BIPA Program Research Articles

Appraisal Attitude Analysis of Korean Expatriates' Cross-Culture Experience in Indonesia: The Implication for BIPA Teaching

AbstractThis research investigates the appraisal attitude framework to identify the level of attitude (affect, judgment, and appreciation) in Korean expatriates in Indonesia in their reflective journals (R.J.). The research uses the grant theory proposed by (J.R Martin & White, 2005; Oteíza, 2017). The study employed a descriptive qualitative method. This article describes their cultural competence and its implication for Indonesian language teaching for foreign speakers (BIPA ). Eight Korean expatriates wrote their R.J.s. The data in this study were lexical resources and phrases for appraisal attitudinal framework. The data is obtained from the expatriates' journals analyzed by U.A.M. Copus, and their appraisal of Indonesian culture is used as the data for the BIPA program. It was also taken from interviews and small surveys about their cultural experience to enrich the data. The results indicate two findings. Firstly, the appraisal attitude analysis of Korean expatriates' cross-cultural experience in Indonesia in their reflective journal showed affect (24.2%%), judgment (52.6%), and appreciation (23.2%). Most Korean expatriates express more positive (47.7%) than negative judgments (30.5%). Second, the system amplification text analysis reveals that the writer primarily uses other people's perceptions (judgments) rather than their own (affect). Lastly, text analysis based on the source of attitude indicates that the writer is the primary source of attitude, meaning that they are primarily responsible for assessing the subject matter they write about, which is Indonesian culture concerning time concepts and religion. In conclusion, it might be said that the expatriates have a more favourable opinion of Indonesian culture. Secondly, the implication of BIPA teaching (Indonesian language teaching for foreign speakers) can be implemented into the curriculum for their training.

Design of an interactive digital encyclopedia of Palembang urban culture on a web-based HTML5 platform as an implication for BIPA learning

The need for BIPA (Indonesian Language for Foreign Speakers) learning facilities, particularly in the form of materials and audio-visual learning media, is critical. This can also serve as an attraction for tourists interested in learning the Indonesian language. An interactive digital encyclopaedia is an application that provides access to knowledge in a digital format. This medium facilitates users in accessing information, following links, watching videos, listening to audio, and participating in quizzes and educational games digitally. The aim of this research is to design an interactive digital encyclopaedia of Palembang urban culture on a web-based HTML5 platform as a communicative learning support medium for Indonesian language learners who are non-native speakers. Qualitative case study approach combined with the 4D development model was employed. The case study helps researchers identify language, culture, and arts that could have implications for BIPA learning. The 4D development model was used to design the interactive digital encyclopaedia application on a web-based HTML5 platform. The design themes include language, art, and culture in Palembang, which are further broken down into several topics based on the BIPA syllabus: Introduction, Geography and Demography of Palembang, Language and Literature, Palembang Culture, Architecture Heritage, Social and Religious, Economy and Daily Activities, Interactive, Glossary, References, and Team. The novelty of this research lies in the design of an interactive digital encyclopedia of Palembang's urban culture on a web-based HTML5 platform. The content not only describes Palembang's culture but also aligns with the BIPA program's policies, syllabus, and learning outcomes.

Model Pembelajaran AKIK BIPA Kepada Pemelajar Philipphine Normal University South Luzon

Indonesian as the national language of the Indonesian nation is also a language studied in various countries. The Indonesian Language Program for Foreign Speakers (BIPA) is a program aimed at teaching Indonesian to foreign speakers. One of the learning models applied in the BIPA program is the AKIK Learning Model (active, communicative, interactive and collaborative). This research aims to: (1) describe the application of the AKIK learning model in BIPA teaching. (2) Analyzing student responses to the AKIK learning model. (3) Identifying the obstacles faced in implementing the AKIK learning model. (4) Evaluate the results of Indonesian language learning using the AKIK learning model. The research results show that the implementation of the AKIK learning model is effective in improving the communication skills and understanding of Indonesian at Normal University South Luzon students. Students responded positively to the AKIK learning model, feeling more motivated and active in learning. However, several obstacles are faced, such as cultural and language differences and limited learning facilities that support technology. This research contributes to the development of the BIPA curriculum by recommending more effective teaching strategies. The results can be used as a reference for teachers and researchers in the field of foreign language teaching, especially Indonesian.

