The Use of TikTok as Japanese Learning Media

This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.

The purpose of this study is to find out the use of social media for Japanese language learning. The study used a survey method for 24 students of Japanese Program of Universitas Komputer Indonesia. The results show that social media has a great potential to be used as an effective medium of Japanese language learning for learning or improving the ability of Japanese language because the average level of usage time is quite high. This study discusses how often social media is used. This shows that social media is one of the effective media for learning Japanese. This learning technique is expected to help make it easier for students in the process of learning and understanding Japanese language.

Foreword

Attribution beliefs are important psychological factors that affect students’ reading performance. This paper reports a survey study on Japanese Major students’ success attribution factors in reading comprehension performance through a questionnaire and follow-up interviews. The participants are 160 third-year Japanese language learners from four universities in Jiangsu Province, China. Findings revealed that 1) the Japanese third-year language learners show a tendency of positive attribution style on the whole, with the mean value of Internal Factors (Mean=3.68) higher than that of External Factors (Mean=3.23), which means that most of Japanese Major learners attribute their success to Internal Factors in terms of Japanese reading comprehension performance. 2)There are differences existing between high achievers and low achievers with regard to success attribution factors in Japanese reading comprehension performance, with high achievers’ mean scores higher than low achievers in both Internal Factors and External Factors. The research findings have greatly enhanced our understanding of Japanese language learners’ success attribution beliefs in reading comprehension performance, which will provide educational guidance and recommendation for both teachers and students during the process of teaching and learning Japanese language.

(Title: The Effect of Anime and Manga Consumption on Japanese Language and Culture Learning) This research was conducted to look at how far anime and manga effect Japanese language learning among the students of the Japanese Program in the Vocational College of Universitas Gadjah Mada. The data were collected via a question form. The question form was distributed to 2nd year and 3rd year Japanese students in May 2017. The questions in the questionnaire include the Japanese language learning motivation, the level of interest in Japanese anime and manga, frequency of consuming anime/manga, as well as the effect on the Japanese language learning by consuming the products. From the data obtained, things can be concluded as follows: 1) most of the students stated that the first time they knew Japanese was through anime/manga; 2) watching anime can support students’ Japanese learning, especially for vocabulary enrichment, listening exercises, and understanding the context of the use of Japanese words or expressions; and 3) most of the students experienced a change of perceptions about Japanese language and culture after learning Japanese in the university. However, the language used in the anime contains stereotypical elements (known as role language or yakuwarigo) and therefore yakuwarigo and sociological context in Japanese should be introduced to the students.

Addressing the prevalent issue of inefficiency in Japanese language learning, this study focuses on innovating classroom teaching methodologies for the Japanese language. Initially, the research employs a stochastic gradient descent algorithm to enhance the performance of a transfer learning algorithm, aiming to accurately identify student behaviors within the Japanese language classroom. Subsequently, these behaviors are quantified into integration weights using a predefined integration strategy. Behaviors demonstrating significant similarities are consolidated and analyzed to yield the results of the student behavior identification process. Furthermore, this behavior recognition approach is seamlessly incorporated into Japanese language pedagogy to develop a refined model for teaching, thereby potentially increasing the efficacy of language acquisition. Using this paper’s algorithm to identify students’ classroom behaviors and correlate them with their grades, it is found that when the number of positive behaviors in the classroom is higher, the student’s academic performance is also higher (r=0.9986, p=0.001<0.05). The average percentage of students’ attentive listening behaviors could reach 52.24% after the intervention, as determined by behavioral recognition results in the Japanese language teaching classroom. The behavior recognition algorithm in this paper provides an effective method for analyzing and intervening in students’ behavior in the classroom, and the teaching model constructed based on the algorithm offers a reference way to improve the effectiveness of Japanese language teaching.

