Herniwati, Nuria Haristiani

Department of Japanese Language EducationUniversitas Pendidikan Indonesia

Abstract Code: ABS-ICOLLITE-20141

PROJECT WORK MASTER STUDENTS IN DEVELOPMENT OF JAPANESE

TEACHING MATERIALS IN TOURISM AND TECHNIQUES

PROJECT WORK MASTER STUDENTS IN DEVELOPMENT OF JAPANESE

TEACHING MATERIALS IN TOURISM AND TECHNIQUES

INTRODUCTION

• Learning Japanese as a foreign language in Indonesia is growing very rapidly. According to the research results of TheJapan Foundation from 2009 to 2017 there was a significant increase and this proves that interest in learning Japanese is very high.

• The success of learning Japanese cannot be measured by a large number of learners; but more importantly, Japanese language graduates, at undergraduate and postgraduate level in tertiary institutions have good competence in Japanese language skills and can put the knowledge they have learned into practice in society.

• Besides, the ability of students at the postgraduate level of Japanese language education is not only limited to Japanese language competence but also the ability to analyze and synthesize learning plans, designing curricula, planning teaching materials that are appropriate and suitable for the necessary fields both in secondary schools and Japanese language education institutions

• To achieve the aforementioned goals, researchers together with postgraduate students of Japanese language education are trying to design Japanese language teaching materials for Japanese language learners specifically in tourism and engineering vocational high schools.

INTRODUCTION

• This work project trains students to apply the theory of making Japanese teaching materials. The results of this study are Japanese language teaching materials for tourism and Japanese for engineering that will be published and used in vocational high schools.

The method used in this research is the action research method, which describes a group of activities in curriculum development, staffing, schools, systems and policies.

• researchers prepare a needs analysis instrument for students then the researcher continued to analyze the results of the questionnaire from students related to manners or customs in Japan.

• Needs analysis is obtained through questionnaires and interviews to get student responses to Japanese language teaching materials which will be compiled from the results of previously implemented projects. Through the workshop, there are 10 lecture meetings with 150 minutes of group work to prepare Japanese language teaching materials in class and carry out panel discussions and present teaching materials that have been compiled at the end of each lesson as an evaluation of reflections and feedback from lecturers and fellow colleagues / friends.

• Participants, who are also clients, are completely involved in all these activities. In this study, lecturers and students carried out project work on 12 Japanese language education postgraduates’ students who were divided into 2 groups.

Methods

Fisrt step Second step

These activities have similarities in the aspect ofidentifying the strategy of a planned action whichis then implemented, and systematically observed,reflected and modified. McTaggart (1991, 1997),Taggart (1991), Grundy (1995) and Sukamto (1996)

Third step to eight step

The products to be developed are the development of Japanese language teaching

materials, Japanese for tourism and techniques

After the midterm exam ,project work activities are carried out by determining what Japanese language teaching materials will be made according to the analysis for needs in the field. Based on the results of questionnaires and interviews from 12 students, 8 people (92.%) has never made teaching materials, and 1 person (8.0%) has made Japanese language teaching materials for vocational high schools and job training institutes. The results of interviews and discussions obtained an agreement to make Japanese language books for vocational schools specialized for tourism and engineering. Furthermore, whether a Japanese language teacher at high school, vocational school, university or job training institues needs to be able to compile or make Japanese textbooks, respondents stated that as much as 8 students strongly agreed (63.6%), 4 people agreed (36.4%).

The implementation of the SPS Japanese language education master course at the Indonesian Education University in the Japanese Language Curriculum Development and Teaching Materials course was carried out in the first semester with a total of 12 students. Teaching and learning activities are carried out once a week with a total of 3 credits. The teaching materials provided are examining the development of the Japanese language curriculum in Indonesia, the Japanese language syllabus and learning plans, examining the contents of the book on how to make Japanese teaching materials.

Table 1. Design of Japanese Language Teaching Materials for Tourism

Chapter Tourism theme Learning objectives

1 Ohayou gozaimasu

Students are able to pronounce

and differentiate various Japanese

greetings

2 HajimemashiteStudents are able to introduce

themselves in Japanese

3Denwa bangou wa

nanban desuka

Students are able to have simple

conversations about telephone

numbers in Japanese

4 Nan mai motte imasukaStudents can count objects in

Japanese

5 Sore wa ikura desukaStudents can ask the price of an

item in Japanese

6 Kore wa koohi desuStudents can use indicative words

in Japanese

Chapter Tourism Theme Learning Objectives

7 Kore wa kippu desuStudents are able to say possesive

expression/pronoun in Japanese

8 Robi wa doko desuka

Students are able to explain the

location of a room in a hotel in

Japanese

9 Suppatsu wa juuji desuStudents can mention the time in

Japanese

10 Kyou wa doyoubi desuStudents can reveal day and time

information in Japanese

11Matsuri wa 1 gatsu futsuka

desu

Students are able to name activities

with time information, date, month,

year in Japanese

12 Teeburu ga arimasu

Students are able to practice the

position and location of objects in

Japanese

13 Bari to wa dou desuka

Students are able to have simple

conversations about the state of a

tourist area in Japanese

Table 2Design of Japanese Language Teaching Materials for Engineering

ChapterEngineering

themeLearning objectives

1 HiraganaStudents are able to write and read

hiragana letters

2 KatakanaStudents are able to write and read

katakana letters

3 Aisatsu

Students are able to respond to

greetings and use greetings in

Japanese

4 ShoukaiStudents are able to introduce

themselves and others in Japanese

5 Sore wa hon desuka

Students are able to use

expressions of possession and

existence of a place in Japanese

Chapter Engineering theme Learning objectives

6 Tsukue no ueni hon ga arimasuStudents are able to present an object

somewhere in Japanese

7 Jikan

Students can communicate

information about time, date, month,

year in Japanese

8 Sukina koto to kazokuStudents can inform about family in

Japanese

9 Dekiru koto

Students are able to respond to

expressions of proficiency in

Japanese

10 Gakkou no seikatsu

Students are able to make simple

conversations about school, days,

subjects, lesson schedules in

Japanese

The structure for the design of Japanese language teaching materials specialized for tourism field

starts withThe structure for the design of Japanese language teaching materials specialized for engineering field

starts with

Learning objectives Kaiwa (conversation)

Hiragana Role Play

Katakana Fukushu

Kotoba (vocabulary) Kanji

Bunkei (sentence patterns) Self assessment portfolio

Renshu (practice)

Learning objectives Tango (Vocabulary)

Explanation Hiragana

Kaiwa (conversation) Hiragana exercise

Renshuu (Exercise) Reflection

CONCLUSION

Project work is one of the activities carried out by students to help students further develop their work when planning Japanese language teaching materials specifically for tourism and engineering.

Although some students encountered obstacles during the workshop activities because the time provided was insufficient and a total discussion about the material could not be carried out, this innovation in Japanese which was devoted to the field of tourism and engineering contained vocabularies that were considered appropriate for their fields.

Students are included to make conversations and practice communicating both verbally and in writing. In the teaching materials, there are illustrations, pictures, and colours to make it more attractive and less monotonous.