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The first one is to identify contributing factors from both the home and host countries which are involved in Indonesian students' investment in Japanese language learning and study in Japan

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i ABSTRACT

Located within the fields of Japanese language education, sociolinguistics, and international education, this empirical study attempts to shed light on the current phenomenon of study in Japan from the perspective of Indonesian learners of Japanese. This study has two aims to achieve. The first one is to identify contributing factors from both the home and host countries which are involved in Indonesian students' investment in Japanese language learning and study in Japan. The second one is to understand how the implementation of Japanese language education and study abroad policies and planning in both countries has influenced students' investment in Japanese language learning and study in Japan.

The competitiveness and the high demand for skilled human resources in the job market have motivated many people to pursue education and to acquire specific skills by study abroad. The promotion of study abroad has been widely conducted by a large number of governments in the world through various policies and planning, in order to cultivate competent and skilled human resources to drive their national economy. Language skills have also become a determinant of the global mobility regime. The regulation of mobility and the issue of social integration is frequently associated with language skills. Significant investment to acquire a certain level of language skills have been made by language learners, including Japanese language, in order to be able to contribute to society. Darvin and Norton’s model of investment is employed as a theoretical framework in this study to explain the way learners engaged themselves in Japanese language learning, and contributing factors involved in the decision making of the investment. Furthermore, the push-pull factors from the

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perspective of both the home and host countries were also examined.

This study compared and analyzed three datasets which had been collected over a period of three years (February 2015 - September 2017). Mixed methods approach using qualitative (narrative inquiry) and quantitative (questionnaire study) was employed.

Narratives of 17 participants (dataset 1) and 10 participants (data set 2) were combined with the data from 444 questionnaire participants (dataset 3). In addition to the data that represents learners’ voice, it is also considered equally important to understand the phenomenon from the perspective of Japanese language teachers who are dealing directly with the implementation of the policies and planning related to Japanese language education as well.

Therefore, this study also includes narratives of seven Japanese language teachers from several Indonesian universities in the analysis. Contributing factors involved in the investment of Japanese language learning were discussed within three elements in the model of investment: affordances for learning/perceived benefits of investment, systemic patterns of control, and positioning. Furthermore, several push-pull factors from both the home and host countries were also identified from the data analysis.

This study pointed out how learners have practiced their agency in order to acquire and develop their language skills and knowledge they have previously learned in higher education institutions at the home country through study abroad and social engagement with Japanese communities of practice. However, this study also found that there is still a lack of policies and planning aiming for the quality assurance of language-skills-for-work to prepare Japanese learners for the global labor market. Findings from the analysis of the three datasets and teachers’ interviews suggested that there is a huge gap between the graduates' output of higher education and the demand of the labor market, which became one of the contributing

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factors in students’ investment in Japanese language learning and study in Japan. The investment is expected to bring a good return in the form of the language skills and personal credentials, which would give students access to desirable resources, such as better employment opportunities and recognition as a competent Japanese language user. The problem, however, lies on the ill-defined goals and focus of the study abroad programs attended by learners, which concentrates more on the paper-based Japanese language proficiency and fulfilling the Japanese industrial needs for the workforce rather than the development of learners’ potentials and future skills.

The contribution of this study lies in the empirically rich insights provided by the voices of Japanese language learners in different stages of Japanese learning experiences, during their study in Indonesian higher education and study in Japan. Learners’ voice which reflects their experiences, expectations and future aspirations is considered an essential element in the transformation process of higher education. Learners’ voice also provides valuable insights into the implementation of language education and study abroad policies, its impact, and effectiveness, as well as to identify the existing problems and the possible solutions.

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