Corresponding Author: Andi
Novita Rozaliana Fadillah
E-mail: [email protected]
INTRODUCTION
Population demographics in
Indonesia are experiencing an increasing growth rate; based on data from the
Central Statistics Agency (BPS), Indonesia's population in June 2022 is
projected to be 275.77 million (Kennedy
& ST, nd). This number comprises
138,999,996 male residents, or around 54.48%, and 136,361,271 female residents,
or around 49.52%. Currently, the population in the active category aged 15-64
years, or around 69.30%, dominates in Indonesia. The high population of Indonesia
should be watched out for because a surge in population can result in high
poverty rates and higher unemployment rates (Mardiyah
& Nurwati, 2020). In addition, the government must prepare itself to
welcome the aging population after the previous demographic bonus (Ramadhanti &
Nurwati, 2021).
The opposite was experienced by Japan, according to
the official report of the Japanese government cabinet on the conditions and
policies of the elderly community "shakai kourei Hakusho," which
reported the number of elderly people in Japan was 29.1% of Japan's population
in November 2022.
In contrast, Japan's birth rate is experiencing a
significant downward trend (Almari, 2020). Japan's birth rate experienced a high rate in
1947-1949, known as the "first baby boom generation," which was
around 2 million 700 babies per year, and the "second baby boom
period" in 1973 with a birth rate of around 2 million 100, and in 1975
with a birth rate of about 2 million babies per year. Compare that with the
number of births in 2020, around less than 850 thousand babies per year (Suci, 2022).
The increasing number of workers/interns in the
Indonesian caregiver field in Japan from year to year indicates the flow of
globalization (Aswatini, 2020). Then, the demographic conditions of the two countries
also play a major role in this dynamic as a result of the need for and supply
of labor as part of the global economic impact that cannot be separated (Sahban & SE, 2018).
As a part of sending workers/interns to Japan,
Japanese language education plays an important role in describing the needs and
problems faced by sending institutions in pre-departure training (Zulfikar, 2013). The results of the analysis of the conditions and
problems faced by labor-sending/apprenticeship institutions are expected to be
a reference for developing Japanese language teaching as one of fulfilling
industrial needs, especially in teaching Japanese in the caregiver field in the future.
Analysis of the Development of Indonesian Caregiver Delivery (J. F. & I. R. Rochim, 2018). The delivery of
Indonesian caregivers to Japan has actually started since 2008 through the
Japanese and Indonesian economic cooperation program in the EPA (Economic
Partnership Agreement) program, until the period of April 2018 "EPA
Indonesia batch 1-11" a total of 2542 nurses/caregivers have been sent to
Japan, with details of 653 nurses and 1889 caregivers (Sato et al., 2016).
The positive
response from the recipient, in this case the hospital or nursing home to the
performance of caregivers through the EPA program, is one of the factors the
Japanese government opened to other caregiver programs, in addition to the main factors,
namely fulfilling the needs and availability of caregivers in Japan. However,
what became the focus of the EPA program was the problem of Japanese language
proficiency which was felt not to be in line with the recipient's expectations
and became a big problem.
Apart from this debate, the
Japanese government opened a program to recruit workers in the caregiver field
besides the EPA, including; caregiver student scholarship �ryuugaku kaigo� in
2017, technical work apprenticeship program for foreigners in the caregiver
field �kaigo ginou jisshuu� in 2018, and skilled worker program specifically in
the caregiver field (SSW; Specified Skills Worker) �tokutei ginou jisshuu� in
2017 2019. One of the factors that contributed to the opening of programs other
than the EPA was the relatively high requirements for recipients, which
resulted in not all hospitals or nursing homes being able to recruit foreign
workers in the caregiver field.
Language Barrier as a Major Problem in Accepting Caregivers in
Japan (Nishigori,
2019). The acceptance of caregiver labor through
the "Ginou Jisshuu" program first came to the fore in December 2012
at a conference organized by the Ministry of Law on Immigration of Japan. At
the conference, what was discussed quite deeply by some Japanese language
education practitioners was the problem of the need for high communication
skills in the acceptance of caregiver workers, as has been the case with the
EPA program. At the conference, Japanese language education practitioners
proposed JLPT N3 as a condition when entering Japan, but in fact the Ministry
of Law for Imrigation suddenly updated by lowering the standard requirements to
JLPT N4 in the "Interim Summary Results of the Analysis of Foreign HR
Admissions in the Caregiver Field" in February 2012.
