Reflection on Learning to Read Japanese Language Through Contextual Approach for Indonesian Students

  • Frida Philiyanti Pendidikan Bahasa Jepang, Fakultas Bahasa dan Seni, Universitas Negeri Jakata, Jakarta, Indonesia
  • Yumna Rasyid Pendidikan Bahasa Jepang, Fakultas Bahasa dan Seni, Universitas Negeri Jakata, Jakarta, Indonesia
  • Emzir Emzir Pendidikan Bahasa Jepang, Fakultas Bahasa dan Seni, Universitas Negeri Jakata, Jakarta, Indonesia
Keywords: Japanese reading, contextual approach, reflection, Indonesian students


In the term of language skills, reading skills are advanced skills after listening and speaking. For learners of foreign languages, in this case is Indonesian students, the urge in mastering this skill becomes a massive obstacle. Especially in learning Japanese, the most common problem encountered is the difference in writing characters, vocabulary, and grammar compared to Indonesian. As an effort to help students overcome these problems, reading learning through a contextual approach is carried out for first semester students in Japanese Language Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. One component in the contextual approach to learning is reflection. Through this activity, students are expected to find a connection between information or knowledge they gained with their daily experiences. Thus, they will find the meaning of learning. This study aimed to determine the impact of self-reflection and its relation to the ability to read Japanese for beginner-level Indonesian students. This research method uses descriptive analysis method. From the reflections of 20 Indonesian students who were learning Japanese for the first time show that vocabulary skills were the most supportive factor in mastering reading skills compared to grammatical abilities.


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