ASEAN Students' Interest in Learning the Indonesian Language: A Descriptive Study from the Perspective of SEAMEO ASEAN

Language plays a crucial role in the educational environment, whether in schools or universities. Besides the national language, students are also exposed to regional and foreign languages to enhance their language proficiency. Teaching foreign languages encompasses a wide range of options, such as English, Korean, Japanese, and Chinese. Moreover, languages affiliated with ASEAN countries, like Malay, Thai, and Indonesian, have gained popularity. This study employs a descriptive approach to elucidate the findings regarding the interest in learning Indonesian among students in ASEAN nations. Conducted by SEAMEO ASEAN, the research draws its primary data from questionnaires and presentations submitted in September 2022. Participating ASEAN countries in this SEAMEO initiative encompass Brunei Darussalam, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor Leste, and Vietnam and analyzed with descriptive statistical analysis. The study reveals a notable demand for Indonesian language learning among students from ASEAN countries. Indonesian is pursued for various purposes, including professional, socio-cultural, and personal development. Recognizing the interest in Indonesian among ASEAN students provides a foundation for the implementation of Indonesian as a foreign language through the BIPA program. There has not been much research on the interest of Indonesian language among students at the ASEAN level, therefore this research is included in the initial research on Indonesian language internationalization policies starting from the ASEAN level

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.

BIPA (Indonesian for Foreign Speakers) as an Educational Tourism Program in Bali: Opportunities and Challanges

One form of tourism that has grown significantly around the world is educational tourism. The potential of Indonesian for Foreign Speakers (BIPA) as an educational tourism destination offering educational experiences is discussed in this study. The study's methodology is a qualitative one because the issues under investigation concern actors in the tourism and education industries' attitudes and perspectives on BIPA as one of Bali's main interests for international tourists. Data were collected by interviewing a number of key informants including the BIPA program director of the Balai Bahasa Bali, BIPA teachers, a faculty member who is also involved in an international program at Udayana University, a number of individuals involved in the tourism industry, including the current and previous president of the Indonesian Tour Guide Association, tourism observers, and academics. The study's findings indicate that BIPA has the potential to become one of Bali's top draws for visitors looking to learn the Balinese and Indonesian languages.

Diplomasi Program Bipa (Bahasa Indonesia bagi Penutur Asing) melalui Kuliner Tradisional: Sebuah Studi Kasus di Universitas Ezzitouna, Tunisia

Indonesian for Speakers of Other Languages (BIPA) has a diplomacy purpose. A cultural diplomacy is one of the main purposes in BIPA Program. This study was aimed to describe an Indonesian language and cultural diplomatic process in Tunisia, introduction of Indonesian for Speakers of Other Languages to the student by culinary, and introduction of Lumpia, Pukis, and Risoles to promote BIPA class in University of Ezzitouna, Tunisia. The data were collected via study case method. A researcher took a part in the even to collect and analyze the research data. A diplomatic mission to introduce language and culture of Indonesia could be showed by culinary. The culinary such as Lumpia, Pukis, and Risoles were popular in Indonesia. They also had a similar taste with Tunisian culinary. This way became one of the BIPA’s support to promote an Indonesian culture. A student in University of Ezzitouna interested to join BIPA class after trying to taste the culinary. Therefore, culinary had a good implication to support diplomatic mission to open BIPA class in the University of Ezzitouna, Tunisia.

Bahasa Indonesia bagi Penutur Asing (BIPA): Masalah Kefasihan, Kebakuan, Rujukan Belajar, dan Kesusastraan

Bahasa Indonesia is one of the languages with the most speakers in the world. However, Bahasa Indonesia still needs to be campaigned to become one of the most important languages in the international arena. This is the context of why the BIPA or Indonesian Language for Foreign Speakers program was born. It has been going on for a long time, the BIPA program continues to experience improvements. This article aims to provide some input in to improving Indonesian language learning through the BIPA program. Observation, survey, and interview through informal conversations were used in conducting qualitative investigations to describe BIPA learning related to fluency, standard language, learning tool or reference, and literature . These were conducted from around February to early August 2022. Th is research show s that active class participation and learning consistency of BIPA students have a major impact on the progression speed of Indonesian language mastery. This study also shows that the misuse of Google Translate has caused a negative impact on BIPA students and the urgency of using local folklore materials in BIPA learning in Indonesia.

