Filter By Year

1945 2024


Reset

Found 1,176 documents
Search l3 BIPA

 82   83   84   85   86 
PENGUASAAN KOSA KATA PEMBELAJARAN BIPA MELALUI MEDIA SOSIAL BERTEMA KULINER LOKAL INDONESIA Bhayu Anggita Subarkah; Laily Nurlina
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 2 No. 1 (2024): Oktober
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v2i1.2625

Abstract

Penelitian ini bertujuan untuk mengkaji pemanfaatan media sosial sebagai materi ajar Bahasa Indonesia bagi Penutur Asing (BIPA) dalam penguasaan kosa kata dengan fokus pada tema kuliner lokal Indonesia. Penelitian ini dilatarbelakangi oleh pesatnya perkembangan media sosial dan potensinya dalam pembelajaran bahasa, serta kekayaan kuliner Indonesia yang dapat menjadi daya tarik bagi pembelajar BIPA. Metode penelitian yang digunakan adalah kajian literatur. Data diperoleh dari berbagai sumber seperti jurnal ilmiah, buku, dan artikel yang relevan. Analisis data dilakukan secara kualitatif dengan fokus pada identifikasi tema utama, pola, dan hubungan antara berbagai variabel dalam literatur yang telah dikumpulkan. Hasil penelitian menunjukkan bahwa media sosial seperti Instagram, YouTube, dan TikTok memiliki potensi yang besar dalam pembelajaran BIPA. Konten yang beragam dan menarik, seperti resep masakan, vlog kuliner, dan ulasan restoran, dapat meningkatkan motivasi belajar peserta didik dan memperkaya kosakata serta pemahaman mereka tentang budaya Indonesia. Namun, pemanfaatan media sosial juga memiliki tantangan, seperti kualitas konten yang tidak selalu terjamin dan ketergantungan pada teknologi. Kesimpulannya, media sosial dapat menjadi alat yang efektif dalam penguasaan kosa kata pembelajaran BIPA, khususnya dengan tema kuliner lokal Indonesia. Namun, pemanfaatannya perlu dilakukan secara selektif dan dipadukan dengan metode pembelajaran lainnya. Penelitian lebih lanjut diperlukan untuk mengukur dampak jangka panjang dari pemanfaatan media sosial dalam meningkatkan kemampuan berbahasa peserta didik.
PEMANFAATAN MEDIA PEMBELAJARAN BERBASIS KEARIFAN LOKAL DALAM PENGAJARAN BIPA: TINJAUAN LITERATUR PRASANTY, ARUM BERLIANA; NURLINA, LAILY
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 1 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i1.3350

Abstract

In the era of globalization nowadays, BIPA is a means to increase the level of exposure and knowledge of the outside world to the culture and language of the Indonesian people. Therefore, in the implementation of BIPA learning, the use of learning media based on local wisdom is very relevant and strategic. Learning media based on local wisdom is one of the innovative solutions that makes it easier for BIPA learners to understand the vocabulary they find in their daily lives in the community. The learning media based on local wisdom in this study includes information and communication technology in the form of software and hardware that can support teaching and learning activities to be more effective. In this study, we will review several literatures regarding the use of learning media based on local wisdom in BIPA learning so that readers can get accurate references to be able to enrich the references of BIPA teachers who want to find new innovations in their teaching practices, especially innovations in learning media applications based on local wisdom. The method used in this study is a literature review. This method was carried out by collecting ten scientific articles in Indonesian-language journals obtained from the Google Scholar database. The literature obtained ranges from 2017 to 2024. Of the ten articles analyzed, research on the use of learning media based on local wisdom in BIPA learning is used in BIPA learning at a certain level. From the entire article, a lot of information is produced to support effectiveness and more meaningful learning for BIPA learners. ABSTRAKDalam era globalisasi seperti sekarang, BIPA merupakan sarana untuk meningkatkan kadar ekspos dan pengetahuan dunia luar terhadap budaya dan bahasa orang Indonesia. Maka dari itu, dalam pelaksanaan pembelajaran BIPA, pemanfaatan media pembelajaran berbasis kearifan lokal menjadi sangat relevan dan strategis. Media pembelajaran berbasis kearifan lokal menjadi salah satu solusi inovatif yang memudahkan pemelajar BIPA memahami kosakata yang mereka temukan dalam keseharian di masyarakat. Media pembelajaran berbasis kearifan lokal pada penelitian ini meliputi teknologi informasi dan komunikasi berupa perangkat lunak maupun perangkat keras yang dapat menunjang kegiatan belajar mengajar agar lebih efektif. Pada penelitian ini akan mengkaji beberapa literatur mengenai pemanfaatan media pembelajaran berbasis kearifan lokal pada pembelajaran BIPA agar pembaca dapat memperoleh referensi yang akurat untuk dapat memperkaya referensi para pengajar BIPA yang ingin mencari inovasi baru dalam praktik mengajarnya, terutama inovasi aplikasi media pembelajaran berbasis local wisdom. Metode yang digunakan pada kajian ini adalah studi literatur (literature review). Metode ini dilakukan dengan mengumpulkan sepuluh artikel ilmiah pada jurnal berbahasa Indonesia yang diperoleh dari database Google Scholar. Literatur yang didapat berkisar pada rentang tahun 2017 – 2024. Dari sepuluh artikel yang dianalisis, penelitian mengenai pemanfaatan media pembelajaran berbasis kearifan lokal pada pembelajaran BIPA yang dimanfaatkan dalam pembelajaran BIPA pada tingkatan tertentu. Dari keseluruhan artikel tersebut banyak menghasilkan informasi untuk menunjang keefektifan dan pembelajaran yang lebih bermakna bagi para pemelajar BIPA.
Integrating Indonesian Cultural Aspects in Bahasa Indonesia bagi Penutur Asing (BIPA) Textbooks “Sahabatku Indonesia” Fitria, Tira Nur
Anaphora : Journal of Language, Literary, and Cultural Studies Vol 7 No 2 (2024): DECEMBER
Publisher : Universitas 17 Agustus 1945 Surabaya, Prodi sastra Inggris, Fakultas Ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/anaphora.v7i2.10819

