Issues of Writing Skills: Case Study of Indonesian Errors by Foreign Speakers from Timor Leste

Language learning is often viewed as a task focused on the acquisition of linguistic skills, disregarding the cultural context in which the language is spoken. This approach to language learning often leads to ineffective communication and misunderstandings that arise due to cultural differences. The article discusses the challenges that BIPA students in West Sumatra face when attempting to develop their communicative abilities and cross-cultural understanding. The primary objective of this article is to explore the relationship between language learning and cultural awareness, particularly within the framework of BIPA instruction. The article aims to highlight the importance of integrating cultural knowledge with language learning to develop effective communication skills in a foreign language. The authors also seek to demonstrate how the Minangkabau tradition can be used as a foundation for fostering intercultural understanding and communication among BIPA learners. They conducted research using two instructional and conditional features of BIPA learners' knowledge to explore the impact of learning Indonesian with a focus on culture and the ability to communicate across cultures. They also used a qualitative approach to highlight strategies and methods for fostering intercultural understanding and communication grounded in the Minangkabau tradition. The data for this study were collected by using interviews with BIPA educators and students in West Sumatra. The study demonstrated that integrating cultural knowledge with language learning is essential for the development of effective communication skills in a foreign language. The research shows that BIPA students who are exposed to cultural elements along with language instruction demonstrated a higher level of communicative ability and cross-cultural understanding. It also pictures out various strategies and methods for fostering intercultural understanding and communication grounded in the Minangkabau tradition. However, the authors also note the serious challenges that West Sumatra's BIPA educators and students face in gaining this crucial understanding. In conclusion, the article emphasizes the importance of integrating cultural knowledge with language learning to develop effective communication skills in a foreign language. The research also demonstrates the positive impact of cultural elements in language instruction, particularly within the framework of BIPA instruction. It provides valuable insights for BIPA educators and students who seek to enhance their communicative abilities and cross-cultural understanding.

Abstract. This study aims to describe morphological errors in Indonesian language compositions written by foreign language learners at the Alekawa Language & Culture Center. The morphological errors will be described in this study are errors found in affixation, reduplication, and abbreviation. This study uses a qualitative research design by involving documentation in the form of BIPA students' essays at Alekawa to collect phenomena to be studied and discussed in depth. This study uses data cards to analyze documents in the form of BIPA student essays. The data obtained were analyzed by using corder error analysis technique. The results of this study show that there are 22 morphological errors in the BIPA students' essays, namely there are 21 affixation errors and 1 reduplication error. In this study, no words using abbreviations were found in the writings of A1-level BIPA students because the grammar of abbreviations had not yet been taught to A1-level BIPA students, so BIPA students did not use abbreviations in their writing. The results of this study are expected to provide feedback for BIPA teachers, BIPA institutions, and further researchers. This research is also expected to be a reference material for BIPA teachers to be able to improve the learning of BIPA grammar morphology material at the A1 level. Keywords: BIPA learning, writing skills, morphology, essay, language errors

Increased interest in the Indonesian language and culture among foreign students in the United States has drawn attention to the internationalization of Indonesian cuisine as an integral part of Indonesian Language for Foreign Speakers (BIPA) education. This research aims to explore the potential for the internationalization of the Indonesian language through a scientific-thematic approach by integrating Javanese culinary tourism into the Indonesian language teaching materials for international students (BIPA) in the United States. The study identifies how a learning method focused on Javanese culinary tourism can enhance international students’ understanding and proficiency in the Indonesian language, as well as how interactions with culinary culture help them comprehend the social, cultural, and historical values of Indonesia. This research employs a qualitative research method with a case study approach. Data is obtained through surveys and interviews with BIPA students studying Indonesian through culinary means, as well as instructors and program administrators at Yale University, United States. The data obtained from this research include expert validation data on the instrument’s feasibility, expert validation data on the effectiveness of the developed teaching materials, and practicality data of teaching materials in the form of practicality scores filled out by BIPA students and teachers. The results of this study indicate that, in teaching nasi goreng as a BIPA teaching material, it is crucial to ensure that the approach used is relevant, enjoyable, and tailored to the needs and proficiency levels of the students. As mentioned earlier, the integration of Javanese culinary tourism into Indonesian language teaching materials for foreign speakers using a scientific-thematic approach is an effective way to introduce nasi goreng and Indonesian culture to BIPA students in the United States or elsewhere.

