Enhancing Japanese Communication Skills through an Industry-Based Roleplay Module Using Communicative Language Teaching Approach
DOI:
https://doi.org/10.31940/jasl.v10i1.56-67Keywords:
communicative language teaching, experiential learning theory, Japanese teaching module, task-based language teaching, vocational educationAbstract
This study investigates the effectiveness of an industry-based role-play module developed using the Communicative Language Teaching (CLT) approach for enhancing Japanese communication skills among tourism vocational students. The research employed a Research and Development (R&D) design integrated with classroom action research. Involving 20 students of the Tour and Travel Business Program at Politeknik Pariwisata Bali who had completed two semesters of basic Japanese Language. Data were collected through speaking performance assessments, observation checklists, peer evaluations, and reflective journals. Quantitative data were analyzed using descriptive statistics to measure improvement across two learning cycles, while qualitative data were examined through thematic analysis. The results indicate a substantial improvement in students’ communicative competence, particularly in fluency, pragmatic accuracy (keigo usage), and professional etiquette, with overall performance increasing from 65% in Cycle I to 88% in Cycle II. The findings suggest that integrating authentic tourism industry contexts into roleplay-based learning within the CLT framework effectively strengthens students’ professional Japanese communication competence.
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