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Pemerolehan Kata Pemelajar BIPA UM Ditinjau dari Segi Sintagmatik dan Paradigmatik Yohanna Nirmalasari; A. Syukur Ghazali; Gatut Susanto
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 1: JANUARI 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (729.499 KB) | DOI: 10.17977/jptpp.v3i1.10376

Abstract

This study attempts to described acquisition Indonesian word wrote language in terms of terms syntagmatic and paradigmatic. This research used the study text. The results showed that (1) the acquisition of the word in terms of syntagmatic appears on the placement of the words in the phrase that pays attention to the type of function words written by learners respectively. The function of S and O always occupied noun and a good basic words or words that form noun form. The function P is always occupied by the verbs or basic word and word formats that use the prefixes used to form verbs, adjectives, and nouns in the ekuatif sentence. The function Pel is always occupied by the noun or noun form of repetition that forms, as well as the compound form of the noun form. The function Ket is always occupied by noun or creations of the basic form of the noun + adjectives, nouns + pronouns or nouns only. (2) The word acquisition in terms of terms paradigmatic shows that alignment meaning depending on the type of and type of a word used by the learners, from said concrete into a abstract and the relationship between the interpretation, namely synonym relations, hyponymy, and word grammatical.Penelitian ini bertujuan untuk mendeskripsikan pemerolehan kata bahasa Indonesia tulis ditinjau dari segi sintagmatik dan paradigmatik. Penelitian ini menggunakan pendekatan kajian teks. Hasil penelitian menunjukkan bahwa (1) pemerolehan kata ditinjau dari segi sintagmatik tampak pada penempatan kata secara fungsi kalimat yang memperhatikan jenis kata yang ditulis oleh pemelajar secara berturut-turut. Fungsi S dan O selalu ditempati nomina dan pronomina baik kata dasar maupun kata bentukan yang membentuk nomina. Fungsi P selalu diduduki oleh verba atau kata dasar dan kata bentukan yang menggunakan prefiks yang berfungsi untuk membentuk kata kerja, adjektiva, dan nomina pada kalimat ekuatif. Fungsi Pel selalu diduduki oleh nomina atau bentuk pengulangan yang membentuk nomina, serta bentuk pemajemukan yang membentuk nomina. Fungsi Ket diduduki oleh nomina atau bentukan dari bentuk dasar dari nomina + adjektiva, nomina + pronomina, atau nomina saja. (2) Pemerolehan kata ditinjau dari segi paradigmatik menunjukkan bahwa kesejajaran makna bergantung pada jenis dan bentukan kata yang digunakan oleh pemelajar, yakni dari kata konkret ke kata abstrak dan hubungan antar maknanya, yakni hubungan sinonimi, hiponimi, dan gramatika kata.
STRATEGI DAN PENGGUNAAN MODIFIKASI DALAM KESANTUNAN TINDAK TUTUR MEMOHON OLEH MAHASISWA JEPANG PADA PROGRAM BAHASA INDONESIA PENUTUR ASING (BIPA) Diana Kartika
Indonesian Language Education and Literature Vol 2, No 2 (2017)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.17 KB) | DOI: 10.24235/ileal.v2i2.1418

Abstract

Penelitian ini berfokus pada pentingnya kesantunan berbahasa yang harus diperhatikan dalam proses komunikasi. Dalam kesantunan tindak tutur memohon diperlukan strategi dan penggunaan modifikasi yang digunakan oleh mahasiswa BIPA. Penelitian ini merupakan penelitian naturalistik. Berdasarkan analisis dapat disimpulkan bahwa strategi yang digunakan meliputi, yaitu strategi imperatif (kategori permohonan langsung), strategi menanyakan kemampuan atau kemauan (kategori tindak tutur tidak langsung secara konvensional berorientasi petutur), dan strategi isyarat (kategori permohonan paling tidak langsung). Adapun modifikasi internal berupa peranti sintaktik digunakan untuk memperhalus tindak tutur memohon, yaitu menggunakan pertanyaan dan penyisipan. Modifikasi eksternal berupa penggunaan alasan pendukung di awal dan akhir tuturan. Peranti modifikasi internal berupa syntactic down-graders dan phrasa or lexical graders dalam bentuk pertanyaan dan klausa kondisional. Adapun peranti phrasal atau lexical down-graders berupa pemarkah kesantunan dan penanda antarpribadi. Data penelitian tidak menunjukkan adanya penggunaan modifikasi eksternal oleh mahasiswa BIPA. This study focuses on the importance of language politeness to be considered in the communication process. In the politeness of speech acts requested the necessary strategies and use of modifications used by BIPA students. This research is a naturalistic research. Based on the analysis, it can be concluded that the strategies used include imperative strategy (direct application category), strategy of ability or willingness (indirect speech acts, and the signaling strategy (the most indirect category of petition). The internal modification in the form of syntactic devices used to refine the act of invoking speech, which is using questions and insertion. External modifications include the use of supporting reasons at the beginning and end of the speech. Internal modification devices are syntactic down-graders and phrases or lexical graders in the form of questions and conditional clauses. The phrasal or lexical down-graders device is a marker of politeness and an interpersonal marker. The research data did not show any use of external modification by BIPA students.
Teaching BIPA (Bahasa Indonesia Untuk Penutur Asing) for Sudanese; Lesson Learned in Bridging Indonesia and Sudan Muhammad Ridwan
Nady Al-Adab : Jurnal Bahasa Arab Vol. 13 No. 1 (2016): Nady al-Adab
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20956/jna.v13i1.3840

