Evaluation of Indonesian Language Program for Foreign Entrepreneurs (BIPA)
At Netherlands Inter-Community School (NIS)
Abdurrahman A Ghani1, Ihsana El Khuluqo2, Ellin Driana3, Mulrevita4
1Prof Dr Muhammadiyah University, Jalan Buncit Raya no17, Pancoran , Jakarta
2Department of Education Evaluation
abdulrahman.ghani@yahoo.co.id, Ihsana_khuluqo@uhamka.ac.id, elindriana@gmail.com,
Keywords: Indonesian Language Program; Evaluation of the CIPP model.
Abstract: The study aims to evaluate the implementation of the Indonesian Language program for foreign speakers at the Netherlands Inter-community School in Jakarta. The study uses the CIPP model evaluation method.
Data was collected through observation instruments, document studies and interviews - with Interim Educational Coordinators, teachers, school committees, Human Resources Departments, Admission, Finance, students and parents - and analyzed qualitatively descriptively. The evaluation results show that aspects of the context, the Indonesian language program for foreign speakers are clear in their vision, mission and goals. In terms of input, teachers have met the criteria of the government as well as the financing aspect. However, facilities and infrastructure should still be improved. Process aspects, planning, implementation and assessment of learning are in accordance with the Indonesian Language Competency Standards for Foreign Speakers based on the Indonesian National Qualification Framework. The product aspect, namely for the purpose of communication has been fulfilled but still needs to be improved the results of creative publications.
INTRODUCTION
The government of Indonesia through the Ministry of Education and Culture has required the schools of Education Unit Cooperation (SPK-Satuan Pendidikan Kerjasama) to teach the Indonesian Language, as stated in the Regulation of the Minister of Education and Culture Republic of Indonesia Number 31 Year 2014 about the Implementation of Cooperation and Management of Education by Foreign Educational Institutions with Educational Institutions in Indonesia. Article 11, paragraph (4) states that, “For learners of a foreign citizen (WNA) shall be taught Bahasa Indonesia and Indonesian Culture (Indonesian Studies)”. The obligation to teach Indonesian Language and Culture for students SPK is a form of support to Law Number 24 Year 2009 on the Internationalization of the Indonesian Language.
In Law Number 24 Year 2009 on Flag, Language, Emblem and anthem of the State, Article 44 states that: Paragraph (1): the Government increase the
function of Indonesian Language become international Language in gradual, systematic, and sustainable, Paragraph (2): Increase the function of Indonesian Language become international language referred to in paragraph (1) is coordinated by the institute of language, Paragraph (3): further Provisions concerning improvement of the function of Indonesian Language become international language referred to in paragraph (1) shall be regulated in Government Regulation.
The obligation to teach Bahasa Indonesia for Foreign Speaker (BIPA) is one of the government's efforts in the development of the Indonesian Language. Business coaching is done on the inside and outside of the country, namely, the teaching of Bahasa Indonesia for a citizen of Indonesia (WNI) and FOREIGN citizens through the institutions of language that exist in some countries in the world. It is stated in Law No. 24 Year 2009 Chapter 41 part three about the Development, enhancement, and Protection of Indonesian Language,
Paragraph (1): the Government is obliged to develop, promote, and protect the Language and literature of Indonesia to meet the notch and its function in the life of society, nation, and state, in accordance with the times. Paragraph (2):
Development, enhancement, and protection referred to in paragraph (1) is done gradually, systematically, and sustained by the institution of language.
Paragraph (3): further Provisions regarding the development, enhancement, and protection as set out in subsection (1) shall be regulated in Government Regulation.
Since the issuance of these Laws, all SPK schools is obliged to teach Bahasa Indonesia for students of indonesian CITIZENS and FOREIGNERS. The implementation of Indonesian Language teaching in schools SPK submitted at each school and there is no necessity to run the current curriculum in Indonesia. Policy regarding the curriculum is handed back to the respective schools. SPK Schools may use the national curriculum plus the curriculum or outside the curriculum outside of the pure, but must carry out three subjects, namely Indonesian Language, PKN, and Religious.
The government until today has not arrange the curriculum and teaching materials for the learning of BIPA so that in practice schools SPK to carry out the teaching of BIPA using curriculum and teaching materials according to the needs of each school. In the Netherlands Inter-community School (NIS), a curriculum for teaching Indonesian Language using the curriculum is IPC (International Primary Curriculum), while Bandung Independent School (BIS) and the Academic Colleges Group (ACG) using the International Baccalaureate – Primary Years Programme (IB PYP).
The importance of studying the language is already there since the time of Rasullulah. In the book by Abazhah (2009) described the virtue of studying a language. The hadith reads: “whoever learn the language of a nation, then he will be saved from the deception of them.” Abazhah told one of the companions of the prophet, Zayd Ibn Thabit known intelligent, sharp wit, sensitive, and strong memeory ability . When it's a lot of letters that come to Rasulullah but he didn't want everyone can read the letter in Hebrew is then ordered Zayd to learn the language.
