Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA)
The scope of this journal encompasses enhancement of BIPA teaching methods, BIPA (Indonesian as a Foreign Language/IFL) learning outcomes, development of BIPA (IFL) teaching materials, curriculum of BIPA (IFL), and studies on Indonesian language internationalization policies.
Articles
56 Documents
<![CDATA[Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
<![CDATA[belakang, cover]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Volume 1, Nomor 1 (2019) Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan Bahasa dan Perbukuan ]]>
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<![CDATA[Potensi pengembangan bahasa Indonesia menjadi bahasa internasional ]]>
<![CDATA[Handoko, Muawal Panji]]>;
<![CDATA[Fahmi, Royan Nur]]>;
<![CDATA[Kurniawan, Ferry Yun]]>;
<![CDATA[Artating, Hardina]]>;
<![CDATA[Sinaga, Meili S.]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Volume 1, Nomor 1 (2019) Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan Bahasa dan Perbukuan ]]>
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<![CDATA[Research on development potential of language Indonesia became the international language through teaching, this BIPA exposed about the average amount of students and his enthusiasm in the 23 country targets. We intend it to find out which countries have a great interest in this amount of students seen from the BIPA to be adjusted to the number of teachers who will be sent to the target country. The existence of the average amount of students can also known to target countries with a population of students which is so that the future can be PPSDK to restrict the policy directions of teachers who will be sent to these countries as the form of effectiveness and efficiency. Results of the study showed that Thailand, Myanmar, New Guinea, Australia, and East Timor is five countries with the potential and the average highest BIPA students.]]>
<![CDATA[Penggunaan buku komik “bahasa Indonesia bagi penutur asing (BIPA) 1” dan pengaruhnya terhadap hasil belajar peserta BIPA ]]>
<![CDATA[Ramliyana, Randi]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Volume 1, Nomor 1 (2019) Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan Bahasa dan Perbukuan ]]>
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<![CDATA[Indonesian Language Learning for Foreign Speakers (BIPA) is interesting because Indonesian language becomes the second language learning for BIPA participants. Many obstacles are happened during learning BIPA, one of communication problem between teacher and participant. Communication problem in delivering material BIPA class can overcome with visual language. Visual language will be made in the form of comics as and teach BIPA. Comics as a medium of learning has long been applied to give a positive impact during the learning process Comic media in addition to fun, also always linked can increase interest in reading, and develop vocabulary in the language used comic As a first step to arouse interest in reading especially those who do not like reading In addition to comics also improve all other language skills, such as talking and listening. Comics is able to package all learners with a fun language skills. So, comics have a close related with language learning, because it is always associated with improving language skills therefore, research aims to design the book in the form of comic on learning BIPA language. Researchers hope this research will be useful for the world of language education, especially BIPA, in Indonesia and provide new solutions by using comics as a fun learning media and able to increase interest and motivation to learn BIPA participants]]>
<![CDATA[Pemetaan situasi dan kondisi kebahasaan dalam mendukung keberhasilan program BIPA di Timor Leste ]]>
<![CDATA[Amanat, Tri]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Volume 1, Nomor 1 (2019) Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan Bahasa dan Perbukuan ]]>
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<![CDATA[One step to improve the function of Indonesian language into an international language is done through the development of Indonesian language teaching programs for foreigners (BIPA) in various friendly countries, including Timor Leste. Until now Timor Leste is one of the countries with the most requests for sending BIPA teachers. Therefore certain steps are needed to support the success of this program, one of which is by conducting a study related to the situation and conditions of the language. This study aims to; Describe the situation and conditions of language that exists in Timor Leste both in the realm of government policy and the real conditions that exist in society. Mapping the potential and barriers to the development of Indonesian in East Timor. This study uses qualitative methods. Data acquisition is done through document analysis, field observations, and interviews. The results of the study indicate that East Timor is a multilingual community. In macro terms, there are several regulations that can support the development of BIPA, however, there are also some that can hamper. In micro terms, Indonesian is still considered familiar by certain groups but in general, the younger generation of Timor Leste (especially those born after independence) have many who do not understand/know bahasa Indonesian.]]>
<![CDATA[Hambatan dalam upaya pengembangan BIPA di luar negeri ]]>
<![CDATA[Nastiti, Ayu Dwi]]>;
<![CDATA[Datil, Lale Li]]>;
<![CDATA[Sukma, Bayu Permana]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Volume 1, Nomor 1 (2019) Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan Bahasa dan Perbukuan ]]>
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<![CDATA[Law Number 24 Year 2009 gives a mandate to National Agency of Language Cultivation and Development, Ministry of Education and Culture through the Centre for Language Strategy and Diplomacy Development to increase function of Indonesian language as an international language. Themandateisthenrealizedbythe Centre by launching a program deploying Indonesian language teachers to 23 countries. As part of its evaluation, this research aims to identify obstacles in developing Indonesian as a Foreign Language (IFL) abroad particularly during the program from 2015 to 2017. This research used a descriptive qualitative method through document analysis.The data wereobtainedfrom95 assignment reports by the Indonesian as a Foreign Language (IFL) teachers assigned by the Centre for Language Strategy and Diplomacy Development. The results show that there are eight aspects of obstacles found. The aspects are learning standard, students, teachers, infrastructures, institutions, environments, administration abroad, and inter-agency coordination.]]>
