BIPA Learners Research Articles

Development of Digital Phonology Teaching Materials Using Shadowing Techniques for Korean BIPA Learners

This research aims to produce digital phonology teaching materials using the shadowing technique to improve the pronunciation skills of basic-level Korean BIPA learners. The research method employed Research and Development (R&D) with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques involved needs analysis by interviewing BIPA learners and instructors, then conducting pronunciation tests on Korean BIPA learners to identify pronunciation challenges and specific needs for material development. Based on this analysis, the digital teaching materials were designed and developed, then validated by media experts, material experts, and BIPA practitioners. Data analysis techniques in this research included quantitative and qualitative methods. The result showed that the development of digital phonology teaching materials with shadowing techniques for Korean BIPA learners was effective in improving Indonesian pronunciation skills. The evaluation results showed that this teaching material received a very positive response from teachers and learners, with feasibility test scores of 98% and 94% respectively, as well as expert validation that supported the quality of the teaching material. Thus, this digital teaching material not only meets the expected standards, but also offers concrete solutions to the pronunciation challenges faced by Korean BIPA learners, and is ready to be used to improve the effectiveness of Indonesian pronunciation learning.

Development of Digital Teaching Materials for Indonesian Phonetics with Sound Association Design for Basic Level BIPA Arabic Learners

This research aims to develop digital teaching materials for Indonesian phonetics designed with sound association to support basic-level BIPA learners. This research method used research and development with the 4-D model, which consists of Define, Design, Develop, and Disseminate stages. The research instruments included pronunciation ability tests, learner needs questionnaires, BIPA teacher interview instruments, and validation sheets from experts and practitioners. The data analysis techniques used were qualitative and quantitative methods and Gregory's validity test with validity assessment criteria using the Likert Scale 1-4. The validation results indicated that the materials were "feasible" with some necessary revisions. After making the suggested revisions, the revised materials were piloted with basic-level BIPA learners. Feedback from these learners rated the materials as "very feasible", indicating a positive reception. The final product is a digital flipbook equipped with audio pronunciation guides and illustrations that can be accessed online. This format provides a flexible and engaging alternative for improving Indonesian pronunciation for Arabic-speaking BIPA learners, making it a valuable addition to the available teaching resources.

Analysis of Teaching Material Needs for Advanced Level BIPA Learners of Chinese Students

Analysis of Teaching Material Needs for Advanced Level BIPA Learners of Chinese Students

PENGEMBANGAN BAHAN AJAR MEMBACA KRITIS TEKS SASTRA UNTUK PELAJAR BIPA TINGKAT MAHIR

The research and development of literary text-based reading teaching materials for advanced BIPA learners was motivated by the results of a preliminary study that showed the potential of literary texts as reading learning materials in advanced BIPA classes. This study aims to produce teaching materials that meet the requirements of content feasibility, presentation systematics, language, and appearance so that they can help train critical reading skills for BIPA learners. The research model used is the 4D model by Thiagarajan, et al., involving test subjects in the form of BIPA material experts, teaching material preparation experts, design experts, practitioners (advanced BIPA teachers), and advanced BIPA students. The data obtained through the validation test shows that this teaching material is classified as very feasible and ready to be implemented with a percentage of feasibility reaching 89.1%. However, through the limited field test, there were several aspects that required revision to increase the percentage of feasibility to 83.3%. Nevertheless, this product is still feasible to be implemented with minor revisions. This teaching material can be utilized by BIPA students as an enrichment material in practicing critical reading skills by utilizing literary texts. Advanced level BIPA teachers can also use this teaching material to teach reading skills to students and introduce the works of Indonesian writers. BIPA researchers and activists are advised to consider this teaching material as a reference in developing literary text-based reading teaching materials that are still not widely available.

The Development of Interactive Reading Digital Module with Contextual Approach for BIPA International School Students

Teaching BIPA (Indonesian for Foreign Speakers) in SPK (Satuan Pendidikan Kerjasama) has its polemics. Based on the needs analysis, one of them is that not all BIPA learners in SPK exhibit enthusiasm toward engaging with Indonesian reading materials. This displeasure comes from several factors including a general disinterest in reading, a lack of motivation to utilize the Indonesian language beyond the confines of language classes, and other obstacles like unappealing teaching materials. Thereby, this research aims to develop an Interactive Reading digital Module based on Contextual Approach in SPK. This research uses the RD method with the ADDIE Model design and has evaluation sessions at each stage. This article will focus on the developing stage and show validation results from the expert validators. The results showed that based on expert validators, the interactive reading digital module can be used with the material, media design feasibility percentage of 83% of eligible excellent predicate.

