The study outlined in this article aimed to describe teaching materials and techniques needed by foreign students in learning Bahasa Indonesia. In learning BIPA, teaching materials and learning techniques are important aspects that need to be selected and organized seriously. The characteristics and objectives of BIPA learners are the main factors that need to be considered and understood by BIPA teachers. In this case, BIPA teachers must master the pedagogical norm of BIPA learning. Understanding of pedagogical norms will lead BIPA teachers to be able to determine the materials and learning techniques in accordance with the conditions of BIPA students.

The study outlined in this article aims to describe and explain the cognitive learning strategies used by foreign students in learning the Indonesian language. The research was designed as a qualitative study. The research participants are foreign students who were learning the Indonesian language in the BIPA program. The data sources of the research were students' behaviors that indicated the cognitive strategies they adopted in learning the Indonesian language. Data were collected by interview and observation, and were analyzed by (1) identifying the data, (2) classifying and categorizing the data, (3) interpreting the data, and (4) drawing a conclusion. Findings of the research showed that in learning Indonesian language, BIPA students used various learning strategies. The cognitive learning strategies used by BIPA students in learning Indonesia ranged from applying their understanding of language structures and punctuations to strategies that drew on higher-level thinking processes. BIPA students selected and applied the learning strategies depending on the types of learning tasks they encountered. Apart from that, individual-factors and the learning environment were also influential in students' selection of learning strategies.

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Abstract:The purpose of this study is to develop assessment tools for teaching and learning process and products in listening skills grade X senior high school. The products of the assessments include interactive and manual covering the tools to assess the teaching and learning process and products which include a dialogue journal and questionnaire. This study was adapted from research and development model from Djaali and Puji Mulyono. Based on the result of the tryout, the assessment products are valid for both its content and construct validity, reliable, practical, applicable and attractive. Consequently, the result of the revision is feasible to be implemented. Keywords: assessment tools, listening skills, exposition textsAbstrak: Penelitian ini bertujuan mengembangkan dua produk, yakni alat penilaian hasil dan proses pembelajaran menyimak eksposisi kelas X SMA. Produk penilaian hasil terdiri atas dua versi, yakni interaktif dan manual yang masing-masing terdiri atas tiga paket. Produk penilaian proses berupa jurnal pembelajaran dan angket penilaian. Penelitian ini mengadaptasi model pengembangan Djaali dan Puji Mulyono. Berdasarkan hasil uji, produk memiliki validitas (isi dan konstruk), reliabilitas, kepraktisan, keterterapan, serta kemenarikan; serta setelah setelah dilakukan revisi produk dinyatakan layak untuk diimplementasikan.Kata Kunci: alat penilaian, pembelajaran menyimak eksposisi.Penilaian pembelajaran menyimak pada mata pelajaran bahasa Indonesa di SMA dilaksanakan berdasarkan kurikulum yang sedang berlaku, yakni Kurikulum 2013. Demikian pula dalam penelitian ini, pengembangan produk yang berupa alat penilaian hasil dan proses pembelajaran menyimak eksposisi kelas X SMA juga dilakukan berdasarkan Kurikulum 2013. Dengan kata lain, alat penilaian dikembangkan berdasarkan kompetensi dasar dalam kurikulum meskipun kurikulum ini masih terus mengalami penyempurnaan. Pembelajaran menyimak dan penilaiannya masih belum diposisikan secara jelas dalam pembelajaran. Hal ini disebabkan oleh dua hal. Pernyataan atau rumusan kompetensi ini (KI) kedua, yakni "Memahami struktur dan kaidah teks anekdot, eksposisi, laporan hasil

This study aims to analyze the representation of character education in the novel Si Jamin and Si Johan by Merari Siregar based on Thomas Lickona's theory of character education and the relevance of character education to learning Indonesian Language in high school. This study uses a qualitative approach and applies the content analysis method by Krippendorff. Data collection techniques in this study used reading and note-taking techniques. Data analysis of this study using Krippendorff content analysis method. The results showed that (1) the representation of character education values in the form of honesty, compassion, courage, compassion, self-control, cooperation, and hard work from the novel Si Jamin and Si Johan by Merari Siregar, characters that don't appear in the whole story are cooperative characters and (2) found the relevance between character values in the novel with the implementation of KD 3.11 and 4.11 Indonesian Language learning in class XI high school. Keywords: character education; novel; Thomas Lickona Abstrak: Penelitian ini bertujuan untuk menganalisis representasi pendidikan karakter dalam novel Si Jamin dan Si Johan karya Merari Siregar berdasarkan teori pendidikan karakter milik Thomas Lickona serta relevansi pendidikan karakter dengan pembelajaran bahasa Indonesia di Sekolah Menengah Atas. Penelitian ini menggunakan pendekatan kualitatif dan menerapkan metode analisis isi oleh Krip­pendorff. Metode analisis isi digunakan untuk menganalisis karya sastra meliputi nilai-nilai karakter apa saja yang terdapat dalam novel Si Jamin dan Si Johan karya Merari Siregar. Teknik pengumpulan data pada penelitian ini menggunakan teknik membaca dan mencatat. Analisis data penelitian ini menggunakan metode analisis isi Krippendorff. Hasil penelitian menunjukkan adanya (1) represent­tasi nilai pendidikan karakter berupa kejujuran, belas kasih, kegagahberanian, kasih sayang, kontrol diri, kerja sama, dan kerja keras dari dalam novel Si Jamin dan Si Johan karya Merari Siregar, karakter yang tidak nampak dalam keseluruhan cerita adalah karakter kerja sama, serta (2) ditemukan relevansi antara nilai karakter dalam novel dengan pelaksanaan pembelajaran KD 3.11 dan 4.11 bahasa Indonesia kelas XI Sekolah Menengah Atas. Kata kunci: pendidikan karakter; novel; Thomas Lickona