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The excursion strategy improves education by connecting various fields of knowledge and promoting language development through interactive experiences. Engaging in activities beyond the classroom allows students to witness real-life behaviors, which enriches their learning experience and makes it more impactful. This study explores students' perceptions regarding applying the excursion strategy in learning BIPA (Indonesian Language for Foreign Speakers). The researchers employed quantitative and qualitative methods to collect data through questionnaires, interviews, and observation. For the quantitative data, purposive sampling was used to select 45 students from 112 enrolled in BIPA courses, while qualitative data was gathered through in-depth interviews using closed questions. The collected data then underwent analysis employing frequency statistics, facilitated through the distribution of questionnaires gauging students' perceptions of the application of excursion strategies. The findings showed that BIPA students greatly value the excursion method, which boosts their engagement. They find these strategies effective for improving their understanding of BIPA and Indonesian culture, primarily through direct interactions with the community that enhance their communication skills and appreciation of local traditions. Additionally, excursions provide practical insights into everyday Indonesian, making learning more enjoyable and motivating. The results suggest that customized excursion strategies further support skill development. While the research highlights the importance of innovative teaching methods, it also points out the need for more studies to better understand student perspectives and improve BIPA education. Overall, the excursion strategy is crucial in encouraging students to explore and reflect on their learning through meaningful interactions with their environment. [ABSTRACT FROM AUTHOR]

ABSTRAK: Bahan ajar BIPA digunakan oleh pemelajar BIPA sebagai sarana belajar untuk mencapai indikator dari standar kompetensi Bahasa Indonesia bagi Penutur Asing. Penelitian ini bertujuan untuk mendeskripsikan aspek budaya Indonesia yang dibutuhkan sebagai isi kamus digital berbasis budaya Indonesia untuk pembelajaran BIPA. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Penelitian ini merupakan jenis analisis isi. Analisis isi dalam penelitian ini digunakan untuk mengkaji kebutuhan pengembangan kamus digital berbasis budaya Indonesia untuk pembelajaran BIPA. Sumber data adalah pemelajar BIPA yang sedang belajar di lembaga bahasa BIPA. Teknik pengumpulan data dilakukan dengan penyebaran kuesioner kepada pemelajar BIPA dan wawancara dengan pengajar BIPA, serta melakukan analisis dokumen buku ajar. Hasil penelitian ini menunjukkan bahwa terdapat tiga aspek budaya yang paling diminati untuk menjadi isi kamus digital yaitu, tradisi, tempat wisata, dan religi. Model kamusnya yaitu bergambar dan berdeskripsi. KATA KUNCI: Bahan ajar; BIPA; Budaya Indonesia; Kamus Digital ANALYSYS OF THE DEVELOPMENT NEEDS OF AN INDONESIAN CULTURE-BASED DIGITAL DICTIONARY FOR INDONESIAN LANGUAGE LEARNING ABSTRACT: Teaching materials for Indonesian for Foreign Speakers (BIPA) are utilized by BIPA instructors and learners as learning tools to achieve the indicators of the Indonesian Language Competency Standards for Foreign Speakers. This research aims to describe the cultural aspects of Indonesia needed as content for a culture-based digital dictionary for BIPA learning. The method used in this research is qualitative descriptive. This study is a type of content analysis. Content analysis in this research is used to examine the needs for the development of a culture-based digital dictionary for BIPA learning. The data source is BIPA learners studying at BIPA language institutions. Data collection techniques involve distributing questionnaires to BIPA learners, conducting interviews with BIPA instructors, and analyzing teaching materials documents. The results of this research show that there are three cultural aspects that are most favored to be included in the digital dictionary, namely, traditions, tourist destinations, and religious aspects. The dictionary model includes images and descriptions. KEYWORDS: Teaching materials; BIPA; Indonesia Culture; Digital Dictionary

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.

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.

