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japanese language teaching for tourism using content and language integrated learning approach juju juangsih department of japanese education fpbs universitas pendidikan indonesia jujujuangsih upi edu keywords teaching material model japanese ...

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                          Japanese Language Teaching for Tourism using Content and 
                                         Language Integrated Learning Approach 
                                                                   Juju Juangsih 
                                        Department of Japanese Education, FPBS, Universitas Pendidikan Indonesia 
                                                                jujujuangsih@upi.edu 
                   Keywords:     Teaching Material Model, Japanese Language, Content and Language Integrated Learning, Research and 
                                 Development. 
                   Abstract:     The aim of this research is (1) to figure out the current condition of Japanese language teaching material for 
                                 specific purpose; (2) to figure out design of Japanese language teaching material for tourism purpose with 
                                 Content  and  Language  Integrated  Learning  (CLIL)  approach;  and  (3)  to  find  out  the  qualification  of 
                                 Japanese language teaching material for tourism purpose with CLIL approach. The method used in this 
                                 research is Research and Development (R&D) from Borg and Gall (2003). Respondents are sophomores of 
                                 Tourism  and  Marketing  Management  Department  (MPP)  programs  from  Faculty  of  Social  Science 
                                 Education (FPIPS) for limited-scale experiment. As for larger scale, the respondents are sophomores of 
                                 Indonesian Tourism Academy (Akperindo) Bandung. The expected outcome from this research is to obtain 
                                 a  Japanese teaching material with specific purpose of tourism with CLIL approach that can be used in 
                                 tourism institutions. So, Japanese might be an optional language for students to learn. The implication of 
                                 this research is the creation of Japanese teaching material for tourism purpose with CLIL brings benefits for 
                                 teacher in delivering courses to their students. 
                   1    INTRODUCTION                                         model is more on students’ communication skill in 
                                                                             delivering  speech  related  to  hotel  activities  and 
                   The aim of Japanese teaching program in Tourism           business.  For  instance,  students  learn  how  to  be  a 
                   and Marketing Management Department is to enable          receptionist using ‘Check-in’ and ‘Check-out’ theme 
                   sophomores  to  apply  basic  Japanese  for  hotel        or how to be a porter and serve hotel guests,   
                   business  purpose.    Therefore,  the  researcher,  a        Teaching  material  with  Content  and  Language 
                   lecturer for Japanese as second language, attempts to     Integrated Learning approach is expected to improve 
                   create new teaching material model that in line with      students’ motivation to learn Japanese in better way. 
                   the objective mentioned above. The idea of creating       Students  do  practices  in  speaking  Japanese  with 
                   new  teaching  material  model  comes  up  since  the     hotel-related contents. So, in the future, the students 
                   conventional  one  does  not  significantly  enhance      are expected to be able to naturally communicate in 
                                                                             Japanese for hotel activities and business naturally. 
                   students’  communication  skill.  The  conventional       As pointed out by Coyle, Hood and Marsh (2010, 
                   teaching  material  model  more  focuses  on  writing     p.12) that this natural situation seems to be one of 
                   skill and how students are able to read Hiragana and      the fundamentals for the importance and success of 
                   Katakana. For that situation, the learning focus is not   CILL related to language and other subjects learning 
                   on  students’  communication  skill.  In  accordance      process. Thinking skill in different language, even in 
                   with  the  issue  mentioned  above,  the  researcher  is  basic  level,  can  give  positive  impact  to  content 
                   encouraged to create new teaching material model          learning.  
                   that   more    focus   on    developing    Japanese          Based on the need analysis result conducted to 
                   communication skill even in basic level.                  students  of  Tourism  and  Marketing  Management 
                      The  new  created  teaching  material  model  is       Department     on    2015-2016,     70%     of    all 
                   Content and Language Integrated Learning (CLIL)           correspondents  expect  to  work  on  hotel  after 
                   based.  In  other  words,  teaching  material  is  more   completing  study.  Exactly  because  of  that,  the 
                   focus  on  integrated  content  and  language.  To  be    content for teaching material in this research is for 
                   more  specific,  the  focus  of  this  teaching  material 
                   520
                   Juangsih, J.
                   Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach.
                   DOI: 10.5220/0007170205200526
                   In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference
                   onLanguage, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 520-526
                   ISBN: 978-989-758-332-2
                   Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
                         
                                                      Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach
                    hotel activities and business so it became the main             2.2     Borg and Gall Model 
                    target of this research. 
