APPBIPA Chiang Mai Thailand Conference V

8 Dec 2025, 07:30 → 9 Dec 2025, 22:00 Asia/Bangkok

Main Room HB 7804 (Chiang Mai University)

Islahuddin -, Pujo Leksono

Keynote Speaker:
Indonesian Ambassador for Thai Kingdom
​Ambassador of Indonesian for the Kingdom of Thailand and UNESCAP (Duta Besar YM Rachmat Budiman)


Keynote Speaker:
Indonesian Ambassador for Thai Kingdom
Invited Speaker

●       BIPA for Foreign Language - Representative from APPBIPA Center (Prof. Dr. Gatut Susanto, M.M., M.Pd.)

●       BIPA Learning in Brawijaya University, Indonesia (Dr. Lilik Wahyuni, M.Pd.)

●       BIPA Learning in Chiang Mai University, Thailand (Dr. Suhailee Sohnui, M.Pd.)

●       BIPA Learning at the Indonesian Embassy in Budapest, Hungary (Danang Satria Nugraha, Ph.D.)

●       BIPA Learning in University of Galway, Ireland (Mr. Eko Widianto, M.Pd.)

​workshop:​

1. Workshop Batik Practice (Dr. Ari Kusmiatun)
2. Workshop BIPA Learning (Asst. Prof. Mahamadaree Waeno, M.Si.)
3. Workshop Basic Writing Practice (Mulasih Tary, M.Pd.)
4. Workshop Dance Practice (Tatik Ekawati, M.Pd.)
5. Workshop Creative Writing Practice (Dr. Eti Setiawati, M.Pd.)
6. Workshop Poetry Practice (Anindya Puspita, M.A.)

 

Topic:

1. Language and cultural: Comparation Indonesian and  Thai Literature, Comparation Indonesian and Thai art, Indonesian Language learning and teaching , Indonesian for foreign Language.
2. Social, bussines and politic : Indonesian language and culture for Diplomacy, Indonesian language and culture as Softpower, ASEAN studies, Indonesian and Thai tourism. Economic and business.

 

1. 
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Proposal Conference CNX25.pdf

Monday 8 December

Registration

Conveners: Nisachon Chuchai (Walailak University), Suhailee Sohnui

Opening Ceremony

08.00-08.45 : Opening Ceremony (MC: Anindya /Abdullah Malik Ibrahim)

08.00-08.05 Singing Indonesian Anthem “Indonesia Raya” (Sari Suharyo)
08.05-08.10 Report the Dean of Faculty of Humanities Chiang Mai University
08.10-08.15 Welcome speech President of Chiang mai University
08.15-08.20 The Head of Committee APPBIPA Thailand (Islahuddin, M.A.)
08.20-08.25 Head of Badan Pengembangan dan Pembinaan Bahasa (Hafidz Muksin, S.Sos., M.Si.) (Daring)
08.25-08.30 Ambassador of Indonesian for the Kingdom of Thailand and UNESCAP (DutaBesarKBRI Bangkok, H.E. Mr. Rachmat Budiman)
08.30-08.45 Dance Performance (Chiang Mai Students)
08.45 Photo Session (Staff KBRI)

Conveners: Abdullah Malik Ibrahim (APPBIPA THAILAND), Anindya Puspita (ISI Yogyakarta)

Session Speaker: Workshop 1

Convener: Eti Setiawati

1 Workshop Creative Writing Practice

The Creative Writing Practice Workshop offers participants an engaging opportunity to explore techniques for developing imaginative and effective written expression. Through guided activities, participants will learn how to generate ideas, craft vivid descriptions, build narrative flow, and express emotions with clarity and creativity. The workshop emphasizes hands-on practice, allowing learners to experiment with various writing styles and receive constructive feedback to enhance their skills. This session aims to inspire confidence, nurture creativity, and support participants in strengthening their overall writing ability.

Speaker: Eti Setiawati (Brawijaya University)

08:45 break

Session Speaker: Session Invited Speaker

Convener: Mr Pujo Leksono

2 BIPA Learning in Brawijaya University

The speech on BIPA (Bahasa Indonesia untuk Penutur Asing) Learning at Brawijaya University highlights the development, implementation, and achievements of Indonesian language programs for international students at the institution. The speaker will discuss the growing diversity of learners, the innovative teaching methods adopted by the university, and the strong academic support provided through structured curriculum, cultural immersion activities, and experienced instructors. Key challenges—such as adapting materials to varied proficiency levels and accommodating different learning backgrounds—will also be addressed. This presentation offers valuable insight into how Brawijaya University continues to strengthen its role as a leading center for BIPA education in Indonesia while fostering meaningful cross-cultural engagement.

Speaker: Lilik Wahyuni (Universitas Brawijaya)

3 BIPA learning in Chiang Mai

The speech on Issues and Updates of BIPA (Bahasa Indonesia untuk Penutur Asing) in Chiang Mai presents an overview of the current developments, challenges, and progress of Indonesian language learning in the region. The speaker will discuss the increasing interest among students, the integration of cultural components in teaching, and recent initiatives carried out in collaboration with local universities. Key issues such as limited instructional resources, diverse learner backgrounds, and the need for continuous curriculum improvement will also be highlighted. This presentation provides timely insights into the evolving landscape of BIPA in Chiang Mai and outlines future opportunities for strengthening Indonesian language and cultural education in Northern Thailand.

Speaker: Suhailee Sohnui

Session Speaker: Workshop 2

Convener: Mrs.Tatik Ekawati (Songkhla Rajabhat University)

4 Workshop Indonesian Dance Practice

The workshop on Traditional Indonesian Dance Art will be led by Mrs. Tatik Ekawati, a highly respected expert and practitioner of Indonesian performing arts. With years of experience in teaching, choreographing, and preserving traditional dance forms, Mrs. Tatik Ekawati will guide participants through the rich cultural expressions, movements, and meanings behind Indonesia’s diverse dance traditions. This workshop offers a valuable opportunity for participants to learn directly from a master, deepen their understanding of Indonesian cultural heritage, and experience the beauty and elegance of traditional dance through interactive practice and demonstration.

Speaker: Mrs.Tatik Ekawati (Songkhla Rajabhat University)

Session Speaker: Workshop 2.1

Convener: Ari Kusmiatun (Universitas Negeri Yogyakarta)

5 Workshop Batik Practice

The Batik Workshop, guided by Dr. Ari Kusmiatun, offers participants an engaging introduction to the art of creating traditional Indonesian batik motifs. In this hands-on session, students from Chiang Mai University (CMU) will explore the creative process behind batik design, from understanding symbolic patterns to practicing basic motif-making techniques. As an experienced educator and promoter of Indonesian cultural arts, Dr. Ari Kusmiatun will provide insightful explanations and demonstrations, giving students the opportunity to appreciate the cultural significance of batik while developing their own artistic skills. This workshop serves as a meaningful cultural exchange and an enriching experience for all participants.

Speaker: Ari Kusmiatun (Universitas Negeri Yogyakarta)

Session Speaker: Workshop 3

Convener: Mahamadaree Waeno

6 Workshop BIPA Learning

The workshop on Methods and Approaches in BIPA (Bahasa Indonesia untuk Penutur Asing) Learning for Thai Learners, delivered in Thai by Mahamadaree Waeno, provides participants with practical insights into effective strategies for teaching Indonesian to Thai students. Drawing on her experience in language education, Mahamadaree Waeno will introduce key techniques tailored to the linguistic background, learning styles, and common challenges of Thai learners. This session will help participants understand how to design engaging learning activities, apply appropriate teaching methods, and create a supportive classroom environment. The workshop aims to enhance participants’ ability to implement successful BIPA instruction and strengthen cross-cultural language learning.

Speaker: Mahamadaree Waeno (Fathony University)

12:00 Lunch Break

Pararel: Presentation 1.1

Convener: Hamam Supriyadi

7 Problematika Kognitif dan Motivasional Pemelajar BIPA dalam Pemanfaatan Media Augmented Reality: Systematic Literature Reviews

Penelitian ini bertujuan untuk mendeskripsikan problematika kognitif dan motivasional yang dihadapi pemelajar BIPA dalam pemanfaatan media Augmented Reality (AR). penelitian ini mengikuti diagram alur PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) yang dimodifikasi. Data penelitian bersumber dari artikel ilmiah yang terbit di Google Scholar. Artikel ini diterbit dalam rentang waktu tiga tahun terakhir (2021-2024) pasca-Covid. Pencarian literatur dilakukan dengan kata kunci: problematika pembelajaran BIPA dan media pembelajaran BIPA. Secara kognitif, kehadiran AR justru berpotensi menimbulkan cognitive overload ekstrinsik yang signifikan, dimana antarmuka yang kompleks, navigasi yang tidak intuitif, dan elemen visual yang berlebihan membebani memori kerja pembelajar. Secara motivasional, temuan studi pustaka mengungkap pola dinamis dimana motivasi awal yang tinggi akibat efek novelty dari AR dapat dengan cepat meredup dan berubah menjadi frustrasi. Penurunan minat intrinsik terjadi ketika AR dianggap sebagai gimmick yang tidak relevan dengan tujuan pembelajaran yang sesungguhnya. Selain itu, kecemasan teknologi dan kesenjangan digital, khususnya pada pembelajar dewasa atau yang kurang melek teknologi, menjadi penghalang psikologis yang serius. Beban kognitif yang tinggi dapat langsung menurunkan motivasi, sementara motivasi yang rendah memperparah kemampuan pembelajar dalam mengelola beban kognitifnya.

Speaker: Mr Bagaskara Nur Rochmansyah (Politeknik Siber Cerdika Internasional)

8 Kolaborasi Antarbudaya dalam Pembelajaran BIPA: Praktik Baik Pengajaran Bahasa Indonesia di Lampang Technical College, Thailand

Pada tahun 2016 pemerintah Indonesia gencar mengirim pengajar BIPA ke beberapa sekolah vokasi di Thailand, salah satunya ke Lampang Technical College. Selama pelaksanaan program tersebut, pengajar berinisiatif menjalin kolaborasi dengan siswa SMKN 1 Cibinong yang sedang mengikuti program pertukaran pelajar di lokasi yang sama. Kolaborasi ini diwujudkan melalui kegiatan interaksi, percakapan, dan proyek bahasa yang menempatkan para siswa Indonesia sebagai mitra bahasa bagi mahasiswa Thailand. Pendekatan ini didasarkan pada prinsip Communicative Language Teaching yang menekankan penggunaan bahasa dalam konteks komunikatif dan Interactive Language Learning yang menumbuhkan pembelajaran melalui interaksi autentik. Melalui praktik tersebut, pengajar melakukan refleksi untuk menilai efektivitas strategi pembelajaran yang diterapkan. Hasil pengamatan menunjukkan bahwa keterlibatan pelajar Indonesia meningkatkan motivasi belajar siswa Thailand, menciptakan suasana komunikasi yang lebih alami, serta mendorong pertukaran budaya. Di sisi lain, berdasarkan aspek pedagogis dan budaya, kolaborasi lintas negara ini tidak hanya memperkaya pengalaman belajar bahasa, tetapi juga memperkuat fungsi BIPA sebagai sarana diplomasi budaya yang mendukung hubungan persahabatan Indonesia–Thailand.

Speaker: Ms Rizki Putri Ramadhani (Politeknik Negeri Malang)

9 Creating Digital Indonesian Language Book Based on Banyumas Culture enriched by Augmented Reality for Thailand Students

This research aims to develop an Augmented Reality (AR)-based digital book on Javanese communication culture as an innovative learning material for students from Southern Thailand enrolled in Bahasa Indonesia bagi Penutur Asing (BIPA) programs. The study responds to the need for culturally enriched and interactive materials that facilitate deeper understanding of both linguistic and cultural aspects of Indonesian communication, particularly within the Javanese context. Using a Research and Development (R&D) approach adapted from the Borg and Gall model, this study involves stages of needs analysis, design, development, validation, and implementation. Data were collected through interviews, questionnaires, and expert validation involving BIPA instructors and Thai students at Universitas Muhammadiyah Purwokerto. The developed AR-based digital book integrates cultural narratives, situational dialogues, and 3D visualizations that bring authentic Javanese communication patterns to life. Validation results show high feasibility in content accuracy, cultural relevance, and technological usability, with an overall average score of “very good.” Implementation results indicate that the material enhances students’ motivation, comprehension, and intercultural communication competence. The study concludes that AR-based digital materials can effectively bridge linguistic learning and cultural immersion in BIPA contexts, especially for learners from different cultural backgrounds such as Southern Thailand.

