A Learning Model of Bahasa Indonesia as a Foreign Language Based on Local Intercultural Politeness

Gusnawaty, Gusnawaty; Nurwati, Andi

doi:10.21831/cp.v38i1.23164

Cited by 24 publications

(34 citation statements)

References 16 publications

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“…Insufficient knowledge and understanding of Indonesian cultures, therefore, will give consequences to the learners to understand the richness of Indonesian people with their cultural varieties (Ruskhan, 2007). Gusnawaty & Nurwati (2019) reiterate the importance of moral values, i.e. speech politeness, in a teaching model internalizing the Indonesian local cultures.…”

Section: Discussionmentioning

confidence: 92%

“…The number of Indonesian learners in Victoria has now put the Indonesian language ranks four (Dodiangga, 2017) after Mandarin, Chinese, and Italian and it has been taught in 500 schools and it becomes the fourth most popular language in Australia (Andayani, 2016; cited in Gusnawaty & Nurwati, 2019). In addition, Backwell also shared some new views on the strategies to improve the quality of bilateral relationships between Australia and Indonesia in general and Australian schools and UPI in particular.…”

Section: Introductionmentioning

confidence: 99%

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Indonesian Language Assistant Program in Australian Schools: Recruitment and Selection Process

Hardini¹,

Setyarini²,

Harto³

2019

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This research aims to investigate the process of recruitment, selection, and implementation of the Indonesian language assistant program of the Universitas Pendidikan Indonesia (UPI) in Australian schools. The main purpose of this research is to find out the processing stages and to see strengths and weaknesses in each stage of the recruitment and selection process held at UPI. The data were collected through survey questionnaires, in-depth interviews, and documents of the Indonesian language assistants on the implementation of the program. The questionnaires and interviews were directed to the members of recruitment and selection team, alumni, and candidates of the Indonesian language assistants. A descriptive qualitative method was applied to explore and analyze the activities of the language assistants' candidates and alumni in each of the overall stage processes. The results show that there are some stages of recruitment and selection process, which are then described in a figural process. The recruitment covered the submission of a curriculum vitae completed by relevant administrative documents to qualify for registering the program. The selection process required skills and competences of the candidates in Indonesian language, English, Indonesian and Australian cultural knowledge and skills and self-management. Accordingly, a system development for recruitment and selection process to result in more competent candidates for the Indonesian language assistants is urgently needed to elaborate the whole process in efficient manner. PROGRAM GURU BANTU BAHASA INDONESIA UNTUK SEKOLAH-SEKOLAH DI AUSTRALIA: PROSES REKRUTMEN DAN SELEKSIAbstrak: Penelitian ini bertujuan untuk mengungkap sistem proses rekrutmen, seleksi, dan implementasi program penyelenggaraan guru bantu Universitas Pendidikan Indonesia (UPI) di beberapa sekolah di Australia. Tujuan utama dari penelitian ini adalah untuk menelisik tahapan proses dan menemukan kelebihan dan kekurangan setiap tahapan sistem proses rekrutmen dan seleksi yang dilaksanakan di UPI. Data penelitian dikumpulkan melalui angket, wawancara mendalam, dan dokumen terkait pelaksanaan program guru bantu. Kuesioner dan wawancara ditujukan kepada anggota tim seleksi dan alumni serta calon guru bantu. Pendekatan deskriptif-kualitatif diterapkan pada penelitian ini untuk menggali dan menganalisa secara mendalam kegiatan-kegiatan calon dan alumni guru bantu dalam setiap tahapan proses. Hasil penelitian menunjukkan bahwa ada beberapa tahapan proses rekrutmen dan seleksi, selanjutnya akan digambarkan dalam bagan tahapan proses. Tahapan rekrutmen meliputi pengumpulan data diri yang dilengkapi dengan beberapa dokumen terkait untuk memenuhi persyaratan pendaftaran program. Proses seleksi mensyaratkan para calon untuk memiliki keterampilan dan kompetensi antara lain kemampuan bahasa Indonesia, bahasa Inggris, pengetahuan dan keterampilan budaya Indonesia dan Australia, dan manajemen diri. Oleh karena itu, pengembangan sistem rekrutmen dan seleksi untuk menghasilkan calon guru bantu bahasa Indo...

