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All Journal Indonesian Language Education and Literature Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Dinasti International Journal of Education Management and Social Science Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Inovasi Kurikulum
Ida Widia
Universitas Pendidikan Indonesia
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Alternatif Model Alat Evaluasi Kemahiran Menyimak Bahasa Indonesia bagi Penutur Asing Berlandaskan Alat Evaluasi Bahasa Asing Ida Widia
Jurnal Bahasa Indonesia bagi Penutur Asing Vol 3, No 1 (2021): Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA)
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jbipa.v3i1.3227

Abstract

In this paper, we will discuss the design of the Indonesian language evaluation model for foreign speakers (BIPA), in particular the listening proficiency evaluation model. Listening proficiency evaluation tool is considered important because listening is a parameter for a foreign speaker to master other language skills. At this time, the presentation of the listening proficiency test for the Indonesian language proficiency test (UKBI) is considered difficult for foreign speakers to follow. The solution to overcome this problem is to design a listening proficiency evaluation tool based on the results of analysis of foreign language evaluation tools such as the JLPT (Japanese Language Proficiency Test), America by analyzing the listening competency evaluation tool from TOIEC (Test of English for International Communication), and Europe with analyzing the DELF listening competency evaluation tool (Diplôme d'Etudes en Langue Française / Diploma in French Language Studies). The results of the study on the evaluation tool became an alternative basis for designing a model for evaluating listening proficiency in Indonesian for foreign speakers. This study aims to describe the design of the listening evaluation tool in Indonesian for foreign speakers. The data that will be produced in this research is in the form of an alternative lattice evaluation tool for listening proficiency in Indonesian for foreign speakers.
Pendekatan real-life untuk meningkatkan kemampuan menyimak bahasa Indonesia bagi penutur asing Ida Widia; Robita Ika Annisa
Jurnal Bahasa Indonesia bagi Penutur Asing Vol 5, No 1 (2023): Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA)
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jbipa.v5i1.5845

Abstract

This article explores the BIPA (Indonesian as a foreign language) learners’ competency in listening conversations using a real-life approach. This is based on the background that mastering a foreign language, especially listening in real-life conversation, is difficult even though they have learned the language. To address these issues, a real-life approach was adopted to train the BIPA students to listen to the conversations in a real-world setting. This study uses the qualitative descriptive method to investigate how using a real-life approach can aid BIPA learners in developing their listening abilities. BIPA students from India, Japan, Austria, and South Korea were included as a sample in this study. As a result, the appearance of other sound variants in real-life conversation turns out to become an aspect to distract them from listening. In addition, students frequently imitate pronunciation and pick up vocabulary from the literature and environment they are listening to. Therefore, the real-life approach helps the BIPA students to have a better understanding of listening in real-world conversations. Additionally, students can distinguish between different sound variants and pinpoint the purpose of their listening.
Technology in listening and writing learning for BIPA learners Hazhiyah Flldzah Nurramdhani; Nuny Sulistiany Idris; Ida Widia
Inovasi Kurikulum Vol 21, No 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.65481

