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

Abstract

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...

An Eclectic Approach in Syllabus Design: A Preliminary Study of One-to-One Teaching Indonesian for Speakers of Other Languages

“…As revealed by Aguskin and Maryani (2018), the development of the quality of BIPA class has a great importance especially for international students in universities. Similarly, the management of BIPA needs more attention and investigation (Saddhono, 2016 cited by Hardini et al, 2019). Almost with the similar idea, Muliastuti (2017 in Inderasari & Oktavia, 2019) stated that the development of curriculum is one of strategies in improving the quality of BIPA instruction.…”

“…As one of lesson preparation, syllabus plays an important to navigate and give direction of the language course program. As a consequence, formulation clear curriculum and syllabus can be a solution to attain the professional BIPA program (Hardini et al, 2019). BIPA practitioners and instructors are responsible to plan and prepare their courses.…”

“…Likewise, Inderasari & Oktavia (2019) reported that BIPA teachers in IAIN Surakarta are assigned to design syllabus and lesson plan as a guidelines of the course. Moreover, the development of teaching materials need to consider the needs (Hardini et al, 2019;Ramadhani, Hs, & Harsiati, 2016). Similar to develop teaching materials, designing syllabus for language course program should be based on the learner and learning needs.…”

“…The government of the Republic of Indonesia has allocated 45 prominent universities to open TISOL program called Darmasiswa (Muliastuti, 2016cited in Hardini, Setyarini, & Harto, 2019. In addition, Azizah, Widodo and Lestari (2012 cited in Hardini et al, 2019) wrote that Indonesian course programs have been opened in 46 countries either at universities or embassies and consulates of Republic of Indonesia in some countries. In Thailand, eight universities, including Neresuan Universty, Chulalongkorn University, Mae Fah Luang University, and Ciangmai University, have provided Indonesian language services, and it has been one of the most preferred subject (Tiawati, 2016).…”

Foreign Learners’ Perception, Satisfaction, and Learning Outcome in Learning Indonesian Language

“…In addition, during the implementation of experiential-tutorial learning, it was deemed necessary to understand students' needs. Information concerning it is obtained through needs analysis (Hardini, Setyarini, & Harto, 2019). Lam (2015) reported that understanding the information on learners' needs as necessary.…”