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. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractThis study utilizes Appraisal Theory, Visual Grammar Theory and the concept of peace values to conduct its investigation. Specifically, this study centers on the discursive methods employed to instill peace values, encompassing (1) the frequency of their occurrence, (2) the use of visual elements and (3) the incorporation of narrative elements for this purpose. The research data comprises 18 environmental conservation discourses extracted from Indonesian Language for Foreign Speakers textbooks spanning levels 1 to 7. The frequency distribution results reveal that the discursive practice of instilling peace values is most dominant in the category of inner peace (51.2%), followed by social peace (24.8%) and environmental peace (16.2%). Furthermore, the incorporation of peace values through visual elements (1.6%) and narrative elements (98.4%) is carried out by textbook developers with the intention of fostering these values within individuals. This is aimed at equipping BIPA learners with a resilient character as they engage in the process of learning. Furthermore, the inculcation of social peace values aims to cultivate a personality that adeptly navigates conflicts when communicating in the Indonesian language. Furthermore, peace values pertaining to nature aim to foster an ethos of sustainability and care for the environment.

Bahasa Indonesia is currently studied by many foreign students and taught internationally. This phenomenon tracks the Indonesian government’s language policy goals in promoting Bahasa Indonesia as an international language. But how does this fit together? This study aims to examine the language policy and its implementation. A qualitative design was employed, and data were obtained using narrative inquiry techniques through semi-structured interviews with 15 participants consisting of academicians, activists, and teachers of BIPA. In collecting data, participants’ voices regarding the language policy forms and its implementation were gathered and language policy documents were investigated. The results showed that the Indonesian language policy is enshrined by laws, government regulations, and ministerial decree. The implementation in laws and government legislation have been successful yet the ministerial decrees have not. It can be concluded that the language policy is the nation’s interest for public diplomacy to preserve, maintain, develop, and cultivate the language. The implementation of promoting Bahasa Indonesia as an international language lies on the success of BIPA teaching as a means to spread Bahasa Indonesia use internationally. It indicates the inseparable relationship between the Indonesian language policy campaign and the development of BIPA. Theoretical and several practical implications are also discussed.

Peristiwa dalam sastra yang memberikan sumbangan terhadap perkembangan pariwisata di Indonesia. Sejauh ini tidak banyak wisatawan mancanegara mengetahui storytelling dari tempat wisata yang dikunjungi. Demikian banyak penulis teks sastra yang sebatas melukiskan tempat pariwisata tanpa memiliki tujuan ekonomis tertentu. Hal itu dapat dipadukan sebagai ajang promosi dari karya sastra yang ditulis. Manfaatnya sektor pariwisata akan dapat meningkat. Hal lain juga linier terhadap budaya literasi membaca karya sastra. Tujuan dari penelitian ini adalah memetakan dan mengimplementasikan teks-teks sastra dengan tempat-tempat wisata yang ada di Indonesia yang dapat dimanfaatkan sebagai pengajaran BIPA. Penelitian ini merupakan studi literatur dengan kualitatif deskriptif yaitu mencari teori dan relevansi yang relefan. Kemudian, menjelaskan temuan dari penelitian yang didapat dari berbagai sumber seperti buku, pustaka dan jurnal. Hasil penelitian ini Beberapa cerita rakyat digunakan sebagai bahan ajar BIPA yang dapat mengenalkan pariwisata di Indonesia yaitu di Lombok dengan Putri Mandalika, di Yogyakarta dengan cerita Roro Jonggrang dan Candi Prambanan. Kemudian, karya sastra berupa novel yaitu Laskar Pelangi membantu di Belitung, novel Cintaku di Lembata membantu di NTT. Temuan ini diharapkan dapat memberikan kontribusi kepada pengajar BIPA untuk menjadikan karya sastra pariwisata sebagai bahan ajar BIPA dan mengenalkan pariwisata yang ada di Indonesia kepada mahasiswa BIPA melalui karya sastra sehingga menjadi tertarik untuk berkunjung secara langsung.

