JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang

Vol. 10, No. 01, June 2025, pp. 41-50

JAPANEDU:
Jurnal Pendidikan dan Pengajaran Bahasa Jepang
http://ejournal.upi.edu/index.php/japanedu/index

Linking Methods, Motivation, and Outcomes

Investigating the Japanese Learning at Vocational Training Institution

Anisa Arianingsih1,2, Nuria Haristiani1, Dadang Sudana1, Wawan Gunawan1, Muhammad

Faiz Khoerul Musyaafa2, Ikmal Trianto3
1
Universitas Pendidikan Indonesia, Bandung, Indonesia
Universitas Komputer Indonesia, Bandung, Indonesia
2

3
Universiti Putra Malaysia, Selangor, Malaysia
[email protected]

ABSTRACT
This study investigates the methods, motivation, and outcomes of Japanese learning in a five-month training program at a
Vocational Training Institution (LPK) and its impact on learners’ language skills, particularly for those preparing to work in
Japan. The study employed a longitudinal mixed-methods approach and involved eighteen participants from an LPK in
Sumedang, West Java, Indonesia. Data were collected through questionnaires, observations, and proficiency tests based on
the standards of the Japan Foundation (JF). The findings revealed significant variations in language proficiency, with many
students reaching the A2 level by the end of the training program. Despite this improvement, challenges remained in sentence
construction, the use of complex vocabulary, and students’ self-confidence in speaking. The study highlights the
interconnectedness of student motivation, teaching methods, and learning outcomes as key factors in determining language
learning success. Learning methods serve as a means of delivering material and play a key role in motivating student learning,
which in turn impacts the quality of learning outcomes. Practice-based learning, role-play, and multimedia use emerged as
key methods that foster both engagement and proficiency. Student motivation was mainly driven by economic aspirations,
including job opportunities in Japan and the desire to support family finances. These extrinsic motivations proved to be
strong predictors of learning commitment. Furthermore, learners actively used Japanese outside the classroom, particularly
during designated “Japanese days”, reinforcing practical language use. The results suggest that the training programs should
prioritize speaking practice, integrate culturally relevant materials, and adopt interactive strategies to increase learners’
confidence and competence. The insights from this study are expected to guide educational institutions in designing more
effective and sustainable Japanese language programs customized to workforce readiness, thereby supporting both the
linguistic and socio-economic goals of learners.

KEYWORDS
Japanese learning; Teaching methods; Motivation; Learning outcomes; Training program.

ARTICLE INFO
First received: 16 April 2025 Revised: 24 June 2025 Final proof accepted: 27 June 2025
Available online: 30 June 2025

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Vol. 10, No. 01, June 2025, pp. 41-50