ANALISIS ISI BUKU AJAR BAHASA INDONESIA BAGI PENUTUR ASING ‘BAHASAKU 1: AYO BICARA BAHASA INDONESIA’

Teaching material is crucial for any teaching and learning process, including the Indonesian Language for Foreign Speakers (BIPA). Thus, the textbook becomes the essential facilitator and acts as the deciding factor for the success of the BIPA program. This study aims to deeply explore the content of the textbook planned and designed by Alam Bahasa Indonesia. The findings of this study would contribute as a recommendation for other BIPA course institutions, tutors, and activists of BIPA in terms of the BIPA textbook. The research method applied was descriptive qualitative. Data gathering utilized comprehensive documentation of the textbook. The source textbook is BIPA ‘Bahasaku 1: Ayo Bicara Bahasa Indonesia’. The researcher became the critical instrument for data gathering and analysis. The results show that the textbook is printed in A4 size (21 x 29,7 cm) with a paper width of 80 gsm. The book consists of 10 units of lessons, and each has illustrated conversation, grammar focus in a text box, grammar exercises, cultural notes, and a vocabulary list. The materials included in every lesson unit are (1) target language grammatical structure; and (2) materials in written text, topic, and exercises.

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.

Use of Gamification in Indonesian for Non-Native Speakers (BIPA)

The purpose of this study was to discuss the use of gamification to students of the BIPA program at State University of Malang. The platform used a mobile application that contains elements of gamification which includes challenges, missions, badges, leaderboard and multiplayer. The results showed that the learning motivation and interest of BIPA program students were very high when they were using gamification in the classroom. This study uses a quantitative approach because information will be presented in numerical form and analyzed using statistics. To find a mobile platform that is suitable for use in gamification, a literature study is conducted to choose a mobile platform that has gamification mechanics including challenges, missions, badges, leaderboard and multiplayer. The population in the study were all BIPA program students at State University of Malang. The sampling technique used purposive sampling method with a sample of 18 people. The gamification in the BIPA program uses BIPAJAR application that has adopted gamification mechanics namely challenges, missions, badges, leaderboard and multiplayer. BIPA students were given 3 days to try BIPAJAR application. The Minimum Standards for Completion Criteria (KKM) is 70. The results of the questionnaires distributed to the students concluded that students’ interest and motivation in using gamification were quite high with a score of 78.67% and student learning progress grew by 82.35%.

BIPA for Business Communication Learning Model Development through MOOC

The study examines to acknowledge the learning model development of MOOC-based BIPA for Business Communication. This research uses 4D learning model development (define, design, development, and dissemination). The analysis was conducted to the international students of BINUS University International, and further validated by experts and lecturers of the course itself. Based on the need analysis, BIPA for Business Communication program is an intermediate level of BIPA program aiming at preparing students to understand Indonesian actively, gain knowledge of the language and socio-cultural background for business communication purposes. Serving all that purpose, the learning model developed put its axis on the activity in business context. Taking Udemy as the platform for MOOC delivery, the development of learning model is referred to features at Udemy. The elements of learning covers; (1) Video-based learning content; (2) course content; (overview); (4) question and answer; (5) notes, and (6) announcements. In total, 10 topics BIPA for Business Communication can be accessed within the course. Expert validations indicate that BIPA for Business Communication MOOC perceives well, in which the learning model development is 3.75 with the indicator 3,4 < x ⩽ 4,2.

Primary Students’ Perception towards Cultural Differences in The School Environment

This article aims at uncovering how the elementary students’ responses to cultural differences. The students as the object of the present research is from four different Islamic schools. In this sense, the students are getting used socialize with homogeneous culture. This research was conducted through participatory action research where the member of the research she is a foreigner – Japanese and student of BIPA (Indonesian Language for foreign speaker) program – introduces her culture to six grade students (eleven to twelve years old children). The research data was collected through questionnaires. The result of the study indicated by the collected questionnaire shows that most of the students: fifty-eight form seventy-seven students like to the introduction of foreign culture, particularly conducted by foreign people. They are happy with the foreign people in their school introducing in Japanese culture, such as short lyrics Japanese song. Students’ active participation in class activity perceived as their acceptation or positive manner to foreign culture in their school environment.

Pengenalan Budaya dalam Novel Entrok Karya Okky Madasari Bagi Pembelajar BIPA

The Indonesian Language Program for Foreign Speakers (BIPA) in the learning process is inseparable from cultural material. In accordance with the achievements of learning aspects of culture into teaching material in the BIPA program. Culture must be introduced to BIPA learners to avoid culture shock because they will come into direct contact with Indonesian people with a variety of traditions, religions, and tribes. The purpose of this study is to analyze the cultural elements in the novel Entrok by Okky Madasari as a medium for cultural recognition for BIPA students. The object of research is focused on the Entrok novel by Okky Madasari. Data collection techniques through two events, namely literature review and reading. This research is a qualitative type with interactive analysis techniques. The results showed that there are seven cultural elements contained in the novel Entrok by Okky Madasari. The cultural elements consist of language, knowledge, equipment and technology, social organizations, livelihoods, religious systems and arts. Through these seven elements, Entrok's novel by Okky Madasari can be used as a medium of introduction to Javanese culture for BIPA learners at C1 and C2 levels. Learning using cultural aspects still emphasizes the principle of understanding language in communication.