Abstract

Teaching BIPA is one of the programs conducted by Badan Bahasa (Language Body) The Ministry of Education and Culture. The Ministry holds BIPA class both in many language centers of universities in Indonesia and in Indonesian Embassy offices abroad or universities. For instance in Sudan. BIPA class was taught at Indonesian Embassy Office in downtown Khartoum, the capital of Republic of Sudan. This paper aims to describe lesson learned obtained during the implementation. This includes best practices and challenges. Furthermore, In Sudan particularly, teaching BIPA has been conducted prior to DIKTI innitiatives. Both Embassy staff and Indonesian students working as Staff Assistant at the embassy involved in the program. This innitiatives should be sustainable to more internationalize our Bahasa Indonesia around the globe.
Model Seni Pertunjukan Sastra Lokal dalam Mengembangkan Kemampuan Literasi Pemelajar BIPA Rita Inderawati
Seminar Nasional Pendidikan Bahasa Indonesia Vol 1, No 1 (2017): SEMINAR NASIONAL PENDIDIKAN BAHASA INDONESIA
Publisher : Seminar Nasional Pendidikan Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (395.984 KB)

Abstract

Indonesia memiliki beragam karya sastra lokal yang dapat dimanfaatkan sebagai materi ajar BIPA seperti cerita rakyat dan legenda. Keragaman cerita rakyat yang dimiliki setiap daerah dapat menambah wawasan budaya pembelajar BIPA. Berdasarkan hasil penelitian Inderawati (2009), kemampuan berbahasa Inggris mahasiswa dapat ditingkatkan dengan mengaplikasikan Model Seni Pertunjukan Sastra Lokal. Bertolak dari hasil penelitian tersebut, makalah ini mencoba menggagas sastra lokal dalam pembelajaran BIPA melalui model seni pertunjukan untuk mengintegrasikan kemampuan berbahasa penutur asing tingkat lanjut. Model seni pertunjukan sastra lokal tersebut mengolaborasikan tujuh strategi respons pembaca (merinci, menjelaskan, menafsirkan, memahami, menyertakan, menghubungkan, dan menilai) dan dua dimensi respons simbol visual (tablo dan sosiogram). Kolaborasi kedua respons menghasilkan pembelajaran bahasa yang kreatif dan menyenangkan yang tersusun dalam sintaks berikut: 1) pembelajar membaca cerita rakyat dan menulis respons mereka, 2) pembelajar melakukan monolog tentang isi cerita rakyat, 3) pembelajar mendiskusikan dalam kelompok cerita rakyat yang telah dibaca, 4) pembelajar memeragakan tablo dengan cara memilih satu paragraf yang menarik dan kelompok lain menebak isi dari peragaan tersebut, 5) pembelajar mendiskusikan dan memperdebatkan isi tablo, dan 6) pembelajar memeragakan tablo dalam bentuk sosiogram sebagai akhir dari pertunjukan.
BIPA Learning Material Development for Empowering Thailand Students’ Writing Competence Nurlina, Laily; Israhayu, Eko Sri
EDUCARE Vol 7, No 1 (2014)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (386.145 KB)

