Penerapan Bahan Ajar Bahasa Indonesia bagi Penutur Asing (BIPA) “Sahabatku Indonesia” Tingkat Dasar di IAIN Surakarta

Abstract

This study aims to describe the application of basic level BIPA Sahabatku Indonesia teaching materials at IAIN Surakarta. The method used in this research is descriptive qualitative. The method is used to describe and explain the basic level of BIPA Sahabatku Indonesia teaching materials used in BIPA learning at IAIN Surakarta. This research requires direct study in the field to get optimal results. The place chosen to conduct research is at the BIPA institution in IAIN Surakarta which has a new BIPA institution for foreign students. Data sources are classified into two parts, namely informants and events. The results showed in the BIPA learning process in Surakarta IAIN the main teaching material used was Indonesian Friends of Primary and A1 in each class. The learning process of using teaching materials runs well and is structured according to the contents of the book. However, textbooks that are more appropriate to be used at PTKIN are still needed so that the learning objectives can run optimally. Special BIPA SKL is needed for PTKIN so that learning outcomes are in accordance with the right goals and have a clear handle, especially in the realm of Islamic Studies.

Kesesuaian Isi Buku Ajar BIPA “Sahabatku Indonesia” untuk Penutur Bahasa Inggris Level 1 (Conformity of BIPA Textbook Contents “Sahabatku Indonesia” for Level 1 English Speakers)

“…Penelitian Kurniasih & Isnaniah (2019) pada buku Sahabatku Indonesia tingkat dasar beserta penerapannya di IAIN Surakarta berfokus pada komponen isi. Hasil penelitian menunjukkan bahwa diperlukan buku matrikulasi prapengajaran yang sesuai dengan korpus data bahasa untuk memahami isi buku.…”

Pengembangan Bahan Ajar Keterampilan Membaca Model Graves Mahasiswa BIPA

“…Salah satu bentuk kompetensi yang perlu dimiliki seorang pengajar BIPA adalah dalam hal menyiapkan materi ajar. Dalam pembuatannya, materi ajar yang disiapkan harus menyesuaikan dengan kebutuhan belajar siswa atau mahasiswa, sebab pelajar BIPA memiliki latar belakang budaya dan bahasa yang berbeda dengan budaya dan bahasa yang akan mereka pelajari (Kurniasih, 2021).…”

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

“…Based on this law, both Indonesian citizens and foreign nationals are required to use the Indonesian language when participating in learning programs in Indonesia. This law was also reviewed to encourage the establishment of the BIPA (Bahasa Indonesia Penutur Asing/Indonesian Language for Foreign Speakers) Program (Kurniasih & Isnaniah, 2019) The BIPA program is deliberately designed in Indonesian language learning activities whose subjects are foreign learners, so that it focuses on the learners. BIPA learning is oriented towards mastering Indonesian language skills for foreigners (Kusmiatun, 2016).…”

“…In Australia, for example, Indonesian is the fourth most popular language. Kurniasih & Isnaniah (2019) explain that BIPA activities are held in tertiary institutions in the form of opening study programs, such as the BIPA master program at the Indonesian Education University.…”

“…Overseas, BIPA program has been administered in several countries. In Egypt, the program has been properly administered (Kurniasih & Isnaniah, 2019) BIPA in the context of Islamic education at PTKI institutions needs to be managed well to achieve good quality program. Management of Islamic education according to (Muhaimin & Prabowo, 2012) is a process of using resources effectively to achieve goals that are imbued with Islamic values.…”