Abstract

This research describes the cultural aspects of the BIPA textbook “Sahabatku Indonesia”. This research applies a qualitative content analysis. Several cultural aspects are found in the BIPA book levels B1, B2, C1, and C2. BIPA Book level B1 shows the traditional transportation of Becak, the traditional medicine Kerokan, a side dish Tempe, the cultural heritage of Tenun, a traditional dance Tari Sama, a traditional ceremony of the coast Melasti in Bali, the traditional dance Tari Jaipong dan Tari Lilin, folklore Sangkuriang, Bawang Merah dan si Bawang putih, and Timun Mas, traditional martial art Pencak Silat. BIPA Book level B2 shows, Batik Craftsmen. herbal medicine or Jamu, Dalang (player Wayang puppet), tourism place Curug Malela and Mount Bromo, culture a sacred offering Sesajen Bali, historical place Gedung Merdeka, belief toward prohibition/taboo, cultural art Reog Ponorogo, folklore Malin Kundang and Riwayat Si Batu, tradition Merantau, game Panjat Pinang and Balap Karung on Celebrating Independence Day, a celebration of Hari Kartini and Hari Guru, national heroes of Mohammad Hatta and Dewi Sartika, and social class in Javanese culture Priyayi. In BIPA Book level C1 shows the tourist place Borobudur Temple, traditional cloth Batik, tradition of Mudik during Eid al-Fitr, traditional musical instrument Angklung, fable story of Gajah dan Semut, Javanese traditional wedding ceremony, traditional funeral ceremony in Toraja. Indonesian food Opor Ayam and Nasi Goreng, regional specialty coffee, a national hero of RA Kartini, and traditional dance Tari Piring. BIPA Book level C2 shows only shows Indonesian snacks and food Serabi/Surabi.
BIPA Learning on Aceh Local Wisdom Through Audiovisual Using the Make E Match Method Kamaruzzaman Kamaruzzaman; M. Ade Syahputra; Neny Hutagalung; Shalawati Shalawati; Dian Syahfitri
Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 13 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Local wisdom is an idea, knowledge, norms, ethics, and morals that are in accordance with community life and sustainable with the environment. The existence of traditional activities is one part of the symbol of existing local wisdom. The Peseujeuk tradition is a tradition with local wisdom originating from Aceh and is a local wisdom based on existing traditions. This study aims to understand the value of traditional activity videos for BIPA students in terms of the use of audiovisual media with local cultural content. This article discusses the use of traditional activity videos in Aceh as learning media for junior high school BIPA students. The researcher found that the video seemed significant to students' understanding of traditional culture in Aceh, especially the Peuseujeuk tradition through the practice of speaking and writing that they had done in the BIPA class. Although still lacking in terms of affixes, formal and informal contexts, punctuation and conjunctions, and understanding of meaning. This article concludes that based on these findings, further research on this topic is needed to improve BIPA teaching and learning, especially in junior high school classes.
PROBLEMATICS OF BIPA LEARNERS LEARNING CULTURE IN ELECTIVE CLASSES Galuh Prameswari, Renanda Winar; Muzaki, Helmi; Suyitno, Imam; Susanto, Gatut; Ng, Yufita
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 8, No 2 (2024)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v8i22024p221-233

