Learning The Indonesian Language And Culture as A Gateway to Intercultural Communication

This paper discusses the epic Ramayana as a medium for teaching Indonesian culture and Indonesian language for the students of Darmasiswa RI / DRI (Darmasiswa of Republic of Indonesia). The epic Ramayana story contains adjective phrases as a media for teaching Indonesian culture which is full of the value of character education. This paper can be a reference for students and teachers who study and teach Indonesian culture and also Indonesian language for foreign speakers. Besides, it can also be beneficial for those who want to learn more about the structure of Indonesian language and character education of with the values of Indonesian culture in accordance with Ramayana text in which good character and personality become the main goal of national education in Indonesia. The research methodology statement is missing in this abstract. Considering that the Darmasiswa RI program is also part of education in Indonesia, the education of Indonesian character values cannot be separated from the education followed by Darmasiswa RI program participants. For this reason, there are two main points discussed in this paper, (1) the Ramayana text as a medium for teaching Indonesian culture and enhancing the mastery of Indonesian language and (2) the adjective phrase in the Ramayana text as a medium for the education of Indonesian character values. Theoretically and practically, this paper can contribute to the world of education both in terms of Indonesian culture and language and the noble values of Indonesian characters for foreign speakers, so that it can help in improving the success of national education, and also to improve the competitiveness of the nation.

Indonesia has so many local cultures and languages that spread from Sabang to Merauke, and most Indonesians do not know how to speak two or more regional languages in Indonesia. Most Indonesians only know familiar tribes that are only commonly heard. Because of this problem, governments in the Indonesian provinces have included lessons on Indonesian culture. The lesson will explain Indonesia’s national and local culture for their area. In this way, the government can also help Indonesians learn more about their local language. This paper proposes a solution to create a learning portal website for users, both from Indonesia and other countries, to learn Indonesian culture and regional languages. In this way, the author hopes that users can learn about Indonesian local culture and language and contribute to preserving Indonesian local culture and language. This application was built on a web-based basis by applying the following HTML, CSS, and javascript using Personal Home Pages (PHP) for database connection using MySQL. The built application was designed using a use case diagram and class diagram to describe the database relations.

The use of slang on social media has become common among Indonesian teenagers. However, the use of this slang raises concerns about the existence of the Indonesian language as a national cultural property. This article discusses how slang on social media can be a threat to Indonesian language culture in adolescents. In this article, the authors update that the continuous and increasingly widespread use of slang can reduce the quality of Indonesian used by teenagers. In addition, the use of slang can also change the mindset and attitude of teenagers towards Indonesian as the official language of the state. This article also discusses how teenagers can strengthen the existence of the Indonesian language by avoiding the use of slang on social media, enriching their knowledge of the Indonesian language, and increasing awareness of the importance of the Indonesian language as a national cultural treasure. Thus, this article can provide insight and better understanding of the influence of slang in social media on Indonesian language culture in adolescents.

The current Indonesian Language Program for Foreign Speakers (BIPA) plays a crucial role in advancing Indonesia by increasing the interest of other countries in learning Indonesian culture and language. The scarcity of available listening skill teaching materials for educational purposes poses a challenge to the teaching and learning process of Indonesian culture and language. This research aims to develop teaching materials for listening to Indonesian for Foreign Speakers (BIPA) based on the Millealab Virtual Reality application. The research method employed is Research and Development (R&D) using the Borg and Gall model. Of the ten steps, this study adopts only five: (1) potential and problems, (2) data collection, (3) product design, (4) design validation, and (5) design revision. The research instruments include observation activities, questionnaires, interview guides, and expert validation sheets to obtain the desired data. The teaching materials developed in this study are prototypes of BIPA listening teaching materials based on Millealab Virtual Reality. The research output, a prototype of Millealab Virtual Reality-based BIPA listening teaching materials, has been validated by experts, indicating that the developed Millealab Virtual Reality-based listening teaching materials are feasible for use.

Indonesia and Egypt have close relationship and cooperation in several fields. One of them is education and culture. In Egypt there are thousands of Indonesians who are studying, especially at Al-Azhar University. In addition, there are also hundreds of Egyptians who are learning Indonesian language and culture both in Egypt and in Indonesia. The Atdikbud office of the Indonesian Embassy in Cairo has opened the Indonesian Cultural Center (Puskin) in the Dokki area, for Egyptians who are interested in Indonesian language and culture can study and practice there. At Puskin, Egyptians can learn Indonesian dances, traditional music, and its martial arts silat. This platform is not just for locals but for other nationalities too. Apart from Puskin, the Center for Indonesian Studies (PSI) also opened at the Canal Suez University in Ismailiah City and the Al-Azhar BIPA Office at Al-Azhar University in Cairo. Recently, the Ministry of Education and Culture and the Indonesian Embassy in collaboration with Al-Azhar University opened an Indonesian Language Study Program at the Faculty of Language and Translation. This study program is the first program in Egypt even among Arab peninsula. This paper discusses the spread of Indonesian language in Egypt; Egyptian BIPA learning implementation plan; The characteristics of BIPA learning from two perspectives, namely the point of view of Egyptian students who have studied Indonesian language in Egypt and in Indonesia, and the point of view of BIPA teachers whose teaching Indonesian language in Egypt and Indonesia.Keyword: BIPA Mesir, Puskin, BIPA Al-Azhar, BIPA