In this case, the researcher investigates the students from Kuala Lumpur who study in Da’wa and Communication Faculty UIN Sunan Ampel Surabaya. They have difficulties understanding Indonesian Grammar. Such as, when they write a scientific papers or academic assignments, papers, and theses. The factors that make them experience problems in understanding Indonesian are derived from internal and external factors. Internal factors are in their spirit to learn Indonesian and External influences have a significant impact on their ability to learn Indonesian verbally and in writing. UIN Sunan Ampel has a BIPA program. This is placeis for learning Indonesian language skills (speaking, writing, reading, and listening) for language speaking. This research applied a type of qualitative descriptive research. It aims to describe, analyze, and provide an accurate systematic description of the communication problems experienced by Kuala Lumpur international students pursuing undergraduate education at UIN Sunan Ampel Surabaya. The research data were obtained from observations and interviews with research subjects. The researcher used a case study for this research approach. This research was conducted on five international students from Kuala Lumpur in semesters 4, and 8 at UIN Sunan Ampel Surabaya, in semesters 6 there are no students from Kuala Lumpur precisely at the Faculty of Da'wah and Communication. All data collected is analyzed, and then the results are written into a series of sentences in paragraphs. The qualitative descriptive method was applied in this study through observation and interviews. This study found that the understanding of language experienced by Kuala Lumpur. The factors that make them experience problems in understanding Indonesian are derived from internal and external factors. Internal factors themselves and external influences have a significant impact on Kuala Lumpur students' ability to learn Indonesian verbally and in writing a student lies in understanding written and spoken. Abstrak Dalam hal ini, peneliti menyelidiki mahasiswa asal Kuala Lumpur yang belajar di Fakultas Dakwah dan Komunikasi UIN Sunan Ampel Surabaya. Mereka kesulitan memahami Tata Bahasa Indonesia. Misalnya saja ketika mereka menulis karya ilmiah atau tugas akademik, makalah, dan tesis. Faktor yang membuat mereka mengalami kendala dalam memahami bahasa Indonesia berasal dari faktor internal dan eksternal. Faktor internal yaitu semangat mereka untuk belajar bahasa Indonesia dan pengaruh Eksternal mempunyai pengaruh yang signifikan terhadap kemampuan mereka dalam belajar bahasa Indonesia lisan dan tulisan. UIN Sunan Ampel mempunyai program BIPA. Tempat ini untuk pembelajaran keterampilan berbahasa Indonesia (berbicara, menulis, membaca, dan mendengarkan) untuk berbicara bahasa. Dalam penelitian ini menggunakan jenis penelitian deskriptif kualitatif. Bertujuan untuk mendeskripsikan, menganalisis, dan memberikan gambaran sistematis yang akurat mengenai permasalahan komunikasi yang dialami mahasiswa internasional Kuala Lumpur yang menempuh pendidikan sarjana di UIN Sunan Ampel Surabaya. Data penelitian diperoleh dari observasi dan wawancara terhadap subjek penelitian. Peneliti menggunakan studi kasus untuk pendekatan penelitian ini. Penelitian ini dilakukan pada lima mahasiswa internasional asal Kuala Lumpur semester 4, dan 8 di UIN Sunan Ampel Surabaya, pada semester 6 tidak ada mahasiswa asal Kuala Lumpur tepatnya di Fakultas Dakwah dan Komunikasi. Seluruh data yang terkumpul dianalisis, kemudian hasilnya dituliskan dalam rangkaian kalimat dalam paragraf. Metode deskriptif kualitatif diterapkan dalam penelitian ini melalui observasi dan wawancara. Penelitian ini menemukan bahwa pemahaman bahasa dialami oleh Kuala Lumpur. Faktor yang membuat mereka mengalami kendala dalam memahami bahasa Indonesia berasal dari faktor internal dan eksternal. Faktor Internal dalam diri sendiri dan Pengaruh Eksternal Eksternal mempunyai pengaruh yang signifikan terhadap kemampuan siswa Kuala Lumpur dalam belajar bahasa Indonesia lisan dan tulisan. Siswa terletak pada pemahaman tulisan dan lisan.