Abstract

This research discusses the use of technology in BIPA learning, with a particular focus on listening and writing skills. This research will explore how technology can improve BIPA students' listening and writing skills. By understanding the potential and challenges of using technology in BIPA learning, it is hoped that this research will contribute to developing more effective learning methods in the BIPA context. This research method uses a descriptive qualitative design. This is based on research data in the form of the results of filling out a questionnaire, and the researcher acts as the main instrument. It was found that, on average, BIPA teachers have used technology in BIPA learning, especially for listening and writing. In the context of BIPA learning, technology has proven to be an effective tool for improving BIPA students' listening and writing skills. Technology also positively influences BIPA learning, especially when it can make learning more exciting and varied. Learners have rich exposure and experience of languages used today. However, the research results also show that the use of technology in BIPA learning also has challenges, barriers, and obstacles. AbstrakPenelitian ini membahas tentang penggunaan teknologi dalam pembelajaran BIPA, dengan fokus khusus pada keterampilan menyimak dan menulis. Penelitian ini akan mengeksplorasi bagaimana teknologi dapat digunakan secara efektif untuk meningkatkan keterampilan menyimak dan menulis siswa BIPA. Dengan memahami potensi dan tantangan penggunaan teknologi dalam pembelajaran BIPA, diharapkan penelitian ini dapat memberikan kontribusi penting dalam pengembangan metode pembelajaran yang lebih efektif dalam konteks BIPA. Metode penelitian ini menggunakan desain kualitatif deskriptif. Hal ini didasarkan pada data penelitian berupa hasil pengisian angket dan peneliti bertindak sebagai instrumen utama. Hasil penelitian menunjukkan bahwa rata-rata pengajar BIPA telah menggunakan teknologi dalam pembelajaran BIPA, terutama untuk menyimak dan menulis. Dalam konteks pembelajaran BIPA, teknologi terbukti menjadi alat yang efektif untuk meningkatkan kemampuan menyimak dan menulis siswa BIPA. Teknologi juga memberikan pengaruh positif dalam pembelajaran BIPA, terutama ketika teknologi dapat membuat pembelajaran menjadi lebih menarik dan bervariasi. Para pembelajar memiliki eksposur dan pengalaman yang kaya akan bahasa yang digunakan saat ini. Namun, hasil penelitian juga menunjukkan bahwa penggunaan teknologi dalam pembelajaran BIPA juga memiliki tantangan, hambatan, dan rintangan tersendiri.Kata Kunci: BIPA; menulis; menyimak; pembelajaran; teknologi
The urgency of incorporating real-life conversation into IFL learning materials Nina Amalia Nurichsania; Suci Sundusiah; Ida Widia
Inovasi Kurikulum Vol 21, No 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.72253

Abstract

While authenticity plays a vital role in foreign language learning, a significant disparity exists between classroom-based learning and the practical use of language in real-world contexts. IFL resources often lack authenticity, failing to mirror the genuine language encounters that learners face beyond the classroom. Therefore, this research explores the motivations, needs, and prior learning experiences of IFL learners to emphasize the importance of integrating real-life conversations into IFL learning materials. This descriptive qualitative research gathered data via surveys and semi-structured interviews with ten foreigners. The findings underscored the varied motivations of participants in learning Indonesian, including personal and familial connections, communication requirements during travel, interests in language, and cultural identity. Participants engaged in instructor-led and self-directed learning as endeavors to boost their proficiency. Intriguingly, there was a discrepancy between their learning experiences and needs. Although the provided IFL materials had successfully fulfilled the learners’ needs in formal settings, they fell short of adequately equipping them for real-world interactions in the intended social settings. Hence, it is suggested that authentic, real-life conversation be incorporated into the IFL materials to meet the diverse practical communication needs of IFL learners. AbstrakKeautentikan memainkan peranan penting dalam pembelajaran bahasa asing, namun pada kenyataannya terdapat kesenjangan yang signifikan antara pembelajaran di kelas dan penggunaan bahasa dalam konteks kehidupan nyata. Sumber belajar Bahasa Indonesia bagi Penutur Asing (BIPA) kerap kali kurang mencerminkan penggunaan bahasa Indonesia sesungguhnya yang dihadapi pemelajar di luar kelas. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi motivasi, kebutuhan, dan pengalaman belajar pemelajar untuk menekankan pentingnya pengintegrasian percakapan real-life dalam materi pembelajaran BIPA. Peneliti mengumpulkan data melalui survei dan wawancara semi-terstruktur. Hasil penelitian deskriptif kualitatif ini menyoroti beragam motivasi pemelajar dalam mempelajari bahasa Indonesia, yakni hubungan pribadi dan keluarga, kebutuhan komunikasi saat bepergian, minat terhadap bahasa, serta identitas budaya. Para pemelajar belajar bahasa Indonesia secara formal dengan instruktur dan secara mandiri sebagai usaha untuk meningkatkan kecakapan berbahasa Indonesia mereka. Meskipun begitu, masih ditemukan kesenjangan antara pengalaman belajar dan kebutuhan belajar para pemelajar BIPA. Walaupun materi BIPA yang tersedia sudah mengakomodasi kebutuhan berbahasa pemelajar di konteks formal, materi tersebut belum memadai dalam mempersiapkan pemelajar untuk interaksi autentik dalam konteks sosial yang dibutuhkan. Berdasarkan temuan dalam penelitian ini, disarankan untuk mengintegrasikan percakapan real-life ke dalam materi pembelajaran BIPA guna memenuhi kebutuhan komunikasi praktis pemelajar BIPA yang beragam.Kata Kunci: Materi autentik; materi BIPA; percakapan kehidupan nyata
Cegah Awal Penyebaran Hoaks di Media Sosial: Menggagas Pengembangan Instrumen Pengenalan Hoaks Krisanjaya, Krisanjaya; Widia, Ida
Indonesian Language Education and Literature Vol 10, No 1 (2024)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ileal.v10i1.15503

