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All Journal IJORER : International Journal of Recent Educational Research
Bintang Pratiwi Harahap, Putri
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Japanese Language Development for Tokutei Ginou Candidates Through the GROW-ME Coaching Model Chornelly Aror, Susanti; Sambe, Nozomi; Bintang Pratiwi Harahap, Putri
IJORER : International Journal of Recent Educational Research Vol. 6 No. 6 (2025): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i6.1127

Abstract

Objective: This study aimed to evaluate the effectiveness of the GROW-ME (Goal-Reality-Options-Will-Metacognitive Enhancement) training model in enhancing Japanese language proficiency, motivation, and self-efficacy among prospective Tokutei Ginou program participants, compared to traditional instruction methods. A quasi-experimental design with pre-test and post-test control groups was employed over 12 weeks. Fifty participants were randomly assigned to experimental (n=25) and control (n=25) groups. The experimental group achieved significantly higher Japanese proficiency scores (258.4±32.1) compared to controls (189.6±28.7; p<0.001, Cohen's d=2.31). All skill components showed significant improvements: listening (68.2 vs 52.8), reading (65.8 vs 48.1), grammar (62.4 vs 45.2), and vocabulary (62.0 vs 43.5), all p<0.001. Motivation increased from 5.2 to 6.1 in the experimental group versus 5.1 to 5.3 in controls (p=0.001). Self-efficacy improved substantially from 4.1 to 5.8 versus 4.0 to 4.4 (p<0.001). Growth curve modeling revealed 9.4 points per week improvement in the experimental group compared to 3.9 points per week in controls. JLPT N4 achievement rates were 84% versus 32% respectively.This study is the first to demonstrate the effectiveness of an integrated coaching-based model (GROW-ME) combining metacognitive enhancement and cultural competency training for Japanese language acquisition in the Tokutei Ginou context. With extraordinarily large effect sizes (Cohen's d>2.0) rarely observed in educational research, the findings establish that structured metacognitive development alongside language instruction produces superior outcomes compared to traditional methods. The model demonstrates a dual impact on both cognitive domains (language proficiency) and affective domains (motivation, self-efficacy), coupled with exceptional JLPT N4 achievement rates. This represents a paradigm shift in preparing foreign workers for Japanese employment contexts.
CASEL and Good Governance-Based Integrative Japanese Language Learning Model to Build Character in Vocational Training Institution (LPK) Students Jeine Wahani, Yenny; Toda, Akira; Bintang Pratiwi Harahap, Putri
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1125

Abstract

Objective: This quasi-experimental study evaluates the effectiveness of an integrative Japanese language learning model based on CASEL (Collaborative for Academic, Social, and Emotional Learning) and Good Governance principles in enhancing character development of Vocational Training Center (LPK) students, preparing Indonesian workers for global workplace challenges. Employing a pre-test and post-test design, 40 LPK students were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group received Japanese language instruction integrating SEL and Good Governance elements, while the control group underwent conventional learning. A validated instrument measured five CASEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were analyzed using paired t-tests, independent t-tests, ANCOVA, and MANOVA. The experimental group achieved a mean gain score of 25.7 points versus 6.3 points in the control group, demonstrating highly significant differences (t = 8.952, p < 0.001) with a very large effect size (Cohen's d = 2.83). MANOVA revealed significant improvements across all CASEL dimensions, with self-management showing the greatest enhancement (F = 22.73, p < 0.001, η² = 0.374). The intervention proved four times more effective than conventional methods (improvement ratio 4.1:1), with 70% of experimental participants achieving high improvement levels compared to only 5% in the control group.This study provides the first empirical evidence integrating CASEL and Good Governance within Japanese language learning in Indonesian vocational settings. Unlike previous research treating language and character development separately, this investigation establishes a holistic model leveraging culturally rich Japanese content as an authentic medium for character value internalization, directly addressing workforce development needs for workers combining linguistic competence with strong ethical foundations required in global workplaces.
Integrating Sakubun Writing Instruction with Character Education: A Case Study in Japanese Language Pedagogy Runtuwarouw, Jourike; Bintang Pratiwi Harahap, Putri; Sambe, Nozomi
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1131

