Bipa

This article aims to implement Processability Theory (PT) to Bahasa Indonesia or Indonesian language and to identify developmental stages for question formation in the setting of Bahasa Indonesia as a second language (ISL). PT provides a theoretical framework in making predictions about the course of language development, in this case the question formation acquisition. This study proposes developmental stages of question formation in ISL setting by contrasting the lexical functional grammar of Indonesian question as compared to ESL question formation. Four stages of ISL question formation were proposed. The proposed stages serve as the basis for data analysis and to show its plausibility.

This opinion paper is about teaching a character BIPA (Indonesian for Non-Native Speakers). Teaching the character Indonesian language should be directed, the writer argues, to politeness (distant language) and camaraderie (close language), the two varieties of language use in every diglossic speech situation. The writer's arguments are, among others, that distant Indonesian language is formal, indirect, and non-literal, and that close Indonesian language is informal, direct, and literal. Distant language is spoken to hearers with power factor, while close language is spoken to hearers with solidarity factor. This tendency elaborates pragmatic viewpoints and types of hearer elaborated by and advocated by Jumanto . Examples in the Indonesian language are given to support the everyday-use-of-Indonesian-language arguments.

This opinionated research article is about politeness and impoliteness in verbal interactions within Indonesian interpersonal context. Accounts on politeness, camaraderie, distant language, close language, code-switching, and code-mixing are elaborated to come to the concept of impoliteness, i.e. rude situations and awkward situations. The interpersonal context here partly elaborates the types of hearer in the aspects of power and solidarity in Brown and Gilman’s theory (1968), the hearers of which are divided into superiors and close people in this article. Elements of both the Indonesian distant and close languages are presented, and how rude situations and awkward situations happen due to incompetence or ignorance of the two variants is illustrated. Illustrations of the Indonesian two variants and code-mixing of the two are given to highlight the rude and awkward situations. All this worldview on the teaching of Indonesian to non-native-speakers, i.e. pondering a global BIPA, sho...

This opinionated research article is about politeness and impoliteness in verbal interactions within Indonesian interpersonal context. Accounts on politeness, camaraderie, distant language, close language, code-switching, and code-mixing are elaborated to come to the concept of impoliteness, i.e. rude situations and awkward situations. The interpersonal context here partly elaborates the types of hearer in the aspects of power and solidarity in Brown and Gilman's theory (1968), the hearers of which are divided into superiors and close people in this article. Elements of both the Indonesian distant and close languages are presented, and how rude situations and awkward situations happen due to incompetence or ignorance of the two variants is illustrated. Illustrations of the Indonesian two variants and code-mixing of the two are given to highlight the rude and awkward situations. All this worldview on the teaching of Indonesian to non-native-speakers, i.e. pondering a global BIPA, should be regarded as efforts to develop as well as to market the Indonesian language to the global societies.

This study shows that the existence of culture in Indonesian language learning for foreign speakers (BIPA) has an important role. In addition to being used to enrich teaching materials in BIPA learning, cultural content is able to introduce Indonesian cultural identity to the international realm, both locally and nationally. Cultural content in BIPA learning is also one of the strategic steps that can be applied as a strategy to face MEA. Through cultural-based BIPA learning, it is expected that foreign students who learn Indonesian will be closer and know about multiculturalism in Indonesia. This research was conducted at State Universities in Surakarta City, namely UNS and IAIN. Data collection techniques are carried out in three ways, namely (1) Observation, (2) document analysis, and (3) interview. The data validity technique in this study is triangulation technique. Meanwhile, the studies discussed in the study were about the implementation of culture-based Indonesian language learning carried out at state universities holding the BIPA program in Surakarta and several relevant literature studies. © IJERE. All rights reserved