Abstract

Penelitian ini bertujuan untuk 1) menentukan dimensi, elemen, atau aspek yang dapat digunakan dalam pencegahan awal penyebaran berita bohong dan 2) memanfaatkan instrumen cegah awal penyebaran hoaks (ICAPH) seperti dimaksud dalam Undang-Undang RI Nomor 11 Tahun 2008. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) Borg dan Gall. Hasil penelitian menunjukkan bahwa untuk mencegah secara dini penyebaran berita bohong di media sosial dapat digunakan 14 butir pernyataan (dimensi emosi, konten, literasi informasi, kategori informasi, opini, dan sumber) ke dalam instrumen yang disingkat ICAPH. Hasil pengembangan instrumen menunjukkan bahwa ICAPH dapat digunakan untuk mencegah secara dini penyebaran berita bohong atau hoaks. Prevent The Initial Spread of Hoaxes on Social Media: Initiated an Instrument DevelopmentThis article elaborates on the importance of developing instruments to prevent the initial spread of fake news or hoaxes. This research specifically aims to: 1) determine the dimensions, elements or aspects that can be used in early prevention of the spread of fake news and 2) utilize the Instrument for Early preventing the spread of hoaxes (ICAPH) in the provisions of the articles of Republic of Indonesia Law Number 11 of 2008. Research using research and development (R&D) Bord and Gall methods. The research results show that to prevent the early spread of fake news on social media, 14 statement items (emotional dimensions, content, information literacy, information categories, opinions and sources) can be used in an instrument abbreviated as ICAPH. The results of instrument development show that ICAPH can be used to prevent the early spread of fake news or hoaxes.
EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE METHOD IN VOCABULARY LEARNING FOR BIPA LEARNERS: A LITERATURE REVIEW Herdi; Nuny Sulistiany Idris; Ida Widia
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 5 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i5.3367

Abstract

Vocabulary is the most important aspect and also the main foundation in Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian as a Foreign Language (IFL) to foreign learning to improve foreign language skills including listening, speaking, reading and writing skills. In practice, remembering and using new vocabulary is still an obstacle for foreign learners in communicating, so there needs to be an appropriate learning method to overcome this, namely by using the Total Physical Response (TPR) method, a method that connects commands, speech and movement. This article was written using the literature review method by analyzing 10 national and international studies related to the effectiveness of the TPR method in learning. Based on the research that has been analyzed, it shows that the TPR method makes learning more effective; makes learners feel happy, enthusiastic and actively participates during the learning process; effective for speaking and writing skills; motivates children to be interested in learning, especially training listening; improves vocabulary skills from the cognitive, affective and psychomotor domains; helps learners learn vocabulary and makes learners more active and confident; learning becomes fun, learners become more active, helps students remember and improve word mastery; has a significant good influence, namely it can improve understanding, practice, respond, mention and show various types of vocabulary that have been learned; improve vocabulary process and mastery; able to improve children's motor skills; and make learners quickly master learning materials.
USE OF JAVANESE VOCABULARY NGAPAK IN INDONESIAN CODE MIXING Adjie Rangga Yasa; Nuny Sulistiany Idris; Ida Widia
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.3543

