Effectiveness of Open Educational Resources in Increasing Japanese Writing Skills


  • Irawati Agustine Universitas Darma Persada Jakarta
  • Kun Makhsusy Permatasari Universitas Darma Persada Jakarta
  • Robihim Universitas Darma Persada Jakarta




The purpose of this study was to obtain the effectiveness of the use of OER on Japanese writing skills. The research method uses a quantitative experimental approach with one pretest and posttest design. The design of this experimental method is quasi-experimental. The research was conducted in a writing class for the 2021-2022 academic year in the Japanese Language and Culture study program at a private university in Jakarta. The participants involved were students in a Japanese writing class of 50 students. So, the data is taken from observation and tests. The data analysis technique uses the t-test: Two-Pair Sample for the Mean. The results of the study concluded that t stat < t-table (-27.1284 < 2.0009). It can be said that Ho is rejected and H1 is accepted. It means that OER is effective for use in writing classes. It gave an impact on developing story ideas. The results of this study have implications for teachers that learning resources are varied and utilized through internet access.



Download data is not yet available.


S. Celik, “Internet-assisted technologies for English language teaching in Turkish universities,” Comput Assist

Lang Learn, vol. 26, no. 5, pp. 468–483, 2013, doi: 10.1080/09588221.2012.692385.

F. Albahlal and F. S. Albahlal, “The Impact of YouTube on Improving Secondary School Students’ Speaking

Skills: English Language Teachers’ Perspectives,” Journal of Applied Linguistics and Language Research, vol.

, no. 2, pp. 1–17, 2019, [Online]. Available: http://www.jallr.com/~jallrir/index.php/JALLR/article/view/971

E. Meinawati, D. D. Harmoko, N. A. Rahmah, and N.- Dewi, “INCREASING ENGLISH SPEAKING SKILLS

USING YOUTUBE,” Polyglot: Jurnal Ilmiah, vol. 16, no. 1, p. 1, Jan. 2020, doi: 10.19166/pji.v16i1.1954.

I. Moreno and A. Vermeulen, “Using VISP (VIdeos for SPeaking), a Mobile App Based on Audio Description,

to Promote English Language Learning among Spanish Students: A Case Study,” Procedia Soc Behav Sci, vol.

, pp. 132–138, 2015, doi: 10.1016/j.sbspro.2015.03.169.

H. A.Saed, A. S.Haider, SalehAl-Salman, and R. F.Hussein, “The use of YouTube in developing the speaking

skills of Jordanian EFL university students,” Heliyon, vol. 7, no. 7, 2021, doi:


M. M. Hamad, A. A. Metwally, and S. Y. Alfaruque, “The Impact of Using YouTubes and Audio Tracks

Imitation YATI on Improving Speaking Skills of EFL Learners,” English Language Teaching, vol. 12, no. 6, p.

, 2019, doi: 10.5539/ELT.V12N6P191.

D. Wiley and J. Hilton, “Defining OER-enabled pedagogy,” The International Review of Research in Open and

Distance Learning, vol. 19, no. 4, pp. 133–147, 2018, doi: 10.19173/irrodl.v19i4.3601.

S. Graham, “Changing How Writing Is Taught,” https://doi.org/10.3102/0091732X18821125, vol. 43, no. 1, pp.

–303, May 2019, doi: 10.3102/0091732X18821125.

D. Olcott, “OER perspectives: Emerging issues for universities,” Distance Education, vol. 33, no. 2, pp. 283–

, 2012, doi: 10.1080/01587919.2012.700561.

