This study sought to examine vocational students’ evaluation and feedback regarding the chatbot-based application as an assistive technology in learning basic Japanese in vocational high school and investigate students’ recommendations on the possible future advancement of the chatbot-based application to help students learn the Japanese language better. This study employed a questionnaire and follow-up interview to collect the data, which questionnaire was administered to 100 vocational students enrolled in 8 state vocational high schools located in different regions in Indonesia. The data collected were analysed using SPSS 24, and also tested for reliability and validity. The findings of this study denote the use of the chatbot-based application, namely Gengobot, useful in enhancing students’ basic Japanese grammar learning, improving vocabulary mastery related to vocational terminologies, providing practices for basic Japanese language level exercise, having attractive and interactive features, and fostering learners’ autonomy and independence learning due to its practicality, portability, accessibility, and flexibility. The results also conveyed the practicality problems and confusion in using the application as an application integrated into social media. Hence, further development of the chatbot-based application Gengobot as assistive technology in learning Japanese is recommended. All in all, the chatbot-based application Gengobot as an assistive Japanese language learning application can be concluded as compelling, and is recommended to be used for vocational students to enhance autonomous learning as well as to support distance learning.

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In order to carry out community service, the Japanese Language Education Study Program held an entrepreneurship webinar. This activity aims to provide insight and motivation for students in starting new businesses after the COVID-19 pandemic ends. This activity was held online with the help of Zoom and lasted for 180 minutes or 3 hours. This activity was divided into 2 sessions where the first session was facilitated by national-level entrepreneurship trainers while the second session was by lecturers from their own institutions. They provided sharing in breakout rooms with their respective themes such as plantation, education, trade and culinary. The training participants were 35 Japanese Education student years 1 to 4, in a university in Bandung, Indonesia. To find out their responses to this activity, they were requested to fill out a questionnaire. The analysis revealed that they were motivated and had new insights in carrying out entrepreneurial activities. Additionally, sharing by their lecturers made the entrepreneurial activities they were pursuing more real.

Japanese-Language Proficiency Test (JLPT) is a test which developed in Japan and has become the standard for Japanese language competency certification worldwide. JLPT preparation is done generally by practice answering questions. But in the process, students find it difficult and boring. This study developed learning medium for N4 level JLPT preparation using social media Instagram. Instagram has a feature called "Instagram filter" that allows users to take photos, play games, and even do live quizzes through Instagram stories. Through this feature, JLPT N4 questions are made into quizzes with materials that include sentence patterns (bunpou), vocabulary (kotoba), and kanji. The method used in this study was qualitative method with a descriptive approach. Based on the quantitative data that obtained from the distribution of this learning media, it can be concluded that the Instagram filter learning media is quite attractive to students not only from Indonesia but also from various countries. This media is used quite frequently by many users, and has potential as a medium for learning Japanese. Instagram filter media can be developed further to explore other potentials and can be developed into better learning media in the future.

Penelitian ini dilatarbelakangi oleh merebaknya pandemi Covid-19 yang menuntut semua pihak untuk siap dalam kondisi pembelajaran jarak jauh sebagai tuntutan tantangan di masa pandemi ini Penelitian ini bertujuan untuk mengidentifikasi kesiapan guru SMA bahasa Jepang mengenai konsep pembelajaran daring dan penggunaan media pembelajaran daring berbasis HOTS di masa pandemi Covid-19. Hal tersebut bertujuan untuk melihat kesiapan guru bahasa Jepang dalam meningkatkan interaksi akademik antara guru dan siswa. Partisipan dalam kegiatan ini adalah 60 guru mata pelajaran bahasa Jepang SMA / SMK / MA yang ada di Jawa Barat, dan 20 guru MGMP Bahasa Jepang sebagai pilot studinya. Teknik pengumpulan data melalui angket, dokumentasi (media pembelajaran online), dan wawancara dianalisis menggunakan metode deskriptif kualitatif. Hasil penelitian menunjukkan bahwa kompetensi dan pemahaman guru muda lebih siap menghadapi tantangan pembelajaran daring dibandingkan dengan guru yang lebih senior. Media aplikasi daring pun bermacam-macam. Penelitian selanjutnya membutuhkan analisis mendalam tentang apakah interaksi akademik dapat mempengaruhi siswa dan guru secara psikologis dan membantu meningkatkan prestasi belajar siswa.