Abstract. Indonesian is one of the languages ​​with the largest number of speakers in Southeast Asia with around 199 million speakers. The number of speakers is the highest in the Southeast Asia region. Under these conditions, Indonesian deserves to be used as the official language in communicating at the ASEAN level. To make this program successful, various efforts have been made by Indonesian language observers so that Indonesian is better known and mastered by foreign speakers, both in ASEAN, ASIA, and on other continents. Through this international scheme community service program, the program that will be carried out is language assistance to Indonesian Language learners for Foreign Speakers (BIPA), both formally and non-formally. The International Community Service Program (PPM) is carried out using the process assistance method which will be carried out formally in the academic environment and informally in the community, both BIPA students who are in the country (DIY-Central Java) and students abroad at Fatoni University (FTU). The mentoring process is carried out by servants assisted by domestic collaborators from UNY and UAD and international collaborators from FTU. During the mentoring, BIPA students will be given online speaking application media to help expedite the process of learning to speak Indonesian. The application to be used is an online application that can be accessed using a smartphone in the form of a simple conversation simulation. Through this program, it is hoped that BIPA students' speaking skills in the conversational aspect will increase.

This research aims to analyze the language errors of BIPA students in Jambi Province in writing non-academic texts. The research method used in qualitative research is a content analysis approach. The data in this research consists of analysis of language errors in the aspects of grammar, vocabulary, spelling, as well as inappropriate cohesion and coherence in the non-academic texts of BIPA students in Jambi City. The source of research data was obtained from written results in the from of proposal texts for BIPA student activities based on the Affiliate Program for BIPA students from Jambi University and Sulthan Thaha Saifuddin Jambi State Islamic University with a total of thirty foreign students from Malaysia and Thailand. The research results show that BIPA students’ language errors consist of errors in grammar, vocabulary, spelling, cohesion and coherence. The causes of these errors are influenced by mother tongue interference, lack of understanding of Indonesian language rules, and communication strategies. This research serves as a guideline for improving BIPA teaching methods to improve Indonesian language skills needed in the ability to write non-academic texts in the form of activity proposals.

This study aims to analyze language errors in high school students' essays by describing Indonesian language usage errors in students' writing class. XII IPA, causes of errors and efforts made by teachers and students to minimize language. This research uses a qualitative descriptive approach equipped with content analysis techniques. Data The data was obtained from the essays of students from classes XII IPA 1, XII IPA 2, and XII IPA 3 at SMA Negeri 10 Pinrang. The sampling technique applied in this research is non-probability sampling or purposive sampling. For data collection, we used in-depth interview method and document analysis. In analyzing data, we adopted an interactive analysis model involving 4 main components: data collection, data reduction, data presentation, and verification. data collection, data reduction, data presentation, and verification. The results showed that first, the errors were categorized into four types, namely: Spelling errors, inappropriate word choice (diction), errors in sentence structure, and errors in paragraph preparation. Furthermore, the inadequate mastery of language in students, several factors warrant consideration, including the absence of examples provided by the teacher, influence of foreign languages, and the limited opportunities, time available for written. The implication of this study is that Indonesian language teachers need to pay more attention to students' language errors and providing constructive.

Indonesian Language for foreign speaker (BIPA) students are very interested in cultural values, the provision of cultural values ​​is very important for BIPA students to enrich their language skills. Even cultural errors can be more serious than language errors. Trihita Karana is a philosophical value of living in harmony with God, nature, and fellow human beings. To teach BIPA students, it is necessary to have a genuine learning method so that BIPA students can absorb the culture significantly. The twenty BIPA learners in the State Polytechnic of Bali were conducted in this research. Questionnaire and observation methods were used in data collection. The data obtained were then analysed using a qualitative descriptive method. Based on the results of BIPA students' responses to several methods being tested, it can be concluded that 96.7% of respondents argued that the Trihita Karana cultural learning method was very feasible to support the BIPA learning process. There were several methods appreciated by BIPA students, including guessing pictures, running while dictation, observing, video documentation, immersion, and debate. Among these methods, the immersion method was the most favoured by BIPA students because they directly experienced it in daily life.