Abstract

This research aims to analyze the problems faced by BIPA students in learning culture in elective classes. This research uses qualitative method with descriptive research type. The results of this research show several things that become obstacles for foreign students in learning other cultures, namely the difficulty level of teaching materials, inadequate facilities and infrastructure, and cultural differences.
PENGAJARAN BIPA MELALUI VIDEO ANIMASI CERITA RAKYAT INDONESIA DI SEKOLAH CANBERRA AUSTRALIA Liliana Muliastuti; Iqbal Ifada
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2024): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2024
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In accordance with the mandate of Article 44 Paragraph (1) of Law Number 24 of 2009, the Indonesian government successfully proposed the Indonesian language as an official language at a UNESCO session. This proposal was unanimously accepted during the UNESCO General Assembly on November 20, 2023, making Indonesian one of the ten official languages used in the session. This designation enhances Indonesia's image on the global stage as a nation that supports cultural diversity and is committed to promoting these values internationally. However, in Australia, the teaching of Indonesian as a foreign language (BIPA) has seen a decline over the past two decades. To revive interest in learning Indonesian, the Faculty of Languages and Arts at Universitas Negeri Jakarta (FBS-UNJ), through its Master of Indonesian Language Education Program, introduced Indonesian folklore through animated videos to students at two schools—Trinity Christian School and Burgmann Anglican School—in February 2024. The evaluations from both schools indicated that teaching BIPA through animated folklore videos is a highly effective means of promoting Indonesian language and culture. They expressed hope that similar programs could be continued and expanded with internship opportunities and joint research initiatives. Keywords: bipa teaching; folktales; animated video   Abstrak Pemerintah Indonesia, sesuai dengan amanat Pasal 44 Ayat (1) Undang-Undang Nomor 24 Tahun 2009, telah berhasil mengajukan bahasa Indonesia sebagai bahasa resmi dalam sidang UNESCO. Usulan ini diterima secara bulat pada Sidang Umum UNESCO tanggal 20 November 2023, menjadikan bahasa Indonesia salah satu dari sepuluh bahasa resmi yang digunakan dalam sidang tersebut. Penetapan ini memperkuat citra Indonesia di mata dunia sebagai negara yang mendukung keragaman budaya dan berkomitmen mempromosikan nilai-nilai tersebut di tingkat global. Namun, di Australia, pembelajaran bahasa Indonesia bagi penutur asing (BIPA) telah mengalami penurunan selama dua dekade terakhir. Untuk menghidupkan kembali minat belajar bahasa Indonesia, Fakultas Bahasa dan Seni Universitas Negeri Jakarta (FBS-UNJ) melalui Program Studi Magister Pendidikan Bahasa Indonesia, melaksanakan kegiatan pengenalan cerita rakyat Indonesia melalui video animasi kepada siswa di dua sekolah, yaitu Trinity Christian School dan Burgmann Anglican School pada Februari 2024. Berdasarkan hasil evaluasi oleh kedua sekolah bahwa pengajaran BIPA melalui video animasi cerita rakyat sebagai sarana mempromosikan bahasa dan budaya Indonesia sangat efektif dan berharap agar program serupa dapat dilanjutkan dan diperluas dengan program magang serta penelitian bersama. Kata Kunci: pembelajaran bipa; cerita rakyat; video animasi
Gamifikasi Dalam Kelas Bahasa Indonesia Bagi Penutur Asing (BIPA) Anak Pratama, Fendy Yogha; Yuli Erviana, Vera; Iis Suwartini; Mixghan Norman Antono
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 15 No 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2025.v15.i1.p60-67

Abstract

This case study aims to describe the implementation of gamification in an online BIPA (Bahasa Indonesia for Foreign Speakers) class and to analyze the ability of Danish learners to pronounce Indonesian vocabulary. The study was conducted with six learners aged 9–12 years in an online BIPA class organized by the Embassy of Indonesia in Denmark. Reflective notes and observation guidelines were used as instruments to collect data. Thematic data analysis revealed that gamification using Wordwall was implemented through five types of games: (1) Complete The Word, (2) The Hidden Words, (3) The Pacman Game, (4) Word Puzzles, and (5) Sentence Puzzles. Meanwhile, learners made four types of pronunciation errors: (1) sound addition, (2) sound omission, (3) sound alteration, and (4) code-switching. Based on these findings, further research is needed to determine whether these pronunciation errors also occur when learners write the vocabulary. Comprehensive knowledge of this issue will provide deeper insights into how such errors occur, enabling teachers to develop strategies to prevent recurring mistakes.
Evaluation of the implementation of Indonesian language program for foreign speakers (BIPA) at Universitas Negeri Yogyakarta (UNY) Mwakapemba, James Leonard; Satria, Mohammad Rizky; Sudiyatno, Sudiyatno; Lumenyela, Rogers Andrew
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 28 No. 2 (2024)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v28i2.73870

