BIPA Program Research Articles

Teaching Bahasa Indonesia for Polish Speakers Based on Moderate Muslim Culture

The purpose of this paper is to explain the result of moderate Muslim culture immersion model development into the Bahasa Indonesia untuk Penutur Asing (Bahasa Indonesia for Non-Native Speakers [BIPA]) program in the faculty of New Philology, Adam Mickiewicz University in Poznan, Poland. The focus of the development is the research and development (R&D) stage, which comprises: preliminary study, development, and testing. This study uses the before-after comparative analysis method on an experimental group with a control group. It is concluded that the model is succeeded in significantly improving the understanding of the BIPA program students on moderate Muslim culture.

Efektivitas Pembelajaran Bahasa Indonesia Bagi Penutur Asing di KBRI Finlandia

This study aims to investigate the effectiveness of Bahasa Indonesia for non native speakers teaching process in the Finland Embassy based on the students perception through survey method. This study means to give the descriptive information about the teaching process held in 2018. The subject of this research is all the participant of the BIPA program. The instrument of the research is Course Experience Questionnaire (CEQ) by Ramsden (1993) which includes; Teaching Quality, Generic Skills, Students motivation, Academic environment, Assessment, and Curriculum. The data is analyzed by using psicometric Likert scale. The result of the study show; Teaching Quality is categorized effective, Generic skills is categorized less effective, Students motivation is categorized effective, Academic environment is categorized quite effective, Assessment is categorized quite effective, and Curriculum is categorized not effective. Overall, the process of the BIPA teaching activity is categorized quite effective.

Syntax Error on Written Language in Bipa Program: A Study on Cambodian Students at Widyatama University Bandung, Indonesia

Syntax Error on Written Language in Bipa Program: A Study on Cambodian Students at Widyatama University Bandung, Indonesia

Evaluasi laporan pelaksanaan tugas tenaga pengajar BIPA wilayah ASEAN 2 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 20152018 in ASEAN 2 (Timor Leste, Vietnam, and the Philippines). The author uses a descriptive qualitative research method to evaluate the 23 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.

Text Book As a Java Culture Recognıtıon Medıa in Indonesıan Learnıng For Foreıgn Speaker (BIPA) in Sebelas Maret University

The development of Indonesian language is increasingly evident. Indonesian language increasingly
 exists not only in Indonesia, but also abroad. One effective government program to advance
 Indonesian is through the BIPA program. This program is not only intended to introduce
 Indonesian, but also to introduce Indonesian culture. One of the media that is used in BIPA learning
 to introduce the Indonesian culture, especially Javanese culture, is the use of textbooks. This
 textbook is used as an intermediary on aspects of Javanese culture that are not possible to be shown
 directly to foreign students as BIPA learning subjects. The Javanese cultures presented by textbooks
 in BIPA learning include 1) traditional transportation, 2) traditional food and drinks, 3) traditional
 arts, 4) traditional clothes, and 5) ancient temples in Java. This research is descriptive qualitative. The
 data source in this research was the written data source, which is in the form of data contained in
 textbooks used in BIPA learning

Cultural Issues in Indonesian Language Learning for Foreign Speakers

This study shows that the existence of culture in Indonesian language learning for foreign speakers
 (BIPA) has an important role. In addition to being used to enrich teaching materials in BIPA
 learning, cultural content is able to introduce Indonesian cultural identity to the international realm,
 both locally and nationally. Cultural content in BIPA learning is also one of the strategic steps that
 can be applied as a strategy to face MEA. Through cultural-based BIPA learning, it is expected that
 foreign students who learn Indonesian will be closer and know about multiculturalism in Indonesia.
 This research was conducted at State Universities in Surakarta City, namely UNS and IAIN. Data
 collection techniques are carried out in three ways, namely (1) Observation, (2) document analysis,
 and (3) interview. The data validity technique in this study is triangulation technique. Meanwhile,
 the studies discussed in the study were about the implementation of culture-based Indonesian
 language learning carried out at state universities holding the BIPA program in Surakarta and
 several relevant literature studies

NEED ANALYSIS ON THE DEVELOPMENT OF WRITING COMPETENCY TEST FOR FOREIGN UNIVERSITY STUDENTS

Purpose of Study: This study aims to explore the needs of BIPA learners and BIPA program managers. The research strategy applied in this research is descriptive explanatory. The subjects of this study are foreign students of Darmasiswa and KNB programs and the managers of BIPA programs at Muhammadiyah Universities that manage BIPA programs.
 Methodology: Data collection is done by document (document analysis), participant observation, in-depth interviewing, and questionnaire. The data validity test is done by data triangulation technique, investigative triangulation, and source triangulation.
 Results: Based on the results of the analysis, it is known that there is a difference of need between BIPA learner and BIPA manager in developing writing competence test for foreign students.
 Implications/Applications: This has an impact on the importance of needs considerations as a basis for developing the competency test of foreign students writing.

