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PELATIHAN DAN PENDAMPINGAN PENGAJARAN BAHASA INDONESIA (BIPA) DENGAN PENDEKATAN INTERAKTIF UNTUK MAHASISWA Munirah; Ratnawati; Rimang, Siti Suwadah; Binsamaae, Suhaila; Aulia, Ananda
Masyarakat: Jurnal Pengabdian Vol. 3 No. 1 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/m-jp.v3i1.700

Abstract

Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) memerlukan pendekatan yang komunikatif dan kontekstual agar mampu meningkatkan kompetensi berbahasa dan kepercayaan diri pembelajar. Namun, pembelajaran BIPA di beberapa perguruan tinggi luar negeri masih cenderung berfokus pada hafalan kosakata dan tata bahasa, sehingga kurang mengembangkan kemampuan komunikatif mahasiswa. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan berbahasa Indonesia mahasiswa BIPA tingkat pemula melalui pelatihan dan pendampingan pengajaran dengan pendekatan interaktif. Program dilaksanakan di Yala Rajabhat University, Thailand, selama empat minggu dengan delapan kali pertemuan dan melibatkan 20–25 mahasiswa. Metode pelaksanaan meliputi pengenalan bahasa dasar, penguatan keterampilan berbicara dan menyimak, integrasi pembelajaran budaya, pengembangan literasi membaca dan menulis, serta peningkatan motivasi belajar melalui media digital dan pembelajaran berbasis proyek. Evaluasi dilakukan melalui observasi terstruktur dengan membandingkan kondisi awal dan akhir peserta. Hasil kegiatan menunjukkan peningkatan pada seluruh aspek kemampuan berbahasa, terutama penguasaan kosakata dan keterampilan berbicara, serta meningkatnya pemahaman budaya dan motivasi belajar mahasiswa. Program ini disimpulkan efektif dalam meningkatkan kompetensi komunikatif mahasiswa BIPA dan berpotensi direplikasi pada konteks pembelajaran BIPA lainnya.
PROBLEMATIKA KESULITAN KOSA KATA DALAM PEMBELAJARAN BIPA BAGI PEMULA MELALUI MEDIA AUDIO DAN VISUAL Feby Agustin; Emy Rizta Kusuma
Jurnal Media Akademik (JMA) Vol. 4 No. 1 (2026): JURNAL MEDIA AKADEMIK Edisi Januari
Publisher : PT. Media Akademik Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62281/p2f40e23

Abstract

Penelitian ini bertujuan untuk mendeskripsikan problematika pemahaman pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) pemula serta mengkaji efektifitas penggunaan media audio dan visual dalam proses pembelajaran. Permasalahan utama yang dihadapi pemelajar BIPA pemula meliputi keterbatasan penguasaan kosakata dasar, kesulitan memahami imbuhan, serta perbedaan budaya dan struktur bahasa ibu yang mempengaruhi proses pemahaman bahasa Indonesia. Penelitian ini menggunakan metode kualitatif deskriptif untuk menganalisis permasalahan dan strategi pembelajaran yang diterapkan. Hasil penelitian ini menunjukkan bahwa media audio dan visual berperan penting dalam membantu pemelajar memahami bahasa Indonesia. Media audio seperti rekaman perkenalan, percakapan sehari-hari, membantu pemelajar memahami pengucapan intonasi, dan ritme bahasa. Sementara itu, media visual berupa gambar, ilustrasi, dan animasi mampu memperjelas makna kosakata serta konteks penggunaan dalam kehidupan sehari-hari. Urgensi penelitian ini terletak pada kebutuhan akan pembelajaran BIPA yang efektif dan kontekstual bagi pemula. Kebaruan penelitian ini terletak pada penekanan penggunaan media audio dan visual yang disesuaikan dengan latar belakang budaya pemelajar sehingga pembelajaran menjadi lebih relevan dan efektif.
PROBLEMATIKA PARTISIPASI AKTIF PEMELAJAR BIPA BERKARAKTER LUGAS DALAM DISKUSI KELAS PEMULA Rizki Azkia Ramdania; Emy Rizta Kusuma
Jurnal Media Akademik (JMA) Vol. 4 No. 1 (2026): JURNAL MEDIA AKADEMIK Edisi Januari
Publisher : PT. Media Akademik Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62281/5pxtj014

