Integrating ICT In High School Japanese Language Learning: A Needs Analysis For E-Modules Development

Authors

  • Herniwati

    Department of Japanese Language Education, Universitas Pendidikan Indonesia, Bandung West Java 40154, Indonesia
  • Murni Setianingrum

    Department of Japanese Language Education, Universitas Pendidikan Indonesia, Bandung West Java 40154, Indonesia
  • Nakanishi Azusa

    Graduate School of Humanities and Social Sciences, Hiroshima University, Higashihiroshima Hiroshima 739-8529, Japan
  • Noa Funaki

    International Education Department, Faculty of Education, Tokyo Gakugei University, Koganei Tokyo 184-8501, Japan
  • Andria Pragholapati

    Department of Nursing, Faculty of Sports and Health Education, Universitas Pendidikan Indonesia, Bandung West Java  40154, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i8.10437
Received: 10 June 2025 | Revised: 20 June 2025 | Accepted: 30 June 2025 | Published Online: 29 July 2025

Abstract

This study analyzes the need for electronic modules (e-modules) in Japanese language learning at high schools, focusing on the integration of ICT to support independent learning. A qualitative descriptive approach was employed, with subjects consisting of Japanese language students and teachers selected through purposive sampling. Data were collected through in-depth interviews and open-ended questionnaires and analyzed using thematic analysis techniques. The findings revealed that the needs analysis for e-module development indicated a significant demand for interactive and easily accessible e-modules for students, as well as effective teaching tools for teachers. Based on the data analysis from the development stages, the results showed: 1) E-modules can be used independently and are learner-centered, 2) they are integrated with various audio-visual technologies and social media to train vocabulary, sentence patterns, and conversation skills, and 3) they are easily accessible. In the feasibility test results regarding media and content, the e-module received a "very feasible" category for use in independent Japanese language learning. During the implementation phase, feedback from educators and students in a limited trial class categorized the e-module as "excellent" for independent Japanese language learning. ICT integration through e-modules can enhance students' motivation and ability to learn independently while supporting teachers in the teaching process. This study provides a solid foundation for developing effective e-modules in Japanese language education in Indonesia.

Keywords:

ICT Integration; Electronic Module; Independent Learning; Japanese Language

References

[1] Fraillon, J., Ainley, J., Schulz, W., et al., 2019. IEA international computer and information literacy study 2018 assessment framework. Springer Nature: Cham, Switzerland. DOI: https://doi.org/10.1007/978-3-030-19389-8

[2] Siddiq, F., Hatlevik, O.E., Olsen, R.V., et al., 2016. Taking a future perspective by learning from the past–A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy. Educational Research Review. 19, 58–84.

[3] Castro, M.G.A.D., Peñalvo, F.J.G., 2023. Systematic review of Erasmus+ projects labelled as good practice and related to e-learning and ICT: Some case studies. Heliyon. 9(12), e22331.

[4] Brahma, M., Rejula, M.A., Srinivasan, B., et al., 2023. Learning impact of recent ICT advances based on virtual reality IoT sensors in a metaverse environment. Measurement: Sensors. 27, 100754.

[5] Senkbeil, M., 2023. How well does the digital home learning environment predict ICT literacy and ICT self-efficacy? Comparing the predictive power of adolescent and parent reports. Computers & Education. 207, 104937.

[6] Haristiani, N., Rifai, M.M., 2021. Chatbot-based application development and Implementation as an autonomous language learning medium. Indonesian Journal of Science and Technology. 6(3), 561–576. DOI: https://doi.org/10.17509/ijost.v6i3.39150

[7] Butterfield, L.D., Borgen, W.A., Amundson, N.E., et al., 2005. Fifty years of the critical incident technique: 1954-2004 and beyond. Qualitative Research. 5(4), 475–497. DOI: https://doi.org/10.1177/1468794105056924

[8] Pozo, J.I., Pérez Echeverría, M.P., Casas-Mas, A., et al., 2022. Teaching and learning musical instruments through ICT: the impact of the COVID-19 pandemic lockdown. Heliyon. 8(1), e08761. DOI: https://doi.org/10.1016/j.heliyon.2022.e08761

[9] Dizon, G., Thanyawatpokin, B., 2018. Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction. The EuroCALL Review. 26(1), 29–29. DOI: https://doi.org/10.4995/eurocall.2018.7947

[10] Lee, J.S., 2018. When IDLE Hands Make an English Workshop: Informal Digital Learning of English and Language Proficiency. TESOL Quarterly. 52(2), 435–445.

