First language learner (L1) like learners from Indonesia who recognize Roman alphabet letters and study Japanese as their second language (L2) are likely to face difficulty not only from new words, but from Japanese characters which are hiragana, katakana and kanji as well. Furthermore, Okabe  states, Japanese language learners in the beginner s level struggle to understand and memorize words in Japanese while intermediate learners utilize on the words they are already familiar with to express a main word that is not yet encountered when it comes to communication. Long term goal of studying the language requires a learner to continously learn, be familiar and recall vocabulary. Yamashita Kyo  divides the vocabulary of learning into intentional learning and incidental learning. The former one is a learning that aims at acquiring vocabulary directly, as for the latter one is a direct learning to obtain secondary vocabulary through learning that are not focusing on vocabulary learning such asdokkai and choukai.
Criteria for decision-making in Spearman correlation coefficient test namely are if the value of Sig. learning, students submit to rules that is like kanji writing rule correctly.
(1) å¿ƒç†å¦çš„æ‰‹æ³•ã‚’ç”¨ã„ã¦ å¦ç¿’è€…ã®èªžå½™çŸ¥è˜ã‚’æŽ¢ã‚ã†ã¨ã™ã‚‹ã‚‚ã® ( è°·å£ä»– 1994; å°é‡Ž 2001; ä¸€äºŒä¸‰ 1996), (2) ç ”ç©¶å¯¾è±¡ã¨ã™ã‚‹èªžã‚’ç¿’å¾—å›°é›£ãªèªžã«é™å®šã— å¦ç¿’è€…ã¨æ¯èªžè©±è€…ã®èªžå½™çŸ¥è˜ã®é•ã„ã‚’æŽ¢ã‚ã†ã¨ã™ã‚‹ã‚‚ã® ( æ‰æ‘ä»– 1994; æ¾ç”° 2000a 2000b æ°´å£ 2002)(3) æ–‡æ³•çš„åˆ¶ç´„ã‚’å—ã‘ã‚‹èªžã®ç¿’å¾—åº¦ã®é•ã„ã‚’æ—¥æœ¬èªžèƒ½åŠ›ã®é•ã„ã‹ã‚‰ç ”ç©¶ã—ãŸã‚‚ã® ( ä½è—¤ è—¤äº• 1999; å¯ºç”° 2001)(4) å¦ç¿’è€…ã®è‡ªç„¶ãªçŠ¶æ³ã§ã®ç”£å‡ºã®å…ƒã« èªžå½™ã•ãç¿’å¾—èª²ç¨‹ã‚’, æŽ¢ã‚‹ã‚‚ã® ( ç”Ÿç”° 2001; æ¾æœ¬ 1997) (5) èªžå½™ç¿’å¾—ã«å½±éŸ¿ã‚’ä¸Žãˆã‚‹è¦ç´ ã‚’å®Ÿé¨“ è¦³å¯Ÿãªã©ã‚’é€šã—ã¦æŽ¢ã‚‹ã‚‚ã® ( æ¨ªå±± 2001; è°·å†… 2001). Read (2002) in Yachi Michiko  gives three questions about the acquisition of vocabulary systematically, that is (1) ã©ã®ã‚ˆã†ãªèªžã®ç‰¹å¾´ãŒå¦ç¿’é›£æ˜“åº¦ã‚’æ±ºã‚ã¦ã„ã‚‹ã‹.
ability. ç¬¬äºŒè¨€èªžã§ã®ã‚³ãƒŸãƒ¥ãƒ‹ã‚±ãƒ¼ã‚·ãƒ§ãƒ³ã®éš› ä¸€èˆ¬ã«ã•ã‚†ã† èªžå½™åŠ› ã¨å‘¼ã°ã‚Œã‚‹ã‚‚ã®ãŒç†è§£ã‚’å¤§ãã, å·¦å³ã™ã‚‹ã“ã¨ã¯ è‡ªåˆ†ã®æ¯èªžä»¥å¤–ã®è¨€èªžã‚’ä½¿ã‚ãªã‘ã‚Œã°ãªã‚‰ãªã„çŠ¶æ³ã‚’ä½“é¨“ã—ãŸã“ã¨ãŒã‚ã‚‹è€…ãªã‚‰ã° èª°ã‚‚ãŒçµŒé¨“ã—ãŸã“ã¨ãŒã‚ã‚‹ã ã‚ã† ã¾ãŸ èªžå½™åŠ› ã‹ã‚‰è¨€èªžèƒ½åŠ›ãŒåˆ†ã‹ã‚‹ã¨ã„ã†ã“ã¨ã‚‚ãƒã‚¤ãƒªãƒ³ã‚¬ãƒ«ã«é–¢ã™ã‚‹ç ”ç©¶ã‹ã‚‰æ˜Žã‚‰ã‹ã¨ãªã£ã¦ã„ã‚‹ (Ono, 1994) Further more,in 1987, research on the acquisition of vocabulary in language acquisition are categorized into four (Read, 2009 in Yachi Michiko)  (1) ã‚ãƒ¼ãƒ¯ãƒ¼ãƒ‰æ³•ã‚„å¦ç¿’è€…ã®ç¬¬ä¸€è¨€èªžã®ç¿»è¨³ãŒã¤ã„ãŸå˜èªžãƒªã‚¹ãƒˆãªã©ã‚’ä½¿ã£ãŸä½“ç³»çš„ãªèªžå½™å¦ç¿’ (2) èªè§£æ´»å‹•ã‚„è´è§£æ´»å‹•ã‚’é€šã—ã¦å¦ç¿’è€…ãŒå‡ºä¼šã†ã‚³ãƒ³ãƒ†ã‚¯ã‚¹ãƒˆã®ä¸ã§æ–°ã—ã„èªžã®åœ°åŸŸã‚’ç‹¬ç‰¹ã—ã¦ã„ãå¶ç™ºä»˜éšçš„èªžå½™å¦ç¿’ (incidental vocabulary learning). (3) æ–°ã—ã„èªžã«å¦ç¿’è€…ãŒå‡ºä¼šã£ãŸã¨ã ã‚³ãƒ³ãƒ†ã‚¯ã‚¹ãƒˆã‹ã‚‰ã®æ‰‹ãŒã‹ã‚Šã‚’ã©ã®ã‚ˆã†ã«ä½¿ã£ã¦æ–°ã—ã„èªžã®æ„å‘³ã‚’æŽ¨æ¸¬ã—ã¦ã„ã‚‹ã‹ (4) ã‚³ãƒŸãƒ¥ãƒ‹ã‚±ãƒ¼ã‚·ãƒ§ãƒ³ã‚’è¡Œã£ã¦ã„ã‚‹å ´é¢ã§æœªçŸ¥ã®èªžã«å‡ºä¼šã£ãŸã¨ã å¦ç¿’è€…ãŒç”¨ã„ã‚‹ã‚³ãƒŸãƒ¥ãƒ‹ã‚±ãƒ¼ã‚·ãƒ§ãƒ³ã‚¹ãƒˆãƒ©ãƒ†ã‚¸ãƒ¼. Based on the four types of research about word acquisition, then Yachi Michiko  summarized the types of research in acquisition of vocabulary growing abroad as research any vocabulary knowledge of learners through methods of psychology, research about the differences in input knowledge of learner’s mother tongue (L1) and foreign languages learning, which object in particular is a difficult language acquired in the acquisition of word( èªž ), the research about fault acquisition words of the mother tongue of the learner, the research about the error rate of the acquisition grammatically of Japanese competence as well as the research process of the acquisition of vocabulary who was appeared on the natural condition of learners.