Listening Learning of Indonesian for Speakers of Other Languages (BIPA) for Academic Purposes

Indonesian is now increasingly in demand to be studied by foreign speakers for various purposes. One of the purposes for foreign speakers to learn Indonesian is related to academic purpose. BIPA learning with academic purposes has different characteristics from BIPA learning in general. This study aims to describe listening learning in the BIPA program for academic purposes at Universitas Negeri Yogyakarta based on the aspects of learning preparation and implementation which includes learning activities, learning materials, learning media, learning assessments, problems, and solutions in learning. The subject of this research is a lecturer of listening skills in the BIPA program for academic purposes in the class of Yunnan Minzu University, China. This research used a descriptive qualitative method. Data collection was carried out by observation, interviews, and document study. Data analysis techniques include data reduction, data display, and verification. The validity of the research data was carried out using triangulation methods. The results showed that the learning preparation was carried out by making a syllabus and developing learning materials. Listening learning activities were carried out through pre-listening, while-listening, and post-listening activities. Listening learning materials tailored the academic needs and adjusted to the speaking skills that learners will learn. The learning media used are handouts, audio, and video that were connected from the laptop to speakers and/or projectors. Learning assessment was carried out at the middle of the semester and the end of the semester. Problems encountered in learning include a technical problem and a non-technical problem. To overcome technical problems, the lecturer reported this to the program manager for improvement, while for non-technical problems, the lecturer was proactive to ask the students. Based on the results of this study, it can be concluded that the planning and implementation of listening learning in the BIPA program for academic purposes is following the principles of learning listening in a second or foreign language. However, some things need attention related to technical and non-technical problems that occur so that they can be minimized.

PEMBELAJARAN BIPA (BAHASA INDONESIA PENUTUR ASING) DALAM UPAYA INTERNASIONALISASI UNIVERSITAS DI INDONESIA PADA ERA GLOBALISASI

The existence of Indonesian as an international language in the international arena cannot be doubted. There are several universities in Asia, Australia and mainland Europe that provide Indonesian language learning as one of the compulsory courses. One of the efforts to bring Indonesian to the international arena is through BIPA learning. The use of Indonesian in educational activities in Indonesia is regulated in Law no. 24 of 2009, especially Article 29 paragraph (1). This also applies to the BIPA teaching program in Indonesia. Therefore, foreign students studying or studying and even working in Indonesia, must be able to master the use of the Indonesian language. one way that foreign students can use Indonesian in their daily life is through the BIPA program. Previously, BIPA was used as an effort to internationalize the Indonesian language. So, in addition to being able to bring Indonesian as an international language, the BIPA program can also be used in efforts to internationalize universities in Indonesia, especially in the current era of globalization. The increase in BIPA students can be used to introduce Indonesian to other foreign students so that they are interested in learning it.&#x0D; Keywords: BIPA, internationalization, globalization, university

Evaluasi Laporan Pelaksanaan Tugas Tenaga Pengajar BIPA Wilayah ASPASAF Masa Tugas 2015-2018

BIPA program is a program designed for foreigners to study the Indonesian language as well as the Indonesian culture. This study attempts to analyze the quality of the final report of BIPA teachers from 2015- 2018 in ASPASAF (Australia, Egypt, India, Japan, and Tunis). The author uses a descriptive qualitative research method to evaluate the 20 final reports of BIPA teachers based on the checklists. The instruments were adapted from the theories and the guidelines of BIPA reports made by PPSDK. The results of the study indicate that the quality of the teachers’ reports is already good, however, the reporting guidelines for the implementation of the BIPA teaching workforce need to be refined by adding the intercultural understanding concepts included in the report introduction section. Besides, to provide a good service, PPSDK should give an intercultural understanding for the teachers in special training. It is expected that this study will be significant to the field of intercultural communication and education in Indonesia. Keywords : BIPA, evaluation report, ASPASAF

Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand

This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R &amp; D) related to curriculum, instructors, institutions, students, teaching materials, and methods.

