研究の問い

- 留学生は外国の学術環境でどのように自分の文化を表現するのか？

- 本物らしさ（伝統の再現）と創造性（再解釈）の間にはどのような緊張が生まれるのか？

- パフォーマンスとプレイアブルな物語は、どのように文化理解を明らかにできるのか？

- インタラクティブなプラットフォーム（ビジュアルノベル＋ウェブサイト）は、どのように協働的な意味づくりを促進できるのか？

Why Connect It to Language Teaching & Learning?

A part of the Language Teaching & learning theory is that it is ecological, sociocultural approach that views language acquisition as inseparable from cultural arts, cultural identity and cultural performance. All of these can be explored when learning and teaching a language, and researching on the field. Here, I made a statement that explains my manifesto in a more declarative and organized format.

Theoretical Foundations

Click on any theory to view the related research paper.

What is Autoethnography?

Autoethnography is a qualitative research method that combines elements of autobiography (writing about personal experience) and ethnography (studying cultural and social phenomena). The researcher uses their own lived experiences as the primary data to explore and interpret broader social, cultural, or political contexts.

In autoethnography, the researcher is not a detached observer — rather, they are the subject. Their personal voice, memories, emotions, relationships, and reflections become both data and analytical material.

I use autoethnography in this project because my own lived experience is directly connected to the themes I aim to explore. As an Indonesian student living in Japan, the cultural tensions, questions of authenticity, negotiations of identity, and shifting perspectives I encounter are not only personal events but reflections of broader social, historical, and political forces in Southeast Asia.

Digital Design Space: Choice of Website and Visual Novel

Using autoethnography and creative design-based research, I built a digital environment that combines a visual novel, an interactive website, and theatre-based design. Rather than simply reporting on my experiences, I chose to stage them—transforming my cultural journey into a form that others can step into, play with, and reflect upon.

I chose theatre because Indonesian cultural performance—such as traditional dance, wayang, and ritual gestures—already operates as a kind of living stage where values like sopan santun are enacted through movement, tone, and narrative conflict.

I chose the visual novel format because it mirrors the way cultural learning actually happens: through dialogue, interpretation, and participation. It is narrative-driven, interactive, and allows players to move between story, cultural tasks, and reflection.

What is this contributing to?

Through engaging with this digitally designed space, participants are expected to deepen their understanding of how cultural identity is performed, negotiated, and re-created in intercultural contexts. By following my autoethnographic narrative—as an Indonesian student learning to express culture in Japan—players encounter the tension between authenticity and creativity that emerges when presenting one's heritage abroad. The interactive tasks, including language-based activities rooted in concepts such as sopan santun, demonstrate how cultural values appear not only through artifacts but also through linguistic choices, gestures, and social interaction.