Standards for the School Counselor [23.110]
èªžå½™å¦ç¿’ã¯æ„å›³çš„èªžå½™å¦ç¿’ã¯èªžå½™ã®å¦ç¿’ã‚’ç›®çš„ã¨ã™ã‚‹ç›´æŽ¥å¦ç¿’ã§ã‚ã‚Š ä»˜éšçš„èªžå½™å¦ç¿’ã¯èªè§£ã‚„è´è§£ãªã©èªžå½™å¦ç¿’ä»¥å¤–ã®å¦ç¿’ã‚’é€šã—ã¦å‰¯æ¬¡çš„ã«èªžå½™ã®ç¿’å¾—ãŒãªã•ã‚Œã‚‹é¢æŽ¥çš„å¦ç¿’ã§ã‚ã‚‹ Yamashita Kyo  further states that incidental vocabulary learning done through a contextual understanding is a series of educational activities in a holistic manner that will improve other learnings. II. METHOD This study used a quantitative method. It took place in Japanese Literature Studies Program, Hasanuddin University, using 26 respondents of third semester students who took Intermediate Japanese class. This study used multiple choice test instruments done for an hour, in which the questions tested to students were based onminna no NihongoChukyuu Itextbook (chapter 1-6).Researchers created two categories, the first category focused on test of vocabulary (verb/doushi) based on JLPT vocabulary and the second categories focused on grammar (vocabulary) oriented on how it is to make an appropriate sentence.
At this question, Yachi Michiko gave examples of Ellis and Beaton s research (1993) that in terms of the psychology, the learner will be easy or difficult to obtain vocabulary because they are influenced by several factors, such as writing, pronunciation, lexical as well as the length of a word, similarity of word sound(2) æ©Ÿæ¢°çš„ãªæš—è¨˜ã‚ˆã‚Šã‚‚é«˜ä¾¡çš„ãªæ–¹æ³•ã¯ä½•ã‹ ã“ã®ã‚ˆã†ãªç–‘å•ç‚¹ãŒå‡ºã•ã‚Œã¦ã„ã‚‹ãŒ å®Ÿéš›ã«å˜èªžãƒªã‚¹ãƒˆç‰ã‚’ä½¿ã£ãŸä½“ç³»çš„èªžå½™å¦ç¿’ã¯æœ‰åŠ¹ãªã®ã§ã‚ã‚ã†ã‹ ã“ã“ã‹ã‚‰ æ¬¡ã®å•é¡Œã‚’è¨å®šã™ã‚‹ã“ã¨ãŒ ã§ãã‚‹ã ã‚ã† This question was written by Michiko Yachi  by quoting a research from Hulstijn (1997) that the learners who just memorize vocabulary are not effective because it can not last long in the memory. Therefore, Schmitt and Schmitt (1995) argumented it needs to be assisted with the key words in the form of a note book that contains vocabulary, pronunciation, use in a sentence, and even to the point of writing kanji (Yachi Michiko) .
Japanese is one of develop nations that arose from defeated, but Japanese people has built a good country by appreciating moral and tradition. Therefore, the students can copy Japanese people to protect Indonesia s moral values, tradition, and character.
In Japanese language education, Bushido values could be seen in polite language lesson and students loyalty in following school rules. According to Bushido values that samurais has to respect to elders and tradition, so the students have to follow that Bushido values. Besides, Bushido values can be developed to be an inspiration to follow the lead of heroism and braveness. Bushido values also can give an inspiration to students and support them to make a belleslettres. The teachers can take Bushido values to develop Japanese language subjects and development teaching materials.
The results of the test were then classified based on number of true and false answers and the relevance of respondent s vocabulary and grammar knowledge. In this study, a statistical analysis was performed by incorporating Spearman s correlation coeficient test. This test was conducted in order to determine how close the relationship between vocabulary variable and grammar variable.