INTRODUCTION 2021). Various assessment strategies, such as tests,

observations, and interviews, contribute to a
The growing demand for migrant workers comprehensive understanding of student
proficient in Japanese has rendered the Japanese performance and the effectiveness of instruction.
language classes provided by the Vocational Consequently, evaluation is essential for
Training Institution (Lembaga Pelatihan Kerja, enhancing the quality of Japanese language
hence LPK) relevant in recent years. The education.
manufacturing sector, along with various service The effectiveness of a program or strategy is
industries, is notably influenced by this necessity. determined by its ability to successfully meet its
In June 2023, the Indonesian Ambassador to defined objectives. In the realm of the Japanese
Japan conveyed that there were 25,337 Indonesian language, effectiveness can be assessed by
Migrant Workers (PMI) engaged in employment enhancing students’ language abilities, including
in Japan under the Specified Skilled Worker (SSW) speaking, writing, listening, and reading.
program. This information has been obtained from Assessment integrates the learning process,
the Indonesian government. Furthermore, by provides feedback on learners’ performance, and
December 2022, the total number of apprentices guides instructional decisions that enhance
reached 45,919 (BP2MI, 2023). The findings learning effectiveness (Brown & Abeywickrama,
indicate that it is essential for migrant workers to 2019).
communicate effectively in Japanese to According to the research conducted by Nunn
comprehend their rights and responsibilities in the (2020), employing interactive and practice-based
workplace, perform their duties efficiently, and teaching methods significantly improves the
carry out their tasks efficiently. effectiveness of language learning, especially in
Moreover, studies on the Japanese language speaking. Adopting appropriate methodologies is
reveal a growing global fascination with its essential to guaranteeing the efficacy of Japanese
research. A survey by The Japan Foundation in language instruction.
2021 indicated that the worldwide number of The language learning process for Japanese
people learning Japanese has reached 3,794,714. includes teaching and learning processes geared
This happens despite the decrease in the number of toward developing Japanese language skills.
people participating in the study of Japanese, as Developing oral and written communication skills,
shown by the previous survey (The Japan vocabulary, and grammar proficiency is a process
Foundation, 2023). The demand for Japanese component. Teaching materials containing
language proficiency among Indonesian learning information are essential in the education
employees is significantly elevated by the country’s system (Bagni & Sumra, 2022). Appropriate
robust bilateral relationships with Japan, teaching materials facilitate learning and help
particularly in trade. In the context of business, this students achieve the desired outcomes. Moreover,
holds significant importance. Information sourced speaking skills are closely related to contextual
from the Investment Coordinating Board (BKPM) learning, which motivates them to find the material
(BKPM, 2024). Shows that by 2022, Japanese connected to real-life situations (Mori, Hasegawa,
investment in Indonesia is expected to reach USD & Mori, 2021). In this context, language learning
4.5 billion. This implies that the extent of Japanese allows students to explore various identities and
investment in Indonesia is constantly widening. cultures, including the cultures of others (Triana &
This emphasizes the need for having a strong Zubainur, 2019), hence deepening their
command of Japanese since it is a necessary ability appreciation for diverse perspectives. Nahar (2019)
in the field of business. indicates that literacy encompasses formative,
In education, evaluation is a systematic informational, and epistemic dimensions.
approach to assessing the effectiveness of a project An individual can read, write, hear, and speak
or activity. It aims to determine the extent to which effectively using the symbols employed. On a
learning objectives are achieved. Sudijono (2013) practical level, individuals utilize language to
asserts that educational evaluation encompasses address the demands of daily life, including
measuring learning outcomes and examining reading newspapers, manuals, or instructions. At
factors that affect these outcomes. Learning the informational level, individuals can access
outcomes are several abilities possessed by a knowledge through language skills (Widada,
student after completing the learning process 2019). The Japan Foundation (2023) indicates a
(Timor, Ambiyar, Dakhi, Verawadina, & Zagoto, growing global interest in learning Japanese, with

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Vol. 10, No. 01, June 2025, pp. 41-50