Abstract

This study aims to evaluate the Indonesian Language for Foreign Speakers program (BIPA) at Universitas Negeri Yogyakarta (UNY). The evaluation research employs a mixed-method approach, which includes qualitative and quantitative methods. The study was guided by using the CIPP Model (Context, Input, Process, Product) developed by Stufflebeam. Data collection in this study used interviews, documentation, and questionnaires. The data were also analyzed using descriptive quantitative statistics and an interactive model data analysis. The evaluation results indicate that in the context component, the UNY BIPA program has a suitable curriculum and learning materials aligned with the Ministry of Education and Culture, Regulation No. 70 of 2016. In the input component, the program's progress scored 23.85, which is in a very good category, and its program implementation is very successful, reaching 85.18%. This indicates successful implementation in key areas such as teacher recruitment, materials, and infrastructure. In the process component, the program's progress is in a good category, with a score of 24.41, and its overall program implementation is successful, with 76.28%, reflecting a well-run teaching and learning process with high student satisfaction. However, challenges include ineffective online learning, limited teaching materials, commitment issues, and a lack of student assessment tests. In the product component, the program's progress scored 19.61, which is in a very good category, and its overall program implementation is successful, with 81.74%, indicating very successful achievement of program objectives. Nonetheless, it does not fully support students' academic needs during lectures
Integrating the Transportation Material in BIPA Learning at FPNU China Anandha; Osman, Sharifah
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 5 No. 02 (2024)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v5i02.9886

Abstract

The Teaching of Indonesian as a Foreign Language (Bahasa Indonesia Bagi Penutur Asing or BIPA) is a means of introducing the Indonesian language and culture to the international community. This research discusses the teaching of transportation materials to BIPA learners at Fujian Polytechnic Normal University (FPNU) in China. Using the Contextual Teaching and Learning (CTL) theory regarding second language acquisition (SLA) in the integration of transportation material in BIPA learning. The approach used in this research is descriptive qualitative. The research was conducted by observing BIPA learning in the class, followed by recording the implementation of BIPA transportation material learning among respondents in the Indonesian Language Department at FPNU China. The findings showed that the transportation material helped BIPA respondents learn Indonesian through contextual and communicative methods. The material provided includes vocabulary related to types of public transportation in Indonesia. The research results showed that the material on Indonesia's transportation system provides a more contextual learning experience for respondents at FPNU China.
The Use of Affixation and Its Errors on BIPA Level 5 Learners' Assignments at the Indonesian Embassy In Lisabon, Portugal Loren, Fabio Testy Ariance; Silvia Berliana; Asri Lolita; Shenglan Zhou
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 5 No. 02 (2024)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v5i02.10119

Abstract

This research discusses the affixation found in the weekly assignments of Indonesian language learners for Foreign Speakers Level 5 at the Embassy of the Republic of Indonesia in Lisbon, Portugal. This study aims to describe the usage and errors of affixation in the weekly assignments of Indonesian language learners for Foreign Speakers Level 5 at the Embassy of the Republic of Indonesia in Lisbon, Portugal. The method used is a qualitative descriptive method. The data in this study consists of forms and errors of affixation. The data collection techniques employed are interviews and documentation techniques. The results of this study include the use of affixation in the form of: 1) Prefixes, 2) Suffixes, 3) Infixes, and 4) Circumfixes. Using prefixes amounts to 317 data points, suffixes to 27 data points, infixes to 1 data point, and circumfixes to 70 data points. Furthermore, the errors in affixation include: 1) Prefixes, 2) Suffixes, and 3) Circumfixes found in the weekly assignments of BIPA level 5 learners at the Indonesian Embassy in Lisbon, Portugal, in 2023. The errors found in the weekly assignments of BIPA level 5 learners at the Indonesian Embassy in Lisbon include 23 errors with prefixes, 7 errors with suffixes, and 2 errors with circumfixes. It is hoped that the results presented will serve as a reference for BIPA instructors to understand which affixations are frequently used and which ones often lead to errors by BIPA learners.

Page 84 of 118 | Total Record : 1176

 82   83   84   85   86