Understanding Japanese Language Learning Difficulties in an Indonesian Vocational Training Institution: A Phenomenological Study from a Teacher’s Perspective

Tasya Hendri Putri; Linna Meilia Rasiban; Herniwati

doi:10.33578/pjr.v10i5.1777

Authors

Tasya Hendri Putri Indonesia University of Education, Indonesia Author
Linna Meilia Rasiban Indonesia University of Education, Indonesia Author
Herniwati Indonesia University of Education, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v10i5.1777

Keywords:

japanese language learning, phenomenology, teacher perspective, vocational training institution

Abstract

This study examines Japanese-language learning difficulties experienced by trainees in a vocational training institution or Lembaga Pelatihan Kerja (LPK) in Indonesia from the perspective of a Japanese-language teacher. LPK programs prepare trainees for employment-related pathways to Japan within compressed training periods, making rapid language development a central instructional demand. A qualitative phenomenological design was used to explore how one teacher perceived, interpreted, and responded to learner difficulties in daily instructional practice. Data were generated through an in-depth interview and supported by classroom observation, subsequently analyzed through data reduction, thematic organization, and interpretive conclusion drawing. The findings indicate four interrelated themes: (1) beginner-level entry combined with an accelerated curriculum; (2) vocabulary retention and Japanese particles as core linguistic bottlenecks; (3) limited language exposure, uneven learning pace, and motivational vulnerability; and (4) adaptive teaching through repetition, targeted tasks, evaluation, and individualized support. The findings extend previous Indonesian research by showing that learning difficulty in LPK settings is not adequately explained as an individual linguistic deficiency. Rather, it emerges through the interaction of linguistic distance, compressed instructional time, opportunities for language use, learner heterogeneity, and affective conditions. The study, therefore, argues for early diagnostic teaching, structured opportunities for meaningful Japanese use, and differentiated support in vocational language programs.

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