It has been a common trend that BIPA learners would rather concern their speaking skill than writing skill in mastering Indonesian language. As a complex skill, writing in Indonesian become the hardest subject which learner is not really interested in while it has an important roles in communicating. In this case, Communicative Language Teaching (CLT) was applied to one of the BIPA's learner from Korea who was in C1 level in writing lesson. A-B-A design in single subject research was used to evaluate the change behaviour of learner in writing through three conditions: baseline-1 (A-1) as the pretreatment condition, intervention (B) or the treatment condition, and baseline-2 (A-2) as the last conditions to evaluate learner's behaviour after the intervention. Four measures were taken before the intervention and another four after the intervention. The first data collected was CLT class observation during intervention in writing an article, using techniques such as gapped passage, dictogloss, making summary, discussion, information gap, and role plays which were combined with the audio and audiovisual media, pictures, and the sample of article text itself. The others data were the finding mistakes in learner's texts, and learner's ability in writing an article text. The results had showed that in learning activities learner became more communicative in speaking yet a little less enthusiastic in writing. As for the common mistakes in his texts were found around syntax, morpheme, and organizational of text. However, learner showed progress in writing through his achievement in three conditions (A-1, B, and A-2): 53,69; 77,27; and 88,06. By this achievement, Communicative Language Teaching was proven as an effective method in improving a BIPA learner's writing. However, the results of this research cannot be generalized since what has occurred to the subject of this research may not appear the same way to others subject.

Written language errors can occur in BIPA learning due to several factors: students’ low grammar mastery, lack of understanding in word meaning, lack of competence in sentence forming linguistic units in Indonesian language, and influence of mother-tongue/native language in the use of Indonesian language. This research aims to describe the form of diction error, affixation, punctuation, and sentence structure in sentences written by BIPA level 2B students in Wisma Bahasa Yogyakarta. Based on 224 sentences on the questionnaire, there are 50 sentences with 80 language errors made by students. The most common language error is the use of particles in the aspect of diction, comprising 61.25%. Diction error include errors in verbs, nouns, adjectives, adverbs, numerals, particles, and clitics. In affixation section, the errors consist of 6.25% of the total errors, including prefix, suffix, and confix. Punctuation error occurs 20%, include errors in dot and comma use. Sentence structure errors cover as much as 12.5%, including subjects, predicates, and adverbs. The present study is expected to be beneficial to enrich the learners’ knowledge of morphology and syntax in BIPA learning level 2B in Wisma Bahasa Yogyakarta or at another BIPA institution. Furthermore, BIPA teachers can also take into account learning materials that potentially contain possible language errors to anticipate more language errors and sentence ineffectiveness.

This study aimed to describe the use of speech acts in the form of locutionary acts, illocutionary acts, perlocutionary acts, and expressive speech acts used by foreign learners in the learning process of Indonesian Language for Foreigners (BIPA). This research used descriptive qualitative method. The subject of this research was a Polish student who had been joining Darmasiswa Program at UPT Bahasa, Universitas Sebelas Maret. The technique of collecting data was by using free-listening-participating-speaking (SBLC). The technique of analyzing data was by using the interactive model. The interactive model used in this research was the extralingual interactive model. The results showed that there were types of locutionary acts, illocutionary acts, perlocutionary acts, and functions of expressive speech acts consisting of Abstrak Penelitian ini bertujuan untuk mendeskripsikan penggunaan tindak tutur berupa tindak tutur lokusi, ilokusi, perlokusi, dan tuturan ekspresif yang digunakan pemelajar asing dalam proses pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA). Metode yang digunakan adalah deskriptif kualitatif. Subjek dalam penelitian ini adalah mahasiswa asing asal Polandia yang sedang mengikuti program Darmasiswa di UPT Bahasa Universitas Sebelas Maret. Teknik pengumpulan data adalah teknik perekaman dengan metode simak bebas libat cakap (SBLC). Analisis data menggunakan metode padan ekstralingual. Hasil penelitian menunjukkan bahwa terdapat jenis-jenis tindak tutur lokusi, ilokusi, perlokusi dan fungsi tuturan ekspresifnya yang terdiri dari tuturan ekspresif mengucapkan selamat, terima kasih, mengkritik, mengeluh, memuji, meminta maaf, menawarkan, serta memotivasi. Kata Kunci/frase: tindak tutur, tuturan ekspresif, BIPA