The development of Indonesian language teaching materials requires the application of technology to make it easier for students to receive lessons. This research analyzes the need to develop teaching materials for Indonesian listening skills for foreign speakers (BIPA). The research method used is quantitative with a descriptive approach. Data was collected by filling out questionnaires by 10 BIPA teachers from various institutions and observing relevant teaching manuals. The analysis results show that most respondents have taught BIPA for over five years and use audio and video media in listening learning. They stated that they needed interactive listening media and used materials from the institutions where they taught more often, even though they found several areas for improvement in the quality and suitability of the materials. Most respondents also expressed their readiness to be contacted further regarding this research. Data analysis also revealed respondents' preferences for using digital-based media to learn to listen to BIPA, with most respondents using platforms such as YouTube and Zoom Meet. These findings provide in-depth insight into teachers' preferences and needs in developing BIPA listening teaching materials and the importance of adapting learning materials to students' needs.

BIPA (Indonesian Language for Foreign Speakers) is very popular among the international community. This situation can be seen in many foreign students studying Indonesian. BIPA students come from various backgrounds, including business, health, military, academics, and sports. The BIPA sports learning module has also become necessary for BIPA sports students. This is driven by the interest of foreign athletes in studying BIPA, such as Danish badminton players who want to learn Indonesian. This research is an analysis of research and development (RnD) needs with the ADDIE concept, which will produce a product that is developed and validated for the world of education, intending to renew or innovate the development of existing educational products. There are five RnD research procedures with the ADDIE analysis concept: needs, planning and design, development, implementation, and evaluation. Analysis steps were carried out on BIPA students to get responses regarding Indonesian language needs. The type of product being developed is an open BIPA speaking skills module for BIPA athletes learners. However, this research analyzes the need to develop BIPA modules for athletes. Analysis of needs for developing BIPA modules is necessary for BIPA teachers to provide an overview of what modules should be developed. Abstrak Bahasa Indonesia untuk Penutur Asing (BIPA) saat ini sangat populer di kalangan masyarakat internasional. Situasi ini terlihat dari banyaknya pelajar luar negeri yang belajar bahasa Indonesia. Pemelajar BIPA berasal dari berbagai latar belakang, antara lain bisnis, kesehatan, militer, akademik, dan olahraga. Modul pembelajaran BIPA olahraga juga sudah menjadi kebutuhan bagi Pemelajar BIPA olahraga. Hal ini didorong oleh minat olahragawan mancanegara untuk mempelajari BIPA, seperti pebulu tangkis Denmark yang ingin belajar bahasa Indonesia. Penelitian ini merupakan analisis kebutuhan penelitian dan pengembangan (RnD) dengan konsep ADDIE yang akan menghasilkan suatu produk yang dikembangkan dan divalidasi bagi dunia pendidikan, dengan tujuan memperbaharui atau menginovasi pengembangan produk pendidikan yang sudah ada. Terdapat lima prosedur penelitian RnD dengan konsep ADDIE, yaitu analisis kebutuhan, perancangan dan desain, pengembangan, implementasi, dan evaluasi. Langkah analisis dilakukan terhadap mahasiswa BIPA untuk mendapatkan tanggapan mengenai kebutuhan bahasa Indonesia. Adapun jenis produk yang dikembangkan yaitu modul ajar BIPA keterampilan berbicara bagi pembelajar BIPA olahragawan. Namun, dalam penelitian ini berfokus pada analisis kebutuhan pengembangan modul BIPA untuk para olahragawan.Analisis kebutuhan untuk pengembangan modul ajar BIPA menjadi suatu kebutuhan bagi para pengajar BIPA agar dapat memberikan gambaran seperti apa modul sebaiknya dikembangkan. Kata Kunci: Bahasa Indonesia; BIPA; modul; olahragawan

Chit-chat is a socio-cultural phenomenon ethnographically embedded in Indonesian society's culture, also discursively presented in literary works, namely the short story "Basa-Basi" by Yohanes Prananto. This research aims to outline a BIPA learning design based on literary works to understand the phenomenon of chit-chat. Methodologically, this research uses the literature study, development, and retrospection. This research finds that literary works can be applied to listening-reading, speaking, writing, and Indonesian insight skills. The short story “Basa-Basi” is presented as reading material for students. It is classified as a simple literary work because the degree of structural complexity is not that high. So, it is considered appropriate for advanced students 1. In speaking skills, students are asked to express their ideas about the substance of the short story in general and specifically about the chit-chat. Through this short story, students receive Indonesian insights and cross-cultural comparisons. After that, students are asked to compare it with equivalent phenomena in their countries of origin. The results of this comparison are applied to narrative writing skills of 300-500 words. The procedure is derived from a pragmatic approach for BIPA teaching, which situates language learning within its context. Through literature-based BIPA learning, with the formulated approach, design, and procedures, this research underlines that the use of literary works enables learners to not only learn the language but also understand the socio-cultural phenomena within the community of the language speakers.