Abstract

The Use of Ngapak Javanese Vocabulary in Indonesian Code Mixing.This qualitative phenomenological study examines Javanese Ngapak-Indonesian code mixing in everyday interactions in Central Java. Through observation and transcription of native speaker conversations, it was found that the integration of Ngapak vocabulary not only enriches the linguistic dimension, but also becomes an expression of cultural identity and social adaptation. This phenomenon is relevant in various domains (home, market, office, digital) and has implications for BIPA learning, where understanding code mixing improves learners' communicative competence. This finding confirms the role of regional languages ​​in maintaining Indonesia's cultural diversity in the era of globalization.
ANALYSIS OF THE BIPA READING-SPEECH LEARNING MODEL BASED ON THE THEMATIC APPROACH OF INDONESIAN LOCAL WISDOM FOR GRADE 7 STUDENTS Agus Setiyaningsih; Ida Widia; Mochamad Whilky Rizkyanfi
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v6i1.4786

Abstract

Teaching Indonesian as a Foreign Language (BIPA) should be designed to be contextual and communicative to effectively address learners' needs in language skills, particularly reading and speaking. This study aims to develop a thematic-based learning model that integrates local Indonesian wisdom to enhance reading and speaking skills among Grade 7 students. The research employed a development research method following the Dick and Carey instructional design model. Data were collected through observation, interviews, questionnaires, and language skill tests. The results indicated that the model was effective in improving students' reading comprehension, speaking confidence, and interest in Indonesian cultural content. There was a significant increase in students' average scores after the implementation of the model. Thus, integrating thematic content and local cultural values into BIPA learning proved to be an effective strategy to enhance students' language skills while fostering meaningful appreciation of Indonesian culture.
The Effectiveness of the Audiolingual Model Assisted by Podcast Media on the Listening Ability of Grade X Students at ESTV President Nicolau Lobato, Timor Leste Abril da Conceicao; Suci Sundusiah; Ida Widia
Dinasti International Journal of Education Management And Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5667

Abstract

This study aims to test the effectiveness of the audiolingual model assisted by podcast media in improving the listening skills of grade X students at Estv President Nicolau Lobato, Timor Leste. This study's background is the EFL students' low listening ability caused by limited vocabulary, difficulty understanding native speaker speech, and the lack of authentic media in learning. The research method uses a quasi-experimental design with a pre-test–post-test control group model. The sample consists of two classes: the experimental group taught with the audiolingual model assisted by podcasts and the control group with conventional methods. The instrument, in the form of a listening test, was validated by experts and tested for reliability using the Cronbach's Alpha coefficient. Data analysis was carried out with descriptive statistics (mean, standard deviation) and inferential (paired sample t-test and independent sample t-test) at a significance level of 0.05. The results showed a significant improvement in the experimental group. The mean pre-test score of Instrument A (Greetings and Greetings) of 5.88 increased to 7.60 in the post-test (t = -19.34; p < 0.05), while Instrument B (Introductions) increased from 2.84 to 3.73 (t = -8.82; p < 0.05). The independent sample t-test results also showed a significant difference between the two instruments in the post-test (t = 22.13; p < 0.05). These findings support the behaviourist theory that emphasises the importance of drill and stimulus–response and the linguistic input theory that highlights the benefits of repeated exposure to authentic language. Thus, the combination of audiolingual and podcast models has been proven effective in improving listening skills while being relevant to the EFL context of developing countries.
Co-Authors Abril da Conceicao Adjie Rangga Yasa Agus Setiyaningsih Hazhiyah Flldzah Nurramdhani Herdi Krisanjaya, Krisanjaya Mochamad Whilky Rizkyanfi Nina Amalia Nurichsania Nuny Sulistiany Idris Robita Ika Annisa Suci Sundusiah Suci Sundusiah