Development of Speaking Training Media Based Android Application for Beginner BIPA Learners

Darmasiswa program is an Indonesian language learning program for foreign speakers. In this program, students are introduced to Indonesian language and culture. Beginner level BIPA learning in the program still finds problems related to teaching materials on speaking skills. Based on these problems, there is a need for the development of media for practicing speaking skills. The media aims to enable students to practice speaking independently without the need to be accompanied by a teacher or native speaker. The development of the training media can answer the formulation of problems related to the feasibility of content, language, and presentation systematics. The ADDIE model was used in this development. Based on the validation of speaking training media, the results obtained (1) material validation resulted in a good category, (2) language validation resulted in a good category, (3) media validation resulted in a very good category, and (4) practitioner validation resulted in a very good category. Based on this validation, the android-based speaking skill training media can be implemented for beginner BIPA students so that it produces an excellent category. This makes this speaking training media easier for beginner-level BIPA students in meeting the competency standards of beginner-level speaking skills.

Technology in listening and writing learning for BIPA learners

This research discusses the use of technology in BIPA learning, with a particular focus on listening and writing skills. This research will explore how technology can improve BIPA students' listening and writing skills. By understanding the potential and challenges of using technology in BIPA learning, it is hoped that this research will contribute to developing more effective learning methods in the BIPA context. This research method uses a descriptive qualitative design. This is based on research data in the form of the results of filling out a questionnaire, and the researcher acts as the main instrument. It was found that, on average, BIPA teachers have used technology in BIPA learning, especially for listening and writing. In the context of BIPA learning, technology has proven to be an effective tool for improving BIPA students' listening and writing skills. Technology also positively influences BIPA learning, especially when it can make learning more exciting and varied. Learners have rich exposure and experience of languages used today. However, the research results also show that the use of technology in BIPA learning also has challenges, barriers, and obstacles. AbstrakPenelitian ini membahas tentang penggunaan teknologi dalam pembelajaran BIPA, dengan fokus khusus pada keterampilan menyimak dan menulis. Penelitian ini akan mengeksplorasi bagaimana teknologi dapat digunakan secara efektif untuk meningkatkan keterampilan menyimak dan menulis siswa BIPA. Dengan memahami potensi dan tantangan penggunaan teknologi dalam pembelajaran BIPA, diharapkan penelitian ini dapat memberikan kontribusi penting dalam pengembangan metode pembelajaran yang lebih efektif dalam konteks BIPA. Metode penelitian ini menggunakan desain kualitatif deskriptif. Hal ini didasarkan pada data penelitian berupa hasil pengisian angket dan peneliti bertindak sebagai instrumen utama. Hasil penelitian menunjukkan bahwa rata-rata pengajar BIPA telah menggunakan teknologi dalam pembelajaran BIPA, terutama untuk menyimak dan menulis. Dalam konteks pembelajaran BIPA, teknologi terbukti menjadi alat yang efektif untuk meningkatkan kemampuan menyimak dan menulis siswa BIPA. Teknologi juga memberikan pengaruh positif dalam pembelajaran BIPA, terutama ketika teknologi dapat membuat pembelajaran menjadi lebih menarik dan bervariasi. Para pembelajar memiliki eksposur dan pengalaman yang kaya akan bahasa yang digunakan saat ini. Namun, hasil penelitian juga menunjukkan bahwa penggunaan teknologi dalam pembelajaran BIPA juga memiliki tantangan, hambatan, dan rintangan tersendiri.Kata Kunci: BIPA; menulis; menyimak; pembelajaran; teknologi

How international students can well understand adapted online collaboration project The case of BIPA learners

How international students can well understand adapted online collaboration project The case of BIPA learners