Speaker: Laily Nurlina

Pararel: Presentation 1.2

Convener: Anindya Puspita (ISI Yogyakarta)

10 Politeness Strategy Among British Expatriates in Indonesia: The Implication for BIPA Teaching

Abstract
This study examines the politeness strategies employed by British expatriates in Indonesia and explores their implications for BIPA teaching. Focusing on expressive speech acts, the research investigates how British speakers employ politeness strategies (Brown & Levinson, 1987) in Indonesian and their associated cultural and pragmatic behaviors. The methodology uses a Discourse Completion Test (DCT) (Blum-Kulka et al., 1989)(, supplemented by semi-structured interviews, surveys, and Focus Group Discussions (FGDs), which enable the collection of both elicited and contextualized data. Seven British expatriates participated as respondents and provided examples of their language use across everyday Indonesian communicative situations.
Results indicate a strong preference for negative politeness strategies (67%), reflecting a tendency to avoid imposition, maintain personal space, and use indirectness. Positive politeness strategies (24%) were employed when respondents sought to build rapport, although this was less frequent. Off-record strategy (5%) and bald-on-record strategies (3%) were used minimally, showing caution in face-threatening contexts. These patterns suggest that British cultural values—particularly concern for autonomy and non-intrusion—continue to influence politeness realisation even when speaking Indonesian.
The findings have important implications for BIPA instruction. Teachers need to integrate cross-cultural pragmatics into lessons to help learners understand how politeness conventions differ between British and Indonesian cultures. Without such guidance, learners may unintentionally misinterpret or violate Indonesian expectations, which could lead to pragmatic failure. Embedding authentic scenarios, contrastive pragmatics, and sociocultural explanations in BIPA curricula can enhance learners' sociopragmatic competence and support more effective cross-cultural communication.

Speakers: Mr Sri Yono (BRIN), Mrs Ade Mulyanah

11 Konstruksi Metaforis Identitas Budaya dalam Peribahasa Indonesia dan Implikasinya bagi Pengajaran BIPA

Peribahasa Indonesia merepresentasikan warisan budaya yang menyimpan nilai, norma, dan cara pandang masyarakat. Struktur metaforis yang terkandung dalam peribahasa mencerminkan cara berpikir orang Indonesia dalam memahami realitas. Namun, pemanfaatan peribahasa dalam pengajaran Bahasa Indonesia bagi Penutur Asing (BIPA) masih relatif terbatas. Artikel ini bertujuan untuk mengkaji konstruksi metaforis identitas budaya yang terkandung dalam peribahasa Indonesia serta menelaah relevansinya bagi pengajaran BIPA, khususnya pada tingkat menengah hingga lanjut, untuk pengembangan literasi budaya dan kompetensi interkultural pemelajar asing. Penelitian ini menggunakan pendekatan analisis tematik terhadap peribahasa Indonesia, dengan mengidentifikasi pola metaforis yang berulang. Kategorisasi dilakukan untuk memahami hubungan antara peribahasa dengan konsep budaya Indonesia yang lebih luas. Analisis menunjukkan adanya tujuh domain metaforis dominan, yaitu: (1) keluarga dan kekerabatan, (2) alam dan lingkungan, (3) harmoni sosial dan kebersamaan, (4) kehati-hatian dan kebijaksanaan, (5) emosi manusia dan relasi antarpersonal, (6) pengetahuan dan pengalaman, serta (7) takdir dan keterbatasan manusia. Domain-domain ini menggambarkan bagaimana nilai-nilai budaya abstrak seperti moralitas, tanggung jawab, dan ketabahan dimaknai melalui citra budaya yang konkret dan akrab. Integrasi peribahasa dalam kurikulum BIPA dapat memperkaya kompetensi linguistik pemelajar dan memperdalam pemahaman mereka terhadap identitas budaya Indonesia. Peribahasa, dengan dasar metaforis yang jelas, dapat digunakan sebagai instrumen pedagogis yang efektif untuk menghubungkan bahasa, budaya, dan pemahaman interkultural dalam pengajaran Bahasa Indonesia.

Speaker: Dr Balazs Huszka (Universiti Brunei Darussalam)

12 Pemanfaatan Instagram dan TikTok sebagai Media Pelengkap Pembelajaran BIPA

Perkembangan media sosial telah membuka peluang baru dalam inovasi pembelajaran bahasa, termasuk dalam pengajaran Bahasa Indonesia bagi Penutur Asing (BIPA). Instagram dan TikTok sebagai platform berbasis visual dan video singkat sangat potensial digunakan sebagai media pelengkap pembelajaran yang bersifat multimodal, fleksibel, dan interaktif. Penelitian ini bertujuan menganalisis pemanfaatan kedua platform tersebut dalam meningkatkan kompetensi reseptif dan produktif pembelajar BIPA. Penelitian menggunakan metode studi kepustakaan dengan menganalisis jurnal, laporan penelitian, dan konten media sosial terkait. Hasil kajian menunjukkan bahwa Instagram efektif untuk penyajian materi visual seperti kosakata, tata bahasa, dan budaya Indonesia, sementara TikTok lebih unggul dalam memfasilitasi produksi bahasa secara spontan melalui video singkat, imitasi, dan kolaborasi digital. Kedua platform ini terbukti meningkatkan motivasi belajar, keterlibatan, dan paparan terhadap input autentik. Namun, pemanfaatannya perlu dirancang secara kuratif, terarah, dan selaras dengan tujuan kurikuler. Penelitian ini menyimpulkan bahwa Instagram dan TikTok memiliki potensi signifikan sebagai media pelengkap pembelajaran BIPA apabila dikelola dengan strategi pedagogis yang tepat.

Kata kunci: BIPA, Instagram, TikTok, media pembelajaran, pembelajaran digital, sosial media

Speakers: Ms Harries Maritasari (SV IPB), Renny Soelistiyowati

Pararel: Presentation 1.3

Conveners: Ms Sari Suharyo (KBRI Bangkok), Sumaiyah Menjamin (Fatoni University)

13 Inovasi Pembelajaran BIPA Berbasis TRIZ: Integrasi Folklor Indonesia untuk Penguatan Kompetensi Interkultural Penutur Asing (Innovation in TRIZ-Based BIPA Learning: Integrating Indonesian Folklore to Strengthen the Intercultural Competence of Foreign Learners)

Pengembangan materi ajar BIPA menuntut pendekatan inovatif yang mampu mengintegrasikan unsur bahasa, budaya, dan kompetensi interkultural bagi pembelajar dari berbagai negara. Dalam praktik pengajaran, pembelajar BIPA sering menunjukkan kebutuhan untuk memahami karakter masyarakat Indonesia, norma sosial, adat budaya, serta cara beradaptasi dalam kehidupan sehari-hari. Hal ini menegaskan perlunya materi yang tidak hanya mengajarkan struktur bahasa, tetapi juga menjadi jembatan menuju pemahaman budaya secara komprehensif.
Kajian ini memperkenalkan pemanfaatan TRIZ (Theory of Inventive Problem Solving) sebagai kerangka konseptual untuk mengembangkan dan mengadaptasi materi BIPA berbasis folklor Indonesia. Dengan menerapkan prinsip-prinsip TRIZ seperti segmentation, prior action, intermediary, dan dynamics, folklor Indonesia dapat diolah menjadi aktivitas pembelajaran yang lebih sistematis, dialogis, dan relevan bagi siswa BIPA. Kajian ini mengusulkan model konseptual pengembangan materi BIPA berbasis TRIZ yang berpotensi memperkuat kompetensi interkultural, memperdalam pemahaman terhadap nilai budaya Indonesia dan karakter masyarakat Indonesia, serta memperluas peran bahasa Indonesia sebagai sarana diplomasi budaya di tingkat global.

Kata kunci: BIPA, TRIZ, folklor Indonesia, kompetensi interkultural, pengembangan materi ajar

The development of BIPA teaching materials requires innovative approaches that are able to integrate linguistic, cultural, and intercultural competence elements for learners from various countries. In teaching practice, BIPA learners often show the need to understand the character of Indonesian society, social norms, cultural customs, and ways of adapting to everyday life. This confirms the necessity of materials that not only teach language structures but also serve as a bridge toward a comprehensive understanding of culture.
This study introduces the use of TRIZ (Theory of Inventive Problem Solving) as a conceptual framework for developing and adapting BIPA materials based on Indonesian folklore. By applying TRIZ principles such as segmentation, prior action, intermediary, and dynamics, Indonesian folklore can be processed into learning activities that are more systematic, dialogic, and relevant for BIPA students. This study proposes a conceptual model for TRIZ-based BIPA material development that has the potential to strengthen intercultural competence, deepen the understanding of Indonesian cultural values and social character, and expand the role of the Indonesian language as a means of cultural diplomacy at the global level.

Keywords: BIPA, TRIZ, Indonesian folklore, intercultural competence, teaching material development

Speaker: Mr Yusuf Cahyo Pratomo (CILACS UII)

14 Mobilitas BIPA di PSU, Kampus Pattani: Cara Ampuh untuk Menarik Mahasiswa

Jumlah mahasiswa yang mengikuti mata kuliah Bahasa Indonesia di PSU, kampus Pattani berubah-ubah setiap semester. Hal ini karena setiap jurusan bahasa asing akan berusaha menarik jumlah mahasiswa sebanyak-banyaknya, baik sebagai mata kuliah pilihan, minor, atau bahasa ketiga. Untuk menarik minat mahasiswa pelbagai cara harus dilakukan oleh dosen pengampu mata kuliah tersebut. Salah satu cara melalui mobilitas mahasiswa mengikuti berbagai kegiatan di luar kampus.
Penelitian ini menggunakan metode kuantitatif dengan menggunakan teknik wawancara dan pengamatan dari kegiatan yang telah diikuti oleh mahasiswa. Kegiatan tersebut antaranya Indonesian Day, Penulis Muda Asean, Wonderfull Indonesia, dan Seiba. Kegiatan tersebut dilaksanakan pada tahun 2024 -2025.
Hasil penelitian mendapati mahasiswa yang mengikuti mobilitas ini sangat antusias dan gembira mengikuti kegiatan tersebut. Rata-rata yang mengikuti kegiatan ini dibagi kepada tiga katagori mahasiswa, yaitu mahasiswa minor, elektif dan bahasa ketiga. Umumnya mahasiswa minor dan elektoif dari jurusan bahasa Melayui dan jurusan Politik.

Speaker: DJUSMALINAR DJUSMALINAR (PSU, Pattani Campus)

15 Development of Indonesian Language Learning Strategy Based on TPR and AI for Native Thai Language Speakers

Abstract
This research develops an Indonesian language learning strategy for native Thai speakers by leveraging the Total Physical Response (TPR) approach integrated with Artificial Intelligence technology. The primary challenge faced by Thai learners is understanding the structure, vocabulary, and pronunciation of Indonesian, which differ significantly from the Thai language system. The proposed solution involves developing an AI application using Google Opal that integrates three learning modalities: visual (images), textual (sentences), and audio (recordings). The combination of TPR and AI technology is designed to make learning more concrete, interactive, and contextual, thereby facilitating deeper comprehension of the target language. This research employs a research and development approach comprising product development, pilot testing, and validation phases. Validators are randomly selected Thai native speakers with expertise and experience in Indonesian language learning. The validation data is analyzed using Aiken's formula to determine the content validity ratio and content validity index of the developed product, ensuring rigorous assessment of the platform's quality and effectiveness. The research outcomes are expected to produce an effective, valid, and practical AI-based learning platform that enhances Indonesian language comprehension among Thai learners. The research outputs contribute to advancing innovative and technology-driven foreign language learning methodologies while providing an alternative solution for Indonesian language instruction outside Indonesia. This work also demonstrates how AI can be leveraged to address specific linguistic and cultural challenges in language learning contexts.

Keywords : Total Physical Response, Artificial Intelligence, BIPA, Thai Language, Teaching

Speaker: Marsekal Rahman Hakiem

Pararel: Presentation 2.1

Conveners: Abdullah Malik Ibrahim (APPBIPA THAILAND), Ms Ambarwati Rizka Wardhani (Ramkhaheng University)

16 TRADITION AND CULINARY AS BIPA TEACHING MATERIALS AT ISLAMIC RELIGIOUS COLLEGES

Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Colleges (PTKI) focuses not only on linguistic aspects, but also on introducing cultural values and local wisdom that align with the character of religious institutions. This study aims to analyze the role of traditions and culinary arts as BIPA teaching materials at PTKI and their impact on language acquisition and cultural understanding of foreign students. The method used is descriptive qualitative with data collection through classroom observations, interviews with BIPA teachers, and documentation of learning activities at several PTKI in Central Java. The results show that local traditions, such as selametan, grebeg maulid, and pesantren traditions, are effectively used in learning speaking and writing skills because they present a real socio-religious context. Through these themes, students not only learn new sentence structures and vocabulary, but also understand the religious values, togetherness, and spirituality of Javanese society. Meanwhile, traditional culinary arts such as gudeg, nasi liwet, lumpia Semarang, and wedang ronde become interesting teaching materials for developing reading and speaking skills, especially in descriptive and procedural texts. Activities such as describing flavors, writing recipes, or engaging in dialogue within the context of a traditional food stall make the learning process more communicative and meaningful. Integrating traditions and culinary arts into BIPA teaching materials at PTKI (Institute of Indonesian Language and Culture) can increase learning motivation, enrich intercultural experiences, and strengthen the value of religious moderation through an inclusive understanding of local culture.

