INTEGRATING CULTURALLY RESPONSIVE TEACHING IN DIGITAL LESSON PLANNING

A Sustainable Approach to Japanese Language Education

Abstract

Integrating 21st-century skills (4C capabilities) with Culturally Responsive Teaching
(CRT) remains a significant challenge in Japanese language teacher education. While
lesson planning is essential to bridge global linguistic standards with local
environments, empirical evaluation of novice teachers' instructional designs is often
lacking. This study aims to evaluate how pre-service Japanese language teachers
integrate 4C capabilities and CRT tenets within their digital lesson plans (RPPs) and
pedagogical scenarios. Employing a qualitative multi-case content analysis design,
the study targeted a initial population of 76 pre-service teachers divided into 19 fixed
collaborative cohorts at Universitas Negeri Semarang. Utilizing a purposive sampling
technique driven by the principle of data saturation, a total of 11 lesson plans
(representing 57.8% of the cohort population) across various Marugoto
communicative themes were analyzed textually using a specialized four-level rubric.
The findings revealed a distinct pedagogical landscape characterized by high cultural
responsiveness but a severe structural imbalance in literacy skill development. Preservice teachers successfully achieved the highest level (Level 4) in CRT and
Collaboration by deploying localized cultural scaffolding (e.g., bridging Omiai with
kopdar, or Matsuri with Dugderan) and interactive role cards. Furthermore, spatialvisual media (such as rumpang maps and floor plans) effectively elevated Critical
Thinking to Level 4. However, a critical "communicative misconception" was
unveiled: an absolute majority of the cohorts systematically omitted the writing
mechanics and dictation phases (scoring Level 1), exposing an extreme oralproficiency bias that equated communicative competence exclusively with speaking
and listening. This study concludes that while personal-themed topics serve as
excellent gateways for cross-cultural identity validation, teacher education programs
must urgently reinforce a balanced communicative approach to prevent scriptorial
illiteracy in foreign language classrooms.