                        Another  crucial  reason  to  create  this  new             Research  is  a  mechanism  or  scientific  activity 
                    teaching  material  is  that  other  colleges  or  higher       conducted by complying standardized rules or norms 
                    school do not provide Japanese material specifically            of  research  itself  that  universally  acknowledged. 
                    for  tourism  or  hospitality  industry.  According  to         While  development  is  an  activity  referring  to  an 
                    observational  research  done  by  the  researcher,             enhancement,  improvement  from  both  quality  and 
                    compilation of some Japanese course books is the                quantity.  Also,  as  suggested  by  Borg  and  Gall, 
                    material  used  to  teach  tourism  and  hospitality            Research  and  development  is  an  industry-based 
                    students in most educational institutes. Those course           development model in which the finding of research 
                    books are also commonly used in other colleges. So,             is  used  to  design  new  products  and  procedures, 
                    the vocabularies or phrases learnt by the students are          which then are systematically field- tested, evaluated, 
                    more  general  and  not  specific  discussing  about            and  refined  until  they  meet  specified  criteria  of 
                    tourism industry.                                               effectiveness,  quality,  or  similar  standard  (2003, 
                        For those issues, the researcher attempts to find           p.589) 
                    best  solution  so  Japanese  teaching  process  for                Research and development is an industry model 
                    tourism  purposes  might  gain  some  benefits  and             development-based research. That research aims to 
                    improve students’ capability in speaking Japanese.              design new product and procedure that will be tested 
                                                                                    and  then  evaluated  systematically.  After  all,  both 
                                                                                    new product and procedure will be revised in order 
                    2     THEORETICAL STUDY                                         to  meet  the  required  affectivity,  quantity  and 
                                                                                    standard. 
                    2.1     Model Concept                                               Borg and Gall (2003) describes four main criteria 
                                                                                    for research and development as below: 
                    Suparman (2014, p.107) describes model as a reality             (1)  Studying  research  findings  pertinent  to  the 
                    representation which draws structure, an order, and a                 product to be develop, 
                    concept. More than that, model also shows one of                (2)  Developing the product based on this finding, 
                    these  four forms: verbal or conceptual description,            (3)  Field testing it in the setting where it will be 
                    activity  steps  or  procedure,  physical  or  visual                 used eventually, and 
                    replica, and equation or formula. While Greenberger             (4)  Revising it to correct the deficiencies found in 
                    (1976, pp. 47-49) define model as a common term                       the field-testing stage. 
                    that  can  be  applied  to  every  single  thing  in  which         From all four criteria defined by Borg and Gall, 
                    model  is  created.  For  instances,  car  miniatures,          the researcher should start by doing prior study to 
                    office  mock  ups,  prototype  of  supersonic  plane,           gather  related  findings  with  the  product  being 
                    various     board     games     such    as    monopoly;         developed. Then, the researcher should develop the 
                    mathematical       equation     to    show     economic         product based on those prior findings. Going further, 
                    movement,  engineering  curve,  future  energy                  there  should  be  a  test  in  real  situation  where  the 
                    resources projection, and so on can be presumed as              product  is  actually  implemented.  The  test  result 
                    model. Thus, everything can be created as a model               could  be  research  reference  for  revisions  on 
                    and anyone can create the explained model. Also, it             discovered weaknesses. 
                    is  said  that  the  most  important  thing  in  model              In accordance with the definition and four main 
                    concept  is  that  model  itself  should  represent  or         criteria  mentioned  above,  Borg  and  Gall  (2003) 
                    reflect  a  referred  system.  By  doing  that,  everyone       describe steps to be conducted on R&D as seen on 
                    can learn the referred system by noticing the existing          Figure 1. 
                    model.     So,    model     is   a   simplified    reality           
                    representation in diagram form. 
                        The definition of model, applied in this research, 
                    refers  to  model  concept  of  Japanese  teaching 
                    material  for  tourism  purpose  with  Content  and 
                    Language Integrated Learning approach. This model 
                    concept  is  created  by  considering  the  needs  of 
                    specific  materials  that  may  increase  students’ 
                    Japanese proficiency. It covers four language skills, 
                    especially on speaking capability. 
                                                                                                                                          521
                     
                    CONAPLINandICOLLITE2017-TenthConferenceonAppliedLinguisticsandtheSecondEnglishLanguageTeachingandTechnology
                    Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
                                                                                                                                            
                                                                                             Figure 2: Cs framework for CCIL. 
                              Figure 1: Borg and Gall Model (2003).                     