The purpose of this study is to describe the errors of diction using of functuation, and syntaxtic structure; miss application of spelling and punctuation; and sentence structure errors in the narrative essay sixth grade students Bangsri 01 Elementary School Karangpandan Karanganyar at 2014/2015 academic year. This study is a qualitative descriptive study included in the study of language with a fixed strategy case study. Data collection techniques in this study using the technique see and record. The sampling technique used in this research is purposive sampling or sampling aims. Data analysis techniques in this study followed the concept of Miles and Huberman consisting of data reduction, data presentation and conclusion. Results contained errors of language in narrative essay on the choice of words / diction, spelling mistakes and errors in sentence structure. Mistakes in the form of errors in the use of words or diction choice found as many as 18 words wrong or less precise in his choice of words. Spelling mistakes in the form contained 52 errors and 31 errors in sentence structure. It can be concluded that most errors are errors in spelling then errors in sentence structure, and the latter is a mistake in the choice of words used or diction. The teacher of sixth grade Bangsri 01 Elementary School Karangpandan Karanganyar in Indonesian language learning more attention to the spelling of enhanced materials and add more knowledge of students about problems correct sentence structure. Keywords: Error of language use, Narrative essay, Sixth grade students

This research was motivated by the scarcity of Indonesian language teaching materials for foreign speakers (BIPA). The large interest of foreigners in learning Indonesian is still hampered by the lack of availability of BIPA teaching materials. This limited teaching material is an important problem that teachers often face in BIPA learning activities. Therefore, the development of BIPA teaching materials is urgently needed. The problems studied in this research are (1) characteristics of BIPA 1 teaching materials currently used in BIPA learning, (2) development of BIPA 1 teaching materials based on the Animaker application as alternative teaching materials in BIPA learning, (3) feasibility of developing BIPA teaching materials 1 based on the Animaker application in BIPA learning, and (4) the effectiveness of developing BIPA 1 teaching materials based on the Animaker application based on BIPA learners' understanding. This research uses a Research and Development (R&D) approach. This research uses three data collection techniques, namely observation, questionnaires, and documentation to obtain data on the needs for developing teaching materials and evaluating teaching material prototypes. The data sources consist of BIPA teachers, BIPA students and expert lecturers. Data analysis in this research uses descriptive qualitative which consists of data presentation and data conclusions. The results of this research are that BIPA students often feel bored and confused by teaching materials that are only presented in the form of textbooks and very short material. Therefore, teaching materials need to be developed in accordance with Widodo and Jasmadi's theory of teaching material characteristics so that they can support independent learning, deeper understanding, contextualization of material, increased motivation, comprehensive language skills, adaptation to technological developments, learning flexibility, and strengthening skills. grammar. The development of teaching materials through Animaker shows the dominance of changes in substantial and visual aspects, which shows a comparison of characteristics between original and developed teaching materials. The teaching materials developed are more interactive and communicative, so that they can reduce boredom, increase understanding of the material, and increase enthusiasm for learning Indonesian for students

This study aims to describe the implementation of pentigraph writing instruction using the Wattpad platform. The method employed is qualitative with a case study approach. The data sources include images, words, phrases, and Wattpad accounts of students. The data were collected from 28 students in the fourth semester of the Indonesian Language and Literature Education program during the 2024–2025 academic year (even semester). This research was conducted at PGRI University Madiun (UNIPMA). Data sources in this study were obtained through observation, interviews, and documentation. Data collection techniques in this study included observation, which involves observing a target object and recording its condition; interviews, which are conversations between the informant and the interviewer aimed at obtaining information; and documentation, which involves collecting data from documents. Documentation consists of collecting data from documents. The coding process in this study involved labeling or coding parts of the data derived from the students' pentigraf works. The results of this study indicate that the strategy of learning to write pentigraf using Wattpad media among students majoring in Indonesian Language and Literature has several benefits, including: students can create independently according to their ideas; encouraging students to think creatively and innovatively in developing a complete story within the limitation of only three paragraphs; training students to develop their creativity by describing their surroundings; increasing interest in reading and writing; enhancing appreciation for digital written works; supporting creative writing learning; and building a virtual creative writing community (pentigraf).

Foreign students face challenges in Indonesian language learning, especially grammar. Thus, they can use grammar learning strategies to understand grammar. However, research on grammar learning strategies from BIPA students’ points of view is still limited. In filling this gap, this study aims to analyze (1) strategies for learning Indonesian grammar for BIPA students and (2) the pedagogical implications of learning strategies for grammar for BIPA students. This research is a quantitative descriptive case study. The quantitative data were obtained from Grammar Learning Strategies (GLS) questionnaire. Furthermore, verbal data from respondents was obtained from semi-structured interviews. The research participants were 30 foreign students (BIPA students). Data were analyzed by using Likert-scale descriptive statistics and qualitative analysis consisting of transcription, codification, interpretation, validation, and drawing conclusions. This study found that the strategy most frequently used by BIPA students was social strategy (mean=4.28), followed respectively by metacognitive strategy (mean=4.15), cognitive strategy (mean=4.13), and affective strategy (mean=3.37). The pedagogical implication was that grammar learning needs to be designed by a contextual-communicative approach so that it can accommodate the preference of BIPA students’ learning strategies.