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Indonesian Language Assistant Program in Australian Schools: Recruitment and Selection Process

Hardini¹,

Setyarini²,

Harto³

2019

View full text Add to dashboard Cite

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“…The strategy used was the adaption of the word games poetry model being known since 1993. The third research was from Gusnawaty & Nurwati (2019) entitled "A Learning Model of Bahasa Indonesia as A Foreign Language Based on Local Intercultural Politeness". They found that the model was effective in overcoming the foreign learners' problems in oral interactions and improving their Indonesian language communicative competencies.…”

Section: Figure 1 Foreign Language Education Model By Byram and Esartementioning

confidence: 99%

“…All this information is important for developing a better T&LIFL program. The previous study done by Gusnawaty & Nurwati (2019) explored cultural aspects of T&LIFL but it was limited in term of local intercultural politeness. Therefore, this study intends to explore cultural aspects of T&LIFL in the broad sense.…”

Section: Figure 1 Foreign Language Education Model By Byram and Esartementioning

confidence: 99%

Culture Based Teaching and Learning for Indonesian as a Foreign Language in Yogyakarta

Zuchdi

Nurhadi

2019

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The practice of culture-based teaching and learning Indonesian as a foreign language (T&LIFL) has not been well managed and standardized. Therefore, this study attempted to investigate T&LIFL at six universities in Yogyakarta. The investigation consisted of some cultural aspects in terms of program management, learning material, learning media, teaching approaches, methods, and strategies, learning assessment, and program evaluation. The research design was a mix method design. To collect data, it used questionnaires, interviews, and observations. The data then were analysis quantitatively and qualitatively. The research results were (1) T&LIFL program management had not been culturebased, (2) T&LIFL learning material had not been entirely culture-based, (3) there were not enough learning media reflected on culture, (4) approaches, methods, and strategies had not used learning models including language learning, language awareness, cultural awareness, and cultural experience, (5) the assessment of culture-based learning had not been carried out with process assessment, but some have already packed it in cultural festivals at the end of the program, and (6) there was no evaluation on T&LIFL programs that explicitly evaluated program achievements on aspects of culture awareness, and experience.Abstrak: Praktik pengajaran dan pembelajaran bahasa Indonesia sebagai bahasa asing (PBIA) berbasis budaya belum dikelola dengan baik. Oleh karena itu, penelitian ini bertujuan untuk menggali PBIA di enam universitas di Yogyakarta. Fokus penelitian ini pada enam aspek PBIA, yaitu manajemen program, materi pembelajaran, media pembelajaran, pendekatan, metode, dan strategi pembelajaran, dan penilaian pembelajaran, serta (6) evaluasi program PBIA. Penelitian ini menggunakan metode campuran kualitatif dan kuantitatif. Pengumpulan data menggunakan angket, wawancara, dan pengamatan kemudian data dianalisis secara kualitatif dan kuantitatif. Hasil penelitian disimpulkan sebagai berikut: (1) manajemen program PBIA belum berbasis budaya, (2) materi pembelajaran PBIA belum seluruhnya berbasis budaya, (3) media pembelajaran belum banyak yang berbasis budaya, (4) pendekatan, metode, dan strategi belum menggunakan model pembelajaran yang meliputi pembelajaran bahasa, kesadaran bahasa, kesadaran budaya, dan pengalaman budaya, (5) penilaian PBIA berbasis budaya belum dilakukan dengan penilaian proses, namun sudah ada yang mengemasnya dalam festival budaya pada akhir program, dan (6) evaluasi program PBIA belum mengevaluasi capaian program pada aspek kesadaran dan pengalaman budaya Indonesia/daerah secara eksplisit. Kata kunci: pengajaran, pembelajaran, bahasa Indonesia sebagai bahasa asing, aspek budaya

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“…Teachers will be assisted in selecting and developing material of language course that is appropriate with the major styles and characteristics of the class, developing varieties and not-single learning methods, selecting activities that are suitable for students learning styles (Xu, 2011). This variation in students' ethnicities, in this case, is the tribes, according to Saddhono is actually the basis of multicultural class management method in learning (Gusnawati & Nurwati, 2018). Politzer & McGroarty of their study on investigating Asian and Hispanic students then theorize that ethnicity might have a strong influence on some effective strategies employed by students (Ghani, Khairisman, & Samad, 2016).…”

Section: Introductionmentioning

confidence: 99%

Learning Style and Language Learning Strategies of Students From Various Ethnics in Indonesia

Widharyanto

Binawan

2020

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Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.

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A Learning Model of Bahasa Indonesia as a Foreign Language Based on Local Intercultural Politeness

Cited by 24 publications

References 16 publications

Indonesian Language Assistant Program in Australian Schools: Recruitment and Selection Process

Indonesian Language Assistant Program in Australian Schools: Recruitment and Selection Process

Culture Based Teaching and Learning for Indonesian as a Foreign Language in Yogyakarta

Learning Style and Language Learning Strategies of Students From Various Ethnics in Indonesia

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