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The Complexity of Cultural Outcomes As Indonesian Language Teaching Material for Foreign Speakers (BIPA) Gustia Haryati, Andayani, Atikah Anindyarini

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The Complexity of Cultural Outcomes As Indonesian Language Teaching Material for Foreign Speakers (BIPA) Gustia Haryati, Andayani, Atikah Anindyarini International Journal of English, Literature and Social Sciences (IJELS) Vol-4, Issue-6, Nov – Dec 2019 https://dx.doi.org/10.22161/ijels.46.55 ISSN: 2456-7620 The complexity of cultural outcomes as Indonesian language teaching material for foreign speakers (BIPA) Gustia Haryati, Andayani, Atikah Anindyarini Universitas Sebelas Maret, Surakarta, Indonesia Abstract— Culture plays an important role in language learning with the aim of promoting communication skills for foreign students. Language is also a set of spoken voices which are arbitrators and must be meaningful. The main function of language is as a tool and communication tool. As for language learning the role of the instructor is needed because professional instructors in language and culture support literacy, so students want to have literacy and cross-cultural skills. Thus, cross-cultural understanding is also needed to be a supporting component in the language learning process of a country, without knowing the culture in the local area, foreign students will have difficulty in socializing with the local community. In the process of communicating the use of individual languages is always associated with language, language users and language use. This research was written with the aim of describing the cultural results contained in Indonesian textbooks for foreign speakers. This research was written with the aim of describing the cultural results contained in the textbook. The level of the textbook analyzed was my best friend's level a1, A2, B1, and B2. The research method used in conducting research is a qualitative descriptive research method. Based on the results of the study, found several cultural results at each level or level. The results of this study are: livelihood (MH) 37.5%, life equipment and technology (PH) 6.25%, arts (K) 31.25%, knowledge systems (SP) 6.25%, religion (R) 6.25% and language (B) 12.5%. Keywords— Teaching material, the complexity of cultural outcomes, BIPA, Indonesian Friends. I. INTRODUCTION to promote cultural pluralism, cultural pride and to attract Learning an important aspect of understanding students' interests. This is an opportunity for students to languages. Language and culture are two interrelated make conceptual connections and improve learning [4]. aspects. The Indonesian nation is rich in culture where Thus, CCI plays a very important role in the success of each region/region has a unique and diverse culture. With student learning. As in previous studies explained that the times, the Indonesian language is not only taught by cultural factors can influence student behavior and native speakers, but the BIPA program has begun to attitudes. Therefore, culture is the main requirement for develop internationally. In communicating with the planning specific actions to improve student learning community, good language acquisition is a supporting success [5]. factor [1]. The language also has a role to link one idea In addition, understanding cultural elements in with another idea, one distance from another distance and society is an important factor in learning the language of a one interest with the interests of others. It can be country. For example, foreign students come to Indonesia imagined/felt, Indonesian is used as a unifier between to learn Indonesian [6]. Thus, foreign students before regions in Indonesia. The diversity of regional languages coming to Indonesia have a basic knowledge of cultural in each region requires a means of mediation so that it is understanding found in Indonesia. Therefore the context accepted by other communities [2]. of BIPA learning, cultural aspects must be systematically Studying culture is the same as exploring how integrated with language learning, so that foreign students cultural meanings are symbolic in language as a sign / foreign speakers easily learn and appreciate the behavior system. Indonesian as a medium for developing culture, and values of the prevailing social culture in the local area knowledge, and technology[3]. Previous research findings [7]. explain that cultural content integration (CCI) is very Through BIPA learning, it functions as a media to important in learning languages such as Spanish because inform Indonesian culture to foreign speakers, because it of high equity-based trust. And become one of the ways uses the Indonesian language which means to express the www.ijels.com Page | 1979 International Journal of English, Literature and Social Sciences (IJELS) Vol-4, Issue-6, Nov – Dec 2019 https://dx.doi.org/10.22161/ijels.46.55 ISSN: 2456-7620 cultural values of Indonesian