: Analysis of Language Errors at the Syntax Level on the Blog of 2017 Indonesian Language and Literature Education Students, Riau University. This study aims to (1) identify and describe the form of language errors in the phrase field on the blog of Indonesian Language and Literature Education Students Class of 2017, Riau University. (2) Identify and describe the form of language errors in the sentence field on the blog of Indonesian Language and Literature Education Students Class of 2017, Riau University. (3) Identify and describe the factors that cause language errors on the blog of Indonesian Language and Literature Education Students Class of 2017, Riau University. This type of research uses qualitative research with qualitative descriptive methods. Based on the data, it can be concluded that there are 2 syntactic level errors, namely the phrase field and the sentence field.Key Word : Analysis of Language Errors, Syntax, Indonesian Language and Literature Education Students, BlogABSTRAK : Analisis Kesalahan Berbahasa Tataran Sintaksis pada Blog Mahasiswa Pendidikan Bahasa dan Sastra Indonesia Angkatan 2017 Universitas Riau. Penelitian ini bertujuan untuk (1) Mengidentifikasi dan mendeskripsikan bentuk kesalahan berbahasa bidang frasa pada blog Mahasiswa Pendidikan Bahasa dan Sastra Indonesia Angkatan 2017 Universitas Riau. (2) Mengidentifikasi dan mendeskripsikan bentuk kesalahan berbahasa bidang kalimat pada blog Mahasiswa Pendidikan Bahasa dan Sastra Indonesia Angkatan 2017 Universitas Riau. (3) Mengidentifikasi dan mendeskripsikan faktor penyebab terjadinya kesalahan berbahasa pada blog Mahasiswa Pendidikan Bahasa dan Sastra Indonesia Angkatan 2017 Universitas Riau. Jenis penelitian ini menggunakan penelitian kualitatif metode deskriptif kualitatif. Berdasarkan data disimpulkan bahwa terdapat 2 kesalahan tataran sintaksis yaitu bidang frasa dan bidang kalimat.Kata Kunci : Analisis Kesalahan, Sintaksis, Mahasiswa Pend. Bahasa dan Sastra, Blog

This study aims to describe written language errors of level 7 BIPA students in writing scientific papers, including errors in (1) conjunctions, (2) capital letters, (3) puntuations, and (4) sentences structure. The data used in this study were three BIPA level 7 scientific papers. The method used was descriptive-qualitative. Data analysis was carried out by (1) note things that are aspects of language errors, (2) classify language errors into certain groups, and (3) describe those language errors. The result of the study show that in the scientific papers of BIPA level 7 students there are still many errors, including errors in using conjunctions at the beginning of sentences, inaccuracies in the use of capital letters which are often placed in the middle of sentences, inaccuracies in the use of comma and full stop punctuation, and sentence ineffectiveness triggered by structural interference sentences in foreign languages, redudant words, and incomplete sentence patterns.

Abstract: Indonesian Language for Foreign Speakers (BIPA) is growing with the declaration of Indonesian as one of UNESCO's official languages. Development in Southeast Asia is also accelerating, especially in Timor-Leste. Timor Leste has strong ties with Indonesia. This study aims to describe the perspectives of East Timorese BIPA students on Indonesian culture who follow the BIPA programme at the Islamic University of Malang. This research used descriptive qualitative method with data collection techniques through observation, interview and mini-project documentation study. The research subjects were 19 BIPA students at advanced level. The result of the research was to explain the positive perspective of BIPA students towards Indonesian culture. Positive perspectives in several areas, namely BIPA learning, Indonesian education, Indonesian weddings, traditional musical instruments, spiritual culture and bilateral economic relations. This research provides a broader perspective and increased effectiveness in cultural learning in BIPA.

Teaching materials is a thing that is needed by learners, especially foreign speakers who learn Indonesian. Teaching materials can also be used by Indonesian teachers to facilitate learning Indonesian language for foreign speakers. Teaching materials developed by researchers to facilitate the process of foreign speakers is LKS Bahasa Indonesia One of the teaching materials developed by researchers to facilitate the process of foreign speakers is LKS Indonesian Language people Foreign. LKS developed by researchers through this paper is LKS Writing Competency for Beginner BIPA Students. LKS developed by researchers based on word square learning model. Word square learning model is one of the contextual learning models that use media box answers. The problem in this research is how the needs of BIPA Beginner students and teachers in writing lessons that serve as learning materials development. The subject of this research is all BIPA students of Bina Darma University.