more than 3.7 million individuals actively The interaction between teaching methods,
participating in language study. Due to the close student motivation, and learning outcomes largely
bilateral ties between Indonesia and Japan, determines learning success. In this context,
learning Japanese is becoming increasingly teaching methods serve as a means of delivering
important in Indonesia, particularly in the business content and as a key factor in building and
and labor sectors. maintaining students’ motivation to learn,
A learner’s degree of linguistic competency ultimately impacting the quality of learning
relates to their capacity to use it in several outcomes (Dörnyei & Ushioda, 2021). Likewise, in
circumstances. This scope covers elementary the context of Japanese learning at the Vocational
reading, writing, listening, and speaking abilities. Training Institution (LPK).
Yoon (2023) divides language abilities into two Previous studies on Japanese learning at LPK
main groups: receptive skills, which include have been conducted. Amri, Muhammad, and
reading and listening, and productive skills, which Kurniawati (2023) examined the effectiveness of
include speaking and writing. Effective Kanji Card and Flash Card learning media in
communication is important for people who want reading Kanji to LPK students. The results showed
to study the Japanese language, especially those that using flashcards significantly affects learning
hoping to work in Japan, where mastery of these to read and write kanji because students easily
abilities is essential. Mastering the Japanese understand it. Then, Wiwoho (2024) examined the
language fundamentally relies on enhancing one’s effectiveness of shadowing techniques in Japanese
linguistic abilities. From the perspective of speaking skills at LPK Momiji Boyolali. The result
learners, studying Japanese outside of Japan showed that shadowing does not significantly
presents various challenges (Quintos, 2021), improve Japanese speaking ability. Studies by
including restricted exposure to authentic language Amri, Muhammad, and Kurniawati (2023) and
and insufficient opportunities for genuine language Wiwoho (2024) only examined the effectiveness of
use. Outside of Japan, limited exposure may a method in Japanese language learning at LPK.
hinder students’ capacity to communicate with However, studies about comprehensive learning
native Japanese speakers effectively (Djafri & effectiveness at LPK are limited. Azwita, Purba,
Wahidati, 2020). and Sudrajat (2023) examined the effectiveness of
Developing speaking, listening, and the training program at LPK Hikari Gakkai. The
understanding skills can prove challenging without method used is qualitative. Data collection
consistent exposure to authentic Japanese techniques were carried out by interviewing one of
language contexts (Ito & Sakai, 2021). Despite the co-founders as a teacher and conducting a
advancements, obstacles persist in constructing literature review. The results showed that the
sentences and employing intricate terminology. training program at LPK Hikari Gakkai is very
Research findings indicate that numerous students effective and should be continued and developed.
encounter challenges in verbal communication. This study only used teacher interviews.
The challenges arise from internal factors, such as Meanwhile, learning effectiveness also requires
a limited vocabulary, inadequate opportunities for student data to observe the comprehensive
spoken Japanese practice, and an interest in the evaluation. In addition, most studies only measure
language (Muryati & Astuti, 2024). This learning outcomes over a short term. To determine
underscores the importance of placing greater the effectiveness of learning, a long-term study that
emphasis on overcoming these challenges. explores the development of students’ language
Furthermore, the lack of stimulating media competence is needed.
resources for language learning and the This study investigates the evaluation of
dependence on unexciting teaching approaches Japanese learning at a Vocational Training
greatly intensifies this challenge. Nunn (2021) Institution (LPK), including learning methods,
suggests that employing more interactive and student motivation, and learning outcomes, along
practice-oriented educational methods has the with their impact on students ready for
potential to enhance students’ speaking skills. The employment in Japan.
degree to which Indonesian interns may adapt to
the Japanese workplace and improve their
performance through proficient Japanese language
skills is highlighted (Amalia & Rahardjo, 2022).

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 Anisa Arianingsih, Nuria Haristiani, Dadang Sudana,
Wawan Gunawan, Muhammad Faiz Khoerul Musyaafa, Ikmal Trianto
Linking Methods, Motivation, and Outcomes:
Investigating the Japanese Learning at Vocational Training Institution

