The Constraints of Cross-Linguistic Transfer on Bipa Learning

Permadi, Yudi; Nasrullah, Riki; Koswara, Iwan

doi:10.24198/sosiohumaniora.v24i2.37363

Cited by 4 publications

(5 citation statements)

References 22 publications

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“…Although it has been claimed that native students are already familiar with the Indonesian language, they still need to master it in a scientific (theoretical) form. Meanwhile, the term "BIPA" is related to its function (Permadi, Nasrullah, & Koswara, 2022). Understanding the demands of learners is crucial for the development of BIPA learning.…”

Section: The Indonesian Language For Foreign Speakers (Bipa) Learningmentioning

confidence: 99%

“…The system and approach used by instructors to engage students in active learning activities to achieve learning objectives are known as operational learning management. These are four important components of BIPA learning tactics: the sequence of activities, techniques, media, and time (Permadi, Nasrullah & Koswara, 2022). The sequence of activities consists of the following parts: introduction (a brief explanation of the subject, relevance based on prior knowledge, and learning objectives), the presentation section (description, examples, exercises), and testing, feedback, and follow-up.…”

Section: Bipa Learningmentioning

confidence: 99%

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Syntaxis Language Transfer on Beginner BIPA Learner

Septiana,

Ardiyanti,

Yulianto

et al. 2023

Kredo J. Ilm. Bhs. dan Sastra

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Tujuan penelitian ini yaitu, 1) menemukan pola transfer berbahasa secara sintaksis pemelajar BIPA level dasar, 2) mendeskripsikan kesalahan transfer bahasa secara sintaksis dalam pembelajaran BIPA, dan 3) faktor yang memengaruhi kesalahan transfer bahasa pada pemelajar BIPA level dasar. Metode penelitian yang dipergunakan merupakan deskriptif kualitatif. Sumber data dari hasil tugas pemelajar BIPA Unesa dalam mata kuliah keterampilan menulis. Teknik pengumpulan data dengan cara 1) mencermati dan menganalisis hasil tugas mahasiswa berdasarkan aspek sintaksis, 2) melakukan wawancara, dan pengambilan simpulan Hasil penelitian menemukan kesalahan-kesalahan sintaksis 1) pemelajar BIPA mengalami kesulitan dalam menuliskan kelengkapan tanda baca, 2) pemelajar BIPA belum bisa menuliskan huruf kapitan dengan tepat dan konsisten, 3) ditemukan kesalahan penulisan konjungsi di dalam kalimat, 4) penulisan kalimat yang tidak lengkap, tidak ada subjek kalimat.dan 5) kesalahan penggunakan kata “adalah”, 6) masih belum bisa membedakan penggunakan kata “tidak” dan “belum”, dan 7) penggunaan konjungsi di awal kalimat. Faktor penyebab terjadi kesalahan transfer bahasa yakni dari aspek intralingual dan interlingual. Intralingual karena faktor dari bahasa target B2 yang terlalu sulit untuk dipahami, bhakan bagi penutur jati dan faktor interlingual yakni pengaruh bahasa pertama yang terlalu jauh dengan bahasa target B2. Akibatnya, preposisi yang tidak tepat, organisasi tidak lengkap, penggunaan elemen yang berlebihan, penggunaan bentuk superlatif yang berlebihan, pluralisasi jamak, dan penggunaan bentuk timbal balik yang tidak tepat digunakan. The objectives of this research are: 1) to identify language transfer patterns in syntax among basic-level BIPA learners, 2) to describe syntactic transfer errors in BIPA learning, and 3) to examine the factors influencing language transfer errors in basic-level BIPA learners. This study assigned qualitative descriptive. The data source is from the writing assignments of BIPA learners at Universitas Negeri Surabaya (Unesa) in the subject of writing skills. The research results reveal the following syntactic errors: 1) BIPA learners face difficulties in using punctuation marks correctly, 2) they have not mastered the accurate and consistent usage of capital letters, 3) errors are found in the use of conjunctions within sentences, 4) incomplete sentence construction with missing subjects, 5) mistakes in using the word "adalah" (is/are), 6) confusion between the usage of "tidak" (not) and "belum" (not yet), and 7) improper usage of conjunctions at the beginning of sentences. The factors contributing to these language transfer errors can be categorized as intralingual and interlingual aspects. Intralingual factors relate to the difficulty in understanding the B2, even for native speakers, while interlingual factors stem from the considerable linguistic distance between the first language and the target language. Thus, incorrect prepositions, incomplete sentence organization, excessive use of elements, exaggerated superlative forms, pluralization errors, and improper reciprocal forms are used

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Section: The Indonesian Language For Foreign Speakers (Bipa) Learningmentioning

confidence: 99%

Section: Bipa Learningmentioning

confidence: 99%

Syntaxis Language Transfer on Beginner BIPA Learner

Septiana,

Ardiyanti,

Yulianto

et al. 2023

Kredo J. Ilm. Bhs. dan Sastra

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“…It is evident by the growing number of BIPA program organizers within and beyond Indonesia. Formal institutions, including universities and colleges, and nonformal institutions, including course institutions, etc, have implemented the BIPA program (Permadi et al, 2022). This shows that Indonesia has the most BIPA institutions.…”

Section: Introductionmentioning

confidence: 95%

Introducing Bahasa Indonesia bagi Penutur Asing (BIPA): Method and challenges of teaching Indonesian as a Foreign Language (IFL)

