Pembelajaran Bahasa Jepang Saat ini dan Kebutuhan Metode Pembelajaran Shadowing

Vinda Puspitasari; Sunardi Sunardi; Sri Sumaryati

doi:10.14710/kiryoku.v10i2.432-446

DOI: https://doi.org/10.14710/kiryoku.v10i2.432-446

Pembelajaran Bahasa Jepang Saat ini dan Kebutuhan Metode Pembelajaran Shadowing

Vinda Puspitasari , Sunardi Sunardi, Sri Sumaryati

Universitas Sebelas Maret, Indonesia

BibTex Citation Data :

@article{KIRYOKU82640,
    author = {Vinda Puspitasari and Sunardi Sunardi and Sri Sumaryati},
    title = {Pembelajaran Bahasa Jepang Saat ini dan Kebutuhan Metode Pembelajaran Shadowing},
    journal = {KIRYOKU},
  volume = {10},
    number = {2},
    year = {2026},
    keywords = {Educaplay; Learning Japanese; Shadowing; Speaking Proficiency; Qualitative Descriptive},
    abstract = {  The purpose of this study is to investigate how high school pupils are currently learning Japanese. to assess students' speaking skills in the high school Japanese language learning process by using the shadowing method, which is facilitated by the Educaplay platform. In an attempt to enhance students' Japanese speaking skills, this study starts with the crucial role that educators play in putting the Educaplay platform-based shadowing approach into practice. This study employed a descriptive qualitative methodology. Data collection was undertaken through semi-structured interviews with eleven Japanese language teachers recruited using a purposive sampling technique.     Thematic analysis was then used to examine the interview data in order to find recurring themes and important concepts in the participants' answers. According to the study's findings, the majority of teachers thought that using the shadowing technique, which is backed by Educaplay, will help students become more proficient speakers of Japanese.      Eleven Japanese language instructors completed a questionnaire, and the results indicated that the shadowing approach is essential for improving students' speaking abilities. The findings of this study suggest that using Educaplay in conjunction with the shadowing method could be a useful strategy for enhancing students' speaking abilities when studying Japanese. The findings of this study suggest that using Educaplay in conjunction with the shadowing method could be a useful strategy for enhancing students' speaking abilities when studying Japanese. In order to maximize the use of Educaplay, it is crucial to choose learning strategies and media that are in line with the curriculum, for teachers to play a role in their selection and execution that is in line with the needs of the students, and for schools to have institutional support.  },
   issn = {2581-0960},   pages = {432--446}  doi = {10.14710/kiryoku.v10i2.432-446},
    url = {https://ejournal.undip.ac.id/index.php/kiryoku/article/view/82640}
}

Citation Format:

Abstract

The purpose of this study is to investigate how high school pupils are currently learning Japanese. to assess students' speaking skills in the high school Japanese language learning process by using the shadowing method, which is facilitated by the Educaplay platform. In an attempt to enhance students' Japanese speaking skills, this study starts with the crucial role that educators play in putting the Educaplay platform-based shadowing approach into practice. This study employed a descriptive qualitative methodology. Data collection was undertaken through semi-structured interviews with eleven Japanese language teachers recruited using a purposive sampling technique. Thematic analysis was then used to examine the interview data in order to find recurring themes and important concepts in the participants' answers. According to the study's findings, the majority of teachers thought that using the shadowing technique, which is backed by Educaplay, will help students become more proficient speakers of Japanese. Eleven Japanese language instructors completed a questionnaire, and the results indicated that the shadowing approach is essential for improving students' speaking abilities. The findings of this study suggest that using Educaplay in conjunction with the shadowing method could be a useful strategy for enhancing students' speaking abilities when studying Japanese. The findings of this study suggest that using Educaplay in conjunction with the shadowing method could be a useful strategy for enhancing students' speaking abilities when studying Japanese. In order to maximize the use of Educaplay, it is crucial to choose learning strategies and media that are in line with the curriculum, for teachers to play a role in their selection and execution that is in line with the needs of the students, and for schools to have institutional support.