The Japanese Language Education Association (Nihongo Kyouiku
Gakkai) through the chairman of the association sent a letter of request to the
Japanese minister of health and welfare about the Japanese language
requirements in accepting foreign workers in the caregiver field in the ginou
jisshuu program in response to the change in Japanese language requirements.
The content of the application letter includes requesting that in the decision
on the requirements for Japanese language proficiency involve practitioners of
Japanese language education, and consider the knowledge of practitioners in
designing effective programs. However, unfortunately the letter was ignored,
and Nishigoori as one of the practitioners of Japanese language education
argued that in the future the proposed standard could be a reference in the
future (J.
F. Rochim, 2019).
Japanese language practitioners in Japan
have tried to respond to the dynamics of accepting foreign workers in the
caregiver field starting from the EPA program by forming the association
"Nihongo Kyouiku Gakkai Kango to Kaigo no Nihongo Kyouiku Waakingu Guruupu
(Japanese Language Education Association for Nursing and Group Caregivers. �Japanese Language Education Work)" in 2009 which later changed its
name to "Kango to Kaigo no Nihongo Kyouiku Kenkyuukai; (Japanese Language
Education Research Association for Nursing and Caregivers)" in 2013. The
association was formed with the aim of providing a solution to the problem of
lack of language teaching of high-level expertise in preparation for the
national certification exam both in pre-departure training and advanced
post-arrival training to Japan. The main agenda of this association is to
provide input to the relevant ministries on the implementation of the Japanese
national certification examination in the field of caregivers and carry out
workshops on how to teach Japanese to hospital / nursing home staff who accept
foreign workers.
Then in 2016 this association became a
non-governmental organization with an agenda of activities organizing research
seminars, network development with practitioners in the field of nursing and
caregivers and so far, has more than 200 members and what is striking is the
joining of members from caregiver vocational schools and caregiver business
people.
Regarding research seminars, the biggest
activities were seminars with the theme "Indonesian Labor and Their
Settlement in Japan and Indonesia; From Collaboration and Education Point of
View" which was held at the University of Education in Indonesia, which
was attended by 58 researchers and practitioners from Japan, and 112 from
Indonesia. In addition, the activity was also attended by representatives of
the Indonesian Ministry of Education and Culture as well as representatives
from the Health and Medical Strategy Service of the Cabinet Secretariat of the
Government of Japan, who conveyed a message that studies such as this seminar
continue to be improved in the future. Caregiver Admission Route on Ginou
Jisshuu Program and Implementation Evaluation in the Field (Ministry
of Health, 2022).
Figure 1. Caregiver Admission Route on
Ginou Jisshuu Program
and Implementation Evaluation in the Field
Figure 1 which is depicted in maroon color
is the acceptance pathway for the �Ginou Jisshuu� program in the caregiver
field, which is broadly divided into 3 stages; 1) Ginou Jisshuu 1 go in the
first year, 2) Ginou Jisshuu 2 go in the second and third years, and 3) Ginou Jisshuu
3 go in the fourth and fifth years with a total maximum stay permit in Japan
for 5 years. The admissions pathway begins with Ginou Jisshuu 1 go in the first
year with the conditions for entering Japan which have been described in table
1-1 (Table 4 Differences Employment Acceptance Programs in Japan in the
Caregiver Sector). Then to continue extending the residence permit to the next
stage, you must pass the exam "Evaluation of Technical Intern Caregivers
(Grade 2 Elementary Level)" and or complete caregiver education at the
hospital/nursing home where the apprentice is located.
�
Then, after completing stage 2 (completing an apprenticeship period of 3
years), as described in the description *1, interns can choose to continue to
the �ginou jisshuu 3 go� program or to the �tokutei ginou 1 go� program for
those who wish to continue working in Japan, and or decide to return to
Indonesia. Whether choosing to continue working in Japan or returning to their
home country, interns are required to take the �Caregiver Field Technical
Apprentice Evaluation� exam (grade 3; specialist level). Then, regarding the
choice to continue working in Japan, the Japanese Ministry of Health, Labor,
and Welfare highlighted the interns' lack of understanding of the difference between
the "ginou jisshuu 3 go" and "tokutei ginou jisshuu 1 go"
programs. In addition to the differences in terms of the contents of each
program, there are also differences in the requirements and preparations that
must be met by interns to continue in the 2 programs.