Speaker: Elen Inderasari - (UIN RADEN MAS SID SURAKARTA)

17 THE FORMATION OF INDONESIA'S NATION BRANDING THROUGH PENCAK SILAT AS AN INSTRUMENT OF CULTURAL DIPLOMACY

Pencak Silat, a UNESCO-recognized Indonesian Intangible Cultural Heritage of Humanity, has functioned as both a nation branding tool and an instrument of cultural diplomacy. Nevertheless, strengthening its role in shaping Indonesia's global image requires further in depth examination. This study analyzes the development of Pencak Silat as Indonesia's nation branding using a framework of nation branding elements. Employing a qualitative descriptive approach, the research examines four dimensions of Pencak Silat: self-defense, sport, art, and mental-spiritual aspects. The findings reveal that visual elements including traditional attire, weaponry, distinctive movements, musical accompaniment, and promotional media serve as primary differentiators in forming Indonesia's nation brand identity. Additional elements contributing to Pencak Silat's effectiveness as nation branding include multi-stakeholder collaboration, message consistency, cross-sectoral integration, public support, and structured branding strategies. The author argues that Pencak Silat represents a powerful soft power asset that reinforces the narrative of Indonesia as a nation with profound and valuable cultural heritage. The study concludes that nation branding constitutes a complex, holistic, and long-term process requiring engagement from all stakeholders. The strategic and sustainable utilization of Pencak Silat in cultural diplomacy is essential for strengthening Indonesia's nation branding on the global stage.

Keywords: Cultural Diplomacy, Indonesia, Nation Branding, Pencak Silat, Soft Power

Speaker: Sintia Catur Sutantri (Universitas Padjadjaran)

18 Pengenalan Kuliner Tradisional Yogyakarta sebagai Integrasi Budaya dalam Pembelajaran BIPA

Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) tidak hanya berorientasi pada penguasaan bahasa, tetapi juga memiliki peran strategis dalam memperkenalkan nilai-nilai budaya Indonesia kepada masyarakat internasional. Penelitian ini mendeskripsikan praktik integrasi budaya lokal Yogyakarta melalui pengenalan kuliner tradisional dalam pembelajaran BIPA sebagai bentuk diplomasi pendidikan dan budaya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan sumber data yang diperoleh melalui observasi kegiatan tahunan BIPA Universitas Negeri Yogyakarta, wawancara, dan angket kepada mahasiswa BIPA FBSB angkatan 2024. Kegiatan pembelajaran dilakukan melalui workshop memasak bersama warga desa di wilayah Yogyakarta, melibatkan pembuatan berbagai makanan tradisional seperti gado-gado, sate ayam, es kuwut, bakwan, dan klepon. Melalui aktivitas tersebut, mahasiswa asing tidak hanya mempelajari kosakata dan struktur bahasa yang berkaitan dengan kegiatan memasak, tetapi juga menginternalisasi nilai-nilai sosial budaya seperti gotong royong, kesederhanaan, dan keakraban masyarakat. Interaksi langsung dengan warga lokal menciptakan pengalaman belajar lintas budaya yang autentik, kontekstual, dan bermakna. Hasil penelitian menunjukkan bahwa pembelajaran BIPA berbasis budaya lokal mampu menjadi instrumen soft power yang efektif dalam diplomasi pendidikan dan budaya Indonesia, sekaligus memperkuat citra positif bangsa di kancah global.

Speaker: Denny Indria Ferawati dennyindria.2023 (Universitas Negeri Yogyakarta)

Pararel: Presentation 2.2

Convener: Ms Sirikanda Sakulpimolrat (Universitas Sebelas Maret)

19 Model dan Strategi Pembelajaran Berbasis Teknologi dalam Pengajaran BIPA: Sebuah Systematic Literature Review

Pesatnya perkembangan teknologi di era digital saat ini tentunya membawa banyak perubahan dalam berbagai ranah kehidupan manusia termasuk dalam ranah pendidikan. Proses pembelajaran saat ini dituntut untuk beradaptasi dengan berbagai inovasi digital guna menciptakan pengalaman belajar yang lebih efektif, fleksibel dan bermakna termasuk dalam pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA). Pengajar dituntut menghadirkan pembelajaran yang lebih interaktif, kontekstual, dan mampu mengenalkan budaya Indonesia melalui media dan strategi pembelajaran berbasis teknologi. Tujuan dari penelitian ini adalah untuk menganalisis tren, model, dan strategi pembelajaran berbasis teknologi pada pengajaran BIPA selama sepuluh tahun terakhir melalui metode Systematic Literature Review (SLR). Proses peninjauan dilakukan dengan mengikuti protokol PRISMA melalui seleksi artikel dari berbagai database nasional dan internasional menggunakan kata kunci terkait “BIPA”, “technology-based learning”, dan “digital learning”. Dari hasil penelusuran, diperoleh sejumlah artikel yang memenuhi kriteria inklusi dan dianalisis berdasarkan jenis teknologi yang digunakan, model pembelajaran, serta dampaknya terhadap hasil belajar dan pemahaman budaya. Temuan penelitian menunjukkan bahwa teknologi seperti Learning Management System (LMS), video pembelajaran, gamifikasi, media digital interaktif, hingga platform komunikasi daring banyak digunakan dan terbukti memberikan kontribusi positif terhadap peningkatan keterampilan bahasa, motivasi belajar, dan literasi budaya pembelajar asing. Selain itu, strategi pembelajaran seperti blended learning, flipped classroom, dan pembelajaran kolaboratif berbasis digital menjadi pendekatan yang secara dominan digunakan dalam pengajaran BIPA modern. Secara keseluruhan, hasil kajian ini menegaskan bahwa integrasi teknologi pembelajaran dalam pengajaran BIPA bukan hanya meningkatkan kualitas proses pembelajaran, tetapi juga memperkuat upaya diplomasi budaya Indonesia melalui media digital. Penelitian lanjutan direkomendasikan untuk mengembangkan model pembelajaran berbasis teknologi yang lebih terstandar dan adaptif terhadap kebutuhan pembelajar asing dari berbagai latar belakang budaya.

Speaker: Maria Angela Christin Tefa (Universitas Negeri Malang)

20 OPTIMALISASI STRATEGI PEMBELAJARAN BIPA (BAHASA INDONESIA BAGI PENUTUR ASING) BERBASIS KEARIFAN LOKAL MAKASSAR UNTUK MEWUJUDKAN PENDIDIKAN BERKUALITAS (SDG’S 4)

Penetapan bahasa Indonesia sebagai bahasa resmi ke-10 UNESCO pada sidang umum PBB tgl.20 November 2023 dan implementasi Undang-Undang No.24 tahun 2009 yang mengamanatkan fungsi bahasa Indonesia menjadi bahasa Internasional secara bertahap merupakan latar belakang penelitian ini. Kertas kerja ini membahas tentang bagaimana strategi pembelajaran BIPA (Bahasa Indonesia bagi Penutur Asing) berbasis kearifan lokal Makassar di Universitas Hasanuddin dan bagaimana mengoptimalkan pembelajaran BIPA di Unhas untuk menunjang tercapainya Pembangunan Berkelanjutan (SDG’s) di bidang pendidikan. Sumber data penelitian ini dilakukan dengan Teknik observasi di kelas BIPA Unhas,kuesioner, dan wawancara. Teknik analisis data dilakukan dengan teori pembelajaran konstrukvisme dan pembelajaran kontekstual.
Hasil penelitian mengindikasikan bahwa pendidikan berkualitas, sebagai salah satu fokus utama dalam SDGs dapat dicapai melalui pendekatan yang relevan dengan konteks lokal. Optimalisasi pengintegrasian konten budaya Makassar dalam pembelajaran bahasa tidak hanya meningkatkan pemahaman siswa, tetapi juga memperkaya pengalaman belajar mereka dengan nilai-nilai sosial dan budaya setempat. Pengajaran bahasa dengan memanfaatkan media lokal seperti cerita rakyat, kuliner , lagu dan seni menjadi alat untuk menciptakan interkulturalisme di antara siswa dari latar belakang budaya yang berbeda. Implementasi pendekatan berbasis proyek juga terbukti efektif di mana siswa terlibat dalam eksplorasi aktif budaya Makassar dengan mengunjungi museum,mengunjungi desa adat yang membuat pemelajar terlibat langsung di lapangan dapat mensupport untuk memahami konteks sosial di mana Bahasa Indonesia digunakan. Pelatihan para pengajar BIPA di Unhas dengan Teknik pengajaran yang memanfaatkan konten kearifan lokal juga merupakan strategi yang signifikan untuk mendukung optimalisasi dan tercapainya tujuan pendidikan berkualitas bagi para pemelajar BIPA.
Strategi pengajaran Bahasa Indonesia yang berbasis muatan lokal berkontribusi pada pencapaian SDGs, khususnya dalam menciptakan pendidikan yang inklusif dan berkualitas yang mendukung pelestarian budaya. Strategi-strategi ini juga dapat mendukung internasionalisasi bahasa Indonesia secara lebih luas dan masif di berbagai negara

Speaker: Dr Ery Iswary (Unhas)

21 The Exploitation of Islamic Religious Language Symbols in Indonesian Films and Product Advertisements

In the past decade, Indonesian brands have shifted from using Western names to Arabic and Islamic religious terms. Since the 13th century, Arabic has been the primary language of Islam in Indonesia, primarily used for preaching. Recently, more companies have used Arabic names and Islamic terminology for national and local brands. These terms now focus on marketing appeal rather than spiritual values. Businesses often incorporate Islamic language into film titles, product branding, and marketing materials. This paper examines how brands utilize Islamic language and symbols in films and advertisements, explores the factors driving this trend, and assesses its impact on public understanding.
This research uses qualitative methods and primary data. Primary data was drawn from YouTube videos of religious films and product advertisements in Indonesia from 2020 to 2025. Data processing began with classifying patterns of Islamic religious language or symbol use in films and advertising. Factors behind this exploitation include the use of Islamic symbols and language to create a sense of community, appeal to religious identity, and foster emotional connections with audiences. Audiences are engaged through psychoanalytic, cinematographic, and cultural perspectives. The analysis employed an interpretive approach, beginning with restating the data, proceeding to description, and concluding with interpretation.
The results show that exploitation of Islamic religious language and symbols is common in religious film titles. These films often explore themes such as polygamy, religious romance, religious comedy, and religious horror. Product advertisements often employ such language for food, beverages, and daily essentials, particularly those targeted at women who wear the hijab. The shift from Western brand names to Arabic and Islamic terms is linked to the halal lifestyle and a stronger Islamic identity among Indonesian consumers, particularly the Muslim middle class.

Keywords: Language Exploitation, Islamic Religious Symbols, Film Media, Indonesian Product Advertisements.

Speaker: Prof. Rika Astari (Universitas Ahmad Dahlan)

Pararel: Presentation 2.3

Convener: Mahamadaree Waeno

22 Beyond Language Support: Emotional Labor Tutor BIPA dalam Dinamika Pembelajaran Antarbudaya

Tutor BIPA (Bahasa Indonesia bagi Penutur Asing) di Indonesia umumnya merupakan mahasiswa yang berperan sebagai rekan, pendamping belajar, sekaligus support system bagi pemelajar asing. Posisi ini menempatkan mereka dalam interaksi lintas budaya yang intens, di mana mereka tidak hanya mendukung proses akademik, tetapi juga emosional dan sosial. Meskipun peran mereka strategis, kajian mengenai emotional labor dan agensi tutor BIPA masih terbatas, sementara penelitian sebelumnya lebih berfokus pada kompetensi kebahasaan dan efektivitas pembelajaran.
Penelitian ini bertujuan mengeksplorasi bentuk emotional labor dan agensi tutor BIPA melalui pendekatan kualitatif deskriptif. Penelitian ini melibatkan tutor BIPA dari UNY dan UNESA sebagai partisipan. Data dikumpulkan melalui kuesioner daring dan wawancara tertulis yang memungkinkan tutor merefleksikan pengalaman emosional, strategi pengelolaan perasaan, serta proses pembentukan identitas profesional. Analisis dilakukan dengan merujuk pada konsep emotional labor, teaching-as-caring, language teacher agency, dan ethical self-formation.
Hasil yang diharapkan meliputi pemetaan kebutuhan emosional tutor, penguatan peran tutor sebagai pendamping kultural dan pedagogis, serta rekomendasi pelatihan yang mengintegrasikan keterampilan manajemen emosi dan refleksi diri. Secara teoretis, penelitian ini berkontribusi memperkaya kajian BIPA melalui perspektif psikososial, sehingga praktik pendampingan berjalan lebih manusiawi, berkelanjutan, dan responsif terhadap dinamika emosional antara tutor dan pemelajar.