Fitria

2023

inov. kurikulum

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This research describes the method and challenges in teaching Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian as a Foreign Language (IFL) to foreign learners. Effective teaching BIPA relies on various factors, including teaching methods. BIPA teachers should consider effective teaching methods for learners’ language acquisition. Teachers can build a pleasant initial atmosphere in the BIPA class using direct methods, grammar translation, audio-linguistic, community-based learning, and communicative approaches. Several obstacles may occur during teaching BIPA. The internal aspects are the teacher, learners, teaching and learning process, media, and teaching materials. Indonesian learners’ challenges are pronunciation/spelling, limited practice time, self-confidence, student motivation/interest, age factors, personality/characteristics, and student abilities. Teachers’ challenges are related to teaching experience, low competence, and urgent needs of the teacher. The other obstacles are the availability of teaching materials in the textbooks, audio/video, and additional online sources of BIPA teaching materials, time teaching, and BIPA curriculum. The external factors are inadequate educational support facilities and infrastructure, cross-cultural learning, different perspectives, students’ cultural and linguistic background, self-adaptation, heterogeneous class situations, search for cultural similarities, and students’ needs, environment, overseas administration, place of residence, weather, natural conditions, and geography of the country, even government policy. AbstrakPenelitian ini mendeskripsikan metode dan tantangan dalam pengajaran Bahasa Indonesia bagi Penutur Asing (BIPA) atau Indonesian as a Foreign Language (IFL) kepada pembelajar asing. Pengajaran BIPA yang efektif bergantung pada berbagai faktor, termasuk metode pengajaran. Guru BIPA harus mempertimbangkan metode pengajaran yang efektif untuk pemerolehan bahasa pembelajar. Guru dapat membangun suasana awal yang menyenangkan di kelas BIPA dengan menggunakan metode langsung, tata bahasa terjemahan, audio-linguistik, pembelajaran berbasis masyarakat, dan pendekatan komunikatif. Beberapa kendala dapat terjadi selama pengajaran BIPA. Aspek internal adalah guru, peserta didik, proses belajar mengajar, media, dan bahan ajar. Tantangan pembelajar bahasa Indonesia adalah dalam pengucapan/ejaan, waktu latihan yang terbatas, kepercayaan diri, motivasi/minat siswa, faktor usia, kepribadian/karakteristik siswa, dan kemampuan siswa. Tantangan guru terkait dengan pengalaman mengajar, rendahnya kompetensi guru, dan kebutuhan guru yang mendesak. Kendala lainnya adalah ketersediaan bahan ajar berupa buku teks, audio/video, dan tambahan sumber online bahan ajar BIPA, waktu pengajaran, dan kurikulum BIPA. Faktor eksternal adalah sarana dan prasarana penunjang pendidikan yang kurang memadai, pembelajaran lintas budaya, perbedaan perspektif, latar belakang budaya dan bahasa siswa, penyesuaian diri, situasi kelas yang heterogen, pencarian kesamaan budaya, dan kebutuhan siswa, lingkungan, administrasi luar negeri, tempat tempat tinggal, cuaca, kondisi alam, dan geografi negara, bahkan kebijakan pemerintah.Kata Kunci: Bahasa Indonesia bagi Penutur Asing; Bahasa Indonesia sebagai Bahasa Asing; BIPA; IFL; mengajar Bahasa Indonesia untuk Pembelajar Asing

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“…Some studies try to cover Indonesian learning from a fundamental point of view, such as methodology (cf. Permadi et al, 2022;and Zamzamy, 2020). To complete the gap in the study of teaching Indonesian for speakers of other languages, this study chooses to focus on the experience and perception of learners.…”

Section: Introductionmentioning

confidence: 99%

American Perceptions on Barriers of Learning Indonesian as a Foreign Language

Syahri,

Isnendes,

Muniroh

2024

IJE

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Foreign language acquisition is one of the important issues in the current era of globalization. Indonesian is not an exception because, within the last twenty years, the significance of Indonesian language has increased. This study aims to reveal the problem of the learning of Indonesian language as a foreign language. It focused on adolescent learners from the United States of America in a reputable language institution. More specifically, there are two questions in this study. First, what are the barriers of learning Indonesian that were found by the American learners? Second, what are the types of teaching materials that these learners like? This study is a case study with descriptive methods. It was conducted in a training institution focusing to train Christian preachers. Four learners from the United States of America were the informants in this study. The data were generated from the four American learners in obtained through (1) observation; (2) depth interviews with informants; and (3) relevant documents. This study concluded that (1) in general, the barriers faced by the American learners can be classified into four types: social, mental, phonological, and grammatical; and (2) the learners prefer various teaching materials but their common preference is the authentic learning materials that consider aspects of audiovisual media use, Indonesian cultural diversity, and language formality. Since the study only relied on four informants, the results cannot be generalized to all learners of Indonesian Language. However, they can provide a figure in the learning of Indonesian language involving non-native speakers, especially the Americans.

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The Constraints of Cross-Linguistic Transfer on Bipa Learning

Cited by 4 publications

References 22 publications

Syntaxis Language Transfer on Beginner BIPA Learner

Syntaxis Language Transfer on Beginner BIPA Learner

Introducing Bahasa Indonesia bagi Penutur Asing (BIPA): Method and challenges of teaching Indonesian as a Foreign Language (IFL)

American Perceptions on Barriers of Learning Indonesian as a Foreign Language

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