This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.

The purpose of this study was to describe the word pairing of noun-verb construction in Japanese language learning textbooks. The method used in this research is a qualitative approach. The data sources in this study are Japanese language learning textbooks at the shokyuu level, namely Minna no Nihongo Shokyu I-II 2nd Edition, and Chukyu/Jokyuu level, namely Minna no Nihongo Chukyuu I-II. The data collection procedure in the study begins with collecting noun-verb structured word pairing data from the book Minna no Nihongo Shokyu I-II 2nd Edition and Chukyu/Jokyuu 'middle/high' level and Minna no Nihongo Chukyuu I-II with noun-verb construction. Followed by sorting Verb into 2 (two) parts, namely: ~する動詞 and 和語. The collected word pairings will be analyzed for the closeness of the relationship and clarity of meaning between words based on the theories of Cowie (1998), Hori (2009), and Ima (2006, namely 1) word pairings of noun-verb construction in free combination category, 2) word pairings of noun-verb construction in word pairing category, 3) word pairings of noun-verb construction in idiom category.

Penelitian ini bertujuan untuk mengidentifikasi pelaksanaan penilaian formatif di SMA dan sederajat di Jawa Timur di masa pandemi covid 19. Penelitian ini dilaksanakan pada bulan Oktober-November 2020. Metode Penelitian yang digunakan adalah metode deskriptif dengan pendekatan kualitatif. Pengambilan data menggunakan instrumen angket yang disebarkan ke responden pada waktu pertemuan MGMP bahasa Jepang wilayah Jawa Timur dan dikuatkan dengan metode wawancara. Responden sejumlah 51 guru bahasa Jepang yang hadir dalam pertemuan MGMP bahasa Jepang wilayah Jawa Timur. Hasil penelitian ini menunjukkan bahwa meskipun pembelajaran daring merupakan sesuatu yang baru bagi sistem pembelajaran kita namun bapak ibu guru anggota MGMP Bahasa Jepang wilayah Jawa Timur dengan cepat dapat beradaptasi dan dapat melaksanakan proses pembelajaran dengan baik. Meskipun tidak dapat kita hindari bahwa adanya kendala sinyal yang dikarenakan tidak semua daerah dapat terjangkau jaringan internet dengan baik namun ini tidak menghalangi proses pembelajaran bahasa Jepang.

Penelitian ini bertujuan untuk mengetahui perbedaan perolehan hasil belajar mahasiswa PS Pendidikan Bahasa Jepang dan PS Sastra Cina angkatan 2015 dalam IPK berdasarkan jenis seleksi masuk perguruan tinggi. Penelitian berjenis ex post facto (meneliti keadaan yang sudah terjadi), maka pada penelitian ini hanya melihat hasil belajar siswa dari cara masuk perguruan tinggi, dan tidak melihat proses belajar masing-masing program studi. Hasil penelitian diharapkan dapat menjadi pertimbangan dalam menentukan kuota jalur seleksi masuk mahasiswa. Penelitian ini merupakan penelitian deskriptif kuntitatif dengan subyek penelitian mahasiswa PS Pendidikan Bahasa Jepang dan PS Sastra Cina angkatan 2015. Teknik pengumpulan data mengunakan teknik dokumentasi yaitu KHS mahasiswa. Analisis data dilakukan dengan :1) Uji asumsi menggunakan uji normalitas data dan uji homogenitas, 2) analisis ragam One-way ANOVA. Hasil penelitian menunjukkan PS Sastra Cina prestasi belajar mahasiswa jalur mandiri memiliki IPK yang tidak berbeda jauh dengan jalur SNMPTN dan SBMPTN sedangkan pada PS Pendidikan Jepang, mahasiswa yang dari jalur mandiri berada dibawah SBMPTN mengalahkan nilai IPK mahasiswa jalur SNMPTN. Sehingga dapat disimpulkan bahwa jalur masuk perguruan tinggi masih belum dapat menjamin prestasi belajar mahasiswa di perguruan tinggi. Minat dan perhatian akan menghasilkan motivasi belajar dan keinginan berhasil dalam diri mahasiswa merupakan modal utama untuk meraih prestasi setinggi-tingginya di perguruan tinggi Kata Kunci: hasil belajar, jalur masuk SPMB

This research aims to determine the impact of the implementation of the curriculum in 2013 against Japanese subjects senior high school level in East Java. This study used mixed methods (quantitative and qualitative), respondents who used 67 teachers Japanese senior high school in East Java, the data retrieval techniques such as questionnaire. From this research it is known that 47 respondents (70%) of the total respondents experienced a decrease in the number of teaching hours. It found that the Japanese teacher hours reduce from 25 hours/week to 18 hours/week. If calculated by the percentage of respondents, 70% of respondents had reduction in their teaching hours, 11% of respondents lost teaching hours, 6% is still the same amount of teaching and only 8% are increasing the number of hours of teaching. Based on the analysis of different test average number of hours of teaching Japanese teacher in East Java obtained that Ho Rejected and H1 accepted, meaning that there is a real difference between the hours of teaching Japanese before and after the imposition of Curriculum 2013.