J. Hilton, “Open educational resources and college textbook choices: a review of research on efficacy and

perceptions,” Educational Technology Research and Development, vol. 64, no. 4, pp. 573–590, 2016, doi:


Lane and P. McAndrew, “Are open educational resources systematic or systemic change agents for teaching

practice?,” British Journal of Educational Technology, vol. 41, no. 6, pp. 952–962, 2010, doi: 10.1111/J.1467-


K. I. Clements and J. M. Pawlowski, “User-oriented quality for OER: Understanding teachers’ views on re-use,

quality, and trust,” J Comput Assist Learn, vol. 28, no. 1, pp. 4–14, 2012, doi: 10.1111/J.1365-


E. M. Dixon and J. Hondo, “Re-purposing an OER for the online language course: a case study of Deutsch

Interaktiv by the Deutsche Welle,” Comput Assist Lang Learn, vol. 27, no. 2, pp. 109–121, 2014, doi:


Y. J. Lin and H. C. Wang, “Using enhanced OER videos to facilitate English L2 learners’ multicultural

competence,” Comput Educ, vol. 125, pp. 74–85, Oct. 2018, doi: 10.1016/J.COMPEDU.2018.06.005.

D. Wahyuningsih, S. B. Wahyono, and A. A. Nugroho, “Teachers’ Difficulties in Developing Learning

Resources,” KnE Social Sciences, Dec. 2021, doi: 10.18502/KSS.V6I2.10024.

J. W. Creswell and V. L. P. Clark, “Choosing a mixed methods design,” in Designing and Conducting Mixed

Methods Research, California: Sage Publications, Inc., 2011, pp. 53–106.

International Journal of Educational Research & Social Sciences ISSN: 2774-5406


E. A. Berman, “An Exploratory Sequential Mixed Methods Approach to Understanding Researchers’ Data

Management Practices at UVM: Integrated Findings to Develop Research Data Services,” University Libraries

Faculty and Staff Publications, vol. 6, no. 1, p. e1104, Mar. 2017, doi: 10.7191/jeslib.2017.1104.

D. Brown, Language Assessment Principles and Classroom Practices. San Francisco: Longman, 2003.

D. Cummings-Clay, “Impact of OER in Teacher Education,” Open Praxis, vol. 12, no. 4, p. 541, Dec. 2020, doi:


S. Katz, “Leveraging Library Expertise in Support of Institutional Goals: A Case Study of an Open Educational

Resources Initiative,” New Review of Academic Librarianship, vol. 25, no. 2–4, pp. 381–391, Oct. 2019, doi:


P. J. Grimaldi, D. Basu Mallick, A. E. Waters, and R. G. Baraniuk, “Do open educational resources improve

student learning? Implications of the access hypothesis,” PLoS One, vol. 14, no. 3, Mar. 2019, doi:


O. Ozdemir and C. Bonk, “Turkish Teachers’ Awareness and Perceptions of Open Educational Resources,”

Journal of Learning for Development, vol. 4, no. 3, Nov. 2017, doi: 10.56059/JL4D.V4I3.224.

H. Lin, “Teaching and Learning Without a Textbook,” The International Review of Research in Open and

Distributed Learning, vol. 20, no. 3, Jan. 2019, doi: 10.19173/IRRODL.V20I4.4224.

S. sen Vengadasalam, “Moving Towards an Open Educational Resources (OER) Pedagogy: Presenting Three

Ways of Using OER in the Professional Writing Classroom,” International Journal of Open Educational

Resources, vol. 3, no. 2, 2020, doi: 10.18278/IJOER.3.2.12.

P. D. Hales, “‘Your writing, not my writing’: Discourse analysis of student talk about writing,” Cogent

Education, vol. 4, no. 1, Jan. 2017, doi: 10.1080/2331186X.2017.1416897.

D. Zulaiha and Y. Triana, “Students’ perception toward the use of open educational resources to improve writing

skills,” Studies in English Language and Education, vol. 10, no. 1, pp. 174–196, Jan. 2023, doi:





How to Cite

Agustine, I., Permatasari, K. M. ., & Robihim. (2023). Effectiveness of Open Educational Resources in Increasing Japanese Writing Skills . International Journal of Educational Research &Amp; Social Sciences, 4(2), 276–280. https://doi.org/10.51601/ijersc.v4i2.617