The 6th APPBIPA Thailand International Conference

7 Dec 2026, 08:00 → 9 Dec 2026, 16:30 Asia/Bangkok

Main Room (Walailak University)

Islahuddin -, Pujo Leksono

Monday 7 December

Registration

Conveners: Nisachon Chuchai (Walailak University), Suhailee Sohnui

12:15 Lunch Break

Pararel: Intern Meeting APPBIPA

Conveners: Abdullah Malik Ibrahim (APPBIPA THAILAND), Islahuddin Islahuddin (Fatoni University, Thailand)

15:00 Coffee Break

Pararel: Intern Meeting APPBIPA Thailand

Conveners: Abdullah Malik Ibrahim (APPBIPA THAILAND), Islahuddin Islahuddin (Fatoni University, Thailand)

Tuesday 8 December

Registration

Convener: Nisachon Chuchai (Walailak University)

Opening Ceremony

08.00-08.45 : Opening Ceremony (MC: Chirstine /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 Walailak University
08.10-08.15 Welcome speech President of Walailak University
08.15-08.20 The Head of Committee APPBIPA Thailand (Islahuddin, M.A.)
08.30-08.45 Dance Performance (Walailak Students)
08.45 Photo Session (Staff KBRI)

Convener: Abdullah Malik Ibrahim (APPBIPA THAILAND)

“Reflection and Strategic Dialogue: Joint Meeting between the Organizing Committee and APPBIPA Thailand”: Official Opening, Plenary Addres, Keynote Expirience

Convener: Abdullah Malik Ibrahim (APPBIPA THAILAND)

Pararel: P. 1.1

Convener: Hamam Supriyadi

1 Inovasi Bahan Ajar BIPA Berbasis AI: Pengembangan Buku Ajar Visual Bilingual Indonesia–Mandarin bagi Mahasiswa BIPA 1 Universitas Normal Qujing, China

Perkembangan kecerdasan buatan (Artificial Intelligence/AI) membuka peluang inovasi dalam pengembangan bahan ajar Bahasa Indonesia bagi Penutur Asing (BIPA). Penelitian ini bertujuan mengembangkan dan mendeskripsikan penerapan buku ajar visual bilingual Indonesia–Mandarin berbantuan AI bagi mahasiswa BIPA 1 Universitas Normal Qujing, China. Penelitian menggunakan pendekatan deskriptif kualitatif yang berfokus pada pengembangan produk dan implementasinya dalam pembelajaran. Proses pengembangan meliputi perancangan materi, penyusunan konten bilingual, pembuatan ilustrasi dan komik berbantuan AI, serta penerapan bahan ajar di kelas. Produk penelitian terdiri atas sepuluh topik pembelajaran yang telah digunakan dalam kegiatan pengajaran. Setiap topik mengintegrasikan kosakata, unsur kebahasaan, contoh kalimat, dialog berbentuk komik, dan latihan komunikatif. AI dimanfaatkan terutama untuk menghasilkan ilustrasi dan komik, sedangkan penyusunan serta pemeriksaan konten kebahasaan melibatkan pendidik. Hasil penelitian berupa sepuluh topik bahan ajar visual bilingual yang telah diimplementasikan dalam pembelajaran BIPA 1. Penelitian ini menunjukkan potensi integrasi AI dan pendekatan bilingual dalam mendukung inovasi pengembangan bahan ajar bahasa Indonesia bagi penutur Mandarin.

Kata kunci: kecerdasan buatan, bahan ajar visual, bilingual Indonesia–Mandarin, BIPA 1, buku ajar.