Penutur Arab sering mengalami kesulitan dalam tingkat fonetik. Penelitian ini bertujuan untuk mengeksplorasi implementasi strategi Sound Association dalam meningkatkan kemampuan pelafalan pemelajar Bahasa Indonesia bagi Penutur Asing (BIPA) penutur Arab. Metode penelitian yang digunakan adalah single subject research, sebuah pendekatan kuantitatif yang memungkinkan analisis mendalam terhadap perubahan tingkat kemampuan pelafalan fonetik pada individu pemelajar. Hasil penelitian menunjukkan bahwa dalam kondisi baseline, ditemukan bahwa persentase kemampuan pelafalan fonetik pemelajar masih rendah, berkisar antara 6,25% - 12%. Setelah intervensi dengan strategi Sound Association pada kondisi intervensi, terjadi peningkatan yang signifikan, mencapai puncak sebesar 96%. Hasil penelitian ini menyoroti dampak positif strategi Sound Association dalam membantu pemelajar BIPA Arab dalam melafalkan huruf, diftong, dan gabungan beberapa huruf konsonan.

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. Abstrak Penelitian 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

Copyright of Kembara: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Indonesian is an asset for the Indonesian nation which is always maintained both in the realm of Education and non-Education. Therefore, Indonesian is expected to be global for other countries. Related to this, the Indonesian program for Foreign Speakers (BIPA) as a bridge in introducing the language to the world, namely through four language skills. One of them is writing skills. This study aims to determine students' ability to write Indonesian vocabulary through the Indonesian teaching program for foreign speakers (BIPA) at Darul Maaref School Foundation, Satun, Thailand. This research method is descriptive qualitative with a case study approach. The results of the study found that written language errors in Darul Maaref School Foundation students included the use of incomplete sentence types, namely 11 data, word arrangement 3 data, capital letters 96 data, pronouns 1 data, prepositions 15 data, word choice 27 data, spelling 46 data, hyphen 3 data, and affix 2 data. The factors causing students' written language errors are caused by the influence of spoken language, students have not fully understood Indonesian grammar, students have not carefully written Indonesian, and BIPA learning has not been effective. Related to these findings, BIPA teaching materials are needed by emphasizing Indonesian that are in accordance with the rules of Indonesian Spelling (EBI) and presented as innovative and fun BIPA learning for students.

Keterampilan menyimak dapat dipengaruhi dari (1) tingkat frekuensi, (2) gender, (3) motivasi. Daya simakan dapat ditingkatkan dengan tingkat frekuensi dan motivasi, bahkan dddipengaruhi juga dengan gender. Menyimak merupakan dasar dari keterampilan berbahasa. Seseorang yang tidak dapat mendengar maka secara otomatis dia tidak dapat berbicara, menulis, dan membaca. Kegiatan pembelajaran menyimak dan menulis dapat dilakukan secara bersamaan dengan tahapan pembelajaran sebagai berikut, (1) bagian 1 belajar menyimak gambar, (2) bagian 2 belajar menyimak, (3) bagian 3 menceritakan kembali cerita tari topeng yang telah disimak. Kegiatan menyimak dapat dilakukan dengan cara (1) menyimak gambar, (2) simak ulang ucap, (3) simak kerjakan.

Indonesian Language for Foreign Speakers (BIPA) is an Indonesian language learning aimed at foreigners. The most challenging part for foreign speakers in BIPA learning is understanding the morphological processes. This study aimed to describe the prefix /me-/ used by foreign speakers in terms of productivity, allomorphy, and usage. This research was conducted at Yale University, USA, in 2022. The conclusions of this research were (1) The process of affixation of the prefix /me-/ produced six allomorphs; (2) There was the assimilation of the first letters /k/, /p/, /s/, and /t/ in the affixation process; (3) There were four forms that appeared in the form of single words, concatenated words, compound words, and repeated words; (4) There were twelve kinds of meanings produced; (5) There was allomorph /meng-/, which was not in accordance with the Indonesian language rules; and (6) The prefix /me-/ was omitted in everyday conversation in informal situations.