Abstrak Penggunaan model tutorial tersistem dalam pembelajaran bahasa Indonesia bagi penutur asing (BIPA) merupakan suatu gagasan dalam menjawab kesulitan pengajar dalam pelaksanaan kegiatan belajar mengajar khususnya di Uzbekistan. Pembelajaran BIPA model tutorial tersistem merupakan salah satu bentuk pembelajaran BIPA yang memiliki karakteristik tersendiri. Kekhususannya terutama pada prinsip dasar, implementasi, dan pemanfaatan teknologi informasi serta komunikasi. Model tutorial tersistem mengedepankan peran tutor dan penciptaan kondisi belajar secara tutorial baik di dalam kelas maupun kegiatan di luar kelas. Selain itu, sistem pembelajaran dengan pemanfaatan teknologi informasi dan komunikasi sangat membantu dalam pencapaian hasil belajar. Melalui artikel ini, dapat dipaparkan gambaran umum pelaksanaan pembelajaran BIPA model tutorial tersistem di Uzbekistan. Dari hasil penelitian, dapat disimpulkan model tutorial tersistem berbantuan ICT sangat efektif dan layak digunakan dalam pembelajaran BIPA. Kata kunci : model tutorial tersistem, pembelajaran, BIPA A. Pendahuluan Pada hakikatnya belajar bahasa adalah belajar berkomunikasi. Oleh karena itu, pembelajaran bahasa Indonesia khususnya bagi penutur asing (BIPA) diarahkan untuk meningkatkan kemampuan pembelajar dalam berkomunikasi dengan bahasa Indonesia, baik secara lisan maupun tertulis. Prinsip tujuan akhir pengajaran BIPA yaitu agar pembelajar terampil berbahasa Indonesia. Terampil berbahasa berarti terampil menyimak, berbicara, membaca, dan menulis. Keempat keterampilan berbahasa tersebut tidak bisa dipisahkan. Dari berbagai permasalahan tentang program BIPA, perihal instruksional merupakan isu yang perlu mendapatkan perhatian dan penanganan tersendiri. Pembelajaran dikatakan berhasil jika tujuannya tercapai. Persoalan pembelajaran memang memiliki peran cukup esensial dan strategis dalam program BIPA. Peranan pembelajaran terutama terkait dengan

This study aimed to describe the use of speech acts in the form of locutionary acts, illocutionary acts, perlocutionary acts, and expressive speech acts used by foreign learners in the learning process of Indonesian Language for Foreigners (BIPA). This research used descriptive qualitative method. The subject of this research was a Polish student who had been joining Darmasiswa Program at UPT Bahasa, Universitas Sebelas Maret. The technique of collecting data was by using freelistening-participating-speaking (SBLC). The technique of analyzing data was by using the interactive model. The interactive model used in this research was the extralingual interactive model. The results showed that there were types of locutionary acts, illocutionary acts, perlocutionary acts, and functions of expressive speech acts consisting of congratulating, expressing gratitude, criticizing, complaining, giving compliment, apologizing, offering and motivating.

This opinionated research article is about politeness and impoliteness in verbal interactions within Indonesian interpersonal context. Accounts on politeness, camaraderie, distant language, close language, code-switching, and code-mixing are elaborated to come to the concept of impoliteness, i.e. rude situations and awkward situations. The interpersonal context here partly elaborates the types of hearer in the aspects of power and solidarity in Brown and Gilman's theory (1968), the hearers of which are divided into superiors and close people in this article. Elements of both the Indonesian distant and close languages are presented, and how rude situations and awkward situations happen due to incompetence or ignorance of the two variants is illustrated. Illustrations of the Indonesian two variants and code-mixing of the two are given to highlight the rude and awkward situations. All this worldview on the teaching of Indonesian to non-native-speakers, i.e. pondering a global BIPA,...