Speaker: Perti Yani

Pararel: P. 1.2

Convener: Suhailee Sohnui

2 MENULIS DENGAN NALAR: MODEL PEMBELAJARAN MENULIS AKADEMIK BIPA BERBASIS STRATEGI BERPIKIR KRITIS

Pembelajaran menulis bagi pemelajar Bahasa Indonesia bagi Penutur Asing (BIPA) tingkat lanjut umumnya masih berfokus pada ketepatan tata bahasa dan struktur teks. Di sisi lain, menulis akademik menuntut kemampuan bernalar kritis, yaitu menganalisis sumber, menimbang bukti, dan membangun argumen yang dapat dipertanggungjawabkan. Artikel ini bertujuan mengadaptasi temuan penelitian tentang strategi berpikir kritis dalam penulisan artikel ilmiah mahasiswa menjadi gagasan model pembelajaran menulis akademik BIPA tingkat lanjut. Temuan diadaptasi dari penelitian kualitatif terhadap artikel ilmiah, tulisan refleksi, dan hasil wawancara mahasiswa Pendidikan Bahasa dan Sastra Indonesia Universitas Muhammadiyah Surakarta. Penelitian tersebut menunjukkan bahwa berpikir kritis dalam menulis akademik dibangun oleh tiga strategi yang saling melengkapi. Strategi kognitif berfungsi mengolah informasi, strategi metakognitif berfungsi mengendalikan proses berpikir, dan Strategi disposisi berfungsi sebagai landasan sikap akademik. Berdasarkan temuan tersebut, artikel ini menawarkan model NALAR yang terdiri atas lima tahap, yaitu nyatakan tujuan dan ruang lingkup, analisis dan tafsirkan sumber, lacak penalaran, argumentasikan simpulan, serta refleksikan dan revisi. Setiap tahap dilengkapi bantuan kebahasaan berupa ungkapan akademik untuk menyatakan tujuan, menafsirkan data, membandingkan sumber, membatasi klaim, dan menarik simpulan sehingga pemelajar dapat menuangkan penalarannya dalam bahasa Indonesia yang tepat. Strategi disposisi ditanamkan di sepanjang tahap melalui umpan balik sejawat dan jurnal refleksi. Model NALAR diharapkan dapat menjadi alternatif pembelajaran menulis akademik BIPA yang tidak hanya melatih ketepatan berbahasa, tetapi juga menumbuhkan kemampuan bernalar kritis. Model ini selanjutnya perlu diuji coba secara empiris pada pemelajar BIPA.

Kata kunci: menulis akademik, BIPA, strategi berpikir kritis, dan model pembelajaran

Speakers: Mrs Dini Restiyanti Pratiwi (Universitas Muhammadiyah Surakarta), Mr Miftakhul Huda (Universitas Muhammadiyah Surakarta)

Pararel: P. 1.3

Convener: Sari Suharyo (KBRI Bangkok)

3 EXPLORATION OF INTERACTIVITY AND LEARNER PARTICIPATION VIA AHASLIDES INTEGRATION IN BIPA LEARNING AT THE BEGINNER LEVEL

Beginner-level Indonesian Language Learning for Foreign Speakers (BIPA) requires interactive and contextual learning strategies to support vocabulary mastery and active participation of learners. This study aims to describe the implementation of AhaSlides in learning BIPA vocabulary, analyze changes in test results, and identify responses and obstacles experienced by learners. The research uses a descriptive approach with quantitative and qualitative analysis involving 20 BIPA level 1 learners from eight countries in the Academic Support Unit (UPA) of the University of Bengkulu Language. Data was collected through pre-test and post-test, learner response questionnaires, observations, and learning documentation. The implementation of AhaSlides includes vocabulary introduction through visual illustrations, situation-based interactive quizzes, answer discussions, and simple communication exercises. The results showed an increase in the average test score from 67.5 to 97.0, with 95% of learners experiencing an increase in scores. Learner responses also showed a positive trend with an average of 3.44 out of a maximum scale of 4, especially in the aspects of ease of use of media, vocabulary understanding through example situations, and the benefits of teacher feedback. Constraints found included instructional comprehension, differences in language ability, speed of delivery of material, and disruption of internet connections. The study concluded that the integration of AhaSlides has the potential to support interactive and contextual learning of BIPA vocabulary, while taking into account the adjustment of instruction and the characteristics of entry-level learners.
Keywords: AhaSlides; BIPA; interactive learning; learning technology.