This research describes the method and challenges in teaching Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian as a Foreign Language (IFL) to foreign learners. Effective teaching BIPA relies on various factors, including teaching methods. BIPA teachers should consider effective teaching methods for learners’ language acquisition. Teachers can build a pleasant initial atmosphere in the BIPA class using direct methods, grammar translation, audio-linguistic, community-based learning, and communicative approaches. Several obstacles may occur during teaching BIPA. The internal aspects are the teacher, learners, teaching and learning process, media, and teaching materials. Indonesian learners’ challenges are pronunciation/spelling, limited practice time, self-confidence, student motivation/interest, age factors, personality/characteristics, and student abilities. Teachers’ challenges are related to teaching experience, low competence, and urgent needs of the teacher. The other obstacles are the availability of teaching materials in the textbooks, audio/video, and additional online sources of BIPA teaching materials, time teaching, and BIPA curriculum. The external factors are inadequate educational support facilities and infrastructure, cross-cultural learning, different perspectives, students’ cultural and linguistic background, self-adaptation, heterogeneous class situations, search for cultural similarities, and students’ needs, environment, overseas administration, place of residence, weather, natural conditions, and geography of the country, even government policy. Abstrak Penelitian ini mendeskripsikan metode dan tantangan dalam pengajaran Bahasa Indonesia bagi Penutur Asing (BIPA) atau Indonesian as a Foreign Language (IFL) kepada pembelajar asing. Pengajaran BIPA yang efektif bergantung pada berbagai faktor, termasuk metode pengajaran. Guru BIPA harus mempertimbangkan metode pengajaran yang efektif untuk pemerolehan bahasa pembelajar. Guru dapat membangun suasana awal yang menyenangkan di kelas BIPA dengan menggunakan metode langsung, tata bahasa terjemahan, audio-linguistik, pembelajaran berbasis masyarakat, dan pendekatan komunikatif. Beberapa kendala dapat terjadi selama pengajaran BIPA. Aspek internal adalah guru, peserta didik, proses belajar mengajar, media, dan bahan ajar. Tantangan pembelajar bahasa Indonesia adalah dalam pengucapan/ejaan, waktu latihan yang terbatas, kepercayaan diri, motivasi/minat siswa, faktor usia, kepribadian/karakteristik siswa, dan kemampuan siswa. Tantangan guru terkait dengan pengalaman mengajar, rendahnya kompetensi guru, dan kebutuhan guru yang mendesak. Kendala lainnya adalah ketersediaan bahan ajar berupa buku teks, audio/video, dan tambahan sumber online bahan ajar BIPA, waktu pengajaran, dan kurikulum BIPA. Faktor eksternal adalah sarana dan prasarana penunjang pendidikan yang kurang memadai, pembelajaran lintas budaya, perbedaan perspektif, latar belakang budaya dan bahasa siswa, penyesuaian diri, situasi kelas yang heterogen, pencarian kesamaan budaya, dan kebutuhan siswa, lingkungan, administrasi luar negeri, tempat tempat tinggal, cuaca, kondisi alam, dan geografi negara, bahkan kebijakan pemerintah. Kata Kunci: Bahasa Indonesia bagi Penutur Asing; Bahasa Indonesia sebagai Bahasa Asing; BIPA; IFL; mengajar Bahasa Indonesia untuk Pembelajar Asing

