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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JOLLT Journal of Languages and Language Teaching Sawerigading
Ananda Siti Khoirunnisa
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media

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Implementasi Pembelajaran Lintas Budaya dalam Perspektif Pengajar BIPA: Tantangan dan Peluang Ananda Siti Khoirunnisa; Yaya Sunarya
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 1 (2023)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v9i1.2338

Abstract

BIPA learning can adapt the concept of intercultural learning with the aim of mastering language and understanding Indonesian culture. Intercultural learning bridge the process of introducing Indonesian culture in the BIPA class. The success of a learning process does not escape the challenges and opportunities faced by teachers. This study aims to describe the challenges and opportunities of intercultural learning from the perspective of BIPA teachers. The research method used is descriptive-qualitative. Researchers interviewed the research subjects, who were six BIPA teachers. The results showed that there were several challenges and opportunities in BIPA intercultural learning. Some challenges in intercultural learning are differences in perspective and cultural background, self-adaptation, heterogeneous class situations, cultural similarities seek, and learner needs. Some of the opportunities for these challenges, namely intercultural communication, intercultural discussion, and Indonesian culture diplomacy. Furthermore, this research can be a reference for BIPA teachers in implementing intercultural learning.
Morphological and Cultural Perspectives on Acronyms Through Sundanese Snack Names for BIPA Learning Yeti Mulyati; Ananda Siti Khoirunnisa
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18279

Abstract

Acronyms in the Indonesian language function as tools for efficient communication and cultural expression. It's essential to introduce an acronym in Indonesian for Foreign Speakers (BIPA) learning to enhance learners’ understanding of language and culture. This study aims to describe the morphological patterns of acronyms in Sundanese snack names. It also examines their pedagogical relevance for BIPA learners. A qualitative descriptive method was used. The study analyzed a corpus of 39 acronyms of Sundanese snacks. Morphological approaches were applied to identify patterns of word formation. The analysis found that most acronyms are formed by combining nouns and incorporating active and passive verbs. The acronym word-formation includes the most common process of syllable merging. Specific acronyms use distinctive phonemes related to their ease of pronunciation. The acronym formation reflects both the linguistic structure and the cultural aspects of Sundanese society. These acronyms can enrich learners’ vocabulary and raise learners’ awareness of linguistic patterns. Moreover, using these acronyms in BIPA learning supports intercultural understanding. Integrating local cultural elements through acronyms provides authentic and meaningful learning experiences. It also contributes to Indonesia’s cultural diplomacy. This study highlights acronyms as both linguistic tools and cultural resources. Overall, these findings suggest practical insights for BIPA teachers in designing culturally responsive learning activities that integrate morphology, local culture, and contextual language use.
Unveiling Learners’ Foreign Language Speaking Anxiety Factors: A Systematic Literature Review Ananda Siti Khoirunnisa; Yeti Mulyati; Yulianeta Yulianeta; Syihabuddin Syihabuddin
SAWERIGADING Vol 32, No 1 (2026): Sawerigading, Edisi Juni 2026
Publisher : Balai Bahasa Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/sawer.v32i1.1671

Abstract

This systematic literature review synthesizes empirical evidence from forty Scopus-indexed studies published between 2015 and 2025. This study aims to build comprehensive understanding of factors triggering foreign language speaking anxiety and patterns of these behavioral manifestations. This study follows systematic PRISMA 2020 guidelines with procedures of identification, screening, analysis, and thematic coding of selected studies. Analysis results indicate that foreign language speaking anxiety emerges from six primary thematic domains, namely psychological dispositions and self-belief systems, social-affective pressures and identity concerns, linguistic and communicative competence constraints, performance and evaluation demands, pedagogical practices and instructional design, and contextual-technological conditions. The most frequently identified factor in selected studies was social-affective factors across thirty-one studies. Behavioral manifestations include speech disruption patterns, avoidance behaviors, affective and physiological responses, technology-mediated adaptations, and cognitive interference. The findings of this study underscore that foreign language speaking anxiety emerges through dynamic interactions between internal vulnerabilities and external contextual conditions. This produces a thematic framework for conceptualizing foreign language speaking anxiety more comprehensively. These evidence-based implications support efforts to enhance foreign language learners' speaking abilities. AbstrakTinjauan literatur sistematis ini menyintesis bukti empiris dari empat puluh studi terindeks Scopus yang diterbitkan antara tahun 2015 dan 2025. Penelitian ini bertujuan untuk membangun pemahaman yang komprehensif tentang faktor-faktor pemicu kecemasan berbicara bahasa asing dan pola dari manifestasi perilaku tersebut. Penelitian ini mengikuti pedoman PRISMA 2020 yang sistematis dengan prosedur identifikasi, penyaringan, analisis dan pengodean tematik studi terpilih. Hasil analisis menunjukkan bahwa kecemasan berbicara bahasa asing muncul dari enam domain tematik utama yakni disposisi psikologis dan sistem kepercayaan diri, tekanan sosial-afektif dan masalah identitas, kendala kompetensi linguistik dan komunikatif, tuntutan kinerja dan evaluasi, praktik pedagogis dan desain instruksional, dan kondisi kontekstual-teknologi. Faktor paling banyak teridentifikasi dalam studi terpilih adalah faktor sosial-afektif sebanyak tiga puluh satu studi. Manifestasi perilaku termasuk pola gangguan berbicara, perilaku penghindaran, respons afektif dan fisiologis, adaptasi yang dimediasi teknologi, dan interferensi kognitif. Temuan penelitian ini menggarisbawahi bahwa kecemasan berbicara bahasa asing muncul melalui interaksi dinamis antara kerentanan internal dan kondisi kontekstual eksternal. Hal ini menghasilkan kerangka tematik untuk mengonseptualisasikan kecemasan berbahasa asing lebih mendalam. Implikasi berbasis bukti empiris ini mendukung upaya  peningkatan  kemampuan berbicara pemelajar bahasa asing.
Co-Authors Sunarya, Yaya Syihabuddin Syihabuddin Yulianeta