COMPLETION REPORT

Need Analysis on East Asia's Text Book Writing for Teaching Japanese and Chinese Languages As
Second Language for International Relations University Student in Indonesia: An Integrated Approach
Dr. Tirta Nugraha Mursitama（ +2）
Head/Associate Professor
Faculty of Humanities
Bina Nusantara University
The objective of this study is to find out what kind of support needed by students of international relations
undergraduate program in learning Japanese and Chinese languages as second foreign languages at variousuniversities in Indonesia. This study focused on two aspects. First aspect is language competency that consists ofreading, listening, speaking and writing. Second aspect is thematic / issues that used in the study of internationalrelations. We studied whether there is different emphasis for students who study Japanese and Mandarin language.
We used quantitative analysis research with questionnaire as a tool for data collection. Simple

descriptive statistical analysis was used to analyze the results. We conducted questionnaire survey on needs
analysis of international relations’ students from 8 (eight) private and national universities across Indonesia,
namely BINUS University, Al Azhar University, President University, UNIKOM, Udayana University,
Padjadjaran University, Andalas University, and Sebelas Maret University. We gathered 347 respondents consistof 202 respondents who study Japanese language (mandarin) and 145 students who learn Chinese language. We
conducted this study from mid of 2014 to November 2015.
Our main findings are as follows:
1. The analysis showed that main purpose of learning Japanese and Chinese languages for most of thestudent is to be able to participate in many international activities;
2. There is same language competency that students would like to achieve for both Japanese andChinese languages (i.e. reading, listening, speaking and writing). There is only slightly different priority
in terms of theme / issues students would like to study for each foreign language.
For Japanese textbook’s theme the order is as follows:a. Introduction
b. Self identity
c. Japanese characters and numbers
d. Timee. Name of days and months
f. Daily activities
g. Profession
h. Public facilities

i. Direction and signage
j. Transportation
For Chinese textbook’s theme the order is as follows:a. Introduction
b. Self identity
c. Chinese characters and numbersd. Timee. Name of days and months
f. Daily activities
g. Transportationh. Public facilities
i. Direction and signage
j. Profession
The priority for those who study Japanese language is international relations, politics and economy,
meanwhile for those who study Chinese language is economy, politics and international relations. Thisdifferent emphasis needs to be underlined in writing each textbook;
3.Textbooks for both Japanese and Chinese languages should be in accordance with the subject related major,
contains specific vocabulary that commonly used in the study of international relations; having descriptive andnarrative readings with formal and non-formal language; having listening, speaking, reading, and writing practices;
and along with role play that facilitates them to understand the materials better.
4.Textbook should include culture knowledge and understanding; international relations study issues; formal andinformal language; learning grammatical structure; learning characters; writing skills; dialogue completion
exercises; sentences completion exercises; correct sentences exercises, and debate exercises.
This study has successfully captured the need analysis on East Asia’s textbook writing for teaching Japanese andChinese languages as second languages for international relations university students in Indonesia. In facing thegrowing penetration of Chinese culture into Southeast Asian countries particularly Indonesia, there should be asystematic effort to revitalize Japanese language and cultural study through many channels and activities. The
study of international relations can facilitate this need as it has been increasingly popular in the last ten years.
Therefore, next step is writing a textbook for each language in the detail based on findings above. Another grant isneeded to materialize this step in the future. We appreciate if the Foundation can support in writing the textbooks.

Publication of the Results of Research Project:
Verbal Presentation (Date, Venue, Name of Conference, Title of Presentation, Presenter, etc.)
September 19-21, 2015, Shenyang Normal University, China, The International Conference on Language andCulture with Chinese International Education Background, “Needs Analysis of Chinese Textbook for International

Relations Students: A Study of International Relations Student Department at BINUS University, Indonesia”, YiYing.
November 4, 2015, Bina Nusantara University, Indonesia, The 4th International Conference on Business,International Relations and Diplomacy (ICOBIRD), “Need Analysis on East Asia’s Text Book Writing forTeaching Japanese and Chinese Languages As Second Language for International Relations University Studentin Indonesia”, Tirta N. Mursitama.
November 11-12, 2015, UIN Syarif Hidayatullah Jakarta, Indonesia, The 2nd International Conference onEducation in Muslim Society, “Kebutuhan Buku Teks Bahasa Mandarin Bagi Jurusan Hubungan Internasional:
Sebuah Studi di Universitas Bina Nusantara”, Yi Ying
Student Expectation of Textbook Suitable for the Department of International Relations to Improve ChineseLanguage Competence, Tirta N. Mursitama, Yi Ying, Nalti Novanti, an manuscript to be submitted tointernational journal (i.e. Pertanika)

Thesis (Name of Journal and its Date, Title and Author of Thesis, etc.)
Book (Publisher and Date of the Book, Title and Author of the Book, etc.)