International Journal of Science and Research (IJSR)

ISSN (Online): 2319-7064

Index Copernicus Value (2016): 79.57 | Impact Factor (2015): 6.391

Intercultural Aspects in Teaching Japanese as a

Foreign Language in Indonesia as a Means of
Character Education of Japanese Literature Students
Diana Kartika
The Department of Japanese Literature, Faculty of Humanities, Bung Hatta University, Padang, Indonesia

Abstract: This article aims at presenting insights regarding the formation of students’ character education through the learning of
foreign language with intercultural insight. The primary focus of this study is to examine the extent to which students know and
understand the cultural differences between Japanese and Indonesian culture, especially in Japanese literature students in nonverbal
communication that will be able to form the character of the students themselves. Questionnaires were employed mainly to collect data.
The subjects participating in this study were thirty students of Japanese Literature. Findings revealed that on the basis of 10 questions
about the cultural knowledge, the respondents who know the Japanese culture were 50%. Only one question was known by 70% of the
respondents. More than 60% of the respondents do not know the eight out of ten questions. It can be concluded that based on the ten
questions, the respondents generally do not know the Japanese culture.

Keywords: Japanese, foreign language learning, intercultural learning, character education.

1. Introduction culture associated with the language (Omaggio & Hadley,

1986). By using language, people can express their culture,
The position of foreign language learning in the current customs and ordinances of their lives. So that between
frame of Indonesian education can not be underestimated. cultures and languages has an inseparable attachment. As
English, Japanese, Korean, Arabic, French and so forth are has been said by Göbel & Hesse (2004) in Gobel & Helmke,
mushrooming in Indonesian education both formal and (2010, p. 1572) within the context of foreign language
informal education. Mastery of foreign languages is teaching, knowledge about other cultures, openness and
important because it will open opportunities for the empathy toward other cultures, critical involvement with
Indonesian nation to be able to communicate with other intercultural topics, the readiness to put one's own
nations in the international world (Wei, 2010). Another thing convictions into perspective, and the ability to deal with
is the era of globalization today the development of people from different cultures are to be promoted.
information technology that increasingly sophisticated
technology greatly facilitates the occurrence of One of them is considered by the researchers is a model of
communication between humans in the world (Hockly, 2012, learning Japanese language learning process of Japanese
Blake, 2009, Gibson, 2008). On the other hand, foreign Literature students. Among the Japanese lesson models that
language learning in the world of education will open the lack the culture in the learning process is one of them is
horizons and horizons of a person. This is in line with learning Japanese language more focused on learning
Wittgenstein's opinion quoted by Santoso (2012, p97) which linguistics and literature. Basically, learning Japanese
says: Die Grenze meiner Welt ist die Sprache. My world language will not be separated from the learning culture
limit is the language. Thus, if a person possesses a language especially with the purpose of communication. An expert on
well, then the "boundaries of the world" will be wider. But the proverb "good at speaking, but stupid culture" (Chick,
the mastery of language alone will not be separated from the 2009) implies that someone who studies a particular
foreign culture itself. Every language in this world has the language without understanding his culture has the potential
character and character of each language that will not be to be a fool. Thus, by using language, people not only
separated from the culture of the State itself. That culture articulate experiences, facts, ideas and events to each other,
can affect the language of a society, so that in any society, but convey also one's beliefs, perspectives, attitudes and
language is a reflection of the culture of that society (Nida, character.
2009). As Watanabe (1995) quoted by Soepardjo (2008)
suggests, the cultural definition associated with the principle Based on this, explicitly emphasized that every process of
of intercultural communication will differ depending on learning a foreign language should include learning culture
which angle it sees. The cultural term associated with the in order to create a student with a character. This raises a
principle of intercultural communication, can be viewed in question whether between foreign languages learning is
micro or macro. Another opinion conveyed by Sumardjo intercultural-speaking Japanese language can contribute to
(2005) Culture is to meet the needs of the community itself character development in foreign language learners in
(self-sufficient). Culture is therefore peculiar to every Indonesia. As Samovar, Porter, & Stefani (1998) point out,
community. Another thing with Rodriques that quoted by intercultural communication occurs when messengers and
Nguyen (2017, p146) language competence and culture are message recipients are of different cultural backgrounds.
intimately and dynamically connected, as the ability to Whereas, Gudykunt, Kim in Atsuko, Tokui, (2002: 15)
communicate in a language requires knowledge of seeing, quoted by Soepardjo, 2008) defines intercultural
explaining and acting properly in accordance with the communication as an abstract process and an integrated
Volume 6 Issue 12, December 2017