Speaker: Nafri Yanti (Universitas Bengkulu)

12:15 Lunch Break

Pararel: P 2.1

Convener: Islahuddin Islahuddin (Fatoni University, Thailand)

4 Merawat Bahasa Daerah, Melestarikan Budaya, dan Menguatkan Gerakan Literasi Sekolah: Membangun Generasi Unggul Menuju Indonesia Emas 2045

Bahasa daerah dan budaya lokal merupakan bagian penting dari identitas bangsa yang perlu dirawat dan diwariskan kepada generasi muda. Namun, perubahan pola komunikasi di era digital menghadirkan tantangan dalam penggunaan bahasa daerah, pewarisan tradisi lisan, serta dokumentasi pengetahuan lokal. Di sisi lain, gerakan literasi sekolah masih perlu diarahkan agar tidak terbatas pada kemampuan membaca dan menulis, tetapi juga mencakup kemampuan memahami budaya, mengolah informasi, berpikir kritis, dan menghasilkan karya secara kreatif dan bertanggung jawab. Gagasan ini bertujuan mengkaji keterkaitan antara pelestarian bahasa daerah, penguatan budaya lokal, dan gerakan literasi sekolah sebagai bagian dari upaya membangun generasi unggul menuju Indonesia Emas 2045. Kajian ini menggunakan pendekatan konseptual dengan mengintegrasikan tiga unsur utama, yaitu bahasa sebagai sarana komunikasi dan dokumentasi pengetahuan, budaya sebagai sumber nilai dan pengalaman nyata, serta literasi sebagai kemampuan memahami, mengevaluasi, dan menghasilkan informasi. Implementasi gagasan diarahkan melalui pembelajaran kontekstual berbasis budaya lokal dengan memanfaatkan tradisi, cerita rakyat, kuliner, kerajinan, dan kearifan masyarakat sebagai sumber belajar. Dalam konteks Kabupaten Tegal, potensi budaya seperti Teh Poci, Tahu Aci, Kupat Glabed, Batik Bengle, dan tradisi Sedekah Laut dapat dijadikan bahan kegiatan membaca, observasi, wawancara, menulis, hingga publikasi karya berbasis digital. Pelaksanaannya memerlukan kolaborasi antara guru, murid, keluarga, komunitas budaya, pemerintah, dan media dengan tetap memperhatikan ketepatan informasi, etika dokumentasi, serta penghormatan terhadap pemilik pengetahuan budaya. Gagasan ini menegaskan bahwa pelestarian bahasa dan budaya tidak bertentangan dengan kemajuan teknologi. Sebaliknya, keduanya dapat menjadi fondasi pembentukan generasi yang literat, berkarakter, kreatif, memiliki identitas budaya yang kuat, serta mampu beradaptasi dan berdaya saing dalam menghadapi tantangan global menuju Indonesia Emas 2045.

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

PPT_Merawat_Bahasa_Melestarikan_Budaya_Menguatkan_Literasi.pdf

Pararel: P 2.2

Convener: Mrs.Tatik Ekawati (Songkhla Rajabhat University)

5 Artificial Intelligence and Literary Criticism in the Digital Age: A Comparative Hermeneutic Reading of A.A. Navis’s Robohnya Surau Kami

The emergence of generative artificial intelligence (AI) has transformed interpretive practices in literary studies, raising fundamental questions about textual meaning, interpretive authority, cultural representation, and human critical consciousness. This study examines the interpretive possibilities and limitations of AI-assisted literary criticism through a comparative hermeneutic analysis of A.A. Navis’s Indonesian short story Robohnya Surau Kami. Drawing on Hans-Georg Gadamer’s philosophical hermeneutics and Wolfgang Iser’s reader-response theory, this research employs a qualitative interpretive-comparative approach to investigate how AI-generated interpretations and human critical readings construct and negotiate literary meaning. The analysis focuses on narrative irony, religious discourse, social criticism, textual ambiguity, cultural situatedness, and interpretive agency. By comparing AI-generated responses with theoretically informed human interpretations, the study seeks to identify the extent to which AI can engage with implicit meanings, sociocultural contexts, and ideological tensions embedded in Indonesian literary texts. Beyond examining AI as a technological instrument, this research situates literary interpretation within broader interdisciplinary discussions of digital humanities, cultural studies, and cross-cultural literary understanding. It conceptualizes AI not as an autonomous interpretive authority but as a dialogical analytical instrument requiring critical evaluation, contextualization, and human mediation. Ultimately, this study aims to contribute to contemporary Indonesian literary criticism by advancing a human-centered hermeneutic framework for AI-mediated interpretation and highlighting the potential of Indonesian literature to foster intercultural dialogue in the digital age.

Keywords: Artificial Intelligence; Literary Criticism; Hermeneutics; Indonesian Literature; Digital Humanities.