MEANING-FOCUSED INSTRUCTION (MFI) VS. FORM-FOCUSED INSTRUCTION (FFI): METAREFLECTION ON BIPA GRAMMAR LEARNING

The purpose of this research is to explore the beliefs of BIPA (Indonesian Language for Foreign Speakers) instructors and learners regarding grammar instruction. This research is a descriptive-quantitative study. The subjects consist of 10 BIPA instructors and 20 BIPA learners from UPT BIPA Muhammadiyah Malang University, CIS BIPA State University of Malang, IAIN Surakarta Language Center, and UPT BIPA State University of Medan. The research data include quantitative and qualitative data related to the beliefs that BIPA instructors and learners regarding the instructional framework for grammar learning. Data were collected through a questionnaire adapted from Burgess and Etherington (2022) and interviews. The data were then analyzed using descriptive statistics and qualitative analysis, referring to the beliefs of BIPA instructors and learners regarding grammar instruction. The data analysis results showed that there are differences in beliefs between BIPA learners and instructors regarding the instructional model for teaching Indonesian grammar. BIPA learners believe that Form-Focused Instruction (FFI) is more effective in mastering Indonesian grammar because it focuses on rules and is taught explicitly and deductively, allowing learners to directly understand the target language rules. In contrast, instructors believe that Meaning-Focused Instruction (MFI) is the most suitable instructional model for teaching Indonesian grammar because it focuses on communicative aspects and taught implicitly and inductively, enabling learners to better apply the target language rules. To accommodate these differences in beliefs, an instructional model is needed to accommodate it with the following stages: (1) exposure, (2) formulation of grammar rules, (3) reinforcement of grammar rules, and (4) the use of grammar rules.

Strategi Pengembangan Program BIPA di Politeknik Negeri Bali

The existence of the BIPA program at the Bali State Polytechnic is currently not developing optimally. In fact, in terms of feasibility, potential, position, and human resources, PNB has the opportunity to become a BIPA study centre in South Bali. This existing potential has not been managed and developed to support the internationalization of the Bali State Polytechnic as a vocational education that has a mission to be leading, professional, and able to compete internationally. This study was conducted to try to investigate and explore the problems that exist in the development of BIPA and try to find solutions, strategies, and actions that should be taken to raise the spirit of learning BIPA at the Bali State Polytechnic. The methods used in data collection are observation methods, interviews, and questionnaires with qualitative descriptive, SWOT, SOAR, and QSPM analysis as the analysis methods. This research resulted in (1) PNB needs to develop BIPA into a professional business unit with a culture-based; (2) Marketing mix strategies that need to be carried out to increase the diversification of BIPA learners today are integrated marketing with the use of social media, such as influencers and copywriting; (3) The strategy model and types of publications that can be done to attract BIPA learners to the Bali State Polytechnic are by collaborating with institutions between foreign universities both through research and teaching by utilizing digital publications such as facebook, instagram, tiktok, and others.

The Needs of Beginning Thai BIPA Learners on Indonesian Cultural Content

Indonesia and Thailand share the same cultural knowledge regarding rice food consumption and the heroic epic Panji or Inao. However, research exploring learning materials about this two cultural knowledge as BIPA learning materials for beginner Thai BIPA learners has not been intensively conducted. This research focuses on efforts to identify the need for Indonesian-Thai cultural content material for BIPA students at the beginner level. This research design uses ADDIE by adapting the first two steps, namely first, compiling questionnaires and interviews with BIPA Thai elementary students and teachers to obtain projections of the needs and preferences of non-text BIPA textbooks containing Inao's story. Second, conduct a needs and preferences analysis of the results of questionnaires and interviews of beginner-level BIPA Thai learners. The respondents of this study were six BIPA students from the State University of Malang, Walalailak University of Thailand, and the Islamic University of Malang. The results showed that the culture of rice consumption, the story of Inao or Panji, and Indonesian tourist attractions that became world heritage designated by UNESCO are interesting and need to be the content of BIPA learning materials, with the medium of electronic books, BIPA pages, and social media platforms (IG, FB, Twitter, and Youtube). The implication of this research is the preparation of BIPA learning designs for Thai BIPA students with cultural content of rice consumption, the story of Panji or Inao, and Indonesian tourist attractions that are UNESCO world heritage

Scaffolding Strategy for Language Acquisition through the Use of Colloquialism by BIPA Learners in Solo

Scaffolding Strategy for Language Acquisition through the Use of Colloquialism by BIPA Learners in Solo

How the Language Competence of International Students is Culturally Oriented When Learning Indonesian Language

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.

Learning BIPA through folktales: Needs analysis of foreign students in Indonesia

The existence of the Indonesian language is currently increasing. This is evident in the number of foreigners who have shown interest in learning the Indonesian language for foreigners called BIPA. The purpose of this study is to know the need for foreign learners in learning the Indonesian language using folktales. This study used a qualitative approach. Data were obtained through observation and deep interviews conducted with international students. The results of the study showed that foreign students are interested in learning through folktales. They also hope that the BIPA learning will use the Indonesian language dominantly, variations of methods and resources, innovative media using various folktales, and meet many new classmates who come from different countries. Some students also assume that the Indonesian language is unique and easy to learn with folktales. This study implies that BIPA teachers could use folktales as material content for BIPA learners.

