Perceptions of Cultural Representation in Japanese Language Textbooks: Insights From Students and Teachers in Indonesian Higher Education
DOI:
https://doi.org/10.17507/jltr.1702.25Keywords:
Japanese language textbooks, cultural representation, intercultural competence, students’ and teachers’ perceptions, higher educationAbstract
This study investigates how students and teachers in Japanese language programs at Indonesian universities perceive cultural representations in widely used textbooks and how these perceptions inform the need for intercultural-oriented learning design. Drawing on a mixed-methods approach, data were collected through a questionnaire completed by 68 undergraduate students and semi-structured interviews with six experienced instructors. Quantitative data were analyzed descriptively, while qualitative responses were thematically coded based on Byram’s Intercultural Communicative Competence and Moran’s 4P cultural framework. Findings reveal that both students and teachers value the integration of linguistic and cultural learning but recognize an imbalance between grammatical focus and intercultural contextualization. Marugoto is perceived as culturally authentic and communicative, while Minna no Nihongo is praised for structural clarity but limited in fostering cultural reflection. Students expressed a preference for interactive, visual, and relatable cultural content, whereas teachers emphasized their mediating role in linking cultural concepts to learners’ experiences. The study concludes that an integrative textbook design, combining grammatical rigor with reflective intercultural engagement is essential for developing intercultural competence. The proposed 4P + IC framework highlights how cultural representation can serve not only as learning material but as a bridge to intercultural understanding in Japanese language education.
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