Speakers: Bekti Anggi Kuala Kencana (Universitas Negeri Yogyakarta), Diyan Fatimatuz Zahro (Universitas Negeri Yogyakarta), Ms Erna Istikomah (Universitas Negeri Yogyakarta), Ms Meilita Hardika (Universitas Negeri Surabaya)

23 BILINGUALISM IN THE PERSPECTIVE OF BAHASA INDONESIA DEVELOPMENT

Abstract

Indonesia has such a high cultural and language plurality. In addition to belonging bahasa Indonesia as a national language, Indonesia also has more than 700 vernaculars with which Indonesian people use and live within groups of ethnic society. A huge number of vernaculars also indicates a wealth of culture and tradition of Indonesia.
In the context of language use, people of Indonesia have good command in at least two languages, i.e. first language (vernacular) function as mother tongue and Bahasa Indonesia which functions as a national language as well as language of unification. First language which they acquire from their parent in the family life and bahasa Indonesia which they learn since they get into school and education has changed Indonesian people from monolingual into bilingual or even multilingual society. This language condition turns to be a challenging situation especially for bahasa Indonesia development. National language policy faces such a very difficult situation practically due to the complexity of bilingual language society.
The development of bahasa Indonesia still get a lot of obstacles either from within the speaker of the language itself or from speaker of other languages. Obstacle from within can be in the form of negative language attitude from the speaker of the language. whereas obstacle from others can be in the form of language interference from other languages being considered having more powerful language and higher language status as well as more important.

Key words: bilingualism, language society, culture and language diversity

Speaker: Arief Izzak

24 Integrating Cultural Narrative Readings and Advanced Conversational Texts in Corporate BIPA Instruction for Korean Learners

This paper explores an instructional strategy that integrates cultural narrative readings and advanced conversational texts to support intermediate–advanced Korean learners of Indonesian in a corporate BIPA program. The approach addresses the dual need for deep cultural literacy and high-level professional communication by combining a culturally oriented reading book (featuring folktales and Indonesian/Korean comparisons) with a high-level conversation textbook that includes global issues, workplace themes, and adapted media scripts. Together, these materials create a blended learning environment that strengthens learners' reading comprehension, cultural literacy, and oral communication skills. Classroom implementation highlights three key practices: (1) using narrative texts to build cultural context and interpretive skills, (2) leveraging advanced dialogues and multimedia excerpts to promote authentic communication, and (3) facilitating discussion-based tasks that connect language learning with corporate needs. Findings indicate that this integrated strategy enhances learners' engagement, intercultural awareness, and communicative confidence, making it highly effective for BIPA instruction in professional settings. The paper argues that combining culturally rich readings with advanced conversational resources provides a practical and adaptable framework for corporate BIPA classrooms serving Korean learners.

Speaker: Ayu Tiara Sari (PT Basantara Global Indonesia)

Session Speaker: Workshop 4

Convener: Mulasih Tary (Brawijaya University)

25 Workshop Basic Writing Practice

The Basic Writing Practice Workshop provides participants with foundational skills to improve their written communication in a clear and structured manner. Through guided exercises, learners will practice constructing sentences, organizing paragraphs, and using proper grammar and vocabulary. The workshop emphasizes practical application, allowing participants to develop confidence in expressing ideas effectively in writing. This session is designed to support learners in building a strong foundation for further writing development and academic or professional communication.

Speaker: Mulasih Tary (Muhammadiyah Purwokerto University)

15:00 Coffee Break

Pararel: Presentation 3.1

Convener: DJUSMALINAR DJUSMALINAR (PSU, Pattani Campus)

26 Indonesian-Thailand Corporate Social Responsibility (CSR) Management within the Cultural Preservation Framework for Sustainable Development: A Comparative Study

Corporate social responsibility (CSR) management in Indonesia and Thailand is a crucial intersection point for diplomacy and social accountability which is grounded in distinct national contexts and frameworks. The approaches of both countries differ significantly, yet they recognize the value of CSR. Highlighting the importance of CSR in cultural diplomacy, this article examines CSR (Corporate Social Responsibility) management in the cultural industries of Thailand and Indonesia. Going through a comparative analysis, it contrasts the voluntary CSR model in Thailand with the compulsory approach in Indonesia. Studies indicated that CSR activities such as funding of the arts and cultural exchange programs, promote social solidarity and complementary understanding that are in line with national development objectives. As an effective means of promoting Indonesian for non-native speakers (BIPA) and strengthening intercultural relations, for instance, such programs have emerged. Inconsistent standardization, technical communication barriers and varying levels of stakeholder engagement, however, are frequently challenges that hinder these initiatives' effectiveness. Nonetheless, it has been apparent that the CSR within the arts and culture is not only being utilized as a platform for corporate responsibility, but rather a catalyst for sustainable cultural development and social progress in both countries.

Speaker: Ershad Selesa (Prince of Songkla University)

27 Exploring Perspectives of Korean BIPA Learners on Indonesian Language and Culture

This study aims to explore the perspectives of Korean learners studying Indonesian as a Foreign Language (BIPA), focusing on the challenges they face and their attitudes toward the Indonesian language and culture. Using a mixed-methods approach, data were collected from 70 Korean BIPA learners through semi-structured interviews and questionnaires. The findings reveal that learners encounter linguistic challenges, including difficulties in mastering affixes, informal vocabulary, and the gap between classroom instruction and real-world application. Cultural challenges, such as the diversity of regional accents, principles of linguistic politeness, and a lack of cultural contextual understanding, further complicate the language learning process. Despite these challenges, learners exhibit a positive attitude toward the Indonesian language, appreciating its phonetic simplicity, cultural richness, and global relevance. They also demonstrate strong motivation to achieve fluency for both personal and professional purposes. This study highlights the importance of integrating cultural elements into the BIPA curriculum and adopting learner-centered approaches to enhance language skills. By aligning BIPA learning materials with learners’ needs and Indonesian culture, BIPA programs can create more meaningful and effective learning experiences.

Speaker: Ms Bekti Anggi Kuala Kencana (Universitas Negeri Yogyakarta)

28 Makna Tradisi Budaya Grebeg Suro di Tanah Mataraman sebagai Bahan Promosi Wisata Budaya dan Bahan Ajar BIPA di Era Digital

Penelitian ini bertujuan mengkaji secara komprehensif makna filosofis, sosiologis, dan religius
dari tradisi Grebeg Suro di Tanah Mataraman serta mengontekstualisasikannya sebagai aset
promosi wisata budaya dan bahan ajar Bahasa Indonesia bagi Penutur Asing (BIPA) di era
digital. Grebeg Suro, sebagai manifestasi akulturasi budaya Jawa dan Islam dalam menyambut
Tahun Baru Jawa/Islam, merefleksikan nilai-nilai luhur seperti harmonisasi, syukur, dan
solidaritas yang relevan untuk dipromosikan dan diinternalisasikan oleh pembelajar asing.
Novelty dari penelitian ini terletak pada perancangan model integratif materi BIPA tingkat
Madya-Lanjut berbasis kearifan lokal Grebeg Suro yang dikemas dalam bentuk konten digital
imersif (video 360 derajat dan modul interaktif) untuk memfasilitasi pemahaman lintas budaya
secara otentik. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan
pendekatan etnopedagogi dan studi kasus. Teknik pengumpulan data meliputi observasi
partisipatif terhadap rangkaian ritual Grebeg Suro, wawancara mendalam dengan tetua adat,
budayawan, dan pakar BIPA, serta studi dokumen. Data dianalisis melalui tahap reduksi data,
penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Grebeg Suro
memiliki potensi signifikan sebagai sumber materi ajar BIPA yang kaya akan kosakata budaya,
ragam bahasa Jawa halus, dan wacana kontekstual keindonesiaan, khususnya pada tingkat C1
dan C2. Selain itu, temuan ini menawarkan rekomendasi strategis bagi pemerintah daerah
dalam memanfaatkan narasi kultural Grebeg Suro ke dalam platform digital sebagai upaya
diplomasi budaya dan peningkatan daya tarik pariwisata Mataraman secara berkelanjutan.

Speakers: Ms Oktavia Winda Lestari (University of Islam Malang), Ms Siti Zumrotul Maulida (UIN Sayyid Ali Rahmatullah Tulungagung)

Pararel: Presentation 3.2

Convener: Anggi Suharja (Walailak University)

29 The Utilization of Indonesian Culture-Based Digital Media in BIPA Learning

Advancements in digital technology have opened new opportunities in language learning, especially in providing BIPA learning materials that are more interactive, innovative, and rooted in the richness of Indonesian culture. The utilization of digital media has now become an essential component in developing language learning experiences, particularly for BIPA learners. This study aims to identify and map the utilization of Indonesian culture-based digital media in BIPA learning based on a systematic review of selected articles published from 2020–2025. The method used is a Systematic Literature Review (SLR). Data were sourced from the Google Scholar and Scopus.com databases, using the keywords “digital media in BIPA learning” and “Indonesian culture”. The review shows that the utilization of Indonesian culture-based digital media in BIPA learning frequently employs audiovisual media, mobile and web applications, digital comics, and educational games. These media not only support the learning process but also provide learning experiences that allow BIPA learners to more closely explore the values, customs, and way of life of Indonesian society. The integrated Indonesian cultural elements include traditional arts, Nusantara (Archipelagic) cuisine, local traditions, and urban culture. Overall, these findings affirm that the utilization of digital media in BIPA learning not only offers pedagogical contributions by creating meaningful and context-rich instruction but also exposes learners to the diversity of Indonesian culture on a broader scale, thereby enhancing their cultural understanding.

Keywords: BIPA Learning, Digital Media, Indonesian Culture.

Speaker: MARDAWATI MARDAWATI (Universitas Negeri Malang)

30 Contextual Learning Design in the Legend of I Kebo Iwa as Culture-Based BIPA Teaching Material for Beginner Learners (A2)

Abstract:
This study aims to develop beginner-level BIPA (Indonesian for Foreign Speakers) teaching model based on the legend of I Kebo Iwa using the Contextual Teaching and Learning (CTL) approach to introduce Balinese culture. This research employs a qualitative method by analyzing the content of the legend text sourced from Depdikbud (1977). Based on the text, five core cultural values were identified: (1) beliefs/religion, (2) sacred days, (3) language, (4) social systems, and (5) livelihood tools. The stages of developing the teaching material include: (1) text adaptation, (2) contextual activities, and (3) multimodal enrichment. Teaching Balinese cultural values through this legend is expected to make language and cultural learning more engaging, as this research produces a structured teaching model consisting of three components: adaptive readings, visual exercises, and cultural projects. This model design to integrate an understanding of Balinese culture with A2-level learners’ basic language acquisition in a contextual manner. This study concludes that local legends can serve as authentic teaching materials in BIPA learning, particularly for beginners who require a culture- based and experiential approach.

Key words: BIPA; contextual learning; Balinese legend; cultural teaching materials; beginner learners.

Speakers: Sang Ayu Putu Eny Parwati (National Research and Innovation Agency), Mr Sry Satriya Tjatur Wisnu Sasangka

31 Needs Analysis of BIPA for Business Interactions between Disabled MSMEs and Foreign Consumers in Denpasar

The growing business interactions between Disabled Micro, Small, and Medium Enterprises (MSMEs) in Denpasar and foreign consumers necessitate clear and easily understandable communication. However, many disabled MSME actors still face difficulties in speaking English, while the majority of foreign consumers only possess basic Indonesian language proficiency. This situation frequently causes communication barriers during transactions, product explanations, and price negotiations. This research aims to analyze the specific Indonesian Language for Foreign Speakers (BIPA) needs within the context of MSME transactions using a descriptive qualitative approach. Data was collected through direct observation of sales interactions and interviews with disabled MSME actors regarding their experiences serving foreign consumers and the types of communication difficulties that arise. The findings indicate that the most pressing language needs for foreign speakers include: vocabulary related to products, materials, and services; basic transactional expressions; product usage instructions; price negotiation expressions; and socio-pragmatic phrases related to politeness in Indonesian business culture. Furthermore, the MSME actors also emphasized the necessity of vocabulary pertaining to digital payment methods and modern transactions. These findings provide a foundation for developing more applicable and contextual BIPA materials for Business Purposes (BIPA for Business Purposes) tailored to the communication needs of disabled MSMEs in Denpasar. This research is expected to support the effectiveness of cross-cultural business interactions and enhance the quality of services provided by MSMEs to foreign consumers.