Abstract

Penelitian ini bertujuan untuk menganalisis problematika partisipasi aktif pemelajar Bahasa Indonesia bagi Penutur Asing (BIPA) tingkat pemula yang memiliki karakteristik komunikasi lugas dalam dinamika diskusi kelas. Fokus utama penelitian adalah mengeksplorasi bagaimana karakter personal dan keterbatasan linguistik berinteraksi dalam memengaruhi keterlibatan pemelajar. Masalah yang diangkat berakar pada rendahnya partisipasi aktif di kelas pemula yang disebabkan oleh keterbatasan penguasaan kosakata, kecemasan akan kesalahan tata bahasa, serta beban kognitif yang tinggi saat memproses informasi. Hasil penelitian melalui analisis kuesioner terhadap mahasiswa internasional menunjukkan bahwa meskipun responden memiliki kepercayaan diri yang tinggi, mereka cenderung menerapkan strategi adaptif berupa gaya bicara yang langsung ke intinya (to the point) dengan respons yang sangat singkat. Fenomena ini merupakan upaya sadar untuk mengurangi tekanan kognitif dan memastikan tujuan komunikatif tetap tercapai meskipun dalam keterbatasan bahasa. Urgensi penelitian ini didasarkan pada risiko jangka panjang di mana pemelajar dapat terjebak dalam pola komunikasi minimalis yang menghambat kemahiran berbicara alami serta menyulitkan adaptasi interpersonal mereka di lingkungan sosial Indonesia yang lebih kompleks. Kebaruan penelitian ini terletak pada perspektif analisis yang tidak hanya melihat gaya bicara lugas sebagai masalah kemahiran bahasa, tetapi sebagai strategi fungsional yang berkaitan dengan latar belakang karakter dan norma interaksi pemelajar. Temuan ini memberikan kontribusi penting bagi pengembangan strategi pengajaran BIPA yang lebih inklusif terhadap perbedaan karakter komunikasi personal dalam mencapai kompetensi komunikatif yang efektif.
Bridging Expectations and Experiences: Exploring Teacher–Learner Dynamics in the BIPA Program Nurlaily, Nurlaily; Marsevani, Maya; Trisannia, Yowina; Putra, Rizky
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.v14i1.18044

Abstract

This study explored the alignment between teacher expectations and learner experiences of the BIPA (Bahasa Indonesia for Foreign Speaker) program. Since the demand for BIPA is increasing, these dynamics have to be understood in order to improve language learning outcomes. The research employed a mixed methods approach in a university in Batam and involved eight teachers and nine learners of different cultural backgrounds. Interviews, questionnaires and observations were used to gather data. The partial alignment of teacher expectations and learner experiences were found. Both focus on speaking skills and give regular feedback, but they differ in how to teach, how fast they should pace the lesson, and how to engage learners. The challenges that were faced include grammar, pronunciation and understanding spoken instructions. The research concluded that these gaps are addressed through differentiated instruction, interactive activities and culturally responsive teaching. These changes might increase learner satisfaction and program effectiveness. Research findings made clear the need for more learner centered approaches and provide important guidance for stakeholders and future studies to improve BIPA programs.
Morphological and Cultural Perspectives on Acronyms Through Sundanese Snack Names for BIPA Learning Mulyati, Yeti; Khoirunnisa, Ananda Siti
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.
E-Komik untuk Meningkatkan Kompetensi Plurikultural Pemelajar BIPA Pemula dalam Menggunakan Kalimat Imperatif Alda Clarissa Aurellia; Alifiatus Zahra Salsabila; Prima Vidya Asteria
DISASTRA: PENDIDIKAN BAHASA DAN SASTRA INDONESIA Vol 8, No 1 (2026): JANUARI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/disastra.v8i1.8973

Abstract

Penelitian ini bertujuan mengembangkan media pembelajaran berupa e-komik iklan hari raya bermuatan nilai plurikultural dalam format flipbook bagi pemelajar Bahasa Indonesia bagi Penutur Asing (BIPA) tingkat pemula (level 2), khususnya pada keterampilan memahami dan menggunakan kalimat imperatif. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE. Media divalidasi oleh ahli materi dengan hasil 78% (cukup valid) dan ahli media dengan hasil 74% (cukup valid). Implementasi dilakukan pada tujuh pemelajar BIPA dari berbagai negara. Hasil uji coba menunjukkan bahwa media tidak hanya membantu pemelajar memahami bentuk dan penggunaan kalimat imperatif secara kontekstual, tetapi juga secara signifikan meningkatkan kompetensi plurikultural mereka. Pemelajar mampu mengenali makna budaya dari setiap perayaan hari raya, memahami nilai keberagaman, serta menghubungkan penggunaan bahasa dengan norma sosial budaya Indonesia. Keefektifan media mencapai 93,21% (sangat efektif) dan kepraktisan sebesar 71% (efektif), sehingga e-komik dinyatakan layak digunakan sebagai media pembelajaran yang mampu mengintegrasikan unsur kebahasaan dan budaya secara seimbang. Media ini berkontribusi pada peningkatan kemampuan berbahasa sekaligus menumbuhkan sensitivitas lintas budaya pemelajar BIPA.
Unlock Language Specificity and Culture Diversity: A Practical BIPA Journey Susanti, Luh Eka
JELLT (Journal of English Language and Language Teaching) Vol 9 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i2.20898