This research aims to describe the Moderation-Based BIPA Curriculum of UIN Raden Mas Said Surakarta. This research uses qualitative methods and a phenomenological study approach. Data collection in this research is participant observation, observation, interviews and document analysis. The validity of the data in research uses triangulation of methods and data sources. The data analysis technique used in this research is the Cresswel model of phenomenological data analysis. The research results show that the curriculum management that applies to BIPA learning at UIN Raden Mas Said is 1) planning, which includes curriculum objectives, learning, textbooks, facilities and infrastructure, teaching staff, BIPA teaching methods, evaluation design. 2) organization, including study schedules and student data, tools, learning media and infrastructure, learning and its methods. 3) implementation, including learning activities, lesson plans (RPS) documents, textbooks, teaching methods, BIPA institutions related to teacher attitudes and quality, existence of facilities and infrastructure, evaluation, process and assessment. 4) supervision, which includes graduate competency standards, learning process standards, teacher and tutor standards, and learning assessment standards. Meanwhile, the values ​​of religious moderation found are tawassuth (moderate), tawazun (continuous), i'tidal (straight and firm), tasamuh (tolerant), musawah (equality), shura (deliberation), tathawur wa ibtikar (dynamic and innovative) and tadadhdhur (civilized).

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. [ABSTRACT FROM AUTHOR]

Teaching culture is now highly challanging for teachers of Bahasa Indonesia bagi Penutur Asing (henceforth: BIPA) or Indonesian Language for Foreign Speakers since it is conducted online during pandemic. Several strategies had been offered by numerous researchers and educators to be applied in BIPA teaching yet the results remained unsatisfactory. Thus, this study aimed to explore the strategy used in teaching local culture by BIPA teachers during online learning. Using descriptive qualitative design, researchers recruited thirty-three BIPA teachers who have experience teaching local culture for one year. They came from Indonesia, Malaysia, Switzerland, and Philipphines.Triangulation data were applied by distributing the questionnaires, conducting online classroom observation, and doing in-depth interviews. After all data were gathered, researchers followed the Miles and Huberman flow model for analysis. The results showed that BIPA teachers had limited time and interaction in the hard situation during the pandemic, therefore, teaching local culture by using online platform as one of the solutions since the students cannot interact directly with Indonesian speakers was worth to conduct. To support teaching local culture, BIPA teachers implemented three strategies, including watching cultural video shows, simplifying reading, and providing foreign students with more role-playing activities to engage with local cultures material. These strategies adequately assisted them in understanding the concept of Indonesian local culture and supported their communication ability with Indonesian speakers.

The purpose of this research is to describe 1) the needs analysis profile for the development of e-module listening-speech skills for BIPA 1 students with Indonesian culinary content; 2) the design of an e-module of listening-speech skills for BIPA 1 students with Indonesian culinary content; 3) developing an e-module of listening-speech skills for BIPA 1 students with Indonesian culinary content; and 4) the implementation of the listening-speech skills e-module for BIPA 1 students with Indonesian cuisine content. 5) Response of e-module on listening-speech skills for BIPA 1 students with Indonesian cuisine content. The research and development (R&D) approach was applied in this study with the ADDIE concept. Data collection techniques using literature study and semi-structured interviews. The research data is in the form of words and documents which are then analyzed with the techniques that will be described descriptively in the form of a collection of words arranged, data reduction, analysis, data interpretation, and triangulation. According to the findings of this development research, the electronic development of the BIPA 1 students' listening-speech skills module with Indonesian cuisine content receives an average percentage of 87% with a very good predicate. As a result, the development of electronic listening-speech skills courses suited to the demands of BIPA 1 pupils is conceivable.

Culture in BIPA learning as a tool of cultural diplomacy has become an interesting theme for researchers. The cultural aspect of BIPA is also related to the cultural closeness of BIPA students to the place where they study (the area/city where BIPA is studied in Indonesia). This study aimed to identify and describe the use of the Sodoran Tengger tradition in BIPA learning of B2 level activities to increase Indonesian knowledge competence. This research is a qualitative type with a descriptive method. The use of descriptive analysis methods is carried out to describe the facts, which are then studied with the relevant theory. The results of this study are the use of the Tengger Sodoran dance as BIPA teaching material and the use of traditional sodoran fairy tales as BIPA teaching materials. Utilizing Sodoran Tengger's local tradition material on aspects of the meaning of dance moves and fairy tales is an innovative and interesting choice for BIPA class teachers. The existing aspects can be explored and collaborated into various fun learning activities. Besides improving linguistic competence, it is also a means of introducing local Tengger culture (Javanese culture) to BIPA students.