[11] Naghdipour, B., 2022. ICT-enabled informal learning in EFL writing. Journal of Second Language Writing. 56(100893), 100893. DOI: https://doi.org/10.1016/j.jslw.2022.100893

[12] Jurkovič, V., 2019. Online informal learning of English through smartphones in Slovenia. System. 80, 27–37.

[13] SANFO, J.B.M., 2023. Examining student ICT use and learning outcomes: Evidence from Javanese PISA data. Computers and Education Open. 4, 100141.

[14] Montoya, L.V., 2023. ICT use for learning and students' outcomes: Does the country's development level matter? Socio-Economic Planning Sciences. 87, 101550.

[15] Yan, S., 2012. Teachers' roles in autonomous learning. Journal of Sociological Research. 3(2), 557–562. DOI: https://doi.org/10.5296/jsr.v3i2.2860

[16] Fujita, Y., 2014. The effect of educational interventions that enhance learner autonomy: A case study of a Japanese language learner with increased autonomy [in Japanese]. Obirin Today - 教育の現場から. 14, 59–74.

[17] Lufthansa, L., Saputro, Y.D., Rohmah, L.N., et al., 2022. Needs analysis for the development of electronic teaching materials for the Adaptive Physical Education course at IKIP Budi Utomo [Analisis kebutuhan pengembangan bahan ajar elektronik mata kuliah Penjas Adaptif di IKIP Budi Utomo] [in Indonesian]. Journal of Sport Science and Fitness. 8(1), 23–32. DOI: https://doi.org/10.15294/jssf.v8i1.58141

[18] Linda, R., Putra, T.P., 2021. Improving student autonomy and learning outcomes through the implementation of an interactive integrated Science E-Module of the connected type on energy material for Junior High Schools (SMP/MTs) [in Indonesian]. Jurnal Pendidikan Sains Indonesia. 9(2), 191–200.

[19] Parmiti, D.P., Simamora, A., 2021. Development of E-Content Using Segmentation Principles with E-Assessment in the Development of Teaching Materials Course. In Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020), Bali, Indonesia, 11 November 2020; pp. 83–90.

[20] Setiawan, H., 2022. Development of a climate change e-module to improve conceptual understanding and students' attitudes toward Science in Junior High School [Doctoral dissertation] [in Indonesian]. Bandung, Indonesia: Sekolah Pascasarjana.

[21] Tanaka, N., 2014. Instructional design out of regard for students' setback [in Japanese]. Bulletin of Professional School for Teacher Education [in Japanese]. 6, 11–20.

[22] Branch, R.M., 2009. Instructional design: The ADDIE approach. Springer: New York, USA.

[23] Misbah, D., Surya, M., 2017. The use of audiovisual media in powerpoint-based pop-up model learning to improve students' learning outcomes on vocabulary material in Arabic language subject [in Indonesian]. Jurnal Teknologi Pendidikan Dan Pembelajaran. 2(2), 404–417.

[24] Mardani, D.M.S., 2012. Utilization of visual media to improve the ability to write Hiragana and Katakana characters [in Indonesian]. Jurnal Pendidikan Dan Pengajaran. 45(3), 220–230. DOI: https://doi.org/10.23887/jppundiksha.v45i3.1836

[25] Puteri, W.A., Maharani, D.A., Wulandari, A., 2020. The use of audiovisual media to increase students' learning motivation during the COVID-19 pandemic at SDN 1 Serayu Larangan [in Indonesian]. ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat). 1(1), 122–129.

[26] Indonesia, K.P.d.K.R., 2017. Senior High School Profile: Senior High School from Time to Time, 2nd ed. [in Indonesian]. Kemdikbud RI: Jakarta, Indonesia.

[27] Bekebrede, G., Warmelink, H.J.G., Mayer, I.S., 2011. Reviewing the need for gaming in education to accommodate the net generation. Computers & Education. 57(2), 1521–1529. DOI: https://doi.org/10.1016/j.compedu.2011.02.010

[28] Iivari, N., 2020. Empowering children to make and shape our digital futures – from adults creating technologies to children transforming cultures. International Journal of Information and Learning Technology. 37(5), 279–293.

[29] Zhang, Y.B., Ning, T.T., Xue, T., 2017. Autonomous learning ability training of college students in Tianjin from the perspective of habitus and field. Journal of Discrete Mathematical Sciences & Cryptography. 20(1), 323–339. DOI: https://doi.org/10.1080/09720529.2016.1183309

[30] Partnership for 21st Century Learning, 2019. Framework for 21st century learning definitions. Available from: https://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf (accessed on July 10, 2023).