Speaker: Maria Ulviani (Universitas Muhammadiyah Makassar)

Pararel: P 2.3

Convener: Mahamadaree Waeno

Pararel: P 3.1

Convener: DJUSMALINAR DJUSMALINAR (PSU, Pattani Campus)

6 Dari Kearifan Lokal menuju Pembelajaran Interkultural: Rekonstruksi Budaya Bengkulu dalam Pembelajaran BIPA

Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) tidak hanya berorientasi pada penguasaan kompetensi linguistik, tetapi juga perlu mengembangkan pemahaman pembelajar terhadap keberagaman budaya dan kemampuan berkomunikasi dalam konteks lintas budaya. Dalam perspektif ini, kearifan lokal memiliki posisi strategis sebagai sumber pembelajaran yang merepresentasikan identitas, nilai, dan pengetahuan masyarakat. Namun, pemanfaatan kearifan lokal dalam pembelajaran BIPA memerlukan rekonstruksi yang sistematis agar nilai-nilai budaya dapat diintegrasikan secara bermakna ke dalam pembelajaran bahasa. Penelitian ini bertujuan untuk (1) mengidentifikasi dan menganalisis kearifan lokal Bengkulu berdasarkan nilai budaya dan potensi pedagogisnya; (2) merekonstruksi hubungan antara unsur kearifan lokal, nilai budaya, kompetensi bahasa, dan kompetensi interkultural; serta (3) merumuskan kerangka konseptual pembelajaran BIPA berbasis budaya dengan orientasi interkultural dan perspektif multikultural. Penelitian ini menggunakan pendekatan kualitatif dengan desain eksploratif-deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap praktik budaya, tradisi lisan, artefak budaya, serta sumber sejarah masyarakat Bengkulu. Hasil penelitian menunjukkan bahwa kearifan lokal Bengkulu dapat dipetakan ke dalam lima ranah, yaitu tradisi dan ritual budaya, seni dan artefak budaya, arsitektur dan lingkungan, kuliner tradisional, serta tradisi lisan dan praktik sosial masyarakat. Kelima ranah tersebut merepresentasikan nilai historis, identitas, kebersamaan, religiusitas, estetika, pengetahuan lokal, dan hubungan manusia dengan lingkungan. Selanjutnya, hasil rekonstruksi dirumuskan dalam matriks yang menghubungkan unsur budaya, nilai budaya, potensi pengembangan kompetensi bahasa, dan kompetensi interkultural. Matriks tersebut menunjukkan bahwa kearifan lokal dapat dimanfaatkan sebagai konteks autentik untuk mengembangkan keterampilan menyimak, berbicara, membaca, dan menulis, sekaligus kemampuan memahami, menafsirkan, membandingkan, dan menghargai perbedaan budaya. Berdasarkan hasil tersebut, dirumuskan kerangka konseptual pembelajaran BIPA berbasis budaya yang menempatkan perspektif multikultural sebagai landasan pengakuan terhadap keberagaman budaya dan orientasi interkultural sebagai pijakan pengembangan dialog serta interaksi antarbudaya. Kerangka ini diharapkan menjadi fondasi teoretis dan pedagogis bagi pengembangan pembelajaran BIPA yang kontekstual, inklusif, dan berorientasi pada kompetensi komunikatif interkultural.

Speaker: Ixsir Eliya

Pararel: P 3.2

Convener: Mr Pujo Leksono

7 CHILDREN'S LITERATURE AS AN INSTRUMENT OF INDONESIA'S CULTURAL DIPLOMACY AND SOFT POWER

Author: Ni Nyoman Ayu Suciartini

Affiliation: Doctoral Program in Language Education, Universitas Pendidikan Ganesha, Indonesia.

