scholarly journals Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand

2020 ◽  
Vol 9 (1) ◽  
pp. 1-27
Author(s):  
Siti Isnaniah ◽  
Islahuddin
Keyword(s):  
Higher Education ◽  
Southeast Asia ◽  
Language Learning ◽  
Higher Education Institutions ◽  
Language Education ◽  
Teaching Materials ◽  
Language Program ◽  
Thai Students ◽  
Learning Management ◽  
Foreign Speakers

This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R & D) related to curriculum, instructors, institutions, students, teaching materials, and methods.

Higher Education in Thailand

2021 ◽  
Author(s):  
Sukanya Chaemchoy ◽  
Thunwita Sirivorapat Puthpongsiriporn ◽  
Gerald W. Fry
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Science Research ◽  
Great Success ◽  
Middle Income ◽  
Higher Education System ◽  
Research And Innovation ◽  
Equity And Efficiency ◽  
Thai Students ◽  
Dramatic Growth

Thai higher education has a long history dating back to the 19th century. Its great modernizer, King Chulalongkorn the Great, was visionary in realizing the importance of expanding education to modernize his kingdom and avoid Western colonization. Thailand was the only country in Southeast Asia never to have been colonized. The country’s first formal institution of higher education, Chulalongkorn University, was established in 1917, named in honor of this visionary king. Since that time, Thai higher education has evolved in diverse ways. Key trends have been (a) massification, (b) privatization, (c) diversification, and (d) internationalization. Massification began in the 1960s with the opening of universities in each of Thailand’s major regions. In the 1970s, two open universities with huge enrollments were established. One of those, Sukhothai Thammathirat Open University (STOU), was a university without walls, serving students throughout the Kingdom. Then Thailand’s teacher training colleges became a large system of comprehensive Rajabhat Universities (38 universities, across every region of the nation). In 1969, authority was granted for private universities to be established, and over the past decades there has been a proliferation of such institutions (now totaling 71). Thailand’s system of higher education is highly diverse, with many different genres of institutions under 12 different ministries and agencies. Another important trend is internationalization, with a dramatic growth in the number of international programs and students during the period 2000-2020. Major reforms of higher education have been primarily structural in nature. In 2003, the Ministry of University Affairs merged with the Ministry of Education (MOE) to become one of its five major commissions, the Office of the Higher Education Commission (OHEC). Then in 2019, OHEC was moved out of the MOE to become part of a new Ministry of Higher Education, Science, Research, and Innovation (MHESI). As the nation moves into the decade of the 2020s, Thai higher education faces major challenges. The most critical is declining enrollments, primarily the result of Thailand’s great success in reducing its fertility rate. With the dramatic growth in higher education institutions, there are simply inadequate numbers of Thai students to fill available spots. A second related issue is the problem of the quality of Thai higher education. Reflective of this problem is the failure of any Thai higher education institutions to be highly ranked in international systems. Many of Thailand’s best students choose to study overseas. Another major issue is funding, with problems related to the ways funds are spent and the low pay of university professors. Also related to the funding issue is Thailand’s low ranking on how much it spends on research and development. This important area receives inadequate priority, though there were significant improvements in 2018 and 2019. There are also curricular issues in terms of what students should be taught and how, as well as concerns that Thai students are not being adequately prepared for the new digital 4.0 knowledge economy. In 2021, Thailand is mired in a “middle-income trap,” and to move beyond that, it is imperative that Thailand improve the quality, equity, and efficiency of its higher education system.

Language Teachers as Materials Developers

RELC Journal ◽  
2021 ◽  
pp. 003368822110616
Author(s):  
Jiao Li ◽  
Xuesong (Andy) Gao ◽  
Xuehai Cui
Keyword(s):  
Language Learning ◽  
Research Agenda ◽  
Critical Role ◽  
Language Education ◽  
Language Teachers ◽  
Three Dimensions ◽  
Teaching Materials ◽  
Materials Development ◽  
Materials Analysis ◽  
Learning And Teaching

This report reviews studies on language teachers as materials developers in language education, particularly focusing on how language teachers act as materials users, materials analysts, and materials designers when engaging with language learning and teaching materials. We contend that the three dimensions of materials development – that is, materials use, materials analysis, and materials design – intersect with one another, and that language teachers play a critical role in all three. Therefore, this review concludes with a research agenda that centres on language teachers as materials developers to expand our understanding of their roles in materials development.