Abstract

Abstract: Thai students have come and studied at the UMP (Muhammadiyah University of Purwokerto) in Central Java, Indonesia. So, “Bahasa” Indonesia (Indonesia language) is needed as a communicative language to deliver lecture. “Bahasa” Indonesia has important role, either nationally or internationally, because foreign students are interested in studying here. The foreign learners study the “Bahasa” Indonesia as second language (foreign language) with the academic and practical purposes. BIPA stands for “Bahasa Indonesia untuk Penutur Asing” (Teaching Indonesian Language for Non-Native Speaker) develops in UMP to fulfill the need of foreign students. The study was aimed at analyzing language aspect difficulties on writing paper and developing BIPA material to improve students’ writing competence. This article highlight the process nine Thai students on their writing process. The data were collected through paper and writing task in first semester. The mistake classifications are word reduplication, the usage of “n”, “m”, “f”, and “v”, English word, the confusing between “ng” and “g”, the affix mistakes, the mistakes of “a”, “i”, “u”, “e”, and “o”. Syllabus and BIPA learning material to support them understanding “Bahasa” Indonesia well. Most Thai students tried hard to master “Bahasa” Indonesia for their study here.There are two suggestions to develop BIPA learning material: it needs a good methodology and learning material; so, the teacher can manage it well and a further research beside the writing skill itself.KEY WORDS: Thai students, Indonesian language, difficulties, foreign language, writing skill, syllabus development, and learning material.  About the Authors: Laily Nurlina and Eko Sri Israhayu are Lecturers at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. For academic purposes, the authors can be contacted via e-mails at: march_nur@yahoo.co.id and ayuisrahayu@yahoo.co.idHow to cite this article? Nurlina, Laily & Eko Sri Israhayu. (2014). “BIPA Learning Material Development for Empowering Thailand Students’ Writing Competence” in EDUCARE: International Journal for Educational Studies, Vol.7(1) August, pp.57-66. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (March 20, 2014); Revised (May 30, 2014); and Published (August 17, 2014).
Peranan Budaya Lokal Dalam Materi Ajar Bahasa Indonesia Bagi Penutur Asing (BIPA) Hermoyo, R. Panji; M, Suher
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 2b (2017): DESEMBER
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.806 KB) | DOI: 10.30651/else.v1i2b.1060

Abstract

Materi ajar Bahasa Indonesia bagi Penutur Asing (BIPA) masih sangat asing ditelinga sebagian masyarakat. Bahkan dikalangan akademik juga masih awam, karena mata kuliah ini masih baru dan belum banyak dikenal luas masyarakat. Buku ajar BIPA juga sangat terbatas, hanya kalangan tertentu saja yang memilikinya. Budaya lokal khususnya di Jawa Timur sangat beragam. Budaya lokal ini yang natinya bisa digunakan dalam materi ajar Bahasa Indonesia bagi Penutur Asing agar mahasiswa asing benar-benar seperti hidup dinegaranya sendiri. Tujuan penelitian ini adanya peranan budaya lokal yang dapat dijadikan materi BIPA. Penelitian ini menggunakan metode deskriptif kualitatif. Hasil dari penelitian ini tentang beberapa peranan budaya lokal Jawa Timur seperti; reog, karapan sapi, ludruk dan okol yang bisa dijadikan referensi pengenalan bahasa dan budaya Indonesia ke mahasiswa asing yang belajar di Indonesia. Sehingga dosen maupun guru yang mengajar mahasiswa asing lebih mudah mendidik dan mengenalkan  bahasa Indonesia.KataKunci: budaya lokal, BIPA, materi
Pengembangan Materi Ajar BIPA Melalui Budaya Lokal Jawa Timur Suher, Suher; Hermoyo, Panji
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 1 (2017): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (227.971 KB) | DOI: 10.30651/else.v1i1.869

Abstract

Materi ajar BIPA (Bahasa Indonesia bagi Penutur Asing) baru dikenalkan kepada mahasiswa di Prodi Pendidikan Bahasa dan Sastra Indonesia pada semester genap 2015/2016. Buku ajar yang digunakan sebatas buku umum BIPA. Tujuan dari penelitian adanya pengembangan materi ajar dengan pengenalan budaya lokal dan makanan khas Jawa Timur kepada orang asing melalui pembelajaran BIPA. Metode yang digunakan menggunakan penelitian pengembangan (research and development). Pengembangan bahan ajarnya berupaya menggali berbagai potensi kekayaan budaya dan makanan khas di Jawa Timur. Materi ajar BIPA akan mengajarkan bahasa Indonesia dan pengenalan budaya di Indonesia untuk orang asing/ mahasiswa asing yang belajar di Indonesia, sehingga orang asing yang bekerja di Indonesia tidak hanya memahami bahasa, tetapi juga mengenal dan paham budaya lokal di Indonesia, khususnya Jawa Timur. Hasil dari buku ajar tentang kebudayaan dan makanan khas Jawa Timur salah satunya ludruk, reog, karapan sapi, lontong balap, rujak cingur  dan tahu campur. Dari prosentase angket yang sudah divalidasi, kurang setuju ada enam butir pernyataan dengan rata-rata tidak lebih dari 10 %. Mahasiswa yang menyatakan setuju antara 32 % sampai 74 %. dan yang sangat setuju  21 % sampai 68 %.Sehingga mahasiswa yang lulus di Prodi Pendidikan Bahasa dan Sastra Indonesia, FKIP Universitas Muhammadiyah Surabaya akan mempunyai buku ajar berkualitas sehingga  menjadi guru BIPA yang profesional. Kata kunci: BIPA, Budaya, Materi Ajar
LEARNING STYLES OF AUSTRALIAN TEACHERS IN LEARNING BAHASA INDONESIA (BIPA) AT UIN MAULANA MALIK IBRAHIM MALANG Djoko Susanto
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 9, No 1 (2015)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v9i1.5