Email: ayu.suciartini@student.undiksha.ac.id

Abstract

Amid increasing global interactions and competition for international influence, cultural diplomacy has become an important strategy for strengthening national identity, international reputation, and cross-cultural engagement. Children's literature offers significant potential in this context, functioning not merely as a medium for literacy development and character education but also as a cultural representation of a nation's values, traditions, identities, and local wisdom. This study aims to examine the potential of Indonesian children's literature as an instrument of cultural diplomacy and soft power in fostering cross-cultural understanding and strengthening Indonesia's position in international relations. Employing a qualitative approach through library research and document analysis, this study examines Indonesian children's literary works that represent cultural diversity, folklore, mythology, traditional practices, humanitarian values, and local wisdom. The analysis draws on cultural diplomacy perspectives and Joseph Nye's concept of soft power, particularly the capacity of a country to influence international audiences through the attractiveness of its culture and values. It explores how local narratives embedded in children's literature can be transformed into accessible, inclusive, and meaningful representations of Indonesian culture for international readers. Furthermore, this study investigates the potential of translation, international publishing, digital adaptation, and cross-cultural literacy exchanges as strategies for introducing Indonesian children's literature to global audiences. The study is expected to contribute a conceptual framework for developing children's literature as a sustainable instrument of cultural diplomacy. Ultimately, Indonesian children's literature should be understood not only as a means of transmitting cultural heritage across generations but also as a form of soft power that communicates national identity, encourages intercultural dialogue, and expands Indonesia's cultural presence in the international arena.

Keywords: children's literature; cultural diplomacy; soft power; cultural identity; Indonesia.

Conference Theme: Cultural Diplomacy and Soft Power.

Preferred Presentation Language: English.

Preferred Presentation Mode: On-site.

Author Biography

Ni Nyoman Ayu Suciartini is a doctoral student in the Doctoral Program in Language Education at Universitas Pendidikan Ganesha, Indonesia. She is a lecturer in the Department of Elementary School Teacher Education at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar. Her academic interests include Indonesian language education, children's literature, literacy studies, cultural studies, and the integration of local wisdom into educational practices. She is also a children's literature writer and the founder of Rumah Belajar Pustaka Biru, an educational initiative promoting literacy, creative writing, and children's engagement with literature and cultural heritage.

Speaker: Ni Nyoman Ayu Suciartini (Universitas Pendidikan Ganesha)

8 Minangkabau Culinary Exploration: A Living Lab in BIPA Pedagogy for Diaspora BIPA Teachers in Thailand

Cuisine is Indonesia’s most fluent second language to the world. Through globally celebrated dishes, Minangkabau culture offers a fresh lens for introducing Indonesia, not through abstract historical narratives, but through tastes savored, smelled, and remembered. This study positions Minangkabau cuisine as an entry point for cultural diplomacy in Indonesian Language for Foreign Speakers (BIPA) instruction. Through a Living Lab in BIPA Pedagogy conducted fully offline across Padang, Solok, and Bukittinggi, diaspora BIPA teachers in Thailand become co-creators in exploring, interpreting, and transforming Minangkabau taste and culinary vocabulary into living teaching materials. They do not merely read about lamak and padeh; they experience them directly in traditional markets, community kitchens, and eateries, alongside the UPGRISBA community as cultural partners and local culinary communities as native speakers. Four iterative cycles of co-design, exploration, experimentation, and evaluation integrate market visits, cooking demonstrations, guided tastings, vendor interviews, and material-development workshops. These explore taste lexicons, iconic dishes from three cities (randang, teh talua, gulai, kalio, soto Padang, karupuak sanjai, sate Padang, nasi kapau, bubur kampiun, gulai itiak lado mudo), and Minang culinary philosophy. Data were collected through vocabulary tests, speaking tests, participatory observation, and interaction recordings, and analyzed qualitatively using thematic analysis. Preliminary findings indicate that the Living Lab not only enhances diaspora teachers’ mastery of taste and culinary vocabulary but also transforms them into ambassadors of Minangkabau taste capable of bringing Indonesia into Thai classrooms. This study offers novelty by positioning cuisine as a language of cultural diplomacy and diaspora teachers as its agents.

Speakers: Refa Lina Tiawati (Universitas PGRI Sumatera Barat), Dr Wahyudi Rahmat (Universitas PGRI Sumatera Barat)

Pararel: P 3.3

Convener: Nisachon Chuchai (Walailak University)

15:45 Coffee Break

Closing Ceremony: Closing Plenary & Award Ceremony

Life time award
Presenter Award
Closing speech

Convener: Hamam Supriyadi

Wednesday 9 December

Registration

Convener: Suhailee Sohnui

“Reflection and Strategic Dialogue: Joint Meeting between the Organizing Committee and APPBIPA Thailand”: Meeting Intern APPBIPA Thailand

Conveners: Hamam Supriyadi, Islahuddin Islahuddin (Fatoni University, Thailand)

12:00 Lunch Break