<![CDATA[cover depan ]]>
<![CDATA[depan, cover]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Volume 1, Nomor 1 (2019) Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan Bahasa dan Perbukuan ]]>
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<![CDATA[Pelaksanaan Program BIPA dan Hasil Pembelajarannya ]]>
<![CDATA[Kurniawan, Kurniawan]]>;
<![CDATA[Puspitasari, Devi Ambarwati]]>;
<![CDATA[Batubara, Didiek Hardadi]]>;
<![CDATA[Hernina, Hernina]]>;
<![CDATA[Larasati, Larasati]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Volume 1, Nomor 1 (2019) Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan Bahasa dan Perbukuan ]]>
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<![CDATA[The present study identified the learning outcomes of the program of Indonesian for foreigners (BIPA—Bahasa Indonesia untuk Penutur Asing) and the suitability between student learning outcomes and teaching materials of BIPA. The learning process of BIPA was conducted to improve four language competencies including listening, speaking, reading, and writing. Based on the 2016 and 2017 BIPA teaching reports, thirteen teachers assigned to teach BIPA to Thailand, Vietnam, Myanmar, France, and Russia were successfully able to improve the four language competencies of the students. Meanwhile, the suitability between student learning outcomes and teaching materials of BIPA indicated that: 1) sixty seven BIPA teachers were considered good at adjusting the learning to the teaching materials, 2) four BIPA teachers were rated fair in adjusting the learning to the teaching materials, and 3) ten BIPA teachers were considered poor in adjusting the learning to the teaching materials]]>
<![CDATA[Analisis Penggunaan Tata Bahasa Indonesia dalam Penulisan Ragam Kalimat: Studi Kasus Pemelajar Kelas 11 SMA Cristal Dili ]]>
<![CDATA[Yutriani Andhika]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 2 (2019): Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan dan Pembinaan Bahasa ]]>
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DOI: 10.26499/jbipa.v1i2.1848
<![CDATA[ Writing a variety of sentences in Bahasa Indonesia must be following Indonesian grammar rules. The purpose of this writing is to describe the simple Indonesian grammar, as well as to see its implementation on the teaching of class 11 BIPA in Cristal Dili High School. Analysis of the use of Indonesian grammar in writing a variety of sentences is done by a qualitative descriptive method. As a tool to describe Indonesian grammar used in Indonesian grammar according to the rules of the grammar of Bahasa Indonesia, enhanced spelling, and dictionary of the Indonesian language. The Indonesian standard of writing sentences includes proper word selection, effective sentence, punctuation usage, and capitalization. The results showed that the infirmity of writing sentences using Bahasa Indonesia was the fault of ineffective punctuation, diction, and sentences. ]]>
<![CDATA[Hambatan dalam upaya pengembangan BIPA di luar negeri ]]>
<![CDATA[Ayu Dwi Nastiti]]>;
<![CDATA[Lale Li Datil]]>;
<![CDATA[Bayu Permana Sukma]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 1 (2019): Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan dan Pembinaan Bahasa ]]>
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DOI: 10.26499/jbipa.v1i1.1723
<![CDATA[Law Number 24 Year 2009 gives a mandate to National Agency of Language Cultivation and Development, Ministry of Education and Culture through the Centre for Language Strategy and Diplomacy Development to increase function of Indonesian language as an international language. The mandate is then realized by the Centre by launching a program deploying Indonesian language teachers to 23 countries. As part of its evaluation, this research aims to identify obstacles in developing Indonesian as a Foreign Language (IFL) abroad particularly during the program from 2015 to 2017. This research used a descriptive qualitative method through document analysis. The data were obtained from 95 assignment reports by the Indonesian as a Foreign Language (IFL) teachers assigned by the Centre for Language Strategy and Diplomacy Development. The results show that there are eight aspects of obstacles found. The aspects are learning standard, students, teachers, infrastructures, institutions, environments, administration abroad, and inter-agency coordination.]]>
<![CDATA[Evaluasi laporan pelaksanaan tugas tenaga pengajar BIPA wilayah ASEAN 2 masa tugas 2015-2018 ]]>
<![CDATA[indah okitasari]]>
<![CDATA[ Jurnal Bahasa Indonesia bagi Penutur Asing Vol 1, No 2 (2019): Jurnal Bahasa Indonesia bagi Penutur Asing ]]>
Publisher : <![CDATA[Badan Pengembangan dan Pembinaan Bahasa ]]>
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DOI: 10.26499/jbipa.v1i2.1874
<![CDATA[BIPA program is a program designed for foreigners to study the Indonesian language as well as the Indonesian culture. This study attempts to analyze the quality of the final report of BIPA teachers from 20152018 in ASEAN 2 (Timor Leste, Vietnam, and the Philippines). The author uses a descriptive qualitative research method to evaluate the 23 final reports of BIPA teachers based on the checklists. The instruments were adapted from the theories and the guidelines of BIPA reports made by PPSDk. The results of the study indicate that the quality of the teachers’ reports is already good, however, the reporting guidelines for the implementation of the BIPA teaching workforce need to be refined by adding the intercultural understanding concepts included in the report introduction section. Besides, to provide a good service, PPSDK should give an intercultural understanding for the teachers in special training. It is expected that this study will be significant to the field of intercultural communication and education in Indonesia.]]>