Abstract

This research examines the learning styles (Fleming, 1987) – visual, auditory, and kinesthetic (VAK) of Aus-tralian teachers in learning bahasa Indonesia (BIPA) at UIN Maulana Malik Ibrahim Malang. This research was undertaken to answer the following questions: (1) what kinds of learning styles performed by the Australian teachers in learning bahasa Indonesia at UIN Maulana Malik Ibrahim Malang? and (2) what kinds of categories of each learning style mostly reflected by the Australian teachers in learning bahasa Indonesia at UIN Maulana Malik Ibrahim Malang? The data were collected by doing short survey, classroom observations, questionnaires, and interviews with both students and teachers (Robson, 2002). The results of the study shows that (1) more participants were kinesthetic learners. Most of them learnt bahasa Indonesia best through a hand – on method, exploring the world around them, and often relying on what they could directly experience or perform; (2) Its categories mostly suited with the participants’ learning style: more time for outside learning, as the participants needed to know more about the language and practice it within its cultural context. Most of them enjoyed very much tasks which involve manipulating materials and objects. Finally, they also liked learning bahasa Indonesia through moving, doing, and touching.
POLA PENGGUNAAN BAHASA DALAM INTERAKSI PEMBELAJARAN BAHASA INDONESIA UNTUK MAHASISWA ASING (BIPA) Indrariani, Eva Ardiana
Jurnal Bahasa Lingua Scientia Vol 8, No 2 (2016)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7971.26 KB) | DOI: 10.21274/ls.2016.8.2.161-178

Abstract

Indonesian studies for foreign speakers is still a new feld. Verbal behavior between lecturers and foreign students in this study approached with sosiopragmatik theory. The data collection is done by: participatory observation; structured interviews; and in-depth interviews. In the data collection tools used in audio recorder, a camera, and stationery. Analyzed using qualitative analysis with the methods of analysis: descriptive and categorical, then, theoretically interpret this categorization. In this study found six languages, beside Indonesian langiage used in learning interactions: English, French, Arabic, Chinese, Myanmar, and Java. English is used to help better understand Indonesian foreign students (disclosure purposes). French is used for setting the example. Arabic and Myanmar used to frequently asked questions concept. Chinese used to explain one of the vibrant Chinese culture in Indonesia. Java language is used to explain the meaning of the word / name from the Javanese and to express emotions. In quantitative terms, the use of the English language is more prominent than the use of another language. It is mainly found in the verbal behavior Lecturer and Lecturer Two Three.
Pemerolehan Bahasa Kedua dan Pengajaran Bahasa dalam Pembelajaran BIPA Maharani, Tisa; Astuti, Endang Setiyo
Jurnal Bahasa Lingua Scientia Vol 10, No 1 (2018)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (371.565 KB) | DOI: 10.21274/ls.2018.10.1.121-142

Abstract

This study attempts to expose the common structural errors of second language acquisition in bahasa Indonesia for foreign speakers (BIPA) learning at the beginner level and also to expose the implications of the errors for learning. This research utilizes descriptive qualitative method by describing in depth the findings in data analysis. This qualitative research focuses on the analysis of sentence structure, clauses, phrases, and also morphological structures. By doing so, it is expected that typical errors can be identified. Furthermore, this research is expected to help teachers to become more aware of these errors since by identifying the most problematic errors, teachers are able to relate fundamental concepts of sentences as well as those related to their own understanding of linguistics concepts, language and BIPA teaching, and also learners understanding as the part of learning.

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