Document from the Linguistics Department of University of Indonesia records that there are 742 regional languages in Indonesia. From that number, only 13 regional languages are spoken by no more than one million people. The most disconcerting problem is that many regional languages are threatened with extinction and some have even become extinct or no speakers are found. This happens for various reasons, and one of the influences that cannot be ignored is mass media. The mass media in Indonesia, both print and electronic, generally use Bahasa Indonesia as a medium of communication. On the other hand, the use of Bahasa Indonesia as the medium of instruction in mass media contributes to the transfer of Indonesian as the language of unity, but on the other hand, this has eradicated the use of regional languages. Another thing of concern is the lesser number of mass media that use local languages as the medium of instruction. Djaka Lodang Magazine is one of the printed mass media using regional languages that remain still in Indonesia, besides Mangle, Penjebar Semangat, and Jayabaya. The magazine, which was published in Yogyakarta since 1971, experienced a golden period during the 1980-1990s, but then it continued to decrease and nearly bankrupt like any other printed media since the development of communication technology which erodes the older media. However, although this media is no longer profitable in business selling, Djaka Lodang still survives and is published today. One of the main factors that made this magazine survive is bold support of the idealism of its founder, who is still active until today. Abdullah Purwodarsono, one of the owners of this magazine, has a strong determination to continue publishing Djaka Lodang, for the sake of one main goal, to keep and preserve the Javanese language and culture, an effort that has mutualism with the function of the press, i.e. the transmission of cultural heritage. This article will discuss the business and editorial strategy of Djaka Lodang magazine that makes this magazine survive in the midst of major changes in the world of media and the changes of language and culture in Indonesia.

As an effort to improve the quality of human resources in the world of education, mastery of a foreign language in the higher education system was very important. English as a foreign language in Indonesia became the priority subject at all levels. The goal of this study was to find out about the importance of learning English based on Islamic culture in Indonesia with ESP (English for Specific Purposes) concepts. In this study, ESP (English for Specific Purposes) implements on Islamic culture on second-semester students of Islamic religious study at Islamic University of Al- Falah Assunniyah Kencong – Jember 2024/ 2025 academic year. The problems faced in this study were; a) the rapid advancement of technology at this time influence of western culture was very vulnerable, it became a negative impact on the younger generations b) students were lacked of Mastering English skills, c) the learning materials still on general English. By using the descriptive qualitative research method, this study will be analyzed deeply. The researcher used observation, interviews, and documentation techniques to find the optimal results. The results shown were; a) English was the top priority for foreign languages in Islamic higher education, b) The ESP concepts based on Islamic Culture appropriate in teaching the students in Islamic higher education. Hence, it can be concluded that learning English-based Islamic culture as an effort to preserve Islamic culture in Indonesia can be implemented in teaching materials for English courses in Islamic higher education

Indonesia is the fourth country with the largest population in the world and rich of cultural heritage and local wisdom. However, the majority of Indonesian people are less caring, less knowing and minimum understanding about Indonesian culture because of the lack of facilities to provide information of Indonesian culture. On the other hand, Android development is increasingly rapid and free to develop. This is an opportunity that can be used to build a culture of learning systems to maintain the existence Indonesia culture in the eyes of Indonesian people. This research aims to create a system of Indonesian Culture Learning android based mobile application that can be used as a medium of learning Indonesian culture. The methodology of this development is using SDLC which starting from planning, requirements analysis, system design, implementation, testing and maintenance. 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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.

This study aims to introduce the Indonesian language and culture to the world through cultural-based BIPA (Indonesian Language for Foreign Speakers) learning. The method used is content analysis to identify the cultural-based materials in BIPA learning related to Indonesian culture such as customs, arts, music, dance, and culinary. The results of the study show that cultural-based BIPA learning can effectively introduce the Indonesian language and culture to the world. The cultural-based materials in BIPA learning can increase the interest and understanding of the world towards the Indonesian language and culture. Therefore, cultural-based BIPA learning needs to be developed and disseminated widely to introduce the Indonesian language and culture to the world.