Keywords: BIPA, needs analysis, disabled MSMEs, business interaction

Speakers: Mr I Made Prasetya Wiguna Mahayasa (Universitas Telkom Bandung), Rila Ayu Agnes Indarwati (Universitas Negeri Malang)

Rila Ayu Agnes Indarwati dan I Made Prasetya Wiguna Mahayasa_Universitas Negeri Malang dan Universitas Telkom Bandung_Online.pdf

Pararel: Presentation 3.3

Convener: Ms Nisachon Chuchai (Walailak University)

32 Comparison of Cultural Values in Indonesian Folklore Bawang Putih Bawang Merah with Thai Folklore Plabuthong

Folktales in Indonesia and Thailand have similarities and differences in their themes and cultural values. This study aims to describe the comparison of cultural values ​​in the Indonesian folktale Bawang Putih Bawang Merah and the Thai folktale Plabuthong using a literary anthropology and comparative literature approach. This study is a qualitative study. The data sources are the folktales Bawang Putih Bawang Merah and Plabuthong. The research instrument is the researcher herself. Data collection was carried out using reading and recording techniques. The data analysis technique used is descriptive qualitative with references to the theories of literary anthropology and comparative literature. The results of the study indicate two similarities, including: 1) the nature of humans and society, namely: a) the values ​​of mutual assistance, responsibility, devotion to parents, and respect for others; 2) the nature of humans and the surrounding environment, namely the reward for what is done. Meanwhile, there are two differences, including: 1) the nature of humans and society, namely: a) sincerity and selflessness; b) not greedy; c) the value of compassion; and d) the value of politeness. 2) the nature of humankind and its natural surroundings, namely the punishment for one's actions. Furthermore, it demonstrates that although the two folktales have similarities and differences, there are universal moral teachings for both countries and kingdoms.
Keywords: literary anthropology, folktales, differences, similarities, comparative literature

Speaker: Mr Islahuddin Islahuddin (Fatoni University, Thailand)

33 Pengajaran dan Penerapan Unggah-Ungguh Jawa pada Mahasiswa Thailand dalam Program Transfer Kredit BIPA Fakultas Bahasa, Seni, dan Budaya Universitas Negeri Yogyakarta

BIPA Fakultas Bahasa, Seni, dan Budaya Universitas Negeri Yogyakarta secara
konsisten mengadakan Program Transfer Kredit. Salah satu peserta yang mengikuti
program ini berasal dari Thailand. Penelitian ini membahas pengajaran dan penerapan
unggah-ungah Jawa sebagai bagian dari Javanese local wisdom dalam Program
Transfer Kredit Mahasiswa Thailand BIPA Fakultas Bahasa, Seni, dan Budaya
Universitas Negeri Yogyakarta yang dilaksanakan pada tahun 2024. Kompetensi ini
bukan sekedar mengajarkan, namun juga dalam rangka untuk meningkatkan
kenyamanan mahasiswa Thailand selama berinsteraksi di Universitas Negeri
Yogyakarta khususnya, dan Daerah Istimewa Yogyakarta pada umumnya. Penelitian
ini merupakan penelitian naratif (narative inquiry) berdasarkan pengalaman
mengajarkan dan mendampingi mahasiswa Thailand tahun 2024. Validitas data
menggunakan teknik triangulasi data yang kemudian dianalisis dengan teknik analisis
model aliran. Hasil penelitian menunjukkan bahwa 1) mahasiswa Thailand antusias
dalam mempelajari unggah-ungguh Jawa, dalam hal basic manner dan budaya Jawa
sehari-hari; 2) penerapan unggah-ungguh Jawa tidak hanya dikelas, namun dalam
berbagai kegiatan yang diarahkan oleh pengajar maupun pendamping mahasiswa. Kata kunci: pengajaran BIPA, unggah-ungguh, budaya Jawa, narative inquiry.

Speaker: Erna Istikomah (Universitas Negeri Yogyakarta)

34 The Role of Metacognitive Strategies in Mitigating L1 Phonological Transfer in BIPA Listening Instruction for Chinese Students

The growing enthusiasm for learning Indonesian among Chinese university students has revealed a critical barrier to listening comprehension: phonological transfer from Mandarin (L1) to Indonesian (L2). This study examines the role of metacognitive strategies in mitigating L1 phonological interference during BIPA (Indonesian for Foreign Speakers) listening instruction. Using a qualitative case study design, the study was conducted in a beginner-level BIPA class at Universitas Brawijaya involving seven students from Guangxi University, China. Data were collected through participant observation, interviews, and analysis of phonological recordings over six weeks. Findings indicate that three core metacognitive strategies, planning, monitoring, and evaluating, emerged during the learning process, with monitoring being the most effective in enhancing phonological awareness. Learners who actively self-monitored were able to identify, analyze, and correct segmental sound distortions (/r/, /p/, /b/, /k/, /g/, /ə/, /ɛ/), although suprasegmental awareness (stress and intonation) remained limited due to tonal interference from Mandarin. The application of metacognitive strategies not only improves the accuracy of sound perception but also fosters self-confidence, reflection, and learning independence. Theoretically, this study contributes to cross-language metacognition and second language phonology by demonstrating that self-regulation mediates cognitive and affective processes in listening skill acquisition. Pedagogically, this study recommends the integration of reflective sound monitoring and prosodic visualization into BIPA listening modules to improve learners' linguistic precision and independence.
Keywords: BIPA listening, metacognitive strategies, phonological transfer, Mandarin interference, learner autonomy.

Speaker: Lilik Wahyuni (Universitas Brawijaya)

16:30 Dinner and Gathering

All participant invited for dinner

Tuesday 9 December

Registration

Convener: Nisachon Chuchai (Walailak University)

Session Speaker

Convener: Hamam Supriyadi

35 BIPA in Indonesia current issue

The speech on BIPA (Bahasa Indonesia untuk Penutur Asing) in Indonesia: Current Issues examines the latest developments, challenges, and trends affecting Indonesian language teaching for international learners within the country. The speaker will highlight key issues such as the growing demand for BIPA programs, the need for standardized assessment, the diversity of learner backgrounds, and the rapid expansion of digital learning platforms. Attention will also be given to challenges faced by instructors, including limited teaching resources, curriculum adaptation, and the importance of integrating cultural competence into language instruction. This presentation provides a comprehensive overview of the current landscape of BIPA in Indonesia and outlines strategic steps to strengthen its quality and global impact.

Speaker: Prof. Gatut Susanto (Universitas Negeri Malang)

Session Speaker: Workshop 4

Convener: Anindya Puspita (ISI Yogyakarta)

36 Workshop Poetry

The Poetry Workshop, led by Anindya Puspita, introduces participants to effective techniques for performing and interpreting poetry. In this interactive session, Anindya Puspita—an experienced writer and poetry educator—will guide students through the essentials of expressive reading, including vocal delivery, emotional engagement, and understanding poetic meaning. Participants will have the opportunity to practice reading selected poems, explore various performance styles, and gain confidence in presenting poetry aloud. This workshop aims to deepen participants’ appreciation of literary expression while enhancing their public speaking and interpretive skills.

Speaker: Ms Anindya Puspita (ISI Yogyakarta)

Pararel: Pararel 6.1

Convener: Mahamadaree Waeno

37 Revitalisasi Kearifan Lokal Batik Tegalan melalui Pembelajaran Menulis Deskripsi Dengan Pendekatan Etnopedagogi di SMA

Revitalisasi kearifan lokal Batik Tegalan melalui pendekatan etnopedagogi tidak hanya berdampak pada peningkatan kompetensi menulis, tetapi juga memiliki nilai strategis di tingkat global, yakni: Integrasi Batik Tegalan dalam pembelajaran menulis deskripsi turut memperkuat pelestarian batik sebagai warisan budaya takbenda UNESCO. Upaya ini menegaskan bahwa pendidikan dapat menjadi ruang strategis menjaga keberlanjutan budaya lokal agar tetap relevan dalam percaturan global. Siswa yang memahami akar budaya akan lebih percaya diri dalam berinteraksi di lingkungan global. Hal ini sejalan dengan tren pendidikan dunia yang menekankan local wisdom-based education sebagai bagian dari pendidikan karakter dan kebudayaan. Ketika Batik Tegalan diangkat dalam karya tulis, media digital, atau proyek kolaborasi internasional, maka nilai-nilai lokal Tegal ikut dikenal masyarakat dunia. Penelitian ini berpotensi menginspirasi program promosi budaya, pameran, bahkan kolaborasi dengan sekolah atau komunitas global. Pendekatan etnopedagogi yang dihasilkan dalam penelitian ini dapat direplikasi pada budaya lokal lain di Indonesia maupun negara lain, sehingga menjadi referensi global dalam pengembangan kurikulum berbasis budaya. Dengan belajar menulis deskripsi berbasis budaya lokal, siswa bukan hanya mahir menulis, tetapi juga mampu mengomunikasikan budaya Nusantara ke dunia internasional melalui teks, presentasi, maupun media digital. Ini selaras dengan kompetensi literasi global (global literacy) abad 21.

Speaker: Mr HENDRA APRIYADI, S.Pd.,M.Pd (UNIVERSITAS MUHAMMADIYAH PROF.DR HAMKA)

38 Integrating Digital Video and Transcription Tools to Teach Formal–Casual Register Variation in Indonesian: A Practical Approach for Intermediate BIPA Learners

A clear distinction between formal and casual Indonesian is essential for achieving natural communication, yet many intermediate BIPA learners struggle to recognize and apply register differences due to limited exposure to authentic interaction. This presentation describes a practical approach developed by BasaBasa Learning Centre that integrates digital video sources with transcription tools to introduce learners to real-world register variation.

Short clips from online platforms, such as semi-formal educational videos and casual podcast-style conversations, are selected specifically because they contain both formal and informal expressions within the same context. These videos are transcribed using automatic online tools, then refined and annotated collaboratively through Google Docs. The team identifies key register pairs that frequently appear in everyday Indonesian, including tidak–nggak, ingin–mau, oleh karena itu–jadi, mengapa–kenapa, and other shifts related to tone, emphasis, or conversational flow.

From these annotated transcripts, a series of transformation tasks is developed, requiring learners to convert formal sentences into casual versions and vice versa, analyze contextual clues, and discuss why certain forms fit particular situations. Early classroom application shows that exposure to authentic digital input, paired with guided analysis, helps learners develop a stronger sensitivity to register and communicate more naturally with Indonesian speakers.

This approach demonstrates how accessible digital tools can bring authentic linguistic environments into BIPA classrooms, especially for learners studying outside Indonesia.

Speaker: Ms Nadia Romadhona (BasaBasa Learning Centre)

39 Kajian Semiotik dalam Eksplorasi Hubungan Tanda Linguistik (Teks) dan Tanda Visual (Gambar) pada Materi Ajar Teks BIPA Level A3

Studi semiotik ini bertujuan untuk mengeksplorasi peran serta relasi antara tanda linguistik (teks) dan tanda visual (gambar) dalam materi ajar buku teks level A2 Bahasa Indonesia bagi Penutur Asing (BIPA) dengan mengadopsi kajian semiotika structural Ferdinand de Saussure dan teori semiotika Roland Barthes yang berfokus pada fungsi Anchorage dan Relay dari teks terhadap gambar. Metode pendekatan kualitatif digunakan untuk menganalisis dokumen terutama pada unit-unit representatif yang termuat buku teks BIPA level A2. Dari hasil penelitian ini, yang dapat ditemukan adalah hubungan fungsi Anchorage lebih mendominasi dibandingkan fungsi Relay. Sebagaimana diketahui teks yang berperan dalam pembatasan ambiguitas gambar untuk mengarahkan pembelajar pada kosakata atau struktur gramatikal tertentu. Namun juga ditemukan bahwa beberapa gambar atau tanda visual mengandung konotasi budaya yang ambigu atau tidak sepenuhnya didukung oleh teks linguistik yang berpotensi memunculkan kesalahpahaman budaya atau linguistik dari pembelajar. Penelitian ini memberikan kesimpulan bahwa meskipun gambar atau tanda visual dapat secara efektif sebagai dukungan semantara untuk mengasah kognitif, namun penyelarasan sisi sosiokultural antara teks dan gambar juga perlu ditingkatkan untuk menungjang efektivitas pedagogis dan kompetensi antarbudaya pembelajar BIPA.