The development of Indonesian for Foreign Speakers (BIPA) as a soft diplomacy effort continues to increase rapidly. Various universities abroad and BIPA organizing institutions strive to open BIPA classes every semester. Every mode of learning certainly needs to be circumvented so as not to cause boredom to learners, one of which is by utilizing the available interactive digital learning media, namely Wordwall. This paper aims to identify the process of developing and optimizing the use of Wordwall in the BIPA class as an effective supporting media. In addition, it also seeks to measure the effectiveness of using Wordwall in the learning process in the classroom. The research methods used in this study were the distribution of questionnaires to learners, interview techniques, and documentation studies. The respondents in the study were students in BIPA 2 and BIPA 3 classes at the Indonesian Embassy in Bern, Switzerland in the spring semester period, which is between March–July 2022. The results showed that the development process and effectiveness of using Wordwall in learning in BIPA 2 and BIPA 3 classes could be achieved optimally which was identified through obtaining the scores of the majority of learners and the conformity of their answers during interviews. The implication of this research is that the use of digital-based teaching media, namely Wordwall in BIPA classes, also supports the success of learning objectives and becomes a new breakthrough in BIPA teaching. Abstrak Perkembangan Bahasa Indonesia bagi Penutur Asing (BIPA) sebagai upaya diplomasi lunak terus meningkat pesat. Berbagai universitas di luar negeri dan lembaga penyelenggara BIPA berupaya untuk membuka kelas-kelas BIPA setiap semester. Setiap moda pembelajaran tentunya perlu disiasati agar tidak menimbulkan kebosanan pada pemelajar, salah satunya dengan memanfaatkan media pembelajaran digital interaktif yang tersedia yaitu Wordwall. Tulisan ini bertujuan untuk mengidentifikasi proses pengembangan dan optimalisasi penggunaan Wordwall di kelas BIPA sebagai media penunjang yang efektif. Selain itu juga berupaya untuk mengukur efektivitas pemanfaatan Wordwall dalam proses pembelajaran di kelas. Metode penelitian yang digunakan dalam penelitian ini adalah penyebaran kuesioner kepada pemelajar, teknik wawancara, dan studi dokumentasi. Responden dalam penelitian adalah pemelajar di kelas BIPA 2 dan BIPA 3 di KBRI Bern, Swiss pada periode spring semester yaitu antara bulan Maret – Juni 2022. Hasil penelitian menunjukkan bahwa proses pengembangan dan efektivitas penggunaan Wordwall dalam pembelajaran di kelas BIPA 2 dan BIPA 3 dapat tercapai secara optimal yang diidentifikasi melalui perolehan skor mayoritas pemelajar dan konformitas jawaban mereka saat wawancara. Adapun implikasi dari penelitian ini adalah penggunaan media ajar berbasis digital yaitu Wordwall di kelas BIPA turut menunjang keberhasilan tujuan pembelajaran dan menjadi terobosan baru dalam pengajaran BIPA.

Implementing higher-order thinking skills into teaching-learning practice has become a priority for any teaching program anywhere today. This study aims to evaluate two books of BIPA (Bahasa Indonesia bagi Penutur Asing) 7 Sahabatku Indonesia (2019) based on the Revised Bloom’s Taxonomy (RBT). The content analysis approach was used in this study to analyze research data in the form of instructions and questions classified using the RBT category. First, the analysis results showed that the instructions and questions in the two BIPA books were dominated by lower-order thinking skills (‘understanding' and 'remembering'). Second, although lower-order thinking skills dominated the instructions and questions in the two BIPA books, this study revealed that the majority of the instructions and questions classified as lower-order thinking skills in both textbooks analyzed can be changed into higher-order thinking skills. The findings of this study infer that the majority of instructions and questions in the BIPA 7 Sahabatku Indonesia need to be revised to encourage higher-order thinking skills-oriented teaching. These findings serve as a reminder for textbook writers of the importance of providing cognitive activities that can help learners develop both lower-order and higher-order thinking skills in textbooks.