METHOD Furthermore, the research variables in this

study are shown in Table 3.
This study is longitudinal and employs mixed
methods, which combine quantitative and Table 3: Research Variable.
qualitative measures within a single study Variable Definition Data Source
(Creswell & Creswell, 2017). The respondents in Data from
this study were 18 students in class 20 at LPK in The instructional
questionnaires
Learning techniques used
Sumedang, West Java, Indonesia, who had been and
Methods (e.g., interactive,
learning Japanese for five months. The details of practice-based).
observations at
the participants are shown in Table 1. LPK
Students’
Table 1: Details of Participants. Student motivation to Data from
motivation participate in the questionnaires
Gender Male: 10 training program
Female: 8 JF Standard
Evaluation The level of
Age 20-30 years old (M=22.83) Speaking test
Method language
Lampung: 10 results (A1 and
(Learning proficiency
Origin West Java: 6 A2) and job
Outcomes) achieved
(Province) Central Java:1 interview
Aceh: 1
High School (SMA): 13 The JF Standard speaking test has three themes to
Education Vocational High School (SMK): 3 choose from for each level. Level A1 consists of
Bachelor: 2 grocery shopping, expressing when feeling sick,
and asking for help. Level A2 consists of asking
Data was gathered through various methods, someone to go to a picnic, shopping at a
such as questionnaires, observations, and department store, and discussing with a doctor.
proficiency assessments. The questionnaire was
employed with Google Forms to comprise
multiple-choice and open-ended questions to FINDINGS AND DISCUSSION
obtain comprehensive data, such as learning
method, learning support facility, usage of The results of this study are based on research
Japanese in daily life, and student motivation. variables such as learning methods, student
Observations will yield valuable insights into the motivation, and learning outcomes obtained from
learning methods utilized. questionnaires, observation, and proficiency tests.
The proficiency tests employ the evaluation
standards that The Japan Foundation (JF) set forth Learning Methods
to assess language ability levels, specifically A1
and A2. Proficiency tests allow researchers to Based on questionnaire results, the learning
determine the skills of a specific sample over time. methods in Japanese learning at LPK as shown in
Details of the proficiency standard for A1 and A2 Figure 1.
levels are shown in Table 2.

Table 2: Proficiency Standard (The Japan Foundation,

2017).
Level Goals

Can use a very basic repertoire of words

A1 and simple phrases related to personal
details and particular concrete situations.

Can use basic sentence patterns with

memorised phrases, groups of a few words,
A2
and formulae to communicate limited
Figure 1: Japanese Learning Methods.
information in simple everyday situations.

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As shown in Figure 1, 13 participants (72.2% of authentic exposure to the language as it is used in

the total sample) indicated a preference for practice real-life situations, which can be particularly
questions. This approach is highly preferred by beneficial for developing listening skills and
learners, suggesting that organized practice plays a comprehension. While studies have shown mixed
crucial role in enhancing their comprehension of results regarding the effectiveness of traditional
the language. The significant percentage indicates versus contemporary teaching methods, some
that students recognize the importance of engaging argue that traditional methods lead to better
in repetitive and targeted exercises that strengthen foundational knowledge. In contrast, others
their understanding. This is consistent with advocate for more dynamic approaches fostering
educational theories that highlight the importance creativity and critical thinking skills among
of active engagement and formative assessment as students (Brown & Lee, 2025).
essential elements in effective learning Then, a support facility for learning Japanese
environments (Carless & Boud, 2018). Research can be seen in Figure 2.
substantiates this idea; for example, Dörnyei and
Ushioda (2021) structured practice can
significantly boost motivation and retention by
establishing clear student objectives. Engaging
with practice questions allows learners to reinforce
their understanding while fostering a sense of
assurance in their language use.
Further, 2 participants (11.1%) reported
engaging in activities like watching movies or
listening to music. Research indicates that Figure 2: Support Facility for Learning Japanese.
integrating multimedia resources such as films and
music can enhance cultural understanding and Based on Figure 2, the primary resource
promote contextual learning (Kern, 2015). These highlighted by respondents is learning media,
resources offer genuine exposure to the language as garnering a notable majority of responses at 44.4%.
it is utilized in real-life contexts, which can be This suggests that a variety of educational tools,
especially advantageous for enhancing listening including digital platforms, videos, and interactive
skills and comprehension. Research has produced applications, are gaining recognition for their
varied findings on the effectiveness of traditional effectiveness in improving language learning.
and contemporary teaching methods. Some These resources offer compelling content that can
scholars contend that traditional methods provide enhance cultural understanding and promote
a stronger foundation of knowledge, while others contextual learning. Conversely, the second most
support more dynamic approaches that enhance referenced resource is books, which represent
students’ creativity and critical thinking skills 33.3% of the responses. Although conventional
(Brown & Lee, 2025). This approach indicates that learning materials play a crucial role in establishing
multimedia resources are valued for their capacity foundational knowledge and serving as reference
to enrich cultural context and foster engagement in points for students, this data indicates a movement
language learning. Although this method was towards the incorporation of modern technology in
utilized less frequently than practice questions, it language education. Furthermore, the third
nonetheless highlights the significance of category, environment, accounted for 22.2% of the
incorporating cultural elements into language responses. This underscores the significance of the
education. Role play and conversation occur with physical or social context in which learning takes
a frequency of 2 responses, accounting for 11.1%. place; an immersive environment can significantly
Much like the enjoyment of movies and music, role boost motivation and engagement among learners.
play and conversation have also received a The findings reveal a nuanced appreciation for
respectable response rate, indicating a recognition both traditional books and contemporary learning
of the value of interactive methods that enhance media among Japanese learners. However,
speaking skills through practical application. contrasting research indicates that while books lay
Studies have shown that incorporating the groundwork for knowledge, multimedia
multimedia resources like films and music can resources may foster greater engagement and
facilitate cultural understanding and contextual contextual understanding, which are essential for
learning (Kern, 2015). These resources provide effective language learning in today’s