The requirements and preparations that
must be met to continue working in Japan in the �ginou jisshuu 3 go� program is
described in statement *2, where not only the interns, but the supervising
organization (SO) are also required to fulfill these requirements and
preparations.
Requirements and preparations that need to
be met by interns include; 1) Pass the exam "Technical Apprentice
Evaluation for Caregiver Field (Specialist Grade 3 Level) with the score also
obtained from the results of the parameters that are a requirement other than
the exam reaching a minimum of 60% of the overall score (minimum 93 points out
of a maximum pound of 155 points). These items also include a statement letter
from the caregiver practice supervisor that the person concerned is following
all practical activities well, and a statement that the person concerned has
the desire to continue working in Japan in the "ginou jisshuu 3 go"
program written in the long-term planning letter of preparation for acquisition
to the program, which had been prepared in advance with one of them evaluating
all the items that were required.
On the other hand, a Supervising Organization (SO)
must also apply for accreditation as a SO that excels in hiring caregivers, and
a license as a recognized Supervising Organization institution. Next, after the
interns and SO meet these requirements, the OTIT (Organization for Technical
Intern Training) as the person in charge of the ginou jisshuu program and the
immigration office will take care of the request for an extension to the
"ginou jisshuu 3 go" program. Then, interns who have fulfilled these
requirements are required to temporarily leave Japan during the waiting period
for the "ginou jisshuu 3 go program" after the "ginou jisshuu 2
go" program is over, and/or the period when starting the "ginou
jisshuu 3 go program" for less than one year, and or return to the country
of origin for more than one month (in case of leaving Japan temporarily at the
start of the "ginou jisshuu 3 go program" is less than one year or
more than one month).
Since the start of the Ginou jisshu program in the
caregiver field in 2018, the positive response of users to the caregiver
workforce can be seen from the number of requests that continue to increase
every year (Ito, 2018). The number of requests in the first year, which was
only 1823 requests, increased dramatically in the following year (2019) with
8967 requests, and in 2020 with 12,068 requests (Ministry of Health,
2022). Then, based on the "2021 Caregiver Field
Internship Implementation Conditions Analysis" with a total of 1,160
respondents in hospitals / nursing homes, it was stated that the main reasons
for accepting interns included; 1) To overcome the shortage of caregiver
workers (75.1%), 2) A good stimulus for Japanese caregiver workers (58.1%), 3)
Expect to be able to accept workers with high motivation in the caregiver field
(34.0%). Then the satisfaction index of hospitals/nursing homes that accept
caregiver interns shows very high satisfaction with an index of more than 90%
stating their satisfaction, and hoping that the interns can continue to stage 3
and or pass certification so they can work in Japan longer (Morioka, 2019).
In the future, there will be a great deal of demand
for caregiver workers in Japan, seeing that there is still a gap between the
availability and needs of caregiver workers in Japan (Ministry of Health,
2019). Then, from the Indonesian side, this is an
opportunity where Indonesia is predicted to experience a demographic bonus, and
the apprenticeship program is one of the solutions to reduce unemployment (Savitri, 2019).
Then, by sending caregiver interns to Japan, it is
hoped that interns who return to Indonesia will be able to absorb knowledge
about elderly care so that it can be implemented, both for their own families
or in work in the caregiver field. Considering that Indonesia also needs to
prepare itself for the presence of an aging population after the future
demographic bonus era (Ahmadi & Ibda,
2019).
The choice of route to work in Japan is an option for
prospective Indonesian workers in the caregiver field to pursue a career in
Sakura country. Seeing this opportunity, the route as an intern in the
"ginou jisshuu" program could be an option considering that other programs
have limited quotas and relatively high requirements, especially in Japanese
language skills and skills as caregivers.
