EduAsiaNews, Jakarta — Yuniarsih, a lecturer in the Japanese Language Education Study Program at the Faculty of Languages and Arts, Universitas Negeri Jakarta (FBS UNJ), has earned her doctoral degree from the Doctoral Program in Applied Linguistics at the Graduate School of Universitas Negeri Jakarta (UNJ). She was awarded the degree after successfully defending her dissertation during an Open Doctoral Promotion Examination held at the Bung Hatta Building, 5th Floor, Graduate School UNJ, on Friday (July 17, 2026).
During the examination, Yuniarsih presented her dissertation entitled “Developing a Japanese Speaking Learning Model through Project-Based Learning with an Intercultural Understanding Approach.” The study proposes an instructional model that integrates project-based learning with intercultural understanding to enhance university students’ Japanese speaking proficiency.
According to Yuniarsih, foreign language education should extend beyond the mastery of grammar, vocabulary, and speaking skills. Students must also develop an understanding of the values, customs, and cultural contexts of native speakers in order to use the language appropriately across diverse communicative situations.
She explained that the proposed model encourages students to learn through projects connected to real-life contexts. Through this approach, students not only practice constructing sentences and engaging in conversations but also gain a deeper understanding of how language is used within its social and cultural settings.
“This project-based learning model encourages students not merely to memorize sentence patterns, but to learn spoken Japanese through meaningful experiences, enabling them to understand the cultural values and contexts underlying the language they study,” Yuniarsih said while presenting her research findings.
She further noted that learning experiences involving interaction, collaboration, and project completion can enhance students’ confidence in communicating in Japanese. The approach also provides opportunities for students to develop critical thinking, teamwork, and problem-solving skills throughout the learning process.
During the open defense, Yuniarsih received a range of questions and constructive feedback from the examination panel. The discussion addressed not only the theoretical framework and research methodology, but also the effectiveness of the proposed learning model, its classroom implementation, and its potential application in the development of Japanese language education curricula at higher education institutions.
The panel engaged in an in-depth discussion highlighting the model’s relevance to the evolving needs of foreign language education. The examiners also recommended further implementation of the model across various educational institutions to broaden its impact.
The open examination formed part of the academic quality assurance process within UNJ’s Doctoral Program in Applied Linguistics. Through this rigorous evaluation, the research was assessed to ensure its scholarly contribution to both academic knowledge and educational practice.
Upon successfully completing all stages of the examination, Yuniarsih was officially awarded the doctoral degree. Her research is expected to serve not only as an academic contribution but also as a valuable reference for the advancement of Japanese language instruction at universities.
The learning model she developed is also considered to have strong potential for application in teacher and lecturer professional development programs. By combining project-based learning with intercultural understanding, the model offers a more contextual and authentic approach to language instruction, providing learners with experiences that closely reflect real-world communication.
For FBS UNJ, this achievement represents another milestone in strengthening the institution’s academic excellence through research that addresses contemporary educational needs. The faculty expects its lecturers’ research to contribute not only to scholarly advancement but also to the continuous improvement of teaching and learning quality in higher education.
Through this research, Yuniarsih demonstrates that effective foreign language education requires an approach that integrates both linguistic competence and cultural understanding. By combining these two dimensions, language learning can produce graduates who are not only proficient in the language but also capable of communicating effectively in intercultural contexts.