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 Anisa Arianingsih, Nuria Haristiani, Dadang Sudana,
Wawan Gunawan, Muhammad Faiz Khoerul Musyaafa, Ikmal Trianto
Linking Methods, Motivation, and Outcomes:
Investigating the Japanese Learning at Vocational Training Institution

environment. Hattie and Donoghue (2016) judgment from their peers. This suggests that
highlight that although traditional materials such although some individuals may feel assured in
as textbooks offer a certain level of structure, they using Japanese outside of the classroom, others
often fail to engage students as effectively as may encounter difficulties stemming from
multimedia resources can. psychological barriers.
Integrating insights from contemporary Furthermore, the study conducted by Dörnyei
theories on motivation and technology-enhanced and Ryan (2015) emphasizes the impact of
education into teaching practices allows educators individual factors, including motivation and self-
to cultivate dynamic environments that foster efficacy, on students’ engagement with a foreign
successful language learning outcomes. Kern language in informal settings. Although this
(2015) asserts that the integration of multimedia specific group demonstrates elevated engagement
enhances cultural understanding and contextual levels, more exhaustive research reveals variability
learning, proving to be more effective than among diverse learner populations concerning
traditional methods by themselves. their out-of-class usage.
Next, Japanese usage outside the classroom can be
seen in Figure 3. Student Motivation
Student motivation in Japanese learning can be
seen in Figure 4.

Figure 3: Japanese Usage Outside the Classroom.

Figure 3 shows that every respondent affirmed

the “Yes” signifying that all participants reported
Figure 4: Japanese Learning Motivation.
utilizing Japanese beyond their classroom
environments. Respondents use Japanese outside Based on Figure 4, the primary motivation
of the classroom during “Nihongo no Hi” (Japanese pertains to work opportunities, as evidenced by 7
Days). They are also encouraged to use Japanese responses (38,89%). This suggests that many
when talking to teachers or friends outside the learners perceive language skills as crucial for
classroom. obtaining employment and furthering their careers,
The findings suggest that learners are driven to whether within Japan or with companies involved
incorporate their language skills into everyday in business relations with Japan. Furthermore, the
activities, which can significantly improve both significance of family support is underscored by the
fluency and comprehension. Interacting with the motivation “Helping Parents’ Economy,” which
language beyond the classroom facilitates practical garnered 5 responses (27,78%), indicating that
application and strengthens the knowledge learners are also motivated by a wish to enhance
acquired in an academic environment. their families’ financial stability. Moreover,
Nevertheless, differing results from additional fluency in speaking serves as a crucial motivator,
research indicate that not every learner engages receiving 5 responses (27,78%); this indicates a
with their target languages beyond structured robust focus on attaining conversational
educational environments. A study conducted by proficiency in the language. Although cultural
MacIntyre, Baker, Clément, & Conrod (2020) interests are referenced infrequently, with only one
revealed that numerous students encounter anxiety response (5,56%), they nonetheless signify a crucial
when engaging socially in foreign languages, element that drives specific learners. Tran,
mainly because they fear making errors or facing