Apprentices can learn and gain experience as
caregivers for three years and then can continue to the "tokutei ginou"
program or take Japanese national caregiver certification and update their
residence permit with a "kaigo" visa to work as professional
caregivers in Japan. This opportunity can be used as a short-term solution to
the problem of unemployment in Indonesia and a long-term solution in building
human resources who have the knowledge and skills in the caregiver field to
prepare themselves for the era of Indonesia's aging population in the future.
On the other hand, the demands on Japanese language
skills are still a big obstacle in sending workers into the caregiver field (Fairuz, nd). Caregiver workers must master Japanese language
skills quite highly (Noviyanthi et al., nd). This is needed because his work will directly
contact patients in hospitals or nursing homes. Until this research was
designed, the authors had not found any study that described the mapping of
Japanese language needs and the problems experienced by job training
institutions in the caregiver field, especially in the "ginou
jisshuu" program, which was the focus of this research.
Japanese language education is important in
understanding the dynamics and meeting the needs of sending workers/interns in
the caregiver field between Indonesia and Japan (Arishanti, 2019). For this reason, this research aims to analyze the
conditions and problems of pre-departure training for caregiver intern
candidates in Indonesia.
METHODS
The methods used in this research are qualitative and quantitative. The
data collection technique used was interviews, which were conducted to find out
the general conditions and problems experienced by Nagomi Kaigo Gakkou in
organizing pre-departure training for caregiver intern candidates in Japan. In
this study, the authors interviewed three informants who were directors and two
staff of the Nagomi Kaigo Gakkou education division. Interviews were conducted two times, the first on
Thursday, November 17, 2022, and the second on Monday, November 21, 2022.
Furthermore, namely observation. Observations in this study were carried out
with non-participant observation in four pre-departure training activities,
including 1. Language class, 2. Conversation practice activities, 3.
Conversation Classes, and 4. Caregiver practice classes were held between 13,
14, and 19 December 2022. Observations were made to determine how the training
was carried out in the field. And the Questionnaire. The questionnaire in this
study was conducted to find the conditions and problems experienced by
teachers, especially in Japanese language teaching at the pre-departure
training for caregiver intern candidates. The description of the questionnaire can be explained in the
following table.
Table 1. Questionnaire description
|
Deployment Time
|
December 19 � December 22, 2022
|
|
Deployment Method
|
Directly
|
|
Respondents
|
15 teachers
|
|
Number of Respondents
|
14 teachers
|
|
Respondent Percentage Ratio
|
93%
|
This research uses a
purposive sampling technique to determine the informants in this study (Lenaini, 2021). This technique is carried out by determining the
informants according to the criteria and research needs. The following is the
informant data used in the study, including:
1.
Nd, as the director of Nagomi Kaigo Gakkou.
2.
Sn, as educational operations supervisor for Nagomi Kaigo Gakkou.
3.
Ed, as supervisor of the Nagomi Kaigo Gakkou curriculum study
RESULTS AND DISCUSSION
1. Conditions and Problems of Japanese Language Training at Nagomi Kaigo
Gakkou
Based on the interviews, observations, and
questionnaires conducted, the writer can describe the conditions and problems
of the Japanese language training at Nagomi Kaigo Gakkou into two things. The first is regarding its opportunities
and potential, and the second is the constraints and problems it faces.
Table 1. Teacher Nagomi's Japanese
Language Competence
|
Japanese Language Level
|
Amount
|
%
|
Certification
Upgrade Period
|
Amount
|
%
|
|
JLPT N5
|
0
|
0
|
More
than five years ago
|
0
|
0
|
|
JLPT N4
|
0
|
0
|
Between
3-5 years ago
|
5
|
36
|
|
JLPT N3
|
6
|
43
|
Two
years ago,
|
1
|
7
|
|
JLPT N2
|
7
|
50
|
One
year ago,
|
5
|
36
|
|
JLPT N1
|
1
|
7
|
This
year
|
3
|
21
|
|
Total
|
14
|
100
|
Total
|
14
|
100
|
Based on the results of the questionnaire presented in table 2, it
is known that one person (7%) has N1 competence, and seven people (50%) have
N2. Six people (43%) have N3. Then, the period for upgrading the Japanese
language competency certification is known that there are no nagomi teachers
with certificates of more than five years (0%), between 3 and 5 years, as many
as five people (36%), two years ago as (7%), one last year there were five
people (36%), and this year there were three people (21%).