The Implementation of a Module “Sahabatku Indonesia” in Favorite Song Units on the Speaking Skills of BIPA Students

Indonesian for Foreign Speakers (BIPA) is an Indonesian language teaching program whose teaching subjects are foreign speakers. The BIPA learning process certainly requires an appropriate and interesting curriculum, teaching materials, and learning methods for the success of foreign speakers in achieving learning goals. The research objective was to find out and describe the effect of the Indonesian best friend module in favorite song units on speaking skills at BIPA level 7. The research method used by researchers is descriptive qualitative. Researchers will describe a data analysis with the method used is descriptive. The data collection technique used is the form of collecting data by observing students. The results of observations on the material in the Indonesian best friend module activities are designed according to level, one of which is the advanced level for students who can already speak Indonesian, namely using the best friend Indonesia BIPA level 7 module which includes the favorite song units. In this study, the researcher refers to SKL (Graduation Competency Standards) at BIPA Level 7 through a Module that focuses on aspects of speaking skills in BIPA learners. The results of this research make students interested in the learning provided by the teacher in using the best friend module Indonesia BIPA level 7 favorite song unit and students prefer speaking skills because learning through speaking skills makes students more active, it is very fun to sing together the same as the title of the song "Laskar Pelangi" by Nidji and understand every meaning and vocabulary in the lyrics of the song.

REKOGNISI ASPEK-ASPEK PEMBELAJARAN BAHASA INDONESIA BAGI PENUTUR ASING (BIPA)

The interpretation of this study applies an analytic-did active approach in the study based on qualitative descriptive standards. The understanding of text and context studies in content uses observation, then data is detected based on textual techniques from data from past study documents. An appropriate curriculum is needed to translate the internalization of Indonesian for foreign speakers. Multi-method engineering in multi-variation based on the objectives and characteristics of language skills with local culture fundamentals has become the standard for efforts to develop Indonesian by increasing the richness of the vocabulary, the standardization of the language system, language tunings, and increasing the functioning of Indonesian as an international language. BIPA learners psychologically need an interaction model in the curriculum that can provide interest to accelerate their language repertoire.

THE IMPACT OF DIRECT METHOD AND TOTAL PHYSICAL RESPONSE ON TEACHING BIPA 2 AT KJRI BERN

This research is based on the author's awareness that language is a basic thing that is needed by humans as social beings to be able to communicate with each other in order to complete the needs of human life itself. The main focus of this study is to observe the responses of BIPA learners to the BIPA teaching method conducted at the Indonesian Consulate General in Bern. This research uses the direct method combined and matched with the TPR teaching technique. The data was carried out by taught and observing the BIPA program class, then the author was evaluating the teaching (research) program in order to see the scores received by students as an illustration of the success or failure of the research carried out. The results showed that the combination of the Direct and the TPR method can make BIPA students quickly master the learning material.

THE IMPORTANCE OF GUIDANCE IN UNDERSTANDING CULTURAL DISCOURSE IN THINKING AND SPEAKING FOR FOREIGN STUDENTS IN BIPA PROGRAM

The lack of understanding of cultural discourse in speech is the key to international failure success in understanding language concepts, especially for BIPA learners in Indonesia. This research aims to reveal the importance of understanding the concepts of speech that must be considered in communicating. The method used is qualitative descriptive. The object of this study is an international student from Taiwan named Xing-Qian, who is participating in the Indonesian program for Foreign Speakers (BIPA) at PGRI University of West Sumatra. This research is naturalistic. The data in this study is in the form of video that is the result of recording in the field directly, then using the technique of seeing the record to transcribe the research results into writing form. The results showed that the international students used a form of guidance on the instructions for begging, asking, welcoming, advising, and inviting.

Survival Book to Help BIPA Learners Off the Hook of Culture Shock

From time to time, Indonesian for Foreign Speakers (BIPA) continues to grow, including BIPA at the State University of Surabaya (Unesa). It cannot be denied that in its journey, BIPA Unesa encountered various problems. One of them is a report from a foreign student who was confused when he first arrived in Surabaya. Their confusion includes finding the ideal place to live, using online motorcycle taxi applications, and using public facilities such as markets, hospitals, and police stations. Not only that, but the understanding of academic rules on campus has also not been able to be conveyed on target. Some local students and lecturers have helped, but the limited number and time have made it impossible to assist students. Therefore, this research focuses on making a pocketbook called "survival book" in five different languages ​​for foreign students. The benefits of this research are expected to be able to solve the concerns of BIPA students when they first come to Surabaya with the development of a pocketbook. This research belongs to the category of product development. With this research, it is hoped that it will produce an output in the form of a survival book for BIPA Unesa students as well as scientific articles that will be published in accredited national journals.

Cultural enrichment in Indonesian language for foreign speaker (BIPA) learning with Trihita Karana concept

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.