8. 悌 (Tei-Respecting Elder and Appreciating Tradition), students have to respect elder and always appreciate tradition so they can develop education quality with raise people s moral values. In kanji learning, students have to follow tradition in writing kanji B. BUSHIDO VALUES IN JAPANESE LANGUAGE EDUCATION In Japanese language Bushido values are in multiple learning applied aspects. Bushido that was learned by samurais did not only about war, but also contained art and culture such as literature, calligraphy, ceramics art, tea ceremony, and soon.
Japanese is one of develop nations that arose from defeated, but Japanese people has built a good country by appreciating moral and tradition. Therefore, the students can copy Japanese people to protect Indonesia s moral values, tradition, and character.
First language learner (L1) like learners from Indonesia who recognize Roman alphabet letters and study Japanese as their second language (L2) are likely to face difficulty not only from new words, but from Japanese characters which are hiragana, katakana and kanji as well. Furthermore, Okabe  states, Japanese language learners in the beginner s level struggle to understand and memorize words in Japanese while intermediate learners utilize on the words they are already familiar with to express a main word that is not yet encountered when it comes to communication. Long term goal of studying the language requires a learner to continously learn, be familiar and recall vocabulary. Yamashita Kyo  divides the vocabulary of learning into intentional learning and incidental learning. The former one is a learning that aims at acquiring vocabulary directly, as for the latter one is a direct learning to obtain secondary vocabulary through learning that are not focusing on vocabulary learning such asdokkai and choukai.
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The results of the test were then classified based on number of true and false answers and the relevance of respondent s vocabulary and grammar knowledge. In this study, a statistical analysis was performed by incorporating Spearman s correlation coeficient test. This test was conducted in order to determine how close the relationship between vocabulary variable and grammar variable.
語彙学習は意図的語彙学習は語彙の学習を目的とする直接学習であり 付随的語彙学習は読解や聴解など語彙学習以外の学習を通して副次的に語彙の習得がなされる面接的学習である Yamashita Kyo  further states that incidental vocabulary learning done through a contextual understanding is a series of educational activities in a holistic manner that will improve other learnings. II. METHOD This study used a quantitative method. It took place in Japanese Literature Studies Program, Hasanuddin University, using 26 respondents of third semester students who took Intermediate Japanese class. This study used multiple choice test instruments done for an hour, in which the questions tested to students were based onminna no NihongoChukyuu Itextbook (chapter 1-6).Researchers created two categories, the first category focused on test of vocabulary (verb/doushi) based on JLPT vocabulary and the second categories focused on grammar (vocabulary) oriented on how it is to make an appropriate sentence.
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At this question, Yachi Michiko gave examples of Ellis and Beaton s research (1993) that in terms of the psychology, the learner will be easy or difficult to obtain vocabulary because they are influenced by several factors, such as writing, pronunciation, lexical as well as the length of a word, similarity of word sound(2) 機械的な暗記よりも高価的な方法は何か このような疑問点が出されているが 実際に単語リスト等を使った体系的語彙学習は有効なのであろうか ここから 次の問題を設定することが できるだろう This question was written by Michiko Yachi  by quoting a research from Hulstijn (1997) that the learners who just memorize vocabulary are not effective because it can not last long in the memory. Therefore, Schmitt and Schmitt (1995) argumented it needs to be assisted with the key words in the form of a note book that contains vocabulary, pronunciation, use in a sentence, and even to the point of writing kanji (Yachi Michiko) .
In Japanese language education, Bushido values could be seen in polite language lesson and students loyalty in following school rules. According to Bushido values that samurais has to respect to elders and tradition, so the students have to follow that Bushido values. Besides, Bushido values can be developed to be an inspiration to follow the lead of heroism and braveness. Bushido values also can give an inspiration to students and support them to make a belleslettres. The teachers can take Bushido values to develop Japanese language subjects and development teaching materials.
ability. 第二言語でのコミュニケーションの際 一般にさゆう 語彙力 と呼ばれるものが理解を大きく, 左右することは 自分の母語以外の言語を使わなければならない状況を体験したことがある者ならば 誰もが経験したことがあるだろう また 語彙力 から言語能力が分かるということもバイリンガルに関する研究から明らかとなっている (Ono, 1994) Further more,in 1987, research on the acquisition of vocabulary in language acquisition are categorized into four (Read, 2009 in Yachi Michiko)  (1) キーワード法や学習者の第一言語の翻訳がついた単語リストなどを使った体系的な語彙学習 (2) 読解活動や聴解活動を通して学習者が出会うコンテクストの中で新しい語の地域を独特していく偶発付随的語彙学習 (incidental vocabulary learning). (3) 新しい語に学習者が出会ったとき コンテクストからの手がかりをどのように使って新しい語の意味を推測しているか (4) コミュニケーションを行っている場面で未知の語に出会ったとき 学習者が用いるコミュニケーションストラテジー. Based on the four types of research about word acquisition, then Yachi Michiko  summarized the types of research in acquisition of vocabulary growing abroad as research any vocabulary knowledge of learners through methods of psychology, research about the differences in input knowledge of learner’s mother tongue (L1) and foreign languages learning, which object in particular is a difficult language acquired in the acquisition of word( 語 ), the research about fault acquisition words of the mother tongue of the learner, the research about the error rate of the acquisition grammatically of Japanese competence as well as the research process of the acquisition of vocabulary who was appeared on the natural condition of learners.
Criteria for decision-making in Spearman correlation coefficient test namely are if the value of Sig. learning, students submit to rules that is like kanji writing rule correctly.
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(1) 心理学的手法を用いて 学習者の語彙知識を探ろうとするもの ( 谷口他 1994; 小野 2001; 一二三 1996), (2) 研究対象とする語を習得困難な語に限定し 学習者と母語話者の語彙知識の違いを探ろうとするもの ( 杉村他 1994; 松田 2000a 2000b 水口 2002)(3) 文法的制約を受ける語の習得度の違いを日本語能力の違いから研究したもの ( 佐藤 藤井 1999; 寺田 2001)(4) 学習者の自然な状況での産出の元に 語彙さぐ習得課程を, 探るもの ( 生田 2001; 松本 1997) (5) 語彙習得に影響を与える要素を実験 観察などを通して探るもの ( 横山 2001; 谷内 2001). Read (2002) in Yachi Michiko  gives three questions about the acquisition of vocabulary systematically, that is (1) どのような語の特徴が学習難易度を決めているか.