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Self-Assessment Questionnaire Model for Kenkyu Keikaku Sakuseiho
(LRM) in the Japanese Department
Idrus and Lady Diana Yusri
Japanese Department, Faculty of Humanities, Universitas Andalas, Padang, Indonesia
Keywords: Self-Assessment, Questionnaire, Kenkyu Keikaku Sakuseiho, Japanese Department.
Abstract: Linguistic Research Methodology Kenkyu Keikaku Sakuseiho (LRM) is a compulsory subject in the Japanese
Department curriculum. Students learn how to write background, formulation of problems, goals, benefits,
research methods, previous research, and theoretical basis for research. After studying various research
methods in the field of linguistics, students write a linguistics research proposal that can be submitted as the
thesis proposal. In this term, 'self-assessment rubric' was used as a new variable in the assessment system.
Students were given the opportunity to provide an assessment of the achievements they had obtained
independently by referring to the predetermined learning outcomes of the Linguistic Research Method
courses..
1 INTRODUCTION
Linguistic Research Methodology Kenkyu Keikaku
Sakuseiho (LRM) is a compulsory subject in the
Japanese Literature curriculum (Unand, 2014).
Students study various kinds of research
methodologies in the field of Linguistics. The
research method studied when students take this
course are qualitative, quantitative or mixed method
approaches. After learning various research methods
in the field of linguistics, students write the research
proposal which can later be submitted as a thesis
proposal. This course is offered in semester 6 with the
aim that students can write thesis proposals well so
that they can complete the requirements of the
Japanese Department on time.
Linguistic Research Methods can also be
considered the course that prepares students to write
thesis proposals. In this course, students learn how to
write background, formulation of problems, goals,
benefits, previous research, and the theoretical basis
for the research proposal. After attending this course,
students are expected to have the ability to write good
linguistics research proposals that can form the basis
of the thesis that is the requirement to complete the
masters program. Other expected outcomes are that
students develop soft skill competencies both
intrapersonal skills (including independence, critical
and analytical thinking) and interpersonal skills
(including teamwork and oral communication), and
basic student values (including integrity, discipline,
hard work, politeness /ethical values, and
confidence).
Up until now, the teaching materials used were
from the book Metode Penelitian Bahasa, but the use
of the book has not brought encouraging results
because many students who have difficulty compiling
the research proposal. The learning method applied
until now has been the case study. The PowerPoints
shown to students in the class have not been able to
stimulate students to master this course well. The
assessment carried out in measuring student learning
outcomes depended entirely on assignment
assessments, midterm exams, and semester final
exams as well as attendance in lectures. Assessment
has several different purposes such as to measure
achievement (summative assessment/assessment of
learning), to engender learning (formative
assessment/assessment for learning), and to enable
learners to become aware of how they learn
(assessment as learning) (Wride, 2017). When
students are assessed in activities that seen
intrinsically meaningful or useful, they are more
likely to engage and invest in deep learning (Sambell,
et.al., 2013). One of the problems found in this
Linguistic Research Method course is that there are
44
Idrus, . and Yusri, L.
Self-Assessment Questionnaire Model for Kenkyu Keikaku Sakuseiho (LRM) in the Japanese Department.
DOI: 10.5220/0008679100440047
In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 44-47
ISBN: 978-989-758-392-6
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