STUDI GEOGRAFI IMAGINATIF DALAM PROSES PEMBELAJARAN BIPA

Abstrak&#x0D; Hubungan ideologis pada proses pembelajaran bahasa Indonesia untuk penutur asing (BIPA) tidak dapat dielakkan, karena program BIPA adalah sebuah program yang berelasi dengan banyak pembauran budaya di dalamnya. Bentuk bahasa (kata, kalimat, dan variasi bahasa) adalah bagian dari faktor keberhasilan pengetahuan bagi pembelajarnya sebagai penerima konvensi. Bahasa tanpa karakteristik budaya sama artinya dengan mempelajari bentuk gramatikal semata tanpa memperhatikan makna. Sementara, inti dari berbahasa ialah apabila komunikasi yang terjalin dipahami karena adanya makna dari bahasa itu sendiri. Artikel ini menjelaskan kemungkinan pola belajar dari titik geografi imajinatif untuk menyoroti dan membangun identitas bahasa Indonesia yang dipelajari melalui pendekatan Orientalisme Edward Said. Persepsi persoalan bahasa yang dipelajari dan konstuksi identitas penutur yang mempelajarinya menjadi sebuah fenomena, hingga peran geografi imajinatif menjadi penting. Ide dasar dalam artikel ini adalah mendesposisikan pengalaman belajar dan mengajar menjadi strategi yang terpolakan sebagai langkah awal dalam memahami karakteristik pembelajaran BIPA melalui dasar-dasar pengenalan dan pengetahuan geografi imajinatif dalam prosesnya. Dalam hal ini, ide belajar bahasa biasanya mempertimbangkan kekuatan kelas serta tingkat kebutuhan terhadap bahasa yang dipelajari. Studi tentang otoritas kelinguistikan dibahas dengan menggunakan metode referensial, di dalamnya pembelajar bahasa asing menghadapi genre teks budaya secara umum. Dua instrumen metodologis digunakan untuk menelaah lebih jauh, yaitu memperhatikan karakateristik pembelajar BIPA dengan menggunakan perangkat formasi strategis dan posisi strategis.&#x0D; &#x0D; Kata Kunci: Geografi imajinatif, Pembelajaran BIPA, Metode Formasi Strategis, Metode Posisi Strategis&#x0D; &#x0D; Abstract&#x0D; The ideological relationship in the Indonesian language learning process for foreign learning (BIPA) is inevitable, because the BIPA program is a program related to much cultural assimilation there. The form of language (sentences, sentences, and variations of language) is part of the success factors of knowledge for students as convention recipients. Language without cultural characteristics is synonymous with grammatical form features only without regard to meaning. Meanwhile, the core of the conversation about communication is intertwined because of the meaning of the language itself. This article explains about learning patterns from the point of imaginative geography to discuss and build Indonesian language identity which is learned through the discussion of Edward Said's Orientalism. The perspective of the language learned and the construction of the identity of the speakers who study it become a phenomenon, so the role of imaginative geography becomes important. The basic idea in this article exposes the experience of learning and teaching into a strategy that is thought of as a first step in understanding the characteristics of BIPA through the basics of knowledge and knowledge imaginative geography in the process. In this case, the idea of ​​learning a language usually considers class and the level of need for the language being studied. The study of linguistics authority is discussed using referential methods, in which language expenditures translate cultural texts in general. Two methodological instruments are used to explore further, namely paying attention to the characteristics of BIPA spending using strategic formation and strategic positions tools.&#x0D; Keywords: Imaginative Geography, BIPA Learning, Strategic Formation Methods, Strategic Position Methods

A CASE STUDY ON CULTURE SHOCK BY THAILAND STUDENTS IN PONOROGO

This research focuses on culture shock by Thailand students in Ponorogo with two aims: (1) to elaborate on the culture shock by Thailand students in Ponorogo. (2) to investigate the way of Thailand students in Ponorogo adjust their problem with Indonesian culture. This research used qualitative design, while the data were displayed in the forms of descriptive. The researcher took four Thailand students who are studying in Ponorogo. There are one student from Muhammadiyah University of Ponorogo (UMPO), two students from University Darussalam Gontor (UNIDA), and one student from Institute Agama Islam Negeri (IAIN). The researcher used interview and documentation as the instruments for collecting the data. The results showed that there were two problems on culture shock by Thai students in Ponorogo. The problems were: the problems about the cultural difference such as language, social manner, and religious life and the problems about life change such as food, transportation and emotion. Meanwhile, the way to adjust the culture shock in Poronogo by Thai students were: learnt and understand more about host culture, accepted the cultural difference between host culture and their culture, participated in activities related with cultural difference such as summer camp. It helped them to fast adaptation in culture and language, and joined BIPA program (Bahasa Indonesia untuk Penutur Asing). That made them fast adaptation in Indonesia language and also fast adaptation with cultural difference.Keywords: Culture, Thai Culture, Indonesian Culture, Culture Shock