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Paper ID: ART20178681 DOI: 10.21275/ART20178681 711
 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2015): 6.391
activity and meaning in communication between people of representatives of foreign cultures" (Atay, D., Kurt, G.,
different backgrounds. While Jandt (1998, p. 36) interprets Ersin, P., & Kaslioglu, 2009) Intercultural competence is
intercultural communication generally refers to face-to-face capable of generating cultural sensitivity, which is marked
interaction among people of diverse culture. This is the by a change from the one that "sees reality only from the
reason why the researcher took the theme “Intercultural point of view of its own culture" towards "being aware of
Aspects in Teaching Japanese as a Foreign Language in many other points of view in this world culture." Developing
Indonesia as a Means of Character Education of Japanese Intercultural Competencies in the learner is a Challenging
Literature Students”. The author feels the need to search the for teachers. This requires that teachers not only have a
extent to which learners know and understand Japanese strong understanding of intercultural concepts but also
language and culture as a foreign language. Because the creatively devise effective methods of how the ideal of
biggest obstacle for Japanese language learners outside intercultural concepts can be applied in class (Wastono,
Japan is not being able to directly know or feel the 2017, p4). Moloney and Harbon (2010) note that within the
difference, and not knowing how to behave according to the context of language classrooms intercultural practice
culture of the target language. In addition to knowing the "(p.281). When language skills and intercultural
extent to which the knowledge and understanding of learners competencies become linked in a language classroom,
about Japanese language and culture, the researchers also students become optimally prepared for participation in a
want to know whether between foreign language learning is global world (Mueller & Nugent, p2).
intercultural language Japanese can contribute in the
development of character in self-learners of foreign Elkind & Sweet in Rohinah: (2012) Character education is
languages, especially students majoring in literature. the deliberate effort to help people understand, care about,
and acts upon core ethical values. When we think about the
Language is the most important means for communication kind of character we want for our children, it is clear that we
between human beings, the relation between language, want to be able to judge what is right, care in the face of
culture, and their mutual interactions have high significance pressure from without and temptation from within.
(Yağiz & Izadpanah, 2013, p953). Language and culture are Researchers as lecturers in the Japanese Literature Study
closely connected to each other. Language embodies and Program once gave a question to the students, "If you learn
transfers culture. Varieties in language use within culture Japanese, do you know the difference between Japanese and
create different views Fishman cited in Risager (2006) Indonesian people?" Then most of the students answered the
formulates three close links between language and culture by difference physically. Then the researcher replied "one of
stating that language is "part", "index", and cultural the most basic differences is the Japanese people are known
"symbol." As a "part" of culture, language plays an to be much disciplined in any case, especially time. If an
important role as a bridge in cultural understanding, Indonesian is famous for his time-lapse, then do not expect
especially for those who want to learn more about the you to do the same in Japan. The Japanese do not like to
culture. As the cultural "index", language reveals the way of wait and waste time, because for them time is money. It is
thinking or organizing experiences in a particular culture. one of the different forms of Japanese custom with
"Symbolic" culture, and the movement of language employs Indonesian people which is one form of character education
language as a symbol to mobilize the population in that can be perceived directly by the students, a form of
defending (or attacking) and supporting (or rejecting) the introduction of positive cultural differences conducted by
cultures associated with it. In viewing the connection researchers to students in order to become a form of
between language and culture, Yağiz & Izadpanah (2013, effective character education. Basically, character education
p.213) Draw culture as a body of knowledge of common is moral education or morality that is based on universal
beliefs, behaviors and values appear to be the factor of moral values (Kaur, 2015). The value of behavior in relation
establish and interpret the meaning in both verbal and to God Almighty, person, fellow creature, environment and
nonverbal language. While, Kramsch (1998) cited in Risager nation that arises in mind, feeling, behavior and deeds. The
2006) sees language in its functions of expressing, purpose of character education itself is to improve the
displaying, and symbolizing cultural reality. By using quality of education processes and outcomes that lead to the
language, people not only articulate their experiences, facts, formation of character and noble character of learners.
ideas and events to each other, but also convey their Through this character education they are expected to be
attitudes, beliefs, and perspectives. Language displays also able to independently improve and use their knowledge,
cultural reality by helping humans create experiences. The study and internalize and personalize the values of character
experience becomes meaningful when the language becomes and noble morality so as to be manifested in everyday
the medium. behavior (Mulyasa 2011).