Speaker: nur kharirin (Universitas Airlangga)

Pararel: Pararel 6.2

Conveners: Abdullah Malik Ibrahim (APPBIPA THAILAND), Ambarwati Rizka Wardhani (Ramkhaheng University)

40 WAYANG SEBAGAI MEDIUM DIPLOMASI BUDAYA INDONESIA-THAILAND

Penelitian ini mengkaji pentingnya wayang sebagai medium soft diplomacy yang memperkuat diplomasi budaya antara Indonesia dan Thailand. Dengan menggunakan pendekatan soft diplomacy dan diplomasi budaya, riset ini menelaah bagaimana wayang sebagai warisan seni tradisional dapat berfungsi sebagai medium strategis untuk membangun hubungan bilateral serta mempererat pemahaman budaya antarnegara. Selain itu, penelitian menyoroti pentingnya pengenalan wayang pada masyarakat Thailand, terutama kepada generasi muda, untuk menanamkan nilai-nilai moral dan kearifan budaya yang terkandung dalam cerita wayang. Metode kualitatif etnografis diterapkan melalui observasi partisipatif pertunjukan wayang, wawancara mendalam dengan dalang, pegiat budaya, serta pengumpulan data dari dokumentasi kegiatan pentas wayang. Analisis tematik digunakan untuk mengidentifikasi peran wayang dalam diplomasi budaya bagi masyarakat Thailand. Temuan menunjukkan bahwa penyebaran nilai-nilai moral melalui wayang tidak hanya memperkuat hubungan kebudayaan, tetapi juga berpotensi membangun pemahaman lintas generasi yang berkelanjutan di kedua negara. Hasil ini membuka peluang pengembangan strategi diplomasi budaya yang lebih efektif berbasis seni tradisional.
Kata kunci: wayang, seni, tradisional, diplomasi budaya

Speaker: Setyasih Harini

41 EU-South Africa Circular Economy Cooperation in the Economic Development Period (2021-2023)

The high poverty rate (40.1% in the Western Cape and 44.1% in Gauteng) and unemployment (45% in 2020) in South Africa prompted the government to implement the Circular Economy (CE) model. The goal is to reduce waste and absorb labor by establishing a waste management system and providing recycling training, supported by cooperation with the European Union (EU). This study aims to analyze the leading causes of the failure of circular economy cooperation between the EU and South Africa in improving the community’s economy during the period 2021-2023. This study uses a qualitative, descriptive method. Data were collected through interviews, observation, and documentation, with key informants from the South African Embassy in Indonesia and NGOs in Africa. Data analysis techniques include data reduction, data presentation, and conclusion, as well as triangulation to verify data validity. Based on the data, the EU-South Africa circular economy cooperation is reported to be only 40% successful. This failure is caused by three main interrelated factors: (1) Low Education Levels; Only 15.9% of university graduates will graduate by 2022, impacting human resources (HR) in managing a green economy. (2) Low Environmental Awareness and Culture; South Africans are less concerned about CE, coupled with a lack of waste bins throughout the city, leading to indiscriminate waste disposal. (3) Problems with Aid Implementation; there is criticism that EU aid is only enjoyed by the government and implementers (CSIR), and that the training provided is merely normative without any impact, which is exacerbated by corruption. EU-South Africa circular economy cooperation has failed to improve the community’s economy due to low levels of community participation influenced by socio-cultural factors (education and environmental awareness) and governance issues (corruption and unequal aid distribution).

Speaker: FIKRI ARDIYANSYAH (Universitas Padjajaran)

42 Indonesia–UK Bilateral Cooperation in Addressing Transnational Cyber Threats

This article examines the dynamics of bilateral cybersecurity diplomacy between Indonesia and the United Kingdom (UK), highlighting how cooperation between a rising digital power in Southeast Asia and a global cybersecurity leader provides a model for addressing transnational cyber threats. Cybersecurity has emerged as a critical issue for both states: Indonesia faces persistent attacks on government and private systems, while the UK contends with increasingly sophisticated adversaries despite its advanced cyber infrastructure. Since the 2018 Memorandum of Understanding (MoU) on Cyber and Digital Cooperation, followed by the 2022–2024 Partnership Roadmap and the 2025 Strategic Partnership, bilateral collaboration has deepened. This research employs a qualitative case study design, drawing on interviews, official documents, and secondary sources to explore how cooperation unfolds in three dimensions: human resource capacity-building, governance process harmonization, and technological collaboration. Findings suggest that bilateral diplomacy has strengthened Indonesia’s cyber resilience, provided learning opportunities through training and joint exercises, and advanced the UK’s influence as a normative actor in Southeast Asia. However, challenges remain, including regulatory disparities, limited resources, and bureaucratic inertia. The article argues that Indonesia–UK cybersecurity diplomacy represents an important case of middle-power cooperation in cyberspace, contributing to resilience, trust, and norm-building. It offers both practical recommendations for policymakers such as expanding joint research and institutionalizing regional mechanisms and academic insights for the study of international cyber diplomacy.

Speaker: sigit kurniawan (Padjajaran University)

43 Menelusuri Jejak Rama: Refleksi Kultural Ramayana di Jawa dan Thailand

Ramayana merupakan salah satu epos India yang dikenal luas di dunia termasuk Asia Tenggara, khususnya Indonesia dan Thailand. Di Jawa, cerita Rama hadir dari periode kuno sampai baru. Dari bentuk sastra berupa kakawin, puisi masa Jawa Kuno, sampai bentuk macapat, puisi masa Jawa Baru. Cerita Rama juga dapat dijumpai pada relief candi, dan seni pertunjukan. Sementara di Thailand, cerita Rama hadir dalam karya Ramakien, karya yang menjadi sumber dari pertunjukan Khon.
Tulisan ini mencoba menelusuri jejak perkembangan Ramayana dalam dua konteks budaya, Jawa dan Thailand, melalui pendekatan Filologi-komparatif dan antropologi budaya. Analisis menunjukkan bahwa adaptasi Ramayana di Jawa dan Thailand menggambarkan berbagai aspek yang mencerminkan dinamika identitas lokal, sistem nilai, kosmologi politik, serta hubungan antara seni dan kekuasaan. Meski berkembang dengan kekhasan masing-masing, keduanya mempertahankan inti moral yang serupa: kesetiaan, keadilan, pengendalian diri, dan tatanan kosmos.

Speaker: Mardhayu Wulan Sari (Universitas Airlangga)

09:30 Coffe Break

Session Speaker

Convener: Mrs.Tatik Ekawati (Songkhla Rajabhat University)

44 BIPA Learning in University of Galway, Ireland

The speech on BIPA (Bahasa Indonesia untuk Penutur Asing) Learning in Europe, delivered by Eko Widianto, highlights the current issues, developments, and opportunities surrounding the teaching of Indonesian language across European countries. Drawing from his extensive experience in international language education, Eko Widianto will discuss trends in learner motivation, institutional support, curriculum adaptation, and the growing demand for Indonesian studies within European academic settings. He will also address challenges such as cultural integration, limited teaching resources, and the need for innovative pedagogical approaches. This presentation provides valuable insight into the evolving landscape of BIPA in Europe and offers thoughtful perspectives for strengthening Indonesia’s linguistic and cultural presence abroad.

Speaker: Mr Eko Widianto (University of Galway)

45 BIPA Learning at the Indonesian Embassy in Budapest, Hungary

The speech on Experience and Challenges of BIPA (Bahasa Indonesia untuk Penutur Asing) in Hungary explores the realities of teaching Indonesian language within the Hungarian educational and cultural context. Drawing from first-hand experience, the speaker will highlight the growing interest in Indonesian studies, as well as the practical challenges faced—such as limited learning materials, differences in linguistic structure, and the need to raise broader cultural awareness among Hungarian learners. The presentation also discusses strategies used to engage students, adapt teaching methods, and build sustainable programs despite these obstacles. This speech offers valuable insights into how BIPA can continue to develop in Hungary while strengthening cultural exchange between the two nations.

Speaker: Mr Danang Satria Nugraha (Sanata Darma)

Pararel: Presentation 4.1

Conveners: Sari Suharyo (KBRI Bangkok), Sumaiyah Menjamin (Fatoni University)

46 Functions of Pamali, Curses, and Ancestral Laws in Sasakala Cimata Indung for Intercultural BIPA Instruction

Despite its rich repository of ethical, spiritual, and ecological values, Indonesian folklore remains underutilized in intercultural language pedagogy, particularly in teaching Bahasa Indonesia for Foreign Speakers (BIPA). This study examines the pedagogical functions of pamali (taboos), curses, and ancestral laws in the Sundanese folklore Sasakala Cimata Indung and proposes their integration into intercultural BIPA materials to enhance learners’ intercultural competence. Employing a descriptive-analytical qualitative approach, the research interprets symbolic meanings and cultural values through literature-based data collection and expert validation. The findings highlight three key elements: pamali as a reflection of social, spiritual, and ecological ethics; curses as corrective mechanisms for value deviations; and ancestral laws as cosmological structures regulating intergenerational conduct. These results demonstrate that Sasakala Cimata Indung functions not only as a form of entertainment but also as a culturally grounded pedagogical medium and a mechanism of social control. Integrating this folklore into intercultural BIPA curricula offers a meaningful avenue for introducing Indonesian worldviews—particularly the interplay between humans, nature, and spirituality—while fostering foreign learners’ intercultural competence.

Speaker: Mr Ahmad Abdul Karim (Universitas Negeri Malang)

47 The Philosophical Values of Pappaseng Bugis and Their Relevance as Cultural Enrichment Material in BIPA Learning

The Philosophical Values of Pappaseng Bugis and Their Relevance as Cultural Enrichment Material in BIPA Learning

The teaching of Indonesian as a Foreign Language (BIPA) should ideally extend beyond mere linguistic instruction, emphasizing the achievement of intercultural communicative competence. Therefore, there is a need for teaching materials that explore the philosophical richness of Indonesia's highly diverse local wisdom, one example being the Bugis Pappaseng (wise counsel). As a form of oral literature rich in ethical values and worldviews, Pappaseng holds significant potential for use as cultural enrichment material in BIPA instruction.

This study aims to (1) identify and describe the philosophical values embedded in Bugis Pappaseng, and (2) elaborate on the relevance of these philosophical values as cultural enrichment material within the BIPA curriculum. This study is a qualitative descriptive research employing a library research methodology. The primary data, consisting of a corpus of Bugis Pappaseng texts, were analyzed using a hermeneutic approach to conduct an in-depth interpretation of their philosophical meanings. The analysis technique employed was descriptive analysis.

The findings indicate that Pappaseng contains several philosophical values, namely lempu' (honesty/integrity), siri' na pesse (dignity and solidarity), getteng (steadfastness), and asitinajang (propriety/justice). These values are relevant for use as a material resource that encourages BIPA learners to move beyond simply studying the language, allowing them to also recognize and understand the values of Indonesian cultural wisdom. Based on the findings and analysis, it is concluded that the philosophical values within Pappaseng Bugis can contribute as enrichment material for advanced-level BIPA learners. This material can serve as a stimulus to foster critical discussion, comparative analysis, and self-reflection among learners.

Keywords: Pappaseng, BIPA learning, cultural enrichment.

Speaker: Ms NURLINA AMIRUDDIN (Universitas Negeri Malang)

48 Buku Ilustrasi Tidur Panjang Bedawang Nala sebagai Media Pengajaran BIPA Berbasis Literasi Budaya

Penelitian ini mengkaji pengembangan Buku Ilustrasi Tidur Panjang Bedawang Nala sebagai media pengajaran Bahasa Indonesia bagi Penutur Asing (BIPA) dengan fokus pada integrasi literasi budaya dan visual. Latar penelitian berangkat dari kebutuhan materi ajar BIPA yang tidak hanya komunikatif, tetapi juga merepresentasikan kearifan lokal Nusantara secara autentik. Metode penelitian menggunakan desain research and development (R&D) model Plomp—meliputi fase investigasi awal, perancangan, konstruksi, serta penilaian formatif melalui expert review, one-to-one evaluation, dan small group evaluation. Data dikumpulkan melalui analisis kebutuhan pembelajar BIPA, telaah materi ajar sejenis, wawancara pengajar BIPA, serta uji keterbacaan dan keberterimaan media.

Hasil penelitian menunjukkan bahwa buku ilustrasi yang memvisualkan mitologi Bedawang Nala secara kontekstual mampu meningkatkan pemahaman leksikal, struktur naratif, dan kesadaran budaya pembelajar tingkat A2–B1. Temuan ini diperkuat oleh indikator peningkatan capaian pembelajaran pada ranah interpretatif dan analitis, serta respons positif terkait kejernihan visual, kedalaman cerita, dan relevansinya dengan pengalaman belajar lintas budaya. Selain itu, media ini efektif memperkuat pendekatan content-based instruction dan culture-integrated learning dalam pembelajaran BIPA.

