Remote Learning Implemented by Bipa Teachers During Covid-19 Pandemic

Abstract

This research aimed to describe how BIPA teachers implemented remote learning process, identify the problems encountered during COVID-19 pandemic, and explore how Indonesian cultural elements were introduced to students of primary and secondary schools. This research applied a case study design involving eight BIPA teachers in Victoria, Australia as participants. The data were collected through survey questionnaire, virtual interviews, and document analysis. The research data were analysed by making data categories regarding the implementation of remote learning, identification of its problems, and the introduction of Indonesian cultures to students. Interpretation of research findings was done by using relevant theoretical framework. The research findings indicated that the BIPA teachers implemented the remote learning through providing a learning model, listening to students’ individual reading practices, doing a discussion with the students, and implementing simple practices on the selected materials. One of the problems encountered was about students’ motivation. The elements of Indonesian cultures were introduced through identifying its types, describing the identified types of cultures, and writing short essays on the selected cultural topics.

The Future of BIPA Teachers

“…These materials need to be well prepared by candidates of BIPA teachers and the provision of BIPA materials needs to be done during the pre-departure training program. Due to the lessons learned from the COVID-19 pandemic, candidates of BIPA teachers need to be trained on how to teach BIPA using relevant technology through the implementation of online learning using various teaching platforms (Hardini, Setyarini, & Harto, 2021). There were some interesting cases found in the teaching of BIPA experienced by the BIPA teachers in Victorian schools.…”

“…Cooking activities were formerly known as popular topics among students when they were attending BIPA (Hardini, Setyarini, & Harto, 2020b;Hardini, Setyarini, & Harto, 2021), however, in some particular schools the cooking activities could not be implemented due to some safety reasons. However, there were some other activities substituting the cooking activities considered interesting by some students, among others, were playing drama and practicing dances.…”

“…The cooking activities were still implemented in some other schools, particularly in primary school level. However, due to the COVID-19 pandemic, the cooking activities were changed with the other ways of introducing Indonesian food to Victorian students through making some artificial foods made of paper, like origami in Japanese and through videos (Hardini, Setyarini, & Harto, 2021). In this particular time, through an interview via Zoom Meetings (ZMs), BIPA teacher-2 (BiT-2) shared experiences in making a "tumpeng", a ceremonial dish of yellow rice served in a cone shape (KBBI, 2016), made of paper which was considered to be another interesting activity for primary school students.…”

“…The introduction of Indonesian arts and cultures to the BIPA learners is a part of the teaching of Indonesian language which cannot be separated from its arts and cultures since cultures are "society's map of reality" (Valentine & Matsumoto, 2001). The Indonesian arts and cultures that should be owned by the candidates of the BIPA teachers were not only intended for performance purposes, but also for students' knowledge of the Indonesian arts and cultures which were very rich viewed from one specific culture to another (Hardini, Setyarini, & Harto, 2021).…”

Readiness, acceptance, and social presence in full online learning

“…Various studies have reported the eff ectiveness of using IT in improving the quality of learning. Interestingly, due to the Covid-19 pandemic, IT mediation has become immensely dominant, as it completely replaces the full time face-to-face classroom meetings (Hardini, Setyarini, & Harto, 2021;Sagala, Hasibuan, & Suharianto, 2021;Siswanto, Kartanegara, & Chuan, 2021). Nevertheless, online learning remains a diff erent concept from the IT-integrated approach aimed to optimize learning.…”