Abstract

Bahasa Indonesia for Foreign Speakers (known as BIPA program) does not only teach the language, but also introduces the richness of Indonesian culture. This study aims to analyse the form and effectiveness of hands-on practical-based activities in bridging language specificity and cultural diversity in BIPA classes as well as the perceptions of BIPA students on this form of approach. This research uses qualitative methods with data collection techniques in the form of interviews with BIPA teachers and observations in BIPA classes at Udayana University Bali involving 8 students from various countries such as Japan, Korea, Vietnam, Hungary, and Argentina. The results showed that the hands-on practical-based approach had a positive impact on BIPA students’ understanding of language and culture. This hands-on practical activity provides experience, connects language with cultural context directly, and encourages appreciation of cultural diversity. In addition, these activities also enable the formation of intercultural competence and better communication skills among BIPA students. Thus, it can be concluded that the hands-on approach proved to be effective in integrating aspects of language distinctiveness and cultural diversity in BIPA learning.
Development of a Digital Tolerance Module as a Supplement to Basic BIPA Learning to Improve Intercultural Communication Competence Maghfiro, Dewi Lailatul; Asteria, Prima Vidya
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i1.1091

Abstract

This study aims to develop a digital tolerance module as a supplement to elementary-level BIPA learning in order to improve intercultural communication skills. The research used the Research and Development (R&D) method adapted from Borg and Gall, which includes 1) potential and problems, 2) data collection, 3) product design, 4) product validation, 5) product revision, 6) testing, and 7) final revision. The research subjects were a small heterogeneous class of UNESA Basic Level BIPA learners from various countries. Data collection techniques were obtained through interviews, document studies, and validation questionnaires regarding materials and media. The research instruments included interview guidelines, document studies, and expert validation questionnaires on materials and media. The research data analysis used qualitative and quantitative methods (mixed methods). The results showed that the development of this digital module produced a supplementary product that integrated tolerance values into Basic BIPA language materials through interactive multimedia features. The development procedure successfully transformed learners’ needs for sociocultural material into a product design that was validated by experts. Based on the validation test results, the digital tolerance module scored 85% in the “Highly Valid” category in terms of material and media. These findings indicate that the digital tolerance module is suitable for use as a supplement to Basic BIPA learning to support the strengthening of intercultural communication competencies.
Adaptasi Sosial dan Budaya Mahasiswa Asing di Indonesia: Pengaruh Budaya Jawa dalam Program Bahasa Indonesia bagi Penutur Asing (BIPA) Kundharu Saddhono; Muhammad Rohmadi; Ani Rakhmawati; Suhailee Sohnui
Society Vol 13 No 2 (2025): Society
Publisher : Laboratorium Rekayasa Sosial, Jurusan Sosiologi, FISIP Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/society.v13i2.967

Abstract

The Indonesian Language Program for Foreign Speakers (BIPA) is increasingly in demand among international students studying Indonesian. This study aims to investigate the cultural and social changes experienced by these students by focusing on the influence of Javanese culture. The study employed a descriptive qualitative ethnographic approach and was conducted in Central Java, East Java, and Yogyakarta. Data were collected from documents and informants. The results indicate that Javanese culture influences the cultural and social changes of foreign students in Indonesia, as they become more enthusiastic and active. In addition, their internal and external adaptation helps them better understand the Indonesian language and culture.
PELATIHAN KOMUNIKASI DASAR BERBASIS AKTIVITAS WISATA BAGI PEMELAJAR BIPA DASAR: PENGABDIAN KEPADA MASYARAKAT BAGI MAHASISWA KOREA SELATAN DI BALI Rina, Made; Putu Dian Yuliani Paramita
Sewagati Vol. 4 No. 2 (2025): SEWAGATI
Publisher : Fakultas Teknik dan Informatika Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59819/sewagati.v4i2.5733

Abstract

This community service program aims to improve the basic Indonesian communication skills of a BIPA learner from South Korea, Jeung Min Yeoung, who has been residing in Bali for nine months. The training was designed using a tourism-based learning approach that integrates language practice into situational contexts, such as visits to local destinations, interactions with the community, and simulations of everyday conversations. This approach provides the learner with more natural language exposure and experiences relevant to daily life in Bali. The program included an initial language assessment, the development of communicative materials, intensive mentoring, and a progress evaluation. The results of the activity indicate an increase in the learner’s confidence and fluency in using basic expressions for asking questions, introducing oneself, shopping, and engaging in social interactions. This program is expected to serve as a model for tourism-based BIPA learning to support the development of communicative competence among foreign learners.

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