Abstract

Objective: This study investigates the integration of sakubun writing instruction with character education in Japanese language pedagogy at Manado State University, exploring implementation strategies and student responses to this integrated approach. A qualitative descriptive design was employed with 30 fifth-semester students as participants. Data were collected through classroom observations (12 sessions), semi-structured interviews (15 students), and document analysis of sakubun compositions. Thematic analysis was used to identify patterns in integration practices and student perceptions. Findings reveal three primary integration strategies: thematic writing assignments incorporating moral values, reflective journal activities, and collaborative peer feedback emphasizing respectful communication. Students demonstrated enhanced awareness of character values such as honesty, responsibility, and empathy while developing their Japanese writing proficiency. Students reported increased motivation and meaningful engagement in writing tasks. Key challenges included time constraints and difficulty in assessing character development alongside linguistic competence. This study provides empirical evidence of character education integration within Japanese writing pedagogy, an underexplored area in foreign language education research. It offers a practical framework for language educators seeking to implement values-based instruction while maintaining focus on linguistic objectives, contributing to holistic approaches in second language writing instruction.
Application of Digital Visual Storytelling on Kanji Character Acquisition: Effect on Learning Outcomes Lensun, Sherly F; Bintang Pratiwi Harahap, Putri; Shirley Luntungan, Grace; Sambe, Nozomi
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i2.1144

Abstract

Objective: This research aims to examine students' learning outcomes using the Digital Visual Storytelling on Kanji Character Acquisition model facilitated by Multimedia Presentations, and to assess the efficiency of this approach in enhancing students' proficiency in Japanese. This study's background indicates that numerous students struggle with learning Japanese due to pedagogical approaches that prioritize memory and are predominantly traditional in nature. This research employs a pre-experimental design utilizing an Intact-Group Comparison methodology. Data acquisition Observation and test administration (Pretest-Posttest). Statistical analysis: Descriptive and inferential statistics. This study demonstrates that the Digital Visual Storytelling on Kanji Character Acquisition learning approach utilizing Multimedia Presentations enhances Japanese language proficiency among students. The result is that the Digital Visual Storytelling on Kanji Character Acquisition paradigm utilizing Multimedia Presentations is demonstrably beneficial in enhancing students' Japanese language learning outcomes.
Enhancing Language Awareness through Folk Tale-Based Instruction: An Experimental Study in Language Education Gladys Y. Sompotan, Amelia; Sambe, Nozomi; Bintang Pratiwi Harahap, Putri; Pinkan Warouw, Maya; Nitje Piri, Elvie
IJORER : International Journal of Recent Educational Research Vol. 7 No. 2 (2026): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i2.1306

Abstract

Objective: Language awareness is a key component of foreign language learning; however, it is often developed through grammar instruction presented without meaningful context, which limits learners’ ability to use language effectivelyUsing a quasi-experimental pretest–post-test control group design, 45 undergraduate students from two Indonesian universities were assigned to an experimental group receiving folk tale-based instruction and a control group receiving conventional grammar instruction over twelve 90-minute sessions. Quantitative data were collected using a standardized Language Awareness Instrument (LAI), written production tasks, and self-reflection measures, and analyzed using ANCOVA and related inferential statistics. Qualitative data from interviews and classroom observations were examined through thematic analysis.The results indicate that the experimental group achieved significantly greater gains in language awareness compared to the control group (F(1,85) = 112.34, p < .001, η² = .57). Learners exposed to folktale-based instruction demonstrated improved language use, reduced errors in writing, and enhanced awareness of language learning processes. These findings suggest that culturally grounded narrative-based instruction provides an effective and pedagogically meaningful approach to language teaching in EFL contexts.
Co-Authors Chornelly Aror, Susanti Gladys Y. Sompotan, Amelia Jeine Wahani, Yenny Jourike Runtuwarouw Nitje Piri, Elvie Pinkan Warouw, Maya Sambe, Nozomi Sherly F Lensun Shirley Luntungan, Grace Toda, Akira