<i>BIPA</i> Students’ Interest in Folklore Texts

Yulianeta, Yulianeta; Halimah,; Moriyama, Mikihiro; Amandangi, Dewi P.

doi:10.2991/assehr.k.211119.114

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…The folklore texts that used are from comparative literary studies that have been carried out by various researchers. Previous research was conducted by Yulianeta et al (2021), entitled 'A Comparative Literature Study on Indonesian and Japanese Folklore as BIPA Teaching Materials'. The included texts are shown in Table 2.…”

Section: Developmentioning

confidence: 99%

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The Development of Indonesian-Japanese Folklore Enrichment Book as A Cross-Cultural Understanding for BIPA Students

Yulianeta¹,

Halimah²,

Moriyama³

et al. 2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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Indonesian for foreign speakers, or BIPA, uses folklore content from the place of origin of BIPA students as an effort of cross-cultural understanding and to minimize cultural shock. Using the concept of comparative literature, several Indonesian-Japanese folklore texts were compiled into an enrichment book. The purpose of this research is to describe the development of the enrichment book using the DDD-E method and the results of expert validation. The data collection method to get the expert validation is a questionnaire. The data were analyzed using qualitative descriptive and quantitative descriptive techniques. The results showed that the enrichment book of Indonesian-Japanese folklore texts had been developed following the DDD-E Model, which included four steps, namely: 1) Decide, 2) Design, 3) Develop, 4) Evaluate. The development has done all four stages of the DDD-E model. The validation results show that literature experts assessed it as excellent, BIPA learning experts assessed it as good, and learning media experts assessed it as excellent. Qualitatively, there are several inputs given by the experts. On average, the experts validated this enrichment book product as excellent. Several sections of this book explain the culture of Indonesia and Japan which are also contained in the folklore texts. This is expected to foster understanding in BIPA students on the similarities and differences in culture of the two countries. The electronic book is also expected to make it easier for students to carry out independent learning.

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Section: Developmentioning

confidence: 99%

“…These six texts were selected based on their popularity. Yulianeta et al (2021) stated that intermediate-level Japanese BIPA students have known the three Japanese folklore texts 'Momotaro', 'Issun Boshi, the Inch-high Samurai', and 'The Bamboo Cutter's Tale'. They also know some Indonesian folklore texts such as 'Timun Mas'.…”

Section: Developmentioning

confidence: 99%

The Development of Indonesian-Japanese Folklore Enrichment Book as A Cross-Cultural Understanding for BIPA Students

Yulianeta¹,

Halimah²,

Moriyama³

et al. 2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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“…The application of Cross-Cultural Understanding (CCU) in BIPA learning can help the cognitive abilities of foreign learners such as factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge in Indonesian. This article referred to research (Morganna et al, 2020;Yulianeta et al, 2021) as a whole and examined several BIPA learning studies in different cultural contexts to explain the characteristics of culturally minded international students. Studying BIPA with a cross-cultural cognitive understanding of how these concepts will change the dimension of language's ability to its perception is emphasized throughout this text.…”

Section: Introductionmentioning

confidence: 99%

How the Language Competence of International Students is Culturally Oriented When Learning Indonesian Language

Tiawati¹,

Bidin²,

Baba³

2023

SMC

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Language learning is often viewed as a task focused on the acquisition of linguistic skills, disregarding the cultural context in which the language is spoken. This approach to language learning often leads to ineffective communication and misunderstandings that arise due to cultural differences. The article discusses the challenges that BIPA students in West Sumatra face when attempting to develop their communicative abilities and cross-cultural understanding. The primary objective of this article is to explore the relationship between language learning and cultural awareness, particularly within the framework of BIPA instruction. The article aims to highlight the importance of integrating cultural knowledge with language learning to develop effective communication skills in a foreign language. The authors also seek to demonstrate how the Minangkabau tradition can be used as a foundation for fostering intercultural understanding and communication among BIPA learners. They conducted research using two instructional and conditional features of BIPA learners' knowledge to explore the impact of learning Indonesian with a focus on culture and the ability to communicate across cultures. They also used a qualitative approach to highlight strategies and methods for fostering intercultural understanding and communication grounded in the Minangkabau tradition. The data for this study were collected by using interviews with BIPA educators and students in West Sumatra. The study demonstrated that integrating cultural knowledge with language learning is essential for the development of effective communication skills in a foreign language. The research shows that BIPA students who are exposed to cultural elements along with language instruction demonstrated a higher level of communicative ability and cross-cultural understanding. It also pictures out various strategies and methods for fostering intercultural understanding and communication grounded in the Minangkabau tradition. However, the authors also note the serious challenges that West Sumatra's BIPA educators and students face in gaining this crucial understanding. In conclusion, the article emphasizes the importance of integrating cultural knowledge with language learning to develop effective communication skills in a foreign language. The research also demonstrates the positive impact of cultural elements in language instruction, particularly within the framework of BIPA instruction. It provides valuable insights for BIPA educators and students who seek to enhance their communicative abilities and cross-cultural understanding.

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BIPA Students’ Interest in Folklore Texts

Cited by 2 publications

References 2 publications

The Development of Indonesian-Japanese Folklore Enrichment Book as A Cross-Cultural Understanding for BIPA Students

The Development of Indonesian-Japanese Folklore Enrichment Book as A Cross-Cultural Understanding for BIPA Students

How the Language Competence of International Students is Culturally Oriented When Learning Indonesian Language

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