Defining intercultural competence is a complex task. At the Samani and Hariyanto (2011, p46) states character education
heart of intercultural competence is the preparation of the is a planned effort to make learners recognize care, and
cultural background (Sinecrope and Watanabe, 2012). Chick mengiternalisasikan values so that learners behave as human
(2009), states that Intercultural Competence is the ability to beings. In line with Mulyasa (2011, p9) argues character
move from an "ethnocentric" attitude to another culture's education emphasizes exemplary, environmental creation,
respectful attitude, leading to the ability to behave and habituation. Character education has a higher level with
appropriately in a different culture or cultures. Rather, it is education of understanding. This is shown by the scope of
defined in terms of the intercultural competence, which is implementation that is not limited to the learning process.
"the ability of a person to behave in a flexible manner when While Endang Sumantri in Rohinah (2012), in character
confronted with actions, attitudes and expectations of education there are six main ethical values as embodied in
Volume 6 Issue 12, December 2017
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Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20178681 DOI: 10.21275/ART20178681 712
 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2015): 6.391
the aspen Declaration are: 1) trustworthy such as honesty A large-scale self-report survey was used to collect data for
and integrity, 2) treat others with respect (Treats people with this study (see Appendix A). This instrument was developed
respect), 3) responsible, fair, 5) caring, 6) good citizen by researchers based on information obtained from literature
Based on the opinion that has been stated previously, review in the field of learning / learning Japanese. Research
actually learning Japanese culture on Japanese literature question as a guide: The questionnaire is made by giving
students can be used as a means of character education that two choices of "know" and "do not know" answers. It
is very effective to give birth to students of good quality of contains 10 open questions. Participants were asked to
science and character. The learning of Japanese should be choose between two answers that the students felt.
integrated with a cultural understanding that can ultimately
lead the learner to understand deeper the culture he The available questions are in the guutman scale format, the
possesses and the culture he studies. cumulative scale. If the respondent accepts a heavier
weighted statement, he or she will affirm other less weighty
Indonesia is a very heterogeneous developing country from statements, consisting of several hierarchically sorted
the social and cultural side. While Japan is a developed questions, the Guttman Scale is used for clear and
country that still has a unique unique culture that is unambiguous answers EXAMPLE: Sure-no, True-false,
maintained by tradition. These cultural equations and Ever- not yet, Agree-disagree, Positive-negative.
differences should be able to provide an understanding that
affects the potential of the individual students of cognitive, To determine the validity of the contents of the instrument,
affective, conative, and psychomotoric. This target has not as stated by Gay, Mills, & Airasian (2006) as an instrument
been focused on Japanese literature students. This is one of that measures what is meant or claimed is measured, the
the tasks of science that can move the power of thought, researchers present it to a panel of experts, who are required
feeling, and motivation to act according to moral values that to validate the contents of survey instruments by ensuring
can be included in the planning of learning (Syllabus and the overall inclusivity all variables being investigated and to
SAP) learning courses of Japanese literature courses. verify that the question is addressed for all research
questions. Experts are also asked to review surveys for
Culture is the crystallization of values and lifestyles adopted things like unclear, confusing, ambiguous or repetitive
by a community. The culture of each community grows and instructions, and overly complex or difficult sentence
develops uniquely, because of the different patterns of structures. The researchers then revised the instrument based
community life. Differences in the communication culture on the constructive feedback received from the examiner. To
between Indonesia and Japan are numerous and may vary establish the reliability of the survey instrument used, the
widely perceived by each person and may also differ researcher used the re-test / retest method using 25 students,
according to the area of the culture as well as possibly the number of students in regular class size. These students
