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All Journal EDUCATIO : Journal of Education Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Chi`e: Jurnal Pendidikan Bahasa Jepang
Febrianda, Sony Difa
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Learning Loss Lessons in Moji-Goi Indrowaty, Sri Aju -; Setiawati, Eti; Dewandono, Wiranto Aji; Faizah, Nurul; Sachputra, Sofyan Sukrian; Febrianda, Sony Difa
EDUCATIO : Journal of Education Vol 8 No 1 (2024): May 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1478

Abstract

After the COVID-19 pandemic for approximately 2 years, a lot of learning that is usually face-to-face is finally done online or in hybrid ways. Certain learning phases, like writing hiragana, katakana, and kanji in a face-to-face classroom, are not transferable to online learning. The goal of this study is to mitigate the learning loss that happens when face-to-face instruction in Japanese language classes is substituted by online learning. The method used is descriptive qualitative by presenting various ways of teaching Moji-Goi using learning media and YouTube. According to John Keller (2021), learning should use the ARCS method (Attention, Relevance, Confidence, and Satisfaction) so that learning loss can be overcome with various treatments including the ARCS method and various uses of media such as cards, games, songs, role-play, and YouTube. This research also intends to introduce JF (Japan Foundation) Standard learning and share information about Japanese language teaching, especially about Moji-Goi (Vocabulary-letters)
Revitalization Of Learning Loss in Moji level Intermediate of Japanese Language Education Program Brawijaya University Indrowaty, Sri Aju; Setiawati, Eti; Dewandono, Wiranto Aji; Sachputra, Sofyan Sukrian; Febrianda, Sony Difa
Chi e Journal of Japanese Learning and Teaching Vol. 12 No. 2 (2024): October 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chie.v12i2.3763

Abstract

This study explores the learning loss experienced at the Moji Intermediate level within the Japanese Language Education Study Program during the COVID-19 pandemic. Over a period of two years, traditional face-to-face learning was replaced by online instruction, which affected the implementation of certain learning stages, such as kanji writing exercises conducted in the classroom. This research aims to identify the extent of learning loss during online learning, specifically with kanji writing skills at the Moji Intermediate level. A descriptive qualitative method was used, comparing course grades from both online and offline learning periods. According to Rajesh, Hasibuan, Susanto, Solihat et al. (2022), while learning loss has been widely studied with various approaches, few have addressed its impact on specific courses, particularly in Japanese language education. The findings reveal that online learning significantly reduced students' kanji writing abilities. As a result, teachers must adopt new strategies to compensate for this gap and ensure that students perform well on the Japanese Language Proficiency Test (JLPT), which is essential for graduation from the Japanese Language Education Study Program.  
Implementation of a pragmatic approach in the Minna No Nihongo I Indrowaty, Sri Aju; Dewi, Fitriana Puspita; Rahmawati, Femi Eka; Febrianda, Sony Difa; Fadila, Sinta
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 7 No 1 (2024)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v7i1.841

Abstract

This research explores the theoretical aspects of implementing the pragmatic approach in learning speaking skills/kaiwa, as outlined in Minna No Nihongo 1's book. The pragmatic approach is a learning approach to improve students' speaking/kaiwa skills in the classroom, prioritizing contextualized learning of speaking skills. This emphasis on context becomes particularly significant throughout the learning process. By employing this approach, students, including those in secondary schools and universities, can closely simulate practical speaking conditions, both verbally and in written form. The method used is qualitative descriptive with purposive sampling. Therefore, applying the pragmatic approach has proven effective in promoting active learning, significantly improving students' speaking skills inside and outside the classroom. The Japanese language learning process should be designed to meet practical language needs that correspond to real-world situations. By incorporating patterns based on pragmatic studies, learners undergoing Japanese learning experiences will naturally connect with the practical aspects of communication in the language learning process.
Co-Authors Dewandono, Wiranto Aji Eti Setiawati, Eti Fadila, Sinta Femi Eka Rahmawati Fitriana Puspita Dewi, Fitriana Puspita Indrowaty, Sri Aju - NURUL FAIZAH Sachputra, Sofyan Sukrian Sri Aju Indrowaty