Cultural Interpretation in Japanese Studies: A Comparative Analysis of Nihonjijō Curricula in Indonesia and Thailand

Abstract

This study compares the teaching of Nihonjijo (Japanology) in an educational university in Bandung, Indonesia and a state university in Bangkok, Thailand. It examines how cultural education is integrated into the curriculum and influenced by national education policies, economic factors, and local societal needs. The university in Indonesia emphasizes traditional and popular aspects of Japanese culture, highlighting the intrinsic link between language and culture, while university in Thailand adopts a more pragmatic approach, focusing on social, political, and economic relations, with hands-on experiences such as field visits to local Japanese companies. This study employs document analysis of the syllabus as semester learning plans at both universities, alongside interviews with course instructors to understand the rationale behind syllabus design. The findings reveal significant differences in course objectives, teaching strategies, and credit allocation. The university in Indonesia fosters cultural appreciation through an exploratory approach, incorporating topics like traditional arts, manga, anime, and pop culture. In contrast, the university in Thailand integrates business and global perspectives, aligning with Thailand’s strong economic ties with Japan and the demand for professionals in Japanese enterprises. These differences have important implications for Japanese cultural education in both contexts. In Indonesia, Nihonjijo serves to enrich students’ cultural knowledge as part of language education. In Thailand, it is positioned as preparation for employment, emphasizing workplace-relevant cultural competencies. This study highlights the need for adaptive teaching methodologies that balance cultural understanding with practical application, ensuring that Nihonjijo remains relevant to both academic and professional landscapes.