So, more than half of Nagomi's teachers have level N2 Japanese
skills (57.1%). Then, the longest period of certification upgrade is between 3
to 5 years and one year, each of which is five people. In other words, Nagomi's
teacher's Japanese language proficiency is quite high, and he continuously
upgrades his Japanese language competency certification.
Graphic 1. Experience of living in
Japan (N = 14)
Graphic 2.
Length of Stay in Japan (N = 11)
Based on the questionnaire results, it was
found that 11 Nagomi teachers who had lived in Japan (79%) had never lived in
Japan, and three people who had never lived in Japan (21%). Then, out of 11
people who had lived in Japan, as many as one people lived for one year (9%),
for two years as many as four people (36%), for three years as many as five
people (45%), for four years none (0%), and for five years or more than that as
many as one people (9%). So, approximately 80% of Nagomi's teachers have lived
in Japan, and the average stay is 2 to 3 years.
Table 2. Teacher
Nagomi's Japanese Education Background
|
Educational
background
Japanese
language
|
Number of
Responses
|
Presentation
of
Responses
(%)
|
Percentage
of Cases (%)
|
|
University
in Japan
|
0
|
0
|
0
|
|
University
in Indonesia
|
6
|
27
|
43
|
|
Language
school in Japan
|
2
|
9
|
14
|
|
Indonesian
language school
|
0
|
0
|
0
|
|
LPK
|
9
|
41
|
64
|
|
Other
|
5
|
23
|
36
|
|
Total
|
22
|
100
|
157
|
Based on the results of multiple responses, it is known that the
educational background of Nagomi's Japanese language teachers is mostly from
LPK, with a total of 9 people (41%), followed by universities in Indonesia,
with a total of 6 people (27%). On the other options, respondents stated that
they also studied Japanese at the high school level and educational
institutions at the same level, with a total of 5 people (23%). In addition,
some teachers have studied language schools in Japan (Nihongo Gakkou), with a total of 2 people (9%).
Then, from the percentage of cases data, LPK has a percentage above 50%, namely
64%, which means that more than half of Nagomi's teachers have a background in
Japanese language education at LPK.
Table 3. Teaching Experience of Nagomi Teachers
|
Long
teaching
|
Total
Teaching Time
|
Teaching
Period at Nagomi
|
|
Amount
|
%
|
Amount
|
%
|
|
Five years
plus
|
4
|
29
|
0
|
0
|
|
Four years
|
1
|
7
|
1
|
7
|
|
Three years
|
5
|
36
|
2
|
14
|
|
Two years
|
0
|
0
|
4
|
29
|
|
One year or
less
|
4
|
29
|
7
|
50
|
|
Total
|
14
|
100
|
14
|
100
|
Based on the simple tabulation results in table 4, it is known
that the accumulation of teachers with teaching experience of more than three
years is ten people (72%), with details of 4 people with more than five years
of teaching experience (29%), one person four years (7%), and five people three
years (36%). The rest are teachers who have just started teaching this year,
namely four people (29%). Then, look at the teaching experience at Nagomi. In
that case, it is known that half of the new teachers started working at Nagomi
this year. As many as four people (29%) were teachers who started their second
year at Nagomi. If accumulated, almost 80% of teachers are new teachers at
Nagomi.
The results of the questionnaire about Nagomi Kaigo Gakkou
teachers correlate with what the authors got from interviews with Nd and two
education staff. Nd stated that one of the problems he experienced was that the
average teacher's Japanese language educational background was an alumni
apprentice who lacked knowledge about how to manage classes and develop
appropriate teaching strategies and methods.
�Most of our instructors are
alumni apprentices, where they are less able to develop how to apply teaching
in class. Most of them only apply from what they get while studying Japanese
language at LPK when pre-departure to Japan�
Then Nd also complained about the job-hopping mentality he often
encountered with teachers at Nagomi Kaigo Gakkou.
"Many teachers use LPK as a stepping stone for their careers.
Usually, most of them only last 2 to 3 years and then move to work elsewhere
(not in the teaching field)."
This problem correlates with the
questionnaire results in table 4 (years of teaching at Nagomi), where almost
80% of teachers have just started teaching for about 1 to 2 years at Nagomi.