change over time. Although Japanese culture and Indonesian are not the subject of this reported study. The identical
culture is a hight context culture, there are differences in survey was completed by the participants twice. There is a
communication habits as well as in nonverbal one-week waiting window between the administration of the
communication (Setyanto, 2013:18-19). first and second instruments. In addition to the test / retest
method, the researchers also tested the Alpha Cronbach
2. Methods reliability. Cronbach Alpha values for various parts of the
instrument ranged from 0.893.
This study employed the mixed method design which is the
combination of qualitative and quantitative approach to The researchers asked students in the selected classes to
collect and analyze data (Creswell &Clark, 2007). In recent participate in the study. Upon arrival to each class, the
years, integrating qualitative and quantitative methods researchers introduced themselves, explained the purpose of
becomes common in research (Bryman, 2006) because the visit, emphasized that participation was totally voluntary,
mixed method design can provide detailed and and then administered the questionnaire to the participants.
comprehensive data in order to achieve the research Voluntary participation was ensured both through explicit
objectives and answer the research questions. The question verbal and written explanations. The participants could
refers to Setyanto's research results (2013), with the addition withdraw from the study at any time and that their
of the researcher. It is also accompanied by observations and participation would in no way influence their academic
reference study systems to generate appropriate learning standing in the class where the questionnaires were
strategies that can shape the student's character. In this study, distributed. Participants were informed verbally and in
the variables were: 1. participants’ demographics, 2. writing that they could decline to answer any items on the
participants’ overallperceptions of Japanese facilitated questionnaire. The subjects gave their consent by completing
teaching/learning. and returning the questionnaire. Data analyses included the
used of summary descriptive statistics, cross tabulations, test
The accessible student population (classes) for the study was for equality of variance, t tests, correlations, ANOVA and
approximately 30 Japanese students. Researchers visited the post hoc tests.
selected class and asked all students to participate in the
questionnaire. In the end, 30 students participated in this 3. Result and Discussion
study, accounting for approximately 1/10 of the overall
population. In the questionnaire, the question given is a question to
know the extent to which students know some cultural
differences communicate between Japan and Indonesia by
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Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20178681 DOI: 10.21275/ART20178681 713
 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2015): 6.391
knowing the differences between the two cultures can affect answered by the student with the amount of 70%, while the
the character of students. other 8 questions answered by students with no Know with
value above 60%. From the results that have been found can
The descriptive results, question and t-values obtained as t- be concluded that the 10 questions given by researchers to
test results are presented in Table 1 below. The question of the average student does not know the culture of the
the questionare are; (1) do you know how the response of Japanese people completely. Actually, in the questionnaires
the Japanese when listening to other people talk? (2) do you filled with respondents were also asked to write what lessons
know how the Japanese people are, in terms of apologizing, can be taken by students from the question that have been
thanking and praising? (3) do you know some Japanese given, because in this study more focus on intercultural
gestures that are different from Indonesians? (4) do you Japanese in character education students. While for students
know whether ordinary Japanese or not touch the other who do not know about Japanese culture can be given when
person when communicating with others? (5) do you know the courses can be connected with Japanese culture.
in Japan the people introduce themselves with each other
name card? (6) do you know about the concept of time used When the t-score is examined, it is clear that there is a
by Japanese people? (7) do you know that in Japan applied a statistically significant difference between students who
moral education to their school? (8) do you know that know Japanese culture and students who do not know
students in Japan do not rely on gadgets in all situations? (9) Japanese culture, although this is not particularly obvious.
do you know that reading a book is an addiction to the One possible explanation of these findings is that Japanese