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Marinova, and Nghiem (2023) proposed the proficiency. Dörnyei’s motivational self-system
conceptual framework in Figure 5. theory provides a comprehensive analysis of how
individual differences influence motivation,
dividing it into three key components: the ideal L2
self (aspirations), the ought-to L2 self (obligations),
and the L2 learning experience (Dörnyei &
Ushioda, 2021).
This model emphasizes the importance of
developing speaking skills, a priority for many
learners influenced by their motivations and
unique circumstances. Individuals motivated by
Figure 5: Conceptual Framework Perceived Speaking career opportunities tend to concentrate on
Skills, Motives, and Communication Needs of Studying practical vocabulary that is pertinent to business
the Japanese Language (Tran, Marinova, & Nghiem, contexts; in contrast, those inspired by personal
2023). interests often emphasize informal dialogue and
cultural expressions ( Tran, Marinova, & Nghiem,
Based on Figure 5, the interplay among study 2023).
motives, speaking skills, individual factors, and The research conducted by Liu, Zhang, and
communication needs represents a multifaceted Wang (2019) reinforces this idea while also
domain of investigation within language revealing opposing results: they found that
acquisition. The foundation of this framework students who concentrated mainly on attaining
consists of study motives, which act as essential high grades frequently encountered anxiety during
catalysts for learners’ engagement in language speaking tasks, stemming from pressure rather
studies. The motives behind these actions can than deriving enjoyment from the act of
differ significantly; they include professional goals, communication itself.
such as obtaining employment in Japan or Ultimately, these speaking skills should
supporting family finances, and personal interests, correspond with wider communication
like engaging with culture (Tran, Marinova, & requirements, including fluency and
Nghiem, 2023). This is consistent with Gardner's comprehension of context and cultural subtleties,
(2019) socio-educational model, which asserts that which are vital for successful engagement with
motivation plays a crucial role in achieving success native speakers.
in language learning. Recent research indicates
that intrinsic motivations do not consistently Evaluation Method of The Learning
produce superior outcomes to extrinsic
Outcomes
motivations.
A study conducted by Alharbi (2020) illustrates
Proficiency Test
that intrinsic motivation enhances enjoyment and
engagement in learning activities; however, The proficiency test for students at LPK is given
extrinsic factors, including job opportunities and three times: at the beginning, middle, and end of
financial incentives, tend to exert a more the training program. The proficiency test uses a
immediate influence on learners’ commitment and speaking task based on the JF Standard in A1 and
performance. This indicates that although A2. The goal of the training program is A2, which
integrative motivations play a crucial role in is to be able to perform basic interactions necessary
fostering long-term engagement with the language for daily life. The results are shown in Table 4.
and culture (Gardner, 2019), instrumental Based on Table 4, 13 students aim for the A2
motivations may more effectively facilitate short- level, three are almost at A2, and two are still at A1.
term success. Despite progress in proficiency, verbal
Individual factors are crucial in shaping a communication skills were hindered by difficulties
learner’s development of speaking skills. Age, in sentence construction, use of complex
living conditions, and prior experiences vocabulary, and lack of motivation and confidence.
significantly influence learning; for example,
younger learners often exhibit distinct learning
styles compared to older individuals, and access to
native speakers can significantly improve

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 Anisa Arianingsih, Nuria Haristiani, Dadang Sudana,
Wawan Gunawan, Muhammad Faiz Khoerul Musyaafa, Ikmal Trianto
Linking Methods, Motivation, and Outcomes:
Investigating the Japanese Learning at Vocational Training Institution