Then, from the experience of teaching Japanese, less than 30% of teachers have
teaching experience of more than five years.
On the other hand, the author sees that
Nagomi Kaigo Gakkou teachers have considerable potential in teaching Japanese,
especially in training prospective interns. This can be seen from the
competency in the Japanese language and the motivation to continue upgrading
language skills in terms of certification. Sn, one of the Japanese language
education staff, in his interview said the following:
"We are required to always upgrade our Japanese language skills by
participating in the JLPT every year. The company provides a decent allowance
if we upgrade our Japanese language competence. I was also motivated to take
the exam as much as possible because the company stipulates that the validity
period of certificates recognized to be given benefits is two years."
Another potential that Nagomi's teachers
have is the experience of most teachers who have lived in Japan for a long
time. This can be seen from the results of observations made by the author,
both in activities 1) Japanese Language Class, 2) Conversation Practice
Activities, 3) Conversation Class Activities, and 4) Japanese Language Practice
Activities.
The pre-departure Japanese training for
Nagomi Kaigo Gakkou is broadly divided into the four activities above. 1) Japanese language class, held every
Monday-Friday from 8 am to 5 pm, focuses on learning to achieve the JLPT level
N4 target, which is a requirement for interns to be able to go to Japan. 2) Conversation Practice Activities,
carried out in groups (about five people) which are carried out during breaks
and or after Japanese class activities are finished. 3) Conversation Class,
conducted once a week for approximately 1 hour, taught by a native Japanese
teacher. Activities 2) and 3) aim for the interns to have high conversation
skills due to the demands of working as caregivers. 4) Caregiver practice class, intended for interns who have passed
JLPT N4 and equivalent exams, aims for interns to gain knowledge and skills as
caregivers as well as professional Japanese language skills.
Sharing experiences on living and working in Japan is a very
important literacy for prospective interns. In observation activities, the
authors see that teachers are skilled in providing the required literacy, both
in class activities and conversation class activities. Questions from
prospective interns can be responded to quite expertly by the instructor.
In addition, in conversation classes taught by native teachers,
they occasionally explain Japanese culture and society, especially in working
as caregivers. The background of these native teachers who work in the medical
field helps students in gaining knowledge about how to work as caregivers.
Knowledge and skills as caregivers are increasingly honed in
caregiver practice classes. The background of the teachers who are
ex-caregivers in Japan allows students to gain the skills and knowledge needed
to work as caregivers in Japan. The teacher explains the skills and knowledge
needed as a caregiver through hands-on practical activities.
2. Mapping
Japanese Language Training Needs for LPK Teachers in Sending Workforce/ Caregiver Apprentices at Nagomi Kaigo
Gakkou
Based on interviews, observations, and questionnaires conducted,
the author can describe the mapping of training needs, especially Japanese
language teaching training, by knowing the conditions of difficulty and
teaching topics described as follows.
First, regarding the conditions of difficulty in teaching, if you
look at the questionnaire results (see graph 2), it is known that the
accumulation of Nagomi teachers who answered sometimes had difficulties, and
only 12 people (85%) answered difficulties. These results correlate with the
results of interviews and observations, which indicate the need for teaching
training for Nagomi teachers in developing teaching and learning activities in
the classroom.
Graphic 3. Level of Difficulty in Teaching Japanese
Second, regarding teaching topics that need attention in teaching
training, based on the results of multiple responses (table 5), it is known
that the teaching topics of Bunpou (24%),
Choukai (19%), Dokkai (19%), and Goi (17%)
are the most difficult in teaching Japanese.
Table 4.
Difficult Japanese Language Teaching Topics
|
Teaching
Topics
|
Number of
Responses
|
Percentage
of Responses (%)
|
Percentage
of Cases (%)
|
|
Hiragana
|
1
|
2
|
7
|
|
Katakana
|
0
|
0
|
0
|
|
Kanji
|
5
|
12
|
36
|
|
Goi
|
7
|
17
|
50
|
|
Bunpou
|
10
|
24
|
71
|
|
Choukai
|
8
|
19
|
57
|
|
Dokkai
|
8
|
19
|
57
|
|
Kaiwa
|
3
|
7
|
21
|
|
Total
|
42
|
100
|
300
|
Then, from the percentage of cases data, these four topics have
percentages above 50%, with details of
Bunpou (71%), Choukai (57%), Dokkai (57%), and Goi (50%). This indicates that more than half of the Nagomi Kaigo
Gakkou teachers experience difficulties in the four teaching topics, especially
Bunpou, which has the highest
percentage. This is also seen in the open-ended questions about the
difficulties of teaching Japanese.