people. Therefore, connect; 2) joint ventures - how they negotiate the goals supporting factors for the success of BIPA learning will of their union, mutually support and share responsibility; not be optimal if they do not include the socio-cultural and 3) shared repertoire - how they develop communal aspects prevailing in society [8]. The supporting factors resources and shared language, history, and identity or that influence the learning outcomes of foreign students, sense of belonging [15]. including initial knowledge, prospects, and learning The social learning that takes place in COPS has behavior. Previous knowledge is one of the positive five levels that make up the 'value creation' cycle: direct energies that build an impression on foreign students so value (direct benefit member experience); potential value that it encourages foreign students to have learning (knowledge capital built for potential future use); applied prospects. The findings from previous studies state that value (how learning is applied in practice in certain investigating the effects of intrinsic motivation and prior situations); realized values (members' perceptions of how knowledge, students on Chinese learning achievement successfully students can apply their knowledge capital to indicate that previous students' intrinsic knowledge and their practice); and reframe / transformative values motivation influence student achievement in learning (reframe strategies, goals, and values to meet the new Chinese [9]. definition of success) [16]. Foreign students studying in Indonesia have different cultural backgrounds and the purpose of learning III. RESULTS AND DISCUSSION Indonesian is also different. Therefore, the teaching of The results of the study in the Indonesian foreign students also has a difference with the teaching of Sahabatku book on the complexity of cultural outcomes native students / native speakers in the local area. are as follows:The results of the study are in table 1: The Therefore BIPA instructors must look at the first language Complexity of Cultural Results in the BIPA textbook background (B1) of each student[10]. "Indonesian Sahabatku” So that, in BIPA learning teachers should consider concepts, experiences and learning readiness thatis Table 1. Percentage of Complexity of Cultural Results in oriented towards student learning. This is needed to Textbooks "Indonesian Sahabatku" regulate the environment, both social and psychological No. Komppleksitas Jumlah Presentasi environments, diagnosis of learning needs, careful Hasil Budaya planning, clear learning goals, and careful planning [11]. 1. Livelihood (MH) 12 37.5 % As for this study, the levels used as research samples are 2. Life equipment and 2 6.25% books “Indonesia Sahabatku” level A1, A2, B1, and B2. technology (PH) 3. Art (K) 10 31.25% II. REVIEW OF LITERATURE 4. Knowledge System 2 6.25% In creating effective programs to build participant (SP language skills and intercultural abilities, program 5. Religion (R) 2 6.25% developers strive to implement five principles of 6 Language (B) 4 12.5% intercultural language learning: active construction; Total 32 100% making connections; interaction; reflection; And Responsibility [12]. Underlying these principles are The results of the above study indicate that there is sociocultural social constructivist learning theories that a complexity of cultural outcomes in the BIPA textbook. place importance on the background and experience of The culture taught to foreign students is a culture that is learners, social participation, use of mediation tools (tools found in Indonesia globally. The complexity of cultural and technology) and the position of students in the products is divided into 6 parts namely; 1. Language (B); 'community of practice' [13]. 2. Knowledge System (S.P); 3. Living Equipment & The idea of facilitating participants to form a Technology (PH); 4. Livelihoods (MP); 5. Religion (R) community of practice (COP) is important to the program. and 6. Art (K). From the six sub-forms of culture the COP is defined as a group of people who learn through complexity of cultural products, it can be explained about active participation in shared social practices around the data related to the complexity of cultural results in the shared goals. For example in music games like Gamelan BIPA textbook "My Friends of Indonesia" contained in [14]. the description below: The main dimensions of the COP are: 1) mutual involvement-how members interact, contribute and www.ijels.com Page | 1980 International Journal of English, Literature and Social Sciences (IJELS) Vol-4, Issue-6, Nov – Dec 2019 https://dx.doi.org/10.22161/ijels.46.55 ISSN: 2456-7620 1. The Complexity of Cultural Products in the form and development of a knowledge system in society. The of Language creation of an object that is real and can be seen and even The complexity of cultural outcomes in the form of enjoyed and utilized by humans requires
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