Learning Japanese Language Based on 2013 Curriculum at Elementary Schools in Bali

Mardani, Desak Made Sri; Sadyana, I Wayan; Adnyani, Luh Diah Surya

doi:10.2991/assehr.k.200115.040

Cited by 8 publications

(12 citation statements)

References 2 publications

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“…Findings also indicated that most of the students lack the confidence to speak in Japanese. Mardani (2019) conducted a study to describe the implementation of the 2013 curriculum in learning Japanese in elementary schools in Bali. From the respondents (students), it was found that the difficulty in learning Japanese characters is one of the reasons why the respondents were not interested in learning Japanese.…”

Section: Past Studies Past Studies On Motivation To Learn Japanesementioning

confidence: 99%

Exploring the Three Phases of Motivation in The Learning of Japanese as A Foreign Language

Yean¹,

Abdullah²,

Ahmad³

et al. 2022

IJARBSS

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Motivation is one of the prerequisites in Japanese learning. A student who excels, but does not have enough motivation, will definitely not achieve the results as expected. This study is conducted to explore the three phases of motivation in the learning of Japanese language as a foreign language using the Model of Second Language Motivations (Dörnyei & Ottó, 1998). A quantitative survey consisting of 4 sections with items on the demographic profile and 39 items via Google Form using 5-Likert scales were used as the instruments. Questionnaires were answered by 255 students from three clusters; namely the clusters of Science and Technology, Arts and Humanities, and Business and Administration in a public university in Malaysia. Findings revealed that learners have the highest motivation during the actional stage as curiosity-driven has intrinsically motivated them to learn. Learners' initial motivation has reversed when they reached the actional stage due to their stress about the tests or examinations. However, learners' motivation bounce back during the post-actional stage and they are confident they will perform an excellent job on their assessments or assignments. This study reveals that instructors have a role to play to keep students motivated throughout the process of Japanese language learning. Further research can be done on preactional, actional and post actional stages by looking at the influence of external motivation by associating it with cognitive, affective, situational or circumstantial factors that will support and complement this study.

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Section: Past Studies Past Studies On Motivation To Learn Japanesementioning

confidence: 99%

Exploring the Three Phases of Motivation in The Learning of Japanese as A Foreign Language

Yean¹,

Abdullah²,

Ahmad³

et al. 2022

IJARBSS

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“…Many studies have been done to investigate the motives which are related to the difficulties of learning foreign languages (e.g. Taguchi, Magid, & Papi, 2009;Mardani, D., 2019;Yashima, Nishida & Mizumoto, 2017). Santiar et al (2018) have conducted research to identify students' difficulties in comprehending complex sentences at a university outside Japan.…”

Section: Past Studies In Difficulties In Learning Japanesementioning

confidence: 99%

An Investigation of Motives and Fear of Learning Japanese As a Foreign Language

Abdullah¹,

Sharif²,

Yean³

et al. 2022

IJARBSS

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Research showed that learners faced negative and positive factors in learning a foreign language. The negativities may be the barrier for the students to succeed in the learning process. This research examines what makes the students stay in lectures and what elements could cause the students to quit. This research aims to investigate the motives/motivations that students encounter and whether these positive elements help the students overcome the fear and anxiety they face. This research adopted the quantitative approach. A survey is used as the instrument. A questionnaire with five sections on demography profile, motivation to learn, communication and apprehension, fear of negative evaluation, test anxiety was questioned by the students. Two hundred and twenty-one students from three disciplines in a public university in Malaysia participated in the questionnaire. The result shows that students do experience fear and anxiety during lectures. However, the desire to learn makes the students put in some effort to overcome the negative factors. When the desire to learn and the efforts are implemented in learning the Japanese language, students gradually feel comfortable and at ease when attending lectures. This research indicated that fun and interactive activities and an enjoyable lesson should be planned to assist students to overcome the negatives and succeed in mastering the language.

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“…Model penelitian dan pengembangan yang digunakan dalam penelitian ini adalah four-D model (4D) dari Thiagarajan, S., dkk (dalam Mardani, 2020). Model pengembangan four-D (4D) terdiri atas 4 tahap utama yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap penyebaran (disseminate).…”

Section: Metodeunclassified

Pengembangan Lembar Kerja Peserta Didik Bahasa Jepang Berbasis Kurikulum 2013 Revisi Untuk Sekolah Dasar Di Bali

Wulandari¹,

Mardani²,

Sadyana³

2020

JPBJ

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Penelitian ini bertujuan untuk mengembangkan LKPD bahasa Jepang tahap awal yang sesuai dengan kurikulum 2013 revisi untuk sekolah dasar di Bali. Penelitian ini merupakan penelitian dan pengembangan yang menggunakan model pengembangan 4D model dari Thiagarajan yang terdiri dari define, design, develope, dan disseminate. Karena keterbatasan penelitian, tahapan disseminate tidak dilakukan. Data dikumpulkan dengan wawancara dan angket, dan dianalisis secara deskriptif kuantitatif dan deskriptif kualitatif. Hasil dari penelitian ini yaitu (1) LKPD bahasa Jepang tahap awal yang dikembangkan memuat 4C, HOTS, PPK dan Literasi. Dalam LKPD terdiri dari 15 materi. Setiap materi memuat 3 kegiatan dengan level kegiatan di buat dari yang mudah, menengah, hingga sulit. LKPD juga dilengkapi dengan gambar yang menarik. (2) Berdasarkan hasil uji validasi ahli, LKPD yang dikembangkan memperoleh nilai sebesar 97,84% dengan kategori sangat layak. (3) Berdasarkan uji coba terbatas, LKPD memperoleh nilai sebesar 90,35% dengan kategori sangat layak. Dapat disimpulkan bahwa LKPD bahasa Jepang tahap awal yang dikembangkan untuk sekolah dasar di Bali sudah sesuai dengan kurikulum 2013 revisi dan dapat digunakan untuk kegiatan pembelajaran bahasa Jepang.

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Learning Japanese Language Based on 2013 Curriculum at Elementary Schools in Bali

Cited by 8 publications

References 2 publications

Exploring the Three Phases of Motivation in The Learning of Japanese as A Foreign Language

Exploring the Three Phases of Motivation in The Learning of Japanese as A Foreign Language

An Investigation of Motives and Fear of Learning Japanese As a Foreign Language

Pengembangan Lembar Kerja Peserta Didik Bahasa Jepang Berbasis Kurikulum 2013 Revisi Untuk Sekolah Dasar Di Bali

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