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All Journal Kiryoku: Jurnal Studi Kejepangan Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia
Elvie Nitje Piri
Universitas Sam Ratulangi
Humanities Languange, Linguistic, Communication & Media

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Refining Japanese Pronunciation through Digital Innovation: Tools and Strategies Based on Phonetic Theory Franky Reymond Najoan; Elvie Nitje Piri
KIRYOKU Vol 10, No 1 (2026): Kiryoku: Jurnal Studi Kejepangan
Publisher : Vocational College of Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/kiryoku.v10i1.196-210

Abstract

This study aims to identify the level of awareness, usage, and perceptions of digital tools for Japanese pronunciation learning among teachers, students, and alumni in Indonesia, and to analyze the challenges associated with their integration in both classroom and self-directed learning. A mixed-methods approach was employed, combining quantitative surveys with qualitative interviews involving 122 participants from diverse educational backgrounds and Japanese learning experiences. The findings show that while 58.2% of respondents are aware of digital tools for Japanese learning, only a small portion are familiar with pronunciation-specific tools. Quizlet, NHK Pronunciation, and OJAD were the most frequently mentioned, yet around 40% reported no awareness of any pronunciation-focused applications. Major obstacles identified include limited access to devices or stable internet (26%), lack of teacher guidance (16%), and usability difficulties (12%). Despite infrequent use, 94% of respondents perceived digital pronunciation tools as helpful, particularly those that provide native speaker voice samples and pitch or intonation visualization. These insights highlight the importance of leveraging phonetic theory—particularly in relation to pitch-accent perception and auditory-visual feedback—to refine pronunciation instruction through technology. Overall, the study underscores the need for improved teacher training, stronger classroom integration, and the development of more accessible and user-friendly pronunciation tools tailored to Indonesian learners’ needs.
RECLAIMING THE COAST: PLACE-BASED VISUALS AND CULTURAL IDENTITY AFFIRMATION IN INDONESIAN EFL ADJECTIVE LEARNING Maya Pinkan Warouw; Jultje Aneke Rattu; Donald Ringgo Lotulung; Vivi Nansy Tumuju; James Edward Lalira; Yopie Alex Tomi Pangemanan; Matulandi Arthur Tewu; Livianni Lambe; Elvie Nitje Piri; Ellen Gladys Yunita Manueke
Jurnal Gramatika Vol 12, No 2 (2026): Autumn Issue (October–March)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i2.11664

Abstract

Although locally familiar images are increasingly used in English as a Foreign Language (EFL) vocabulary instruction, their potential to affirm the cultural identities of peripheral and minority communities remains insufficiently theorized. This study examines the design and immediate classroom outcomes of a place-based intervention using coastal imagery with 32 Indonesian EFL undergraduates. Rather than treating familiarity solely as a cognitive resource, the study investigates how locally meaningful visual representations can support cultural identity affirmation while developing English vocabulary. A mixedmethods design was employed. Students completed pre- and post-tests measuring their selection of contextually appropriate adjectives before and after a 105-minute instructional sequence centered on coastal images. Structured classroom observations complemented the test data by documenting students’ engagement, responses, and identity-related interactions during learning activities. The findings indicate that coastal images function as more than semantic anchors or aids to vocabulary retention. They become critical cultural sites where students recognize, negotiate, and articulate local coastal identities within the framework of global English. The study argues that place-based pedagogy in EFL should move beyond decorative authenticity, in which local culture is included merely to make materials appear relevant. Instead, teachers and materials designers should deliberately use local visual resources to validate minority and peripheral linguistic identities, encourage culturally meaningful participation, and connect students’ lived experiences with English language learning. The study offers a bounded, identity-focused design heuristic for ASEAN-relevant EFL contexts across diverse Indonesian and ASEAN educational settings. It concludes that culturally sustaining pedagogy can bridge local heritage and global English proficiency when place-based images are treated not simply as instructional illustrations but as resources for identity work, participation, and linguistic empowerment.
Co-Authors Donald Ringgo Lotulung Ellen Gladys Yunita Manueke Franky R. Najoan James Edward Lalira Jultje Aneke Rattu Livianni Lambe Matulandi Arthur Tewu Maya Pinkan Warouw Vivi Nansy Tumuju Yopie Alex Tomi Pangemanan