

Shadowing is considered an effective way to improve listening, speaking and reading skills. This paper aims to develop a learning model choukai with shadowing techniques and to determine the effectiveness of using shadowing techniques on listening ability in choukai courses. Therefore, experimental research and data collection techniques using pre and post-tests were applied to the same group, consisting of 28 students. Then, the t-test was used to analyze the data. As a result, there was a significant difference between the pre-test and the post-test result, indicating that the Sig. (2-tailed) of 0.000 0.05, and a difference between the average student results before and after using shadowing techniques after treatmeant. In conclusion, developing of the learning model choukai using shadowing techniques on level IV students of the Japanese language education study program FKIP UHAMKA was feasible to be used by students in learning courses choukai.