�For grammar,
the problem that sometimes arises is when you find the same bunpou but have
different meanings, functions, or maybe meanings like ～らしい、～みたい、～っぽい、わすれっぽくなった（ often| ）、～ように, etc. Even
though it is explained slowly & logically, sometimes students find it
difficult to understand. (Respondent 2)
Then from the results of open questions
also found the following constraints:
" Training
students should be required to memorize vocabulary, and there should be a
special vocabulary exam in the form of a written exam, and students are lacking
in depth (kikitori 1) due to the rare dictation method in memorizing
vocabulary because the vocabulary is lacking. So, it is hard when having a
conversation." (Respondent 9)
From the results of the analysis above, it
can be concluded that the topics that become obstacles are "bunpou"
and "goi" as learning inputs and "Choukai" and
"Dokken" as learning outputs.
3. The Role of
Japanese Language Higher Education Institutions and Opportunities for
Developing Japanese Language Teaching at LPK
From the results of the analysis of the conditions and problems
faced by Nagomi Kaigo Gakkou, as well as the mapping of training needs for LPK
teachers above, the author realizes that in the future, the study of problems
and the development of Japanese language learning at LPK needs more attention
from Japanese language study programs in higher education institutions.
The high competency demands from the Japanese side, especially in
the caregiver field, which is the subject of this research, need special
attention and study in the future. It is hoped that in the future, many
Japanese language study programs in tertiary institutions will collaborate with
LPK to jointly develop Japanese language teaching, especially professional
Japanese. In this case, the profession of a caregiver is one of them.
The form of such development may include; 1) Training for LPK
teacher development by universities, 2) Sending students to LPK as interns in
the form of internship activities, 3) Study of the LPK curriculum involving
universities to meet standards set by the Japanese side, 4) Development of
teaching materials and other supports to fulfill the teaching of professional
Japanese as demand for internship/work activities in Japan.
CONCLUSION
The results of a study of the conditions and
mapping of problems experienced by LPK in sending caregiver interns through the "Ginou Jisshuu" program through the Nagomi
Kaigo Gakkou case study can be described that most teachers at LPK are
ex-interns who have quite high Japanese language skills and experience living
in Japan, where this is a potential in teaching Japanese for prospective
interns. However, on the other hand, teaching skills are still lacking
because the teacher's educational background is only obtained during
pre-departure training in Japan. In addition, there is the Job-Hopping
phenomenon for LPK teachers, where most teachers only last between 1 to 3 years
before finally deciding to move to work in another field (besides teaching
Japanese) as well as the existence of ex-EPA Program instructors, where the
experience of working directly in the caregiver field that they have has great
potential in Japanese language training for the caregiver profession. However,
the percentage of teachers who have field experience is still lacking. It needs
to be increased in empowerment, especially in developing Japanese language teaching
materials for the caregiver profession.
Based on the results of this study, the
authors hope there will be a collaboration between the Japanese language higher
education institutions and LPK candidates for caregiver interns through
Japanese language teaching training activities for LPK teachers, especially on
learning topics that are considered difficult. The results of this study found
that Japanese language teachers at LPK still experienced difficulties in the
topics of "goi" (vocabulary introduction and practice) &
"bunpou" (grammatical) as input activities for Japanese language
learning and "choukai" (listening) & "dokkai"
(comprehension discourse) as an output activity of Japanese language learning.
In addition, further research and studies will be conducted on the job-hopping
phenomenon of Japanese language teachers at LPK, which may have an impact on
meeting the needs of Japanese language teachers in the future as well as
further research and studies regarding the development of Japanese language
teaching materials for caregiver professions to meet the requirements for human
resource training for prospective caregivers in Japan, bearing in mind that
there will be a lot of competition for caregiver apprentices from other
countries as senders.
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