Kesimpulannya, Buku Ilustrasi Tidur Panjang Bedawang Nala layak digunakan sebagai media ajar alternatif yang memperkaya repertoar bahan pembelajaran BIPA berbasis literasi budaya Indonesia. Penelitian ini membuka peluang pengembangan lebih lanjut melalui alih wahana digital interaktif dan pengujian lintas konteks negara tujuan pembelajaran.

Speakers: Mr I Nyoman Payuyasa (ISI BALI), Ni Nyoman Ayu Suciartini (Universitas Hindu Negeri I Gusti Bagus Sugriwa)

Pararel: Presentation 4.2

Convener: Anggi Suharja (Walailak University, Thailand)

49 CERITA RAKYAT JAWA BARAT SEBAGAI MEDIA LITERASI BUDAYA DALAM PEMBELAJARAN MEMBACA BIPA: ANALISIS DESKRIPTIF-ANALITIS

Penelitian ini bertujuan menggambarkan serta menelaah bagaimana cerita rakyat Jawa Barat dimanfaatkan sebagai media literasi budaya dalam pembelajaran keterampilan membaca bagi pembelajar Bahasa Indonesia bagi Penutur Asing (BIPA). Landasan pemikirannya ialah bahwa pembelajaran bahasa selalu terkait dengan budaya penuturnya, sehingga penggunaan bahan ajar berbasis kearifan lokal menjadi strategi penting untuk menumbuhkan kompetensi komunikatif dan interkultural. Penelitian ini menggunakan metode deskriptif-analitis dengan pendekatan kualitatif. Data berupa teks bacaan dan aktivitas pembelajaran yang memanfaatkan cerita rakyat Jawa Barat, di antaranya Sangkuriang, Ciung Wanara, dan Si Kabayan. Teks ini dianalisis dari sisi kebahasaan, nilai budaya, serta kontribusinya terhadap pengembangan keterampilan membaca. Temuan penelitian memperlihatkan bahwa cerita rakyat tersebut sarat dengan nilai-nilai budaya Sunda, seperti gotong royong, kesetiaan, kejujuran, tanggung jawab, dan penghormatan terhadap alam. Nilai-nilai ini tidak hanya memperluas wawasan budaya pembelajar asing, tetapi juga memperkuat literasi budaya dalam proses pembelajaran bahasa. Selain itu, penggunaan cerita rakyat sebagai bahan bacaan membantu meningkatkan kemampuan pemahaman literal, inferensial, dan kritis melalui penyajian narasi yang autentik dan kontekstual. Dengan demikian, integrasi cerita rakyat Jawa Barat dalam pembelajaran membaca BIPA berpotensi menjadi media yang efektif untuk mengembangkan keterampilan berbahasa sekaligus menumbuhkan kesadaran budaya dan apresiasi terhadap keberagaman lokal Indonesia.

Speakers: Ms Ai Siti Nurjamilah (Universitas Siliwangi), Ms Destiani (Universitas Lampung), Ms Shinta Rosiana (Universitas Siliwangi), Ms Welly Nores Kartadireja (Universitas Siliwangi)

50 Representasi Adat dan Nilai Moral Melalui Cerpen Robohnya Surau Kami untuk Pembelajar BIPA

Emil Septia1, Refa Lina Tiawati2, Suci Dwinitia3, Yulia Pebriani4 emil14septia@gmail.com1, refalina.2012@gmail.com2, dwinitia@gmail.com3, yuliafebriani.yf@gmail.com4 STKIP Nasional1, Universitas PGRI Sumatera Barat2, UMMY3, APPBIPA Sumbar4
Abstrak

Pembelajaran Bahasa Indonesia untuk Penutur Asing (BIPA) tidak hanya fokus pada aspek bahasa, tetapi juga pada pemahaman nilai budaya dan moral masyarakat Indonesia. Karya cerpen “Robohnya Surau Kami” oleh A. A. Navis adalah sebuah karya sastra yang sarat dengan nilai-nilai kebudayaan Minangkabau serta kritik sosial yang penting untuk memperkenalkan budaya Indonesia kepada pembelajar asing. Tujuan dari penelitian ini adalah untuk menjelaskan bagaimana cerpen tersebut bisa digunakan sebagai alat pembelajaran yang memperkenalkan elemen budaya dan moral dalam konteks BIPA. Metode yang dipakai adalah analisis konten kualitatif pada teks cerpen serta studi pustaka tentang pembelajaran berbasis budaya. Temuan dari penelitian ini menunjukkan bahwa cerpen tersebut melambangkan budaya Minangkabau, termasuk peran surau, hubungan antara tradisi dan agama, nilai kerja sama, serta tanggung jawab sosial. Selain itu, cerpen ini juga mengedepankan nilai moral tentang pentingnya keseimbangan antara ibadah pribadi dan kontribusi kepada masyarakat. Dengan demikian, cerpen ”Robohnya Surau Kami” dapat dijadikan sumber pembelajaran BIPA untuk meningkatkan kemampuan linguistik, pengetahuan budaya, dan keterampilan berpikir kritis.

Kata kunci: representasi, adat, nilai, moral, cerpen, BIPA

Speaker: Emil Septia (STKIP Nasional)

51 Classical Literature as Cultural Bridge: Strengthening Indonesia–Thailand Relations through BIPA Learning

This paper explores the potential of Indonesian classical literature as a medium for cultural diplomacy and intercultural understanding in the teaching of Indonesian as a Foreign Language (BIPA). As Indonesia and Thailand celebrate 75 years of diplomatic relations, the integration of literary heritage such as Babad Tanah Jawi, Serat Kalatidha, and Gurindam Dua Belas into BIPA learning serves not only as a linguistic resource but also as a cultural bridge connecting ASEAN communities. Through a qualitative descriptive approach, this study identifies pedagogical practices that merge language learning with cultural literacy, emphasizing the transmission of moral values, worldview, and symbolic aesthetics rooted in the Nusantara tradition. The findings highlight that classical literature can foster intercultural competence, empathy, and respect for diversity among international learners, while simultaneously promoting Indonesia’s cultural identity abroad. Furthermore, by aligning BIPA instruction with cultural heritage content, teachers contribute to strengthening soft power diplomacy and educational collaboration between Indonesia and Thailand. This paper concludes that revitalizing classical literature in BIPA education reinforces

Speaker: Yosi Wulandari (Universitas Ahmad Dahlan)

Pararel: Presentation 4.3

Convener: Sirikanda Sakulpimolrat (Universitas Sebelas Maret)

52 Mendokumentasikan Tradisi Lisan: Upaya Pembelajaran Literasi Bahasa Indonesia Non-Natif

Abstrak
Mempelajari bahasa sekaligus mempelajari kebudayaan setempat merupakan kelaziman dalam pembelajaran bahasa nonnatif. Proses pendokumentasian tradisi lisan bertujuan untuk menciptakan media alternatif pembelajaran berdasarkan kekayaan tradisi kelisanan Indonesia. Sejalan dengan hal tersebut, tradisi lisan diposisikan sebagai cerminan kekayaan budaya dalam konteks sosial penutur asli. Data dikumpulkan dari studi literatur pusat perbukuan dan balai bahasa di Indonesia. Praktik tradisi lisan seperti dongeng, pantun, dan cerita-cerita lokal yang tersedia pada pusat perbukuan dan balai bahasa kemudian dialihwahanakan menjadi komik sesuai jenjang pembelajar. Alih wahana cerita bergambar dilakukan bersama art director dan kolaborator penerjemah, misal bahasa Jawa-bahasa Indonesia-bahasa Jepang. Praktik penerjemahan dan penyuntingan teks dilakukan bertahap selaras dengan visualisasi komik. Pendokumentasian tradisi lisan dalam bentuk komik ini diharapkan dapat memberikan tawaran media pembelajaran non-natif sekaligus upaya bersama dalam kolaborasi penerjemah-pengajar bahasa. Pelestarian warisan budaya sekaligus pengalaman belajar yang nyata niscaya menyediakan akses bahasa hidup dalam rangka peningkatan kemampuan komunikasi interkultural pembelajar BIPA dan penutur natif.
Kata kunci: alih wahana, cerita lokal, Indonesia, komik, tradisi lisan

Speaker: Harum Munazharoh (Universitas Airlangga, Indonesia)

53 SAILING THROUGH LANGUAGE AND CULTURE: DEVELOPING CLIL-BASED BIPA MATERIALS ON SOUTH SULAWESI’S MARITIME HERITAGE

The Indonesian Language for Foreign Speakers (BIPA) program plays a strategic role not only in language education but also in promoting Indonesia’s cultural identity and soft diplomacy. However, most existing BIPA materials still focus on general themes and have not yet reflected the richness of Indonesia’s diverse local cultures. This study addresses that gap by developing innovative BIPA teaching materials that integrate the Content and Language Integrated Learning (CLIL) approach with the maritime heritage of South Sulawesi—a region renowned for its seafaring traditions, the craftsmanship of the Pinisi ship, and the ecological wisdom of its coastal communities.
The research employs a Research and Development (R&D) design following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The analysis stage identified the needs of intermediate BIPA learners for authentic, contextual, and culturally rich materials. In the design and development stages, maritime cultural content was integrated into the four language skills—listening, speaking, reading, and writing—through CLIL principles, in which language serves as a medium to explore and understand cultural knowledge. The developed prototype includes thematic learning units, communicative activities, and multimedia resources that bring maritime contexts into the classroom.
This paper presents the prototype of the developed materials The study concludes that maritime-based CLIL materials can enhance not only linguistic competence but also intercultural understanding and appreciation of Indonesia’s maritime identity as a source of cultural diplomacy within the ASEAN region.
Keywords: BIPA, CLIL, Maritime Heritage, Teaching Materials, Local Culture

Speaker: Mrs Ratnawati Paki (BRIN (National Research and Innovation Agency))

54 INTERFERENCE OF FIRST LANGUAGE AND SECOND LANGUAGE PROCESSING IN BIPA LEARNERS AND ITS EFFECT ON INDONESIAN LANGUAGE SKILLS

This study aims to determine the interference of first language (L1) and second language processing (L2) in BIPA Intermediate Level learners, as well as its effect on Indonesian language skills. It is known that L1 interference can affect the ability to understand, produce, and process a second language, especially in the phonology, morphology, syntax, and semantic aspects. Therefore, it is also necessary to know the influence on his Indonesian language skills. This study uses a qualitative approach. The instruments used included reading comprehension and listening tests, as well as in-depth interviews. Data collection was obtained from 10-15 BIPA Intermediate Level learners from different countries at one of the universities in Jakarta. From the data collected, it will be known the forms of interference of the first language (L1) and second language processing (L2) in BIPA Intermediate Level learners, as well as their influence on their Indonesian language skills. The results of the study are expected to provide an understanding of the cognitive mechanisms behind L1 interference and second language (L2) processing, as well as its influence on Indonesian language skills. The results of this study are also expected to have positive implications for the teaching strategy of BIPA at the Intermediate Level.
Keywords: firstlanguage differentiation, second language processing, BIPA, intermediate level BIPA learners

Speaker: Exti Budi Munir (BRIN)

Pararel: Pararel 5.1

Convener: Nisachon Chuchai (Walailak University)

55 Keterbacaan dan Fitur Kebahasaan dalam Lagu sebagai Strategi Pembelajaran BIPA

Lagu dapat menjadi bahan ajar dalam pembelajaran BIPA yang bermanfaat dalam penguasaan kosakata dan ekspresi dalam bahasa Indonesia. Penggunaan lagu dalam pembelajaran BIPA dapat menjadikan kegiatan pembelajaran menjadi lebih hidup dan menyenangkan. Namun ada hal yang perlu diperhatikan terkait penggunaan lagu dalam pembelajaran BIPA. Hal tersebut meliputi keterbacaan dan kesesuaian fitur kebahasaan yang menjadi target atau capaian pembelajaran. Penelitian ini didasari temuan adanya penggunaan lagu dalam pembelajaran BIPA yang hanya menekankan pada pemanfaatan lagu sebagai bahan ajar tanpa memperhatikan keterbacaan dan fitur kebahasaan yang disasar. Penelitian ini menggunakan metode deskriptif kualitatif untuk mengetahui pemanfaatan lagu sebagai bahan ajar yang tidak hanya menyenangkan tetapi juga bermakna. Data penelitian ini diperoleh melalui observasi dan wawancara. Penelitian ini difokuskan pada penggunaan lagu pada kelas BIPA tingkat dasar dan menengah di Balai Bahasa Universitas Pendidikan Indonesia. Hasil penelitian menunjukkan dua temuan utama terkait pemanfaatan lagu sebagai bahan ajar yaitu penyajian lagu tanpa mempertimbangkan aspek capaian aspek kebahasaan dan penyajian berdasarkan pertimbangan aspek kebahasaan. Selain itu, ditemukan beragamnya tingkat pemahaman pemelajar BIPA terkait penyajian lagu yang didasarkan atas dua temuan tersebut.