Table 4: The Result of the Proficiency Test by Students. suggest that intrinsic factors, including a genuine
No Name T1 T2 T3 interest in Japanese culture, and extrinsic factors
1 S1 A1 A1 A2 such as potential job opportunities, drove them. On
2 S2 A1 A1 A2△ the other hand, the two students who did not pass
3 S3 A1 A1 A2 the interview might have encountered diminished
4 S4 A1 A1 A2 motivation or a lack of adequate engagement with
5 S5 A1 A2 A2 the subject matter. Research demonstrates that
6 S6 A1 A1 A2△ motivation plays a vital role in successful language
7 S7 A1 A1 A1 acquisition; in its absence, even the most effective
8 S8 A1 A2 A2 teaching methods may prove inadequate (Dörnyei
9 S9 A1 A2 A2 & Ryan, 2015). The findings indicate a necessity
10 S10 A1 A2 A2 for customized support strategies to enhance
11 S11 A1 A1 A1 motivation across the entire learner population.
12 S12 A1 A2 A2 The data highlights the effectiveness of teaching
13 S13 A1 A2 A2 methodologies when paired with robust
14 S14 A1 A1 A2 motivational frameworks, demonstrating their
15 S15 A1 A2 A2
significant impact on language learning outcomes.
16 S16 A1 A1 A2
Creating an engaging environment that
17 S17 A1 A1 A2△
emphasizes practical application alongside
18 S18 A1 A1 A2
traditional study methods, such as kanji practice,
allows educators to effectively prepare their
Job Interview students for success in academic settings and real-
world scenarios, including job interviews.
As of April 1, 2025, 16 learners have completed the Educators should integrate interactive and
interview with a Japanese company, whereas two engaging strategies into their teaching
students (S7 and S11) have yet to reach this methodologies to enhance learning outcomes.
achievement. This outcome underscores the Strategies like role-playing, multimedia resources,
effectiveness of the teaching methods and the and collaborative learning can cultivate a more
motivational elements that play a crucial role in engaging classroom atmosphere that promotes
fostering student success in learning Japanese. active participation. Furthermore, offering
The statistic that 88.9% of students successfully numerous practice opportunities via games or
passed the interview with a Japanese company technology can clarify the complexities of kanji
highlights a significant relationship between and enhance accessibility for learners.
effective teaching strategies and student Moreover, incorporating cultural elements into
performance. Interactive learning methods, lessons can significantly boost motivation and
including role-playing and group discussions, have contextual comprehension, thereby rendering the
likely improved speaking skills and fostered learning experience more relatable for students.
learners’ confidence. Vygotsky’s Social Teachers can develop tailored strategies that
Development Theory posits that social interaction address various needs by acknowledging students’
is essential for cognitive growth; therefore, unique learning styles and preferences.
involving students in collaborative activities fosters Confronting the complexities of kanji necessitates
a more profound understanding and retention of a comprehensive strategy that integrates creative
language concepts. pedagogical techniques with a deep awareness of
Furthermore, incorporating varied vocabulary students’ motivations and experiences.
via multimedia resources, including videos and
music, has effectively enhanced cultural
understanding (Kern, 2015). This is consistent with CONCLUSION
Dörnyei and Ushioda’s (2021) Motivational Self-
System Theory suggests that learners demonstrate This study investigated the methods, motivation,
greater engagement when they perceive the and learning outcomes of Japanese learning at a
relevance of their studies through practical Vocational Training Institution (LPK) over five
application instead of mere rote memorization. months and its impact on the language skills of
The favorable results noted among these students students ready for employment in Japan. The

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results revealed variations in proficiency, with a BP2MI. (2023). Data Penempatan dan Pelindungan Pekerja
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emerged in sentence construction, intricate penempatan-dan-pelindungan-pekerja-migran-
indonesia-periode-tahun-2023
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