Given the differences in the background state and the level of proficiency in the required instructional materials in accordance with their needs. Bahasa Indonesia books to native speakers or language
books of Bahasa Indonesia, which is used in schools in Indonesia can not be applied to students of BIPA because the needs and the curriculum used is also different.
Several universities in Jakarta, such as Universitas Indonesia (UI) and Universitas Negeri Jakarta (UNJ) has published a book of BIPA. However, the book is intended for adults. 2015, UNJ have already started to publish books of BIPA for children although not yet complete for all levels of ability students of BIPA. The government through the literacy program also has published a book-reading books to children.
However, these books are not appropriate for foreign students who are just learning English.
Teachers of BIPA teaching in the schools of SPK is generally not the teachers with the educational background of BIPA. They have experience as teachers, but not teachers of BIPA. Their ability to speak a foreign language is the main skill to teach BIPA. Their experience in the classroom and understanding the curriculum in the school where they were teaching is the basis for developing a curriculum BIPA. Teaching materials acquired from a variety of sources. NIS use the book bahasa Indonesia Online (http://bse.kemdikbud. go.id/), book the Indonesian language of the UNJ to BIPA and books BIPA a publication of the Center for the Development of Strategy and Diplomacy Kebahasaan (PPSDK), and UI.
To report the learning outcomes, each SPK school also use different reporting methods. In the NIS, report on the results of learning using the Common European Framework of Reference (CEFR). Each student will receive a result report of the learning in term 2 and term 4 in the form of exposure in accordance with the levels of ability of students. The level of foreign speaker according to the CEFR include: (1) basic user: beginner A1, beginner A2, (2) intermediate users: intermediate B1 and intermediate B2 and (3) advanced users: advanced C1 and proficient C2.
With this background, the researcher raised the issue about the curriculum of BIPA and the way learning assessment (CEFR) as an evaluation for school NIS and schools SPK in Indonesia.
In general the evaluation aims to explain the effectiveness of the BIPA program in the NIS.
In particular, the evaluation aims to determine the various dimensions that can affect the effectiveness of the BIPA program. These objectives, among others:
1. Get information about the effectiveness of the implementation of the BIPA program in the NIS.
2. Reveal the factors supporting and inhibiting the implementation of the BIPA program.
3. Determine the effectiveness of the implementation of the BIPA program that includes indicators of the implementation of the learning process.
Literature Review
Learning Indonesian Language for Foreign Speakers (BIPA)
Bahasa Indonesia is the official language of the state in the Republic of Indonesia, which is used in forums formal and informal. The teaching of BIPA in the SPK (Unit of Educational Cooperation) is one of the government's efforts in language development, Indonesia, and overseas. BIPA is a term for the program of learning the language of Indonesia which is devoted to foreign citizens. In NIS 71% of the students are foreign citizens, 14%
mixed (Indonesia and International) and 15% a citizen of Indonesia. 15% of students mixed and native to Indonesia of this, the average English or Dutch as mother language and the language that is used day-to-day. Thus, the Indonesian language is not used every day while at school they use Dutch or English. Of Learning (Brown. 2007:8), the mastery or acquisition of knowledge about a subject or a skill by study, experience, or instruction. Language learning essentially is learning communication.
Therefore, language learning is directed to improving the ability of students in: listening, speaking, reading, and writing. The principle of the teaching of BIPA (Wolff. 1991): 1. Speak to all the learners in the Indonesian language. 2. The Indonesian language is used as language of instruction learning. 3. Introduce learners with native speakers or through impressions. 4. Dst.
Agency for Development and Language Development, as an extension of the hands of the government the task of improving the function of Indonesian language become international language, trying to realize his responsibility to coordinate the stakeholders of BIPA. On 9-11 December 2013 organized a Coordination Meeting (Rakor) the Institution of the Organizer of the BIPA Program for the first time. The recommendations of the coordination Meeting of Institutions Organizers of the BIPA Program (http://badanbahasa.
kemdikbud.go.id/bipa/v2/index.php/bagi-info/82- rapat-koordinasi-lembaga-penyelenggara-program- bipa-2013) is the enactment of the standardization of the national curriculum BIPA, teaching materials,
competence of teachers of BIPA, and materials development policy of BIPA.
The purpose of BIPA in SPK
After the enactment of the PP 17/2010 and Decree 18/2009: “the International School becomes a SPK, namely education unit the result of the cooperation between foreign educational institutions that are accredited or recognized in their country and education unit in Indonesia which is accredited A”, the Netherlands Inter-community School that formerly was the Netherlands International School also changed its name. Vision BIPA is the realization of bahasa Indonesia as the language of transportation widely among nations, at the national, regional, and international. The mission of the teaching (Muliastuti. 2015):
1. Create a conducive atmosphere in the country for the development of the BIPA program.
2. Strengthen the use of bahasa Indonesia in the realm of public communication at the national level, both for native speakers and foreign speakers of Indonesian language.