[31] Tarawi, O., Noer, A.M., Linda, R., 2020. The development of acid-base e-chemistry magazine as interactive teaching materials. Journal of Physics: Conference Series. 1440(1), 012012. DOI: https://doi.org/10.1088/1742-6596/1440/1/012012

[32] Trilling, B., Fadel, C., 2009. 21st century skills: Learning for life in our times. John Wiley & Sons: Hoboken, USA.

[33] Taniguchi, H., Kawa, G., Kinoshita, H., et al., 2012. Recovery of Erectile Function after Nerve-Sparing Laparoscopic Radical Prostatectomy in Japanese Patients Undergoing Both Subjective and Objective Assessments. The journal of sexual medicine. 9(7), 1931–1936.

[34] Tomohiko, I., Naoki, I., Yasuko, M., 2012. Characteristics of learning strategies in the use of multimedia Japanese content [in Japanese]. 桜美林言語教育論叢. 8, 125–141.

[35] Ranal, A., Husniyah, H., Fienti, Y., et al., 2023. Physical Activity Training Education for the Elderly at Nursing Homes. Pengabdian: Jurnal Abdimas. 1(1), 14–19.

[36] Mahmudah, I.H., 2022. The effectiveness of online learning media based on TikTok social media in Japanese language learning at SMA Negeri 1 Taman [in Indonesian]. Hikari: Jurnal Ilmiah Mahasiswa Jurusan Bahasa Dan Sastra Jepang. 6(1), 70–77.

[37] Meilantari, N.L.G., Sudipa, M.H.D., 2022. Introduction of COVID-19 vocabulary in Japanese Through audiovisual media at SMK Saraswati 3 Denpasar [in Indonesian]. Lokatara Saraswati: Jurnal Pengabdian kepada Masyarakat. 1(1). 56–65.

[38] Yoshieda, M., 2022. Educational use of instagram as a place for English output [in Japanese]. JACET Chubu Journal. 20, 85–100. DOI: https://doi.org/10.34545/jacetchubu.20.0_85

[39] Ernawati, N.P.E., 2020. The implementation of YouTube-based learning media to improve learning outcomes of grade XI language students at SMA Negeri 1 Singaraja [in Indonesian]. Stilistika: Jurnal Pendidikan Bahasa dan Seni. 9(1), 92–106. DOI: https://doi.org/10.5281/ZENODO.4295628

[40] Haristiani, N., Dewanty, V.L., Rifai, M.M., et al., 2022. Autonomous learning through chatbot-based application utilization to enhance basic Japanese competence of vocational high school students. Journal of Technical Education and Training. 14(2), 143–155. DOI: https://doi.org/10.30880/jtet.2022.14.02.013

[41] Dewi, V.K., Degeng, P.D.D., Razali, K.A., 2024. Exploring the students' perceptions of the integration of web-based and non-web-based ICT in ELT at the vocational high school in Indonesia. Journal on English as a Foreign Language. 14(1), 285–315. DOI: https://doi.org/10.23971/jefl.v14i1.7818

[42] Sher Ryn, A., Sc, S., 2020. Teachers' practices and perceptions of the use of ICT in ELT classrooms in the pre-Covid 19 pandemic era and suggestions for the "new normal." LSP International Journal. 7(1), 99–119. DOI: https://doi.org/10.11113/lspi.v7n1.100

[43] Yuen, A.H.K., Law, N., Wong, K.C., 2003. ICT implementation and school leadership. Journal of Educational Administration. 41(2), 158–170. DOI: https://doi.org/10.1108/09578230310464666

[44] Dianti, R., Atmanegara, Y., 2019. ICT Impact on EFL Secondary Students' English Achievements. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018), Banana Inn Hotel, Bandung, Indonesia, 27-28 November 2018; pp. 482–486.

[45] Santosa, M.H., Senawati, J., Dang, T.T., 2022. ICT integration in English foreign language class: Teacher's voice in perceptions and barriers. Pedagogy: Journal of English Language Teaching. 10(2), 183–202. DOI: https://doi.org/10.32332/joelt.v10i2.5168

[46] Inayati, D., Emaliana, I., 2017. The relationship among pre-service EFL teachers' beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. Dinamika Ilmu. 17(1), 83–99. DOI: https://doi.org/10.21093/di.v17i1.664

Downloads

How to Cite

Herniwati, Setianingrum, M., Azusa, N., Funaki, N., & Pragholapati, A. (2025). Integrating ICT In High School Japanese Language Learning: A Needs Analysis For E-Modules Development. Forum for Linguistic Studies, 7(8), 196–205. https://doi.org/10.30564/fls.v7i8.10437

Issue

Vol. 7 , Iss. 8 (August 2025)

Article Type

Article

License

Copyright © 2025 Herniwati, Murni Setianingrum, Nakanishi Azusa, Noa Funaki, Andria Pragholapati

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.