KESALAHAN BERBAHASA PEMELAJAR BIPA DI KBRI NEW DELHI (LANGUAGE ERROR OF BIPA STUDENTS IN KBRI NEW DELHI)

The aims of this research are to (1) describe the types of language error which is done by the students who follow the BIPA program at Indonesian Embassy, New Delhi, India and (2) to elaborate the way to solve the language error problem which is done by the students who follow the BIPA program at Indonesian Embassy, New Delhi, India. This research use case study method. The collecting data procedure in this research is done by using observation method. The writer himself does the teaching program and the observation directly, then record the data.Based on the result of data analyses, it can be concluded that the types of language error which is done by the students of BIPA program in Indonesian Embassy, New Delhi India are (1) expressing error, (2) personal error, (3) group error, (4) analogy error, (5) teacher error. Besides, the students of BIPA program in Indonesian Embassy, New Delhi India make error on phonology, morphology, and syntax field. To solve those problems, the writer suggest that the teacher has to understand previously those student’s language errors, then allocating more time to give the proper comprehension to the students so that the language errors mentioned can be solved or at least can be minimalized.Moreover, to solve the student’s language error on phonological, morphological, and syntax, the writer suggest to the teacher to provide time or special class for especially learning grammar because commonly the learning modules or the materials of BIPA do not input the complete grammar material.This research contributes the important input to the BIPA teacher who will teach Indonesian language for Indian students. This research also to add the language knowledge especially in language error field.

ANALISIS KESAMAAN RUMPUN BAHASA BI DAN MALAGASI SEBAGAI ALAT BANTU PROSES PEMBELAJARAN BAHASA INDONESIA BAGI PENUTUR ASING (BIPA)

The promotion of bahasa Indonesia as an international language, as stated in the Article No. 44 of the Law No. 24 of 2009, is indirectly meant to give a wider oppurtunity to introduce bahasa Indonesian to the world through the learning of bahasa Indonesia for foreign learners. This article is a simple review and a result of action reseach conducted by Nastiti (2010) in the BIPA program of Trisakti University. The result shows that the learners from Madagascar mastered bahasa Indonesian faster than other learners. It is assumed that such progress occurred due to the similarity in the language family, Austronesian language. This article discusses a medium of interaction of bahasa Indonesian for foreign learners through the exploration of the similarities of a language family, i.e between bahasa Indonesian and Malagasi language. Cross linguistics understanding and the learners’ language influenced significantly to the mastery of the target language. This article describes several words in Malagasi language which are derived from loan words from a number of local languages in Indonesia, such as Ma’anyan language (Kalimantan), Malay, Javanese, and South Sulawesi languages. These load words were used as a medium for learning bahasa Indonesian (BIPA) among Madagascar learners. Results of analysis shows thatthere was a number of levels of difficulty pertaining to the structure of the learners’language and the instructional prediction of BIPA learners from Madagascar which benefit for BIPA teachers especially for those who involes in Developing Country Program or other BIPA programs.

Folklore As Local Wisdom for Teaching Materialsin Bipa Program (Indonesian for Foreign Speakers)

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Folk Categorizations of Western Champa in Cambodia A Cognitive Linguistics Study

Western Champa people are part of Cambodian and they moved to Cambodia because of the Vietnamese began to build their strength and suppress them to the neighborhood country. Although their kingdom were originally in Vietnam and some of Champa people/Eastern Champa still live and thrive there, and some of them were recorded to speak Austronesian language. Therefore their language is slightly similar to Bahasa Indonesia and both languages are categorized as Malayo-Chamic. Two similarities of these languages that will be further discussed in this research are the words boh [b?h] and talai [t?la?] for buah [buwah] and tali [t?li] that means “fruit” and “rope” respectively. Although the sound appears to be the same as bahasa Indonesia, the categorizations using these words are uniquely different. The word chim [t??m] is also the object of research discussion because of its unique use for categorizing birds and insects. This research is aimed to explore the uniqueness of bahasa Cham in categorizing animal, vegetables and fruits, and things and try to discover the reason behind those categorizations that are triggered mostly by metonymy. The method of this research is participant observation and interview while teaching Bahasa Indonesia for four months in Cambodia for BIPA program.

MOTIVATION IN LEARNING INDONESIAN AS A FOREIGN LANGUAGE FOR KOREAN STUDENTS

Indonesia is now promoting the internationalization of Indonesian through Indonesian Language Program for Foreign Speakers (BIPA). Nowadays, many courses and university institutes both domestically and abroad open Indonesian program. It is actually caused by the increasing rate of Indonesian learners and one of them is people from South Korean. In this connection, the purpose of this paper is to identify the motivation they follow BIPA program. The method used was a survey with data collection through a questionnaire by adapting Attitude Motivation Test Battery (AMTB). Research conducted at the Language Center Foundation Hana (Hana Language Center), Jakarta. The respondents were 7 people. The theory used is the theory of integrative orientation and instrumental orientation proposed by Gardner. As a result, all learners‘ integrative orientations are wanted to communicate with the people of Indonesia, while the instrumental orientation is they all learn Indonesian as assigned in Indonesia. In conclusion, the orientations of integrative and instrumental orientation are in them all.

Metacognitive Strategy Used by American Students in Learning Indonesian

This research investigated the metacognitive strategy used by American students in learning Indonesian (Bahasa Indonesia). The research objective was to identify certain learning behaviors such as the use of metacognitive strategy. The subjects were students of the Critical Language Scholarship (CLS) program at the beginning level who were learning Bahasa Indonesia intensively for 8 weeks in the summer period in the BIPA Program at the Faculty the Letters, State University of Malang, Indonesia. Data were collected through (1) direct observation of the learning activities and (2) student interviews. The results showed that CLS students, as a representative sample of American students at the beginning level, demonstrate seven general types of learning behaviors when they learn Bahasa Indonesia. These are (1) anticipating; (2) planning; (3) controlling; (4) monitoring; (5) self-evaluating; (6) self-managing; and (7) self-reflecting.