3. Improve the function of Indonesian language as the language of transportation between nations at regional and international levels.
International Primary Curriculum (IPC)
The IPC is a curriculum from the UK which was introduced in the year 2000. The design is appropriate for students with a wide range of abilities and learning styles, and encourages learning in groups or individual. Curriculum IPC is a comprehensive, thematic and creative designed for students aged 3-12 years. Learning approach in the IPC a thorough process with clear and specific goals that can help students to connect what they are learning, both from the perspective of the country in which they live today and according to the understanding internationally. Each theme of the IPC has learning goals for individuals and the understanding of the thought international. The draft curriculum make learning detailed and helps teachers to make the learning process interesting, active, and meaningful to students. The goal scoring children who can cooperate, have good communication skills, awareness high, strong, has respect, and good morals. IPC (http://
www.isbremen.de/assets/ipc-brochure.pdf), one of the curriculum options available that are growing very fast in the world today. With more than 1,800
schools in 90 different countries (December 2014).
Currently the IPC has published 130 global theme that is interesting and relevant, designed with the learning process clear and with the purpose of learning that specific. With assessment for learning for each learning programme, the IPC provides immediate support for teachers and learners through the comprehensive design, making it flexible enough for each school to adapt the planning and build personal strengths of students. NIS is a school of early and basic education, which offers education to speak Dutch and English. NIS is already using the curriculum the IPC since 2006, but at the time it was a lesson BIPA is not yet active. In 2015 the program MFL re-enabled and the IPC became the front line in all language programs in the NIS. Programs MFL is English for students of Dutch language, Dutch for English speaking students, and Indonesian students speak Dutch and English. The implementation of each unit IPC goes through the same steps: 1. Entry point; 2. Knowledge harvest; 3. Explaining the theme; 4. Subject research; 5. Subject recording;
and, 6. Exit point. Learning goals help teachers, students, and parents to know the purpose of each lesson and activity. Strictly organized with the three key words of learning: knowledge, skills, and understanding. Personal Learning Goals the IPC is to prepare students to be able to work and communicate in a global scale and to do it together with communities from different cultures.
The Common European Framework of Reference (CEFR)
The CEFR is an instrument of assessment to measure the level of language proficiency. The CEFR is used to describe the achievements of students of foreign languages across Europe are now starting to extend into other countries, for example Colombia and the Philippines. The CEFR is a guide for nations in Europe to measure the level of language proficiency. The common framework European reference for languages includes the problems of: learning, teaching, and language assessment. The publication of the CEFR as an instrument of assessment languages: Learning, Teaching, Assessment (CEFR) in 2001 by the Council of Europe (Figueras. 2012:477), has the goal, to encourage the practitioners that language teaching and language learners, provide a reflection as to what can be done to help learners or other people to be able to learn the language better.
Document the CEFR (Ibid.), has been translated into all the languages in Europe and its scale is now available in more than 40 languages including sign
language. National Qualification framework of Indonesia (KKNI) specifically developed to become a national reference for efforts to improve the quality and competitiveness of the nation of Indonesia in the human resources sector. The achievement of each level of qualification of human resources in Indonesia is directly related to the level of achievement of learning that is produced through a system of education and training systems of work are developed and enforced on a national basis. One of the infrastructure which is important in achieving alignment of quality and classification of qualification among graduates of the organisers of the course and training with a description of the competencies of work that is expected by the user is a graduate of the document the Competency Standards Graduates (SKL), as stated PP. Number 13 of the Year 2015 on the Second amendment to PP. Number 19 Year 2005 about National Standard of Education in the preparation of an SKL, and Permendikbud No. 131 of 2014 and Permendikbud No. 5 of the Year 2016 about Competency Standards and Training Courses. With the issuance of Presidential Regulation Number 8 Year 2012 on the National Qualifications Framework, then SKL and training courses are arranged based on KKNI to accommodate the changing needs of the work competence of graduates in the working world and the industrial world. One of the areas which develop Competency Standards this is a field of BIPA. The preparation of the competency course and training for the field of BIPA is adapted from the CEFR and the classification follows the classification in the Indonesian Language Proficiency Test developed by the Development Agency and the Development of Language. As a follow up of Law No. 24 Year 2009, Body Language, South East Asia Ministry of Education Organization Quality Improvement of
Teachers and Education Personnel (SEAMEO QITEP) in language and organizer of the learning BIPA meeting to make the standardization of learning BIPA based on the CEFR. On October 20, 2010 SEAMEO QITEP in Language held a one day symposium with the theme of The Second Annual International Symposium of Foreign Language Learning. The event was attended by teachers of foreign languages of German, Japanese, Chinese, Arabic, hong kong, Thailand, and Indonesia.
Recommendations from the event is the CEFR can be used as one of the