                                                                                       Coyle,  Hood  and  Marsh  (2010,  pp.16-26), 
                    2.3     Teaching Material Concept                              describes CLIL as the latest communicative method. 
                                                                                   He  points  out  one  of  main  differences  between 
                    In   term    of    teaching    material    development,        communicative language learning in 1980s and the 
                    Tomlinson  (2003,  pp.128-129)  views  that  (1)               emerging of CLIL in 1990s.  
                    making  the  material  concept  would  be  more                    Classes implementing CLIL involve students as 
                                                                                   active  participants  in  developing  their  potential  to 
                    effective  if  it  is  related  to  students’  needs,  (2)     gain more knowledge and skill. It is gained through 
                    teacher  is  the  one  who  mostly  understand  the            inquiry  process  (research)  and  by  using  complex 
                    students,  (3)  all  teachers  need  fundamental  in           cognitive    process    for   problem  solving  goal 
                    writing  materials,  (4)  all  teachers  is  teacher  for      (innovation). 
                    themselves,  realizing  that  would  impact  to  exact             Furthermore,  Coyle,  Hood  and  Marsh  (2010, 
                    material  development,  (5)  trial  and  error,  and           pp.16-26)  states  that  thinking  ability  in  different 
                    evaluation  is  very  important  to  define  success  for      language,  even  on  basic  level,  may  give  positive 
                    each material.                                                 impact to content learning. Because of that, CLIL 
                        He also  emphasize  that  students  should  be  the        appears as a phenomenon that completes content and 
                    focus  in  developing  teaching  material.  In  this           language learning. CLIL is not merely an education 
                    research,  the  researcher  applies  ‘JF  Standard  Can-       in  foreign  language.  It  also  can  be  used  to  teach 
                    do,  A1  level’  that  has  equal  standard  with  CEFR        foreign  language  based  on  linking  pedagogy  and 
                    framework which has been used in many countries.               contextual method. 
                    It also will be combined with analysis result of this 
                    research. 
                    2.4     Content and Language Integrated                        3    RESEARCH METHOD 
                            Learning                                               3.1     Respondents 
                    CLIL  (Content  &  Language  Integrated  Learning)             This  research  is  conducted  to  sophomores  in 
                    term is firstly adopted in Europe on 1994. There are           Tourism  and  Marketing  Management  Department, 
                    two big goals in implementing CLIL. First goal is to           Faculty  of  Social  Science  Education  (Prodi  MPP 
                    learn geography, math, chemical, and other subjects            FPIPS),  Universitas  Pendidikan  Indonesia.  The 
                    in school by using foreign language. Second one is             target  of  this  research  is  to  supply  a  Japanese 
                    to  learn  foreign  language  through certain subjects’        teaching material for specific purpose, both for the 
                    material.  Coyle,  Hood  and  Marsh  (2010)  suggests          teachers and students. 
                    4Cs framework for CCIL (see Figure 2). These are 
                    Cognition,  Culture,  Content,  and  Communication.            3.2     Research Approach and Method 
                    Dalton-Puffer          (https://hannan-u.repo.nii.ac.jp) 
                    describes the relationship among those frameworks              Researcher  applies  qualitative  and  quantitative 
                    by showing communication as its center as shown in 
                    figure 2.                                                      approach  by  using  Research  and  Development 
                                                                                   (R&D)  method.  In  implementing  R&D,  the 
                                                                                   researcher employs multiple methods which are (1) 
                                                                                   descriptive method, (2) evaluative method, and (3) 
                                                                                   experimental method. 
                    522
                        
                                                   Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach
                   3.3     Stages of Model Development                              data,  the  researcher  conducts  an  observation 
                                                                                    during  the  learning  process.  The  researcher 
                   There  are  four  stages  of  model  development,  (1)           observes teachers’ and students’ activities related 
                   preliminary     research,    (2)   designing     model           to  materials  and  tasks  provided  in  teaching 
                   development, (3) validation, evaluation, and revision            material  model.      After  each  theme  done,  the 
                   of    the   developed     model,    and    (4)   model           researcher   discusses    about    strengths   and 
                   implementation.                                                  weaknesses  of  the  syllabus  and  its  teaching 
                       Preliminary Research: Before creating a  model               material. Students’ and teachers’ opinions toward 
                   for  Japanese teaching material in specific purpose,             the  Introduction  to  Japanese  teaching  material 
                   Preliminary research is firstly conducted. It is done            are  also  taken  into  consideration.  By  doing  so, 
                   to both students and teachers in Prodi MPP FPIPS                 the researcher obtains information of what to fix 
                   by spreading questionnaire and interview.                        from the current teaching material. 