Japanese? (10) know how the Japanese appreciate others Literature students have not yet taught Japanese Culture in
who are talking. the process of pursuing; only still focusing on grammar only.
In the context of education, Japanese grammar learning
Table 1: Result of Questionnaire of should also be given a description of Japanese culture in
Question order to shape the character of the student especially with
t-value
N % students Japanase Literature. Thus, lecturers and students
1. Do you know how the Know 9 30% can improve the self character of the learning process.
response of the Japanese
0.256
when listening to other Don’t know 21 70% This research seeks to analyze Intercultural Aspects in
people talk?
Teaching Japanese as a Foreign Language In Indonesia as a
2. Do you know how the Know 7 23%
Japanese people are, in
Means of Character Education Of Japanese Literature
0.078 Students. the results of questionnaires distributed to 30
terms of apologizing, Don’t know 23 77%
thanking and praising? students of Japanese literature by asking 10 questions about
3. Do you know some Know 11 37% the cultural knowledge of Japanese people there is a
Japanese gestures that are question that answered students know by 50% and only 1
1.623
different from Indonesian Don’t know 19 63% question answered by the student with the amount of 70%,
gestures? while the other 8 questions answered by students with no
4. Do you know whether or Know 8 26% Know with value above 60%. From the results that have
not ordinary Japanese been found can be concluded that the 10 questions given by
touch the other persons 0.369
Don’t know 22 74% researchers to the average student does not know the culture
when communicating with
them?
of the Japanese people completely.
5. Do you know that in Know 15 50%
Japan you introduce Differences in the communication culture between Indonesia
1.723 and Japan are numerous and may vary widely perceived by
yourself with a mutual Don’t know 15 50%
name card? each person and may also differ according to the area of the
6. Do you know about the Know 12 40% culture as well as possibly change over time. Although
concept of time used by 1.434 Japanese culture and Indonesian culture is a high context
Don’t know 18 80%
the Japanese? culture, there are differences in communication habits as
7. Do you know that in Know 19 63% well as in nonverbal communication (Setyanto, 2013). In
Japan moral education is 1.658
Don’t know 11 37% some studies that have been done by previous researchers,
taught at school?
researchers take some cultural differences of communication
8. Do you know that Know 17 57%
students in Japan do not and custom between Japanese and Indonesian people, as
1.734 follows: (1) Distance and touch, when communicating with
rely on gadgets in all Don’t know 13 43%
situations? other people, people who cultured Japan including people
9. Do you know that reading Know 21 70% who do not normally touch the other person's body, in other
a book is an addiction to 1.534 words when compared with Indonesia kwantitas very little.
Don’t know 9 30%
the Japanese? In Indonesia with new people known not a few people who
10. Do you know how the Know 11 37% talk while touching other people's body parts, such as
Japanese respect other 1.548 holding the shoulders, pulling hands and others (Setyanto,
Don’t know 19 63%
people who are talking? 2013). In this example it can shape the character of the
student to be someone who can appreciate others. This is a
From the results of questionnaires distributed to 30 students form of moral education to the students to respect each other
of Japanese literature by asking 10 questions about the and treat people with respect). (2) time concept that exists in
cultural knowledge of Japanese people there is a question communication between cultures is the "monochronic time"
that answered students know by 50% and only 1 question that the execution of everything on schedule has been made,
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Paper ID: ART20178681 DOI: 10.21275/ART20178681 714
 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2015): 6.391
and the "polychronic time" which is more concerned with the people, caring for themrselves and others, and mutual
human relationships and other things compared to the respects among human beings.
schedule already available. Japan is a country with a
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Paper ID: ART20178681 DOI: 10.21275/ART20178681 715
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ISSN (Online): 2319-7064
Index Copernicus Value (2016): 79.57 | Impact Factor (2015): 6.391
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Volume 6 Issue 12, December 2017

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Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20178681 DOI: 10.21275/ART20178681 716