Pengembangan Desain Pembelajaran Bipa Darmasiswa Pada Pembelajar Tingkat Mahir Rendah

Abstract

The Indonesian learning design of Indonesian for Speakers of Other Language (ISOL) has unique characteristics. This depends on the level of the learner's initial language abilities, age, national origin, learning style, learning goals, and educational background of the learner. One learning design that has its own characteristics is that at a advanced low level it has different characteristics from learners at the level below. Characteristics of advanced low level learners already have sufficiently established language skills. To be able to improve their abilities, teachers must be able to design learning that can develop their Indonesian language skills like native speakers. This research was conducted in the Darmasiswa class at Malang Islamic University in 2019/2020. The learning design used is the ASSURE model, which is a learning design using an approach to classroom orientation.

The Needs of Beginning Thai BIPA Learners on Indonesian Cultural Content

“…The characteristics of nonfiction texts that present data and information are seen as more helpful for learners to learn BIPA. Learning materials according to the field of study pursued by BIPA learners make it easier for them to focus on learning BIPA (Laksono, 2020). The character of factual nonfiction texts with the use of standard language that uses denotative meanings is relatively easier to understand than fictional texts.…”

“…BIPA learning has a different character from Indonesian learning in general, which is intended for Indonesian learners. The specificity of BIPA learning is determined by various internal and external aspects of learners (Fatahillah, 2020;Laksono, 2020;Suciyatmi et al, 2023). The internal aspects of BIPA learners include the level of learner ability, learning goals and interests, and differences in learning motivation in Indonesian.…”

“…The level of learning ability of BIPA learners is one of the strategic aspects of learning BIPA. The higher the level of language competence of BIPA learners, the higher and more complex the level of preparation, material, and learning design that must be designed by BIPA teachers (Laksono, 2020;Laksono & Ismiatun, 2023). This challenge is linear with the mastery that BIPA teachers have in preparing material that is in line with the level of competence of BIPA learners.…”