Prima Dona Hapsari
ISI Yogyakarta
Learning Bahasa Indonesia and Indonesian
culture for speakers of other languages has
been tremendously increasing nowadays.
The speakers of other languages are
supposed to have good adaptation to any
different points of view, background, social
life, language and culture, and so forth.
The government has launched the program to
help and facilitate learners from other
countries in learning bahasa Indonesia as well
as Indonesian culture.
How to Introduce and Convey the Cultural
Components in Bahasa Indonesia Class.
 How to Give the Learners’ Important
Values toward the Indonesian
Characteristics through the Process of
Learning Bahasa Indonesia and Indonesian
A. Culture and Language
Culture is defined as a system of symbols that allows
us to represent and communicate our experience
(Spradley and McCurdy, 2006).
Culture is transmitted via our symbolic
communication system that we call language (Bates
and Fratkin, 2003).
Cultural knowledge is not only transmitted through
the language, but it is also produced by the language.
Knowing the language helps people to understand the
culture better.
A cultural shock  might happen where the
language, culture, customs, and beliefs are different to
their own.
It is a feeling of disorientation of someone who may
experience when thrust into an unfamiliar cultural
setting (Bates and Fratkin, 2003).
Brown (1987) says that culture shock is one of the four
successive stages of acculturation:
1. the period of excitement and euphoria over the
newness of the surroundings,
2. culture shock emerges as individuals feel the
intrusion of more and more cultural differences into
their own images of self and security,
3. recovery in which culture stress comes up,
4. acceptance of the new culture and self-confidence
that has developed in the culture
The teaching and learning process in BIPA class
should be supported by teachers’ accommodation,
techniques, and methods.
The teacher should have critical thinking and point of
view that the speakers of other languages are not
different but they have their own perspectives,
symbols, interpretations, values, and feelings of
belonging to their country.
Bundhowi (2007) says that culture cannot be taught, but what
teachers are supposed to do is trying to build the Indonesian
culture awareness.
Teaching methods on cultural components introduced to speakers of
other languages who learn Bahasa Indonesia:
1. Knowledge about Indonesia
2. Cultural Notes
3. Cultural Discussion
4. Cultural Research
1. How to Introduce and Convey the Cultural
Components in Bahasa Indonesia Class.
BIPA aims to accommodate and facilitate the foreign
people who study at ISI Yogyakarta for the short-term
program or for the exchange program between two
universities to know and understand bahasa Indonesia
and Indonesian culture.
BIPA at ISI Yogyakarta provides syllabus and teaching
materials in which they can accommodate the learners
need to understand and know bahasa Indonesia as well as
Indonesian culture.
Some cultural components used in BIPA class are
knowledge about Indonesia, cultural notes, and cultural
2. How to Give the Learners’ Important Values toward
the Indonesian Characteristics through the Process of
Learning Bahasa Indonesia and Indonesian Culture
 Brown (1987) proposes ten principles of language
learning or teaching which can be used to give the
learners’ important values toward the Indonesian
characteristics through the process of learning Bahasa
Indonesia and Indonesian Culture:
1. to lower inhibitions in which teachers can involve their
learners to play guessing and communication games; do
role-plays and skits; sing songs; use group work; laugh
together and share fears in small groups.
2. to encourage risk taking - teachers praise leaners for
making efforts to try out language; use fluency exercises
where errors are not corrected at that time; give outsideof-class assignments to speak or write or otherwise try
out the language.
3. to build learners’ self-confidence - teachers should tell
the learners verbally and non-verbally that teachers
believe in them; have them make lists of their strengths,
of what they know or have accomplished in the course.
4. to help learners develop intrinsic motivation - teachers
can tell them about the natural beauty of Indonesia, thousands
of ethnic groups living in Indonesia, pluralistic society, etc.
5. to promote cooperative learning - teachers can do that by
directing learners to share their knowledge and culture;
playing down competition among them; getting the class to
think of themselves as a team; and doing a considerable
amount of small-group work.
6. to encourage leaners to use right-brain processing - teachers
should use movies and tapes in class; have the learners read
passages rapidly; do skimming exercises; do rapid “free
writes”; do oral fluency exercises where the object is to get
learners to talk (or write) a lot without being corrected.
7. to promote ambiguity tolerance - teachers should encourage
learners to ask question to teachers and each other what they
do not understand something; keep their theoretical
explanations very simple and brief; deal with just a few rules
at a time.
8. to help learners use their intuition - teachers should help them to
use their intuition by praising them for good guessing; not
giving explanation of errors – let a correction suffice; and
correcting the selected errors, preferably just those that
interfere with learning.
9. to get learners make their mistakes work for them - teachers
should tape-record learners’ oral production and get them to
identify errors; let them catch and correct each other’s errors;
not give them the correct form; encourage them to make lists
of their common errors and to work on them on their own.
10. to get learners get their own goals - teachers should encourage
or direct learners to go beyond the classroom goals; have
them make lists of what they will accomplish on their own in
a particular week; get the learners to make specific time
commitments to study the language; and give “extra credit”
The class is divided into 2 classes, elementary
and intermediate  the pre-test
The program is conducted for 16 meetings.
During the program, questionnaire and
interview are carried out to analyze the
program and get data.
The tests  * pre-test and post test
* mid-term test and final test
Learners’ activities
1. BIPA is assumed as a potential program for foreign
people who want to learn and understand bahasa
Indonesia and Indonesian culture. By following the BIPA
class, the speakers of other languages are actively
engaged with Indonesian culture.
2. The cultural components are regarded to bring positive
values and significant changes to the learners’
understanding on Indonesia and its culture.