The Reflection of Motivational Learning in Japanese Language: A Case Study of ARCS Implementation in Higher Education
written by : Rudi Hartono Manurung, Kristianus Oktriono, Desmond P Sianipar
An inspirational learning produces a holistic interest incessantly. It leads to a greater and sustainable motivation for students’ acquisitiveness. In response to the formulation of an interactive and motivational learning, the study aims to reflect the Japanese leaning by the implementation of ARCS (Attention, Relevance, Confidence, and Satisfaction) Motivation Model by Keller. In such context, the descriptive analysis is selected in undertaking the study. At a closer look, it focuses on the classes of Japanese language in Binus University and involves 25 students in even semester 2016. The level of competency exhibited that the students were approximately in the level of intermediate, which is equivalent to Japanese-Language Proficiency Test (JLPT) level N4, as organized by under joint organization of the Japan Foundation and Japan Educational Exchanges and Services. In regards to students’ achievement, the study demonstrated a satisfactory payoff in terms of the scores attainment. Therefore, the model of ARCS benefits the teachers in delivering target language (L2) to students at the second year studies and maintaining the level of students’ motivation towards the subject.
Keyword: ARCS, Motivation, Japanese, Student, Acquisitiveness
This paper is being presented in SOSHUM 2017, at Jakarta Indonesia.
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