AN ANALYSIS OF LEARNING MODELS IN INTRACURRICULAR AND EXTRACURRICULAR JAPANESE LANGUAGE ACTIVITIES AND STUDENTS' LEARNING MOTIVATION AT MAN 1 JOMBANG

Abstract

This study examines the Japanese language learning models in Intracurricular and Extracurricular activities at MAN 1 Jombang and investigates students' underlying motivations. Adopting a descriptive qualitative approach, data were gathered through passive participant observation in four intracurricular classes (X-C, X-M, X-O, XI-B) and one extracurricular session, semi-structured interviews with the teacher and five purposively sampled students, and documentation before being analyzed using a narrative descriptive technique. The results indicate that the intracurricular activities utilize an adaptive approach, integrating Contextual Teaching and Learning (CTL), Project-Based Learning (PjBL), and cooperative learning to achieve curriculum targets. While the extracurricular model is dynamic, implementing differentiated learning through a strategic seating arrangement to address diverse student competencies. Furthermore, student motivation is driven by a combination of intrinsic factors dominated by future aspirations to work or study in Japan and personal satisfaction in understanding popular culture (anime and manga) and extrinsic factors triggered by parental support, a conducive learning environment, and career information from the teacher.