Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand

Abstract

This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R & D) related to curriculum, instructors, institutions, students, teaching materials, and methods.

How international students can well understand adapted online collaboration project The case of BIPA learners

“…With this agency, APPBIPA Indonesia assumes a pivotal role in advancing and promoting the pedagogy of Indonesian language instruction to foreign learners. APPBIPA offers an array of resources, support, and educational programs to instructors, both within Indonesia and abroad, thereby contributing to the worldwide expansion of BIPA as a recognized discipline (Isnaniah & Islahuddin, 2020). Their initiatives encompass the development of innovative teaching materials, cultivating partnerships with international educational institutions, and providing guidance to educators on effective pedagogical methodologies (Hardini et al, 2008).…”

Cultural Literacy in Indonesian Language Learning for Foreign Speakers (BIPA): Overcoming Barriers and Fostering Language Proficiency with Cross-Cultural Understanding Issues

“…In Indonesia, English has gained significant popularity among the younger generation, even though it is not their native language (Rachman et al, 2019). As a result, the younger generation has achieved higher English language skills in their daily activities, surpassing their skills in Indonesian vocabulary (Isnaniah & Islahuddin, 2020). These factors may lead certain individuals or their guardians in Indonesia to overlook the importance of diligently making academic efforts in Indonesian.…”

Management of Islamic Education on Indonesian Language Learning for Foreign Speaker Program

“…(3) will work in Indonesia; (4) will research problems regarding the Indonesian language; and (5) plan to stay in Indonesia for a long time. Other studies conducted by (Isnaniah & Islahuddin, 2020;Saddhono, 2012) explain that students who speak foreign languages are required to master Indonesian as their second language so that it is easier to communicate, especially in the learning process and completing academic assignments on campus.…”

“…Another research by Zulfahmi (2016) focused on BIPA learning related to the tutorial learning model. Isnaniah & Islahuddin (2020) conducted research at PTKI institutions and BIPA program in Thailand. The results of the research show that BIPA program at PTKI and BIPA program in Thailand have collaborated in improving the management of the BIPA program.…”