Indonesia has about 718 regional languages that are unified by Indonesian as the national language (spoken by 90% of Indonesians). In addition, culture in Indonesia is also diverse, one of them is wayang sada/sodo. It is a puppet from sticks of young coconut leaves in the Gunungkidul area, Yogyakarta. The use of it in learning Indonesian language and culture is very interesting. Therefore, the objectives of this research are: (1) to explain the existence of wayang sada/sodo in Gunungkidul, Yogyakarta; (2) to explain the process of Indonesia language learning and cultural introduction using wayang sada/sodo; (3) to identify and strengthen Schumann's acculturation theory and Krashen's monitoring system theory with a combination of Paivio's dual coding theory on Indonesian language learning and cultural introduction. The research method is qualitative with an ethnographic approach. The data are collected by participatory observation (directly teaches Indonesian using wayang sada/sodo), social media observations (IG Lafida Int'l Institute—lafida_ii; about learning Indonesian language and culture based on cultural anthropology for foreigners managed by Nafila), in-depth interviews, documentation, and document studies on the use of interactive media in language and culture learning, especially Indonesia. The informant of this research are the foreign leaners who learn Indonesian language (about 6 (six) learners). Then, the data are analyzed using the Miles and Huberman interactive model analysis (focus on descriptive, emotion, and values coding). The results of this research, are: (1) wayang sada/sodo is a puppet made of sada/sodo which means sticks of young coconut leaves, commonly found in the Gunungkidul area, Yogyakarta. Wayang sada/sodo is an artistic and cultural asset created by residents of Padukuhan Gunungbang, Bejiharjo Cultural Village, Karangmojo District which has become a new variety of wayang art; (2) Indonesian language learning and cultural introduction using wayang sada/sodo is very meaningful, interesting (attractive), interactive, introducing Indonesian culture directly, both offline and online; (3) the use of wayang sada/sodo can be a novelty of theory by strengthening and combining Schumann's acculturation theory (social and psychological factors with new cultural adjustment), Krashen’s monitoring system theory (creative constructive process), and Paivio's dual coding theory (audio and visual) in Indonesian language learning as well as culture for foreign leaners.

Indonesia has many cultures. One look through the diversity of Indonesian culture, which is one of the region is Maros, South Sulawesi. In addition, Indonesia is also renowned as one of the nation that has a high enough rank of complexity. Indonesian complexity appears in profile in Indonesian language. This article will look at the diversity of Indonesian based on ancient human migration patterns in the archipelago. In addition, it will also be reviewed on the role of the only language that has managed to unite the cultural diversity of ethnicity, and languages in Indonesia. The existence of a national language in Indonesia only because of the already established agreements among Indonesian people to their social ties. The agreement occurred cumulatively. Many factors affect the diversity of languages that exist in Indonesia. Among the factors that generate the linguistic diversity is a factor of two ancient human migration, the migration of Austronesian and Australo-Melanesian. Two current distribution of the prehistoric human remains influential in the formation of culture and language in the archipelago until now. All indigenous languages in Indonesia generated from two groups of ancient languages, the Austronesian language family and the Papuan languages family. Austronesian language family moved in the archipelago around 4,000 years ago. Meanwhile, Papuan language families move in the archipelago since 40,000 years ago. Thus it can be said that the diversity of language in contemporary Indonesia should be associated with the migration factor and several other factors. Other factors, among others, such as migration, the geography of the archipelago with many islands and mountains, and social factors and communication. Seeing these things, it can also noted that Indonesia has a very diverse languages. Unlike delivered Indonesia has only two varieties in language, namely formal and non-formal varieties. It would be flawed if it still considers Indonesian has only two varieties from the 250 speakers.

Darmasiswa was a learning program about art and culture in Indonesia. This program was openedto all foreign students who had an interest in learning about art and culture in Indonesia. Darmasiswa program was regularly held every year. The purpose of Darmasiswa Program was to introduce Indonesian arts and culture to the world through foreign students who had an interest in attending lectures about art and culture in the colleges organizing Darmasiswa program that had been appointed by the Directorate of Higher Education. There were a number of art colleges in Indonesia which were designated as Darmasiswa learning centers. The main requirement that must be fulfilled by Darmasiswa students when choosing a program implemented in Indonesian was to have the willingness to learn Indonesian. If they chose an international program, they do not have to master Indonesian. To expedite the process of learning Indonesian, each Darmasiswa organizing tertiary institution had instructors for foreign students (BIPA). One learning model that could be developed in Indonesian language learning activities was using the Cooperative Learning (CL) model. Each Darmasiswa student in the learning process needed a learning group that helped each other and motivated them to follow learning materials both in class and outside. This cooperative learning model was more suitable to be applied in learning Indonesian, especially when communicating using Indonesian. Additional vocabulary of the Indonesian language was easily memorized with group learning methods. Keywords: Darmasiswa, cooperative learning, model, art, culture. DOI : 10.7176/JLLL/61-05 Publication date :October 31 st 2019

This article discusses a study on English teacher perceptions of English as a global language in Indonesia. The goals of this research are to determine whether non-native English teachers in Indonesia recognize the rising role of English in the global world, particularly in Indonesian schools, and to learn how those teachers assess the effects of English on Indonesian language and culture. Five English teachers from various secondary schools took part in this study. Data were collected through an open questionnaire. As a result, all of the participants' comments were consistent, stating that English was indisputably crucial in today's competitive world. They tend to have highly positive perceptions of English as a way of connecting with the international community and supporting Indonesian communicative functions. There is also an amazing unanimity that English can coexist beneficially in this country, even though many people argue that the language has a harmful impact on Indonesian

In the post-epidemic period, cultural teaching is still an important part of the process of teaching Chinese as a foreign language, as well as it is the starting point for communication and cooperation between countries and cultures. This paper discusses the current situation of the development of tea culture in China and Indonesia and explores the realization path of tea culture exchange in teaching Chinese as a foreign language and the idea of combining tea culture in teaching design.