Profil Strategi Pembelajaran Bahasa Jepang Di LPK Terakoya Bali

Astina, I Ketut Widi; Hermawan, Gede Satya; Mardani, Desak Made Sri

doi:10.23887/jpbj.v5i3.21457

Cited by 1 publication

(2 citation statements)

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“…Research regarding Japanese language learning focusing on how Japanese language learning brought up in vocational training institute only still focused on how the learning process was conducted in conventional methods, as seen in the articles [15], [4], [13], [18], [7], [10], [3]. Those studies mainly focused on strategies and teaching methods and the development of teaching materials specified for LPK.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies regarding online learning in Japanese Language in general, as well as studies regarding Japanese Language Learning in vocational training institutes in Indonesia, have been brought up in recent years [9], [16], [17], [19] , [15], [4], [13], [18], [7], [10], [3]. Nevertheless, the implementation of online learning at vocational training institutes to adjust to the pandemic is not being brought up yet.…”

Section: Introductionmentioning

confidence: 99%

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Bare Minimum Online Class

Indraswari¹,

Mutiaraningsih²,

Julaeha³

et al. 2021

Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)

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The outbreak of COVID-19 in Indonesia brings larger-scale social restriction, impacting educational institutes in carrying learning activities. Recent trends in Japanese language learning research in vocational training institutes lean toward the learning style before the pandemic, which is heavily oriented to support face-to-face meetings. Topic about how vocational training institutes conduct learning activities as an adjustment to the pandemic is not yet broadly examined. This article aims to examine the implementation of Japanese Language online learning for the engineers in a vocational training institute LPK Mulia Meisou Indonesia Bandung (LPK MMI), which focuses on 1) how online learning is being implemented in this institute and 2) how the students respond the implementation of this online learning. Through the teacher's note and student's survey from LPK MMI's Engineer Special Class. The findings showed that it was possible to establish a simple online learning management system and implement synchronous and asynchronous learning by utilizing the bare minimum application and free platforms such as LINE, Whatsapp, and Google Classroom. The students perceived that utilizing those applications as online learning tools was somewhat sufficient to help them study at home. There was interest in alternative applications such as Zoom, Google Meet, Wideboard, or Microsoft Teams to be implemented as online learning tools. However, there were also concerns regarding these tools to be useful when the cellular signal was unstable and cellular data also limited. Thus, utilizing the most common application for both students and teachers and utilizing the free platform could be a good option for conducting online learning for those who have limited resources.

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