                       Model  Development  Designing:  In  this  phase,             Based on the experiment above, the researcher 
                   needs  analysis  result  has  been  obtained  and            revises the second draft of the teaching material. The 
                   theoretical  studies  had  been  done  in  preliminary       revision is used as reference to create the next draft 
                   phase. According to these data, steps are conducted          of new Japanese teaching material model for specific 
                   as follows:                                                  purpose. The researcher still applies CLIL approach 
                     Researcher compiles syllabus that will be used as         in  line  with  JF  Standard  Can  Do  to  meet  the  real 
                       reference in creating teaching material model. It        needs of teaching Japanese for specific purpose. 
                       is  compiled  based  on  students’  needs  and  JF           Before conducting experiment in larger scale, the 
                       Standard  Can  Do  that  has  been  analyzed  in         researcher  is  required  to  do  validation,  evaluation 
                       preliminary stage. Through this step, researcher         and revision of the model. Linguistic expertise will 
                       obtains draft 1 of syllabus and teaching material        determine the validation. These following steps will 
                       model  for  Japanese  Introduction.  Also,  in  this     be done in this stage: 
                       phase,  researcher  starts  to  create  teaching             Assessment  of  teaching  material  by  two 
                       material since the basic and standard competency              Japanese language expertise and two experts on 
                       has been defined in syllabus. The result of this              teaching  material.  The  researcher  gains  data 
                       phase is Japanese teaching material in form of a              about both strengths and weaknesses about the 
                       textbook.  All  materials  written  in  textbook              teaching material. Not only to revise teaching 
                       contain these components, (1) indicator in each               material, can the identified weaknesses be used 
                       theme,  (2)  tasks  and  exercises,  and  (3)  self-          as reference for next syllabus.  
                       evaluation in the end of each theme.  Teaching               Based on the assessment, the researcher revises 
                       materials  consist  of  themes  created  based  on            draft of teaching material. It creates the forth 
                       needs  identification.  Each  theme  covers  four             draft of Japanese teaching material for specific 
                       language skills (listening, reading, speaking, and            purpose in hospitality field.  
                       writing), grammar, and Japanese culture.                     Based on the result of the test, the researcher 
                     Introduction  to  Japanese  Language  teaching                 revises the teaching material draft. This model 
                       material draft, which composed as first draft, was            turns  to  be  hypothetic  model  following  the 
                       going  through  peer  (Japanese  teachers)  and               experiment in larger scale. 
                       review. In this phase, data concerned with first               
                       teaching material draft revision is retrieved.               Model  Implementation:  In  this  stage,  the 
                     Teaching  material  draft  of  Introduction  to           researcher  implements  an  experiment  of  teaching 
                       Japanese  Language  will  be  then  reviewed  by         material to students of Prodi MPP UPI. It is divided 
                       peer  lectures.  Researcher  will  gain  some            into  experimental  and  control  class.  Both  classes 
                       suggestion  and  revision  for  the  draft.  In  this    consist of students with identical characteristic and 
                       phase, the second teaching materials are created         competence.  Control  class  involves  A1-grade 
                       and ready to be implemented in limited scale.            students  and  uses  teaching  material  from  Tourism 
                      Experiment  is  conducted  to  small  group  in          Academy of Indonesia. 
                       Introductory  to  Japanese  Language  class.  The             
                       researcher  cooperates  with  Japanese  teaching              
                       team  in  Prodi  MPP.  Researcher  also  gives                
                       questionnaire  concerning  the  feasibility  of               
                       teaching  materials  being  developed  to  both 
                       teachers  and  students.  Discussion  with  other 
                       Japanese  teachers  is  also  done.  To  gain  more 
                                                                                                                                   523
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...Japanese language teaching for tourism using content and integrated learning approach juju juangsih department of education fpbs universitas pendidikan indonesia jujujuangsih upi edu keywords material model research development abstract the aim this is to figure out current condition specific purpose design with clil find qualification method used in r d from borg gall respondents are sophomores marketing management mpp programs faculty social science fpips limited scale experiment as larger indonesian academy akperindo bandung expected outcome obtain a that can be institutions so might an optional students learn implication creation brings benefits teacher delivering courses their introduction more on communication skill speech related hotel activities program business instance how enable receptionist check theme apply basic or porter serve guests therefore researcher lecturer second attempts improve create new line motivation better way objective mentioned above idea creating do prac...

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