Fulltext View|Download Email colleagues

Keywords: Educaplay; Learning Japanese; Shadowing; Speaking Proficiency; Qualitative Descriptive

Article Metrics:

Article Info

Section: Articles

Language : ID

In Vol 10, No 2 (2026): Kiryoku: Jurnal Studi Kejepangan (On Progress)

Most cited articles

Verba Kompon Hajimeru, Dasu, Dan Kakeru Sebagai Penanda Aspek Inkoatif Bahasa Jepang More cited articles

Abdinegara, H. M. (2024). Efektivitas metode shadowing terhadap kemampuan hatsuon Mahasiswa prodi PBJ UMY Angkatan 2023
Aji, M. R., Judiasri, M. D., & Dahidi, A. (2018). Penggunaan Genre Based Approach dalam Meningkatkan Keterampilan Berbicara Bahasa Jepang (Penelitian Eksperimen Murni Terhadap Mahasiswa Tingkat II Departemen Pendidikan Bahasa Jepang FPBS UPI Tahun 2017/2018). EDUJAPAN, 2(2), 90–100. https://doi.org/https://doi.org/10.17509/japanedu.v1i3.5940
Aryani, M. R. D. (2019). Pemerolehan Kosakata Dalam Bahasa Jepang Melalui Pengajaran Bunpoo Dan Kaiwa. JLA (Jurnal Lingua Applicata), 2(1). https://doi.org/10.22146/jla.36326
Batitusta, F. O., & Hardinata, V. (2024). Pengaruh Implementasi Media Permainan Edukasi Educaplay Berbasis Gadget terhadap Hasil Belajar Menulis Esai. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 7(3), 2685–2690. https://doi.org/https://doi.org/10.54371/jiip.v7i3.3788
Fernanda, N., Roosyanti, A., & Susanti, R. (2024). Peningkatan hasil belajar pendidikan Pancasila melalui media Educaplay di kelas IVB SDN Dukuh Kupang III Surabaya. Journal of Science and Education Research, 3(2), 58–63. https://doi.org/https://doi.org/10.62759/jser.v3i2.131
Hamada, Y. (2022). Developing a new shadowing procedure for Japanese EFL learners. RELC Journal, 53(3), 490–504. https://doi.org/https://doi.org/10.1177/0033688220937628
Ilham, M., & Wijiati, I. A. (2020). Keterampilan berbicara: Pengantar keterampilan berbahasa. Lembaga Academic & Research Institute
Kadota, S. (2019). Shadowing as a practice in second language acquisition: Connecting inputs and outputs. In Shadowing as a Practice in Second Language Acquisition: Connecting Inputs and Outputs. https://doi.org/10.4324/9781351049108
Krashen, S. D., & Krashen. (2003). Explorations in language acquisition and use. Heinemann Portsmouth, NH. https://doi.org/https://doi.org/10.64152/10125/66662
Martino, R. (2021). Efektivitas Metode Pembelajaran Shadowing Terhadap Kemampuan Pengucapan Bahasa Jepang. KODEPT043131# SekolahTinggiBahasaAsingJIA
Mu, Y., & Wasuntarasophit, S. (2025). Effects of the Shadowing Technique on English Listening Comprehension for Chinese EFL Senior High School Students. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 130–157. https://doi.org/https://doi.org/10.70730/sfkp2045
Nakayama, T. (2021). Effectiveness of the Visual–Auditory Shadowing Method on Learning the Pronunciation of Kanji. Japanese Psychological Research, 63(1). https://doi.org/10.1111/jpr.12278
Pramesti, P. D. M. Y., Hermawan, G. S., & Handayani, I. R. (2025). Persepsi Mahasiswa Program Studi Pendidikan Bahasa Jepang UNDIKSHA terhadap Program Internship ke Jepang. KIRYOKU, 9(1), 282–294. https://doi.org/https://doi.org/10.14710/kiryoku.v9i1.282-294
Sintadewi, N. G. A., Sriasih, S. A. P., & Sudiana, I. N. (2017). Teknik penilaian keterampilan berbicara dalam pembelajaran bahasa Indonesia di SMA Negeri 4 Denpasar. E-Journal Pendidikan Bahasa Dan Sastra Indonesia, 7(2), 1–12
Subandi, S. (2014). Peningkatan keterampilan berbicara mahasiswa Bahasa Jepang melalui pendekatan lesson study dengan menggunakan materi ajar apresiatif. Paramasastra: Jurnal Ilmiah Bahasa Sastra Dan Pembelajarannya, 1(1). https://doi.org/https://doi.org/10.26740/parama.v1i1.1473
Sudrajat, N. A. (2024). The Effectiveness of Using Shadowing Technique to Improve Student’s Pronunciation (A Quasi-Experimental Research at SMAN 5 Tangerang Selatan). Jakarta: FITK UIN Syarif Hidayatullah Jakarta
Sumiyoshi, H., & Svetanant, C. (2017). Motivation and attitude towards shadowing: learners perspectives in Japanese as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 2(1). https://doi.org/10.1186/s40862-017-0039-6
Syafitri, R., & Maisaroh, E. (2025). Improving Students’ Speaking Ability Through Picture Series: A Classroom Action Research at MTs Darul Ulum Budi Agung Medan. Nusantara: Jurnal Pendidikan Indonesia, 5(4), 994–1006
Taylor, L. (2018). Educaplay. The School Librarian, 66(4), 214
Wiwoho, P. (2024). Effectiveness of shadowing technique on Japanese speaking ability of LPK Momiji Boyolali students. HIKARI, 8(2)
Zia, N. C., & Karnawati, R. A. (2022). Learning model course choukai through shadowing technique. Journal of Japanese Language Education and Linguistics, 6(1), 90–104