Speaker: Mr Ridzky Firmansyah Fahmi (Universitas Sindang Kasih Majalengka)

56 MIGRANT WOMEN’S VOICES IN MEGA VRISTIA’S POETRY AND THEIR RELEVANCE TO BIPA PEDAGOGY

The purpose of writing this article is to express the voice of migrant women in the poem Mega Vristia and the relevance to BIPA pedagogy. Based on the results of the analysis through literary sociology, the themes of poetry were obtained, namely longing, about the perseverance of migrating as shown by encouraging each other to fellow migrant workers, defense of the injustice experienced by migrant workers against cases of arbitrary employers and trade carried out by PJTKI, and criticism of the government on the fate of migrant workers. Mega's closeness to the harsh work environment and the close relationship with migrant workers who experience abuse by their employers and human trafficking, make the resulting poems have a high social sensitivity. This results can potentially used in to BIPA learning based on sociocultural value that representative from the poems.

Speakers: Mrs Ari Kusmiatun (Universitas Negeri Yogyakarta), Fitria Wiyarti Nindyaningrum (Universitas Negeri Yogyakarta)

57 Pembelajaran Bahasa Indonesia untuk Pariwisata: Strategi Belajar BIPA Singkat bagi Wisatawan Asing di Bali

Penelitian ini membahas pembelajaran bahasa Indonesia singkat (survival Indonesian) bagi wisata mancanegara yang berkunjung ke Bali sebagai strategi untuk meningkatkan kepercayaan diri dan antusiasme mereka selama perjalanan. Dengan latar belakang Bali sebagai destinasi wisata internasional, kemampuan berkomunikasi dasar menjadi kebutuhan penting bagi wisatawan untuk berinteraksi dengan masyarakat lokal. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui observasi lapangan dan pengalaman langsung peneliti yang berperan sebagai pengajar BIPA dan pemandu wisata. Data diperoleh dari proses pengajaran spontan kepada wisatawan mengenai kosakata dasar yang sering dibutuhkan, seperti istilah makanan (nasi, ayam, mi), angka, ungkapan transaksi, serta sapaan sopan. Hasil penelitian menunjukkan bahwa pembelajaran singkat berdurasi 5–10 menit mampu meningkatkan rasa percaya diri wisatawan, mempermudah aktivitas sehari-hari, serta menciptakan pengalaman emosional yang lebih positif selama berada di Bali. Temuan ini menegaskan bahwa pengajaran bahasa singkat dan praktis sangat efektif bagi traveler jangka pendek dan dapat menjadi model bagi industri pariwisata untuk meningkatkan kualitas layanan dan interaksi budaya.

Speaker: Pertiyani Pertiyani

Pararel: Pararel 5.2

Convener: DJUSMALINAR DJUSMALINAR (PSU, Pattani Campus)

58 Aku Atau Saya? Mengungkap Penggunaan Bahasa Indonesia pada Modul Ajar BIPA Kemendikbud: Pendekatan Antropolinguistik

Pendekatan antropolinguistik adalah pendekatan yang biasanya digunakan untuk mengeksplorasi hubungan antara bahasa dengan dinamika kehidupan manusia seperti nilai, praktik sosial dan konteks budaya yang ada di sekitarnya. Artikel ini menganalisis dua modul ajar BIPA Kemendikbud RI (BIPA 1 dan BIPA 2) dengan menggunakan pendekatan antropolinguistik menurut Duranti (2011) yaitu performa, indeksikalitas, dan partisipasi. Penelitian ini menggunakan pendekatan kualitatif untuk menganalisis secara mendalam setiap konten linguistik dan budaya yang disajikan dalam kedua modul ajar tersebut. Hasil penelitian ini menunjukkan bahwa pada aspek performa, modul BIPA dominan menampilkan penggunaan bahasa Indonesia dalam konteks penggunaan pada situasi formal. Materi ini dikemas dalam bentuk dialog, teks bacaan serta contoh tindak tutur dengan menggunakan tema yang sesuai dengan budaya lokal. Pada aspek indeksikalitas, modul ini menggambarkan dengan cukup jelas mengenai relasi sosial melalui pemilihan kata sapaan dan pronomina (saya, aku, kamu, kami). Masing-masing menggambarkan jarak sosial, tingkat keformalan dan hubungan interpersonal seseorang. Sedangkan dari aspek partisipasi, modul ini telah merancang berbagai aktivitas yang bisa memberikan ruang pada pembelajar untuk berpartisipasi aktif, seperti pada kegiatan diskusi, wawancara dan menuliskan cerita. Hasil temuan ini memberikan pandangan bagaimana modul ajar BIPA merepresentasikan masyarakat Indonesia dalam menggunakan bahasa berdasarkan budaya yang berlaku di masyarakat serta bagaimana mereka memahami, menggunakan dam menegosiasiskan bahasa dalam konteks pembelajaran bagi penutur asing.

Speaker: Mrs Restu Santyarini (Airlangga University)

59 Integrating Batik-Based Board Games into Heritage BIPA for Indonesian Diaspora Children: A Game-Based and Culture-Integrated Approach

The transmission of Indonesian language and cultural knowledge to diaspora descendants has become increasingly fragile as younger generations are growing up in environments where Indonesian is not actively maintained. Absent deliberate and culturally resonant pedagogical initiatives, there is a risk of gradual erosion of both linguistic competence and cultural identity. Heritage BIPA (Bahasa Indonesia untuk Penutur Asing) is therefore of strategic significance in supporting Indonesian diaspora children to sustain not only their linguistic proficiency but also their emotional connection to their ancestral cultural heritage. In addressing this need, the present study proposes a conceptual model for integrating batik-based board games into Heritage BIPA instruction for Indonesian diaspora children. The model is founded on game-based learning theory and culture-integrated pedagogy. It utilizes batik, which is recognized by UNESCO as a cultural artifact, as an educational medium that promotes both language development and cultural awareness. The board game framework is designed to incorporate communicative tasks, vocabulary building, and meaning negotiation relevant to children and teenagers. It also embeds cultural narratives, motifs, and symbolic meanings associated with batik. This conceptual model underscores the potential of culturally resonant games to enhance learner motivation, strengthen identity formation, and foster meaningful engagement with Indonesian language and cultural values. The study offers a novel, culturally-responsive learning design for Heritage BIPA that can adapt to classroom, community, or family-based initiatives.

Speaker: Rafida Mumtaz (Universitas Airlangga)

60 Pengembangan Latihan BIPA Berbasis AI bagi penutur Bahasa Rusia

Perkembangan teknologi kecerdasan buatan (AI) telah membawa perubahan signifikan dalam penyusunan bahan ajar Bahasa Indonesia bagi Penutur Asing (BIPA), terutama di era pembelajaran lintas negara seperti Indonesia–Thailand. Makalah ini menawarkan ide-ide inovatif untuk merancang latihan BIPA menggunakan AI, dengan fokus pada pembuatan materi yang kontekstual, adaptif, dan relevan bagi pembelajar dewasa maupun remaja. Artikel ini menggunakan pendekatan deskriptif dengan menunjukkan contoh-contoh latihan yang dihasilkan melalui kolaborasi antara penulis dan model bahasa AI.

Pembahasan meliputi pengembangan latihan kosakata tematik, dialog situasional, latihan tata bahasa berbasis level (A1–C1), latihan menyimak, hingga aktivitas komunikatif yang disesuaikan dengan budaya lokal pembelajar. Selain itu, artikel ini menyoroti penggunaan AI untuk menghasilkan variasi soal, penjenjangan otomatis tingkat kesulitan, pembuatan bank soal, serta desain materi remedial dan pengayaan. Hasil kajian menunjukkan bahwa pemanfaatan AI tidak hanya mempercepat proses produksi materi ajar, tetapi juga meningkatkan kualitas, konsistensi, dan kreativitas latihan.

Makalah ini diharapkan menjadi referensi praktis bagi pengajar dan penulis BIPA di kawasan Asia Tenggara, termasuk Thailand, dalam menyusun buku ajar modern yang efektif, menarik, dan selaras dengan perkembangan teknologi global.

Kata kunci: BIPA, kecerdasan buatan, latihan pembelajaran, buku ajar, inovasi pendidikan

Speaker: Mrs Safira Dinara Salsabila (APPBIPA, APBIPA Bali)

SafiraDS_Artikel_APPBIPA Thailand 2025 - Contoh latihan AI.docx

SafiraDS_Artikel_APPBIPA Thailand 2025 - Contoh latihan AI.pdf

Pararel: Pararel 5.3

Conveners: Ambarwati Rizka Wardhani (Ramkhaheng University), Suhailee Sohnui

61 Pengembangan Developmental Model of Intercultural Sensitivity sebagai Upaya Peningkatan Intercultural Maturity dalam Pembelajaran BIPA Level Lanjut

Developmental Model of Intercultural Sensitivity merupakan kerangka kerja yang dapat diterapkan dalam pembelajaran BIPA dengan fokus pada aktivitas menguraikan perkembangan pemelajar BIPA yang cenderung memandang budaya mereka sendiri sebagai pusat (etnosentris) menjadi memahami budaya-buaya lain yang berbeda dengan cara yang lebih relativistik (etnosentris). Kerangka kerja ini terdiri dari enam tahap peningkatan kepekaan yaitu: Denial, Defense, Minimization, Acceptance, Adaptation, and Integration. Model ini diharapkan mampu meningkatkan pemahaman budaya, komunikasi interkultural, dan keterlibatan interkultural.

Speaker: Setyo TN (Sanata Dharma University)

62 STILISTIKA PERBANDINGAN DALAM NOVEL LAILA MAJNUN KARYA NIZAMI KAJIAN: STILISTIKA

Penelitian ini meneliti tentang “Stilistika Perbandingan dalam novel Laila Majnun Karya Nizami Kajian: Stilistika”. Pengkaji tertarik untuk mengkaji bentuk stilistika, yang diharapkan akan menambah pengetahuan penulis terhadap pengkajian stilistika pada sebuah novel terkenal. Metode penelitian yang digunakan adalah pendekatan kualitatif dan n teori stilistika. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah membaca, menggaris, dan mencatat. Sumber data dalam penelitian ini adalah novel terjemah Laila Majnun: Kisah Cinta Abadi Sang Pencinta dan Kekasih karya Nizami. Fokus kajian dalam penelitian ini adalah analisis bentuk gaya bahasa majas perbandingan dalam novel Laila Majun. Berdasarkan hasil analisis terhadap bentuk stilistika dalam novel Laila Majnun diperoleh simpulan sebagai berikut: 1) bentuk bahasa hiperbola, 2) bentuk bahasa simile, 3) bentuk bahasa metafora, dan 4) bentuk bahasa personifikasi. Hasil penelitian ini dapat diimplikasikan pada peneliti dan pembaca.

Speaker: Ms Sumaiyah Menjamin (Fatoni University)

63 Media Representation of BIPA in Indonesian Newspapers: A Corpus-Assisted Discourse Study

Bahasa Indonesia for Foreign Speakers (BIPA) has become an increasingly important component of Indonesia’s cultural diplomacy, particularly through the expansion of language-teaching programs abroad. As public discourse shapes perceptions of language promotion, media coverage plays an important role in framing how BIPA, its teachers, and its international learners are represented. This study examines the representation of BIPA in Indonesian newspapers using a Corpus-Assisted Discourse Studies (CADS) approach, focusing on keywords, collocation, and concordance patterns surrounding terms such as “BIPA” and “pengajar BIPA”. The analysis shows that BIPA is predominantly linked to discourses of cultural diplomacy, language promotion, international cooperation, and Indonesia’s global image, which indicate a strong framing of the program as a soft-power strategy. In contrast, structural challenges such as insufficient funding, limited teacher training, and institutional disparities appear far less frequently. Media reporting tends to foreground success stories, expansion efforts, and Indonesia’s cultural appeal, while giving limited attention to pedagogical issues, learner diversity, and long-term program sustainability. Overall, the findings suggest that Indonesian media coverage prioritizes promotional and nation-branding perspectives over critical or structural considerations. The study highlights the need for more balanced reporting that acknowledges both achievements and challenges, supporting a comprehensive understanding of BIPA’s role in cultural diplomacy and informing future policy development.

Speaker: Aulia Noor Eliza (Universitas Airlangga)

12:00 Lunch break

Closing Ceremony

Life time award
Presenter Award
Closing speech