The Role of Social Networking Sites for Language Learning in UK Higher Education

2014 ◽  
pp. 1745-1764
Author(s):  
Billy Brick
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Language Learning ◽  
Peer Review ◽  
Social Networking Sites ◽  
Language Education ◽  
Text Chat ◽  
The Uk ◽  
Uk Higher Education

This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain features including learning materials, synchronous and asynchronous video and text chat facilities, a peer review feature, and some sites also incorporate an award system, in the form of points (http://www.livemocha.com) or ‘berries' (http://www.busuu.com). This serves to motivate participants by rewarding them for their progress and for their peer review activities. In order to consider if, or how, to integrate SNSs into the UK HE curriculum it is important to consider the views of practitioners and learners towards such sites and whether they consider them to have a potential role in HE language education. The paper will report on the outcomes of two small research projects which have sought to establish the view of both practitioners and students towards SNSs in the HE context. When considered overall the practitioners were more positive about the site than the learners.

scholarly journals Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)

2021 ◽  
Vol IX(256) (100) ◽  
pp. 34-38
Author(s):  
K. Ye. Stupak
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Council Of Europe ◽  
Specialized Schools

The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.

scholarly journals OER “produsage” as a model to support language teaching and learning

2016 ◽  
Vol 24 ◽  
pp. 40
Author(s):  
Teresa MacKinnon ◽  
Sarah Pasfield-Neofitou
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Open Educational Resources ◽  
High Quality ◽  
Digital Resources ◽  
Teaching Resources ◽  
Language Teaching And Learning

Language education faculty face myriad challenges in finding teaching resources that are suitable, of high quality, and allow for the modifications needed to meet the requirements of their course contexts and their learners. The article elaborates the grassroots model of “produsage” (a portmanteau of “production” and “usage”) as a way of imagining a movement toward the use and creation of open educational resources (OER) for language learning. Through a set of examples of video resources that fill a need for authentically compelling language learning materials, the authors demonstrate the potential of produsage to engage teachers and learners around digital resources, to the benefit of language teaching and learning. In support of this grassroots model, the authors propose practices and policies to address challenges involved in engaging teachers and learners around OER in higher education.  

scholarly journals PENDIDIKAN BAHASA INDONESIA DI JEPANG

2019 ◽  
Vol 15 (1) ◽  
pp. 40-56
Author(s):  
Kyoko Funada
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Study Program ◽  
The Arts ◽  
Study Programs ◽  
Learning Programs ◽  
Foreign Speakers ◽  
Language Schools ◽  
Skills Learning ◽  
Economics And Politics

BIPA is an abbreviation for Indonesian for Foreign Speakers. Precisely, Indonesian language skills learning programs, namely speaking, writing, reading, and listening to foreign speakers. In Japan, Indonesian is taught at universities, language schools and several high schools. In some universities Indonesian language can be learned as a second foreign language / language of choice after they learn English. In general, the material taught is only about language. However, there are several universities that have Indonesian Language Study Programs or Programs. The scope of teaching is broader. In addition to language, those who take the program can study the arts, culture, literature, religion, social, economics, and politics of Indonesia. Can I study Indonesian language in a department or study program that can be called BIPA? According to the author it is different from BIPA because BIPA is only limited to language learning. Indonesian (Malay) education in Japan began in the early 1900s in Tokyo. This article discusses the development of Indonesian language education in Japan from the past to the present.

scholarly journals ALGORITMA K-NEAREST NEIGBOR MODEL EUCLIDEAN DISTANCE DALAM KLASIFIKASI KELULUSAN PESERTA BAHASA INDONESIA PENUTUR ASING PADA BALAI BAHASA SUMATERA UTARA

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Hot Riris Siburian ◽  
Efori Buulolo ◽  
Hukendik Hutabarat
Keyword(s):  
Language Learning ◽  
Euclidean Distance ◽  
Language Program ◽  
Learning Skills ◽  
The North ◽  
Object Based ◽  
Distance Model ◽  
Foreign Speakers ◽  
North Sumatra ◽  
Bahasa Indonesia

The North Sumatra Language Center also organizes an Indonesian language program for foreign speakers (BIPA) is an Indonesian language learning skills program (speaking, writing, reading, and listening) for foreign speakers. That so far the Balai Bahasa office has had difficulty classifying the graduation of Indonesian Foreign Speakers (BIPA) participants who are eligible to pass and who have not passed. So that complaints occur from participants.To overcome the above problems, it is necessary to classify graduation based on previous BIPA participant data. K-Nearest Neigbor Euclidean Distance model which is a method for classifying / grouping an object based on certain criteria. By using the K-Nearest neigbor algorithm in grouping BIPA participants by using various criteria, it is hoped that foreigners can speak Indonesian more quickly.Keywords: Indonesian Foreign Speakers, K-Nearest Neigbor Algorithm

scholarly journals The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

2019 ◽  
Vol 11 (2) ◽  
pp. 194-213
Author(s):  
Puti Zulharby ◽  
Yumna Rasyid ◽  
Nuruddin Nuruddin
Keyword(s):  
Higher Education ◽  
Language Skills ◽  
Language Education ◽  
Arabic Language ◽  
Structured Interview ◽  
Teaching Materials ◽  
Study Program ◽  
Education Study ◽  
Arabic Speaking ◽  
Speaking Skills

Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.

scholarly journals Analysis of Arabic Language Learning at Higher Education Institutions with Multi-Religion Students

2020 ◽  
Vol 8 (9) ◽  
pp. 4333-4339
Author(s):  
Mahyudin Ritonga ◽  
Asrina Asrina ◽  
Rizka Widayanti ◽  
Fitri Alrasi ◽  
Julhadi Julhadi ◽  
...  
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Higher Education Institutions ◽  
Arabic Language
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