Last update:

No citation recorded.

Last update: 2026-06-23 15:12:00

No citation recorded.

Copyright Notice

Starting from 2025, the author(s) whose article is published in the Kiryoku journal attain the copyright for their article and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. By submitting the manuscript to Kiryoku, the author(s) agree with this policy. No special document approval is required.

The author(s) guarantee that:

their article is original, written by the mentioned author(s),
has never been published before,
does not contain statements that violate the law, and
does not violate the rights of others, is subject to copyright held by the author(s), is free from the rights of third parties, and the necessary written permission to quote from other sources has been obtained by the author(s).

The author(s) retain all rights to the published work, such as the following rights:

Copyright and other proprietary rights related to the article, such as patents,
The right to use the substance of the article in its own future works, including lectures and books,
The right to reproduce the article for its own purposes,
The right to archive all versions of the article in any repository, and
The right to enter into separate additional contractual arrangements for the non-exclusive distribution of published versions of the article (for example, posting them to institutional repositories or publishing them in a book), acknowledging its initial publication in this journal (Kiryoku: Jurnal Studi Kejepangan).

Suppose the article was prepared jointly by more than one author. Each author submitting the manuscript warrants that all co-authors have given their permission to agree to copyright and license notices (agreements) on their behalf and notify co-authors of the terms of this policy. Kiryoku will not be held responsible for anything arising because of the writer's internal dispute. Kiryoku will only communicate with correspondence authors.

Authors should also understand that their articles (and any additional files, including data sets and analysis/computation data) will become publicly available once published. The license of published articles (and additional data) will be governed by a Creative Commons Attribution-ShareAlike 4.0 International License. Kiryoku allows users to copy, distribute, display and perform work under license. Users need to attribute the author(s) and Kiryoku to distribute works in journals and other publication media. Unless otherwise stated, the author(s) is a public entity as soon as the article is published.

Notes for Usage of Generative AI in Scientific Writing

The following guidance refers only to the writing process, and not to the use of AI tools to analyse and draw insights from data as part of the research process:

Generative AI and AI-assisted technologies should only be used in the writing process to improve the readability and language of the manuscript.
The technology must be applied with human oversight and control and authors should carefully review and edit the result, as AI can generate authoritative-sounding output that can be incorrect, incomplete or biased.
Authors are ultimately responsible and accountable for the contents of the work.
Authors must not list or cite AI and AI-assisted technologies as an author or co-author on the manuscript since authorship implies responsibilities and tasks that can only be attributed to and performed by humans.
The use of generative AI and AI-assisted technologies in scientific writing must be declared by adding a statement at the end of the manuscript when the paper is first submitted.
We do not permit the use of Generative AI or AI-assisted tools to create or alter images in submitted manuscripts.
The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is not permitted. The use of generative AI in the production of cover art may in some cases be allowed, if the author obtains prior permission from the journal editor and publisher, can demonstrate that all necessary rights have been cleared for the use of the relevant material, and ensures that there is correct content attribution.