The formulation of the problem in this research was to find out whether there was any difference of demographic segmentation based on social media utilization in Kelurahan Plaju Ulu Palembang. The purpose of this research was to know the difference of demographic segmentation based on social media utilization in Kelurahan Plaju Ulu Palembang. The type of the study used comparative research. The variable that were compared in this research were demographic segmentation based on social media utilization. The population in this study was the community in Kelurahan Plaju Ulu Palembang consisting of Rw 01, Rw 05, Rw 09 and Rw 16 that was 1169 as the sample with Cluster Sampling technique. Primary data was needed as the basis analysis, while the data collection technique was a questionnaire. The analysis technique used Chi Square. The result of the study through Kai Squares test (X2) showed that there was the difference of demographic segmentation based on social media utilization in Kelurahan Plaju Ulu Palembang, but only included: (1) job difference based on frequency of use, (2) age difference based on frequency and usage user, (3) and the difference in revenue based on usage user. From these results it was also known that there ware no difference, which included: (1) gender based on frequency, utilization and type of social media, (2) occupation based on utilization and type of social media, (3) age by type of social media, (4) income based on frequency and type of social media, (5) religion based on frequency, utilization and type of social media.

Before COVID-19, language learning was undergoing technology-driven change, including classroom delivery through blended learning and opportunities for autonomous learning through online affordances. The coronavirus pandemic has accelerated these trends, forcing educators and students to diversify into new forms of online teaching and learning. In this article we reflect on our experiences teaching Japanese language during the first year of the pandemic at an internationalised metropolitan university and, subsequently, in regional universities in Australia. Importantly, our observations highlight the difficulty of replicating face-to-face classroom encounters and the differing experiences of our students during this crisis. We reflect on the importance of building learning communities online, the possibilities presented by the digital wilds and the value of self-access learning materials as the roles of students and teachers evolve. Our experiences contribute to a dialogue on the future for Japanese language teaching as challenges and opportunities uncovered by the COVID-19 crisis continue to play out in the higher education sector. We identify possibilities for better integration between Japanese language learning, technology and students’ interests and needs through strategic teaching of Japanese digital discourse. By engaging with online language use we observe new opportunities to reimagine the Japanese tertiary language class for the future.

SMAN 10 Malang began implementing learning from home activities since the issuance of a circular from the government regarding the implementation of education policies during the Covid-19 emergency. Japanese language learning which is one of the subjects at SMAN 10 Malang that is studied by students majoring in Language and Mathematics and Natural Sciences, is also carried out online. In meeting these challenges, Youtube media is used for Japanese language learning during home learning activities (BDR). This study aims to describe the use of Youtube in Japanese language class dan to determine how interest and student learning outcomes in Japanese language learning using Youtube media during BDR activities. The method used in this research is descriptive qualitative method with the process of collecting primary data through the results of student response questionnaires, as well as secondary data through the results of evaluation of student learning in Japanese language learning using Youtube media. The results of data analysis showed that students' interest in using Youtube media as a medium for learning Japanese language during BDR activities was in highest criteria. Moreover, the data has shown a satisfactory result in learning Japanese language through Youtube as a learning media.

An increasing number of students at the University of Brunei Darussalam are studying the Japanese language. However, research on the relationship between learners’ motivation and their achievement has not been given sufficient attention in Japanese foreign language education compared to English in Brunei. The present study, which utilized a quantitative survey, attempted to address this information gap. Based on the Brunei university student sample, five main motivational factors were extracted by factor analysis, namely: (1) Interest in Japanese pop culture and traditional culture; (2) Interest in Japanese language orientation; (3) Understanding Japanese people and society orientation; (4) Career use of Japanese language orientation; and (5) Self-satisfaction orientation. Participants differed significantly in their Japanese language learning motivation by gender and age. Male students were more driven to study Japanese language by Factor 1–Interest in Japanese pop culture and traditional culture orientation while females were inspired mostly by Factor 5–Self-satisfaction Orientation. In addition, students placed in the oldest age-group category (24-27) scored significantly higher on Factor 3–Understanding Japanese people and society orientation, than members of the other two age-groups. Based on these findings, nine recommendations were made to improve the teaching and learning of Japanese language at the university. Further mixed-methods research was also recommended to gain additional insights.

