HOTs-based Needs Analysis of the Indonesian Language Assistants in Victoria, Australia

Hardini, Tri Indri; Setyarini, Sri; Harto, Sri

doi:10.2991/assehr.k.201215.116

Cited by 2 publications

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“…Second, teachers might make use of InTI (Information and Technology) program. Third, teachers help increase students' higher-order thinking skills (HOTS) in their learning [51]. Fourth, the Indonesian government actively participates in supporting the success of BIPA program in Australia.…”

Section: Fig 2 Learning Domainsmentioning

confidence: 99%

The Digitalization of Indonesian Language Teaching at Senior High Schools in Australia

Nugraheni,

Chasanah,

Abroto

et al. 2023

Proceedings of the 2nd International Conference of Humanities and Social Science, ICHSS 2022, 17 December 2022, Surakarta, Cent

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Indonesian language is among the most studied languages abroad. There are differences regarding the regulation, facilities, and learning design on the teaching of Indonesian language in domestic and foreign settings. This research aimed to identify the teaching of Indonesian language at senior high schools in Australia from a digital perspective. It implemented a qualitative survey research method. The interviewees were the Indonesian language teachers at a senior high school in Australia, i.e., Victorian School of Languages. Due to the limited respondents, time and distance, the samples were chosen using snowball sampling technique. The data were obtained from questionnaire shared on Google Form filled out by two Indonesian language teachers at a senior high school in Victoria, Australia, and structural observation on the available digital platform. The data gained from observation, interview, and document were analyzed using data triangulation. The findings revealed that the teaching of Indonesian language at Australian senior high schools makes use of technology implementation, i.e., in the form of distance and blended learning in line to Australian education regulation. Other than teaching the language, the teachers also introduce the culture to create a strong bond between the students and the Indonesian culture. It is understood that the integration of Indonesian culture through technology in the teaching of Indonesian language can help increase the number of students interested to study the language at Australian senior high schools.

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Section: Fig 2 Learning Domainsmentioning

confidence: 99%

The Digitalization of Indonesian Language Teaching at Senior High Schools in Australia

Nugraheni,

Chasanah,

Abroto

et al. 2023

Proceedings of the 2nd International Conference of Humanities and Social Science, ICHSS 2022, 17 December 2022, Surakarta, Cent

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“…Various BIPA teaching experiences were provided by the team of teachers who had successfully done their duties to be Indonesian language assistants in various Victorian schools, Australia (Hardini, Setyarini, & Harto, 2019a;Hardini, Setyarini, & Harto, 2020a;Hardini, Setyarini, & Harto, 2020b). These can be used as empirical inputs for the formulation of BIPA teaching model for the implementation of BIPA teaching overseas, not only in Australia but also in other countries in the world.…”

Section: Introductionmentioning

confidence: 99%

The Future of BIPA Teachers

Hardini¹,

Setyarini²,

Harto³

2021

Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)

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This study aims to explore the future of BIPA (Bahasa Indonesia bagi Penutur Asing, 'Indonesian language for foreign speakers') teachers particularly viewed from in-country selection process and professional development. This qualitative case study involved eight BIPA teachers who attended the selection process and successfully became candidates of the BIPA teachers in 2019. The eight selected candidates were then assigned to work as BIPA teachers in different primary and secondary schools in Victoria, Australia in 2020. Data of this research were collected through online survey questionnaires, in-depth interviews via Zoom Meetings, and BIPA teachers' related documents. The online survey questionnaires were administered to seek some information with regard to the in-country selection process and professional development before they departed to Australia. In-depth interviews through Zoom Meetings were applied during their employment in Australia to explore their teaching experiences and their day-to-day engagement with local teachers and students. BIPA teachers' related documents were identified to see the importance of the incountry selection process and professional development for their employment overseas. Results indicated that the selection process should be directed to explore not only theories of BIPA teaching and cultural knowledge but also practical experiences in particular teaching contexts and in various cultural performances. In addition, professional development should also be based on needs analysis derived from the country of destination through compiling the BIPA teachers' experiences found during their overseas employment. A well organized in-country selection process and professional development will be a good future model for the BIPA teachers to work overseas.

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HOTs-based Needs Analysis of the Indonesian Language Assistants in Victoria, Australia

Cited by 2 publications

References 0 publications

The Digitalization of Indonesian Language Teaching at Senior High Schools in Australia

The Digitalization of Indonesian Language Teaching at Senior High Schools in Australia

The Future of BIPA Teachers

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