Websites can serve as effective learning media, especially in the Covid-19 era that necessitates distance learning. The potential for developing educational websites is vast, given the increasingly dynamic and mobile society and the diverse educational needs. This learning concept is expected to create an effective and innovative learning atmosphere, motivating both students and teachers. Based on this background, there is a need for activities that contribute to the development of Japanese language learning in Indonesia, particularly for Japanese language teachers in Malang Raya through Malang MGMP. To address this, the Japanese Language Education Study Program, Faculty of Cultural Sciences, Universitas Brawijaya, organized a training themed “Training on Making Mobile Learning Media as a Means of Increasing Skills for Making Japanese Learning Media for MGMP Teachers of Malang Raya.” This training aims to make Japanese language learning more interesting, innovative, and accessible from anywhere. Keywords: website media; japanese language learning; training

Employing a mobile experience sampling design, we investigated in the present study how different types of mobile social media use relate to young individuals’ momentary affective well-being and momentary loneliness. We differentiated between three types of social media use: Messaging, posting, and browsing. Moreover, we studied fear of missing out (FoMO) as a moderating variable. We collected data from 79 middle and late adolescents ( M age = 17.55 years, SD = 1.29; 59% girls) yielding 956 momentary assessments. The results showed that messaging and posting were positively related to affective well-being, while browsing was associated with higher levels of loneliness. Furthermore, some of the relations between social media use, affective well-being, and loneliness were also moderated by FoMO. Our results highlight the need to differentiate between different types of social media use, to include individual predispositions, and to apply methods that account for daily fluctuations in psychological well-being when studying the complex relationship between youth’s mobile social media use and well-being.

<p style="text-align:justify">This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both native Thai and Japanese teachers. In addition, JL anxiety interacted with the amount of JL used by native Japanese teachers and beliefs about JL learning. JL teachers, especially native Japanese teachers, should attempt to reduce their learners' JL anxiety in order to maximize the effect of teachers’ JL use and learners’ beliefs and to support them in using JL more in classes.</p>

The mastery of all four language skills that include listening, speaking, reading, and writing skills can determine the level of the students in learning the Japanese language. Therefore, the students should have understood the meaning and usage of vocabulary and grammar to achieve a certain level of proficiency in learning the Japanese language. Learners must acquire a sufficient amount of Japanese vocabulary items to achieve competency in these four language skills. This research aims to identify the students' perceptions of using the interactive multimedia website in acquiring vocabulary and grammar among Japanese language learners in UPM. This research also analyses the participants' behavior while learning the Japanese language using the interactive multimedia website. This research has applied a qualitative data collection method that focused on interviews and observation. The researcher has developed an interactive multimedia website to enable users to learn Japanese words and grammar using an e-learning platform application that incorporates various multimedia tools such as animation, songs, graphics, and movies. Moreover, the Internet might prove to be successful in turning traditional classrooms into communicative and student-centered classrooms. The result indicates the need for an interactive multimedia website in learning vocabulary and grammar in the Japanese language more engaging, apart from facilitating independent learning among Japanese language learners in UPM.

This paper is to explain the recognition’s lag of Japanese mother language and Korean mother language’s unvoiced sound by the interview of Japanese speakers, and this study purpose is investigating the future tendency. The interview result is arranged by following. ①The voicing’s sex difference did not effect Japanese speakers’ sense. ②Stimulus sound is as the voice sound, the probability which can be sensed is by following’s turn, close vowel >close–mid vowel > open vowel. Close vowel is about 4 times higher than open vowel. ③Without the velar, the voice sounds can be sensed more and more clearly when the point of articulation is close to the glottis. Comparing with the open syllable ,the probability that closed syllable can be sensed is high. When we consider this result of the point of articulation by particularly ,there is no change in bilabial and alveolar, though there is a big change in velar and palatal. When the result of above is checked, we can generalize the Japanese speakers’s interview intension by following. The conditions of being to sense the voice sounds: Close vowel, Palatal, Closed syllable. The conditions of easy to sense the voiceless sounds: Close-vowel, Velar, Open syllable Like those viewpoints in this paper, Japanese learners listen it and discriminate it by unconsciousness, correct it. The first step is to arrange the initial plain consonant systematically ,and we did the interview of initial plain consonant. In this paper, it is necessary to clarify the tendency above of Japanese’ interview in the future. And the result can be became the date used by Japanese language learner whose mother language is Korean. It is the future subject detailed proving of syllable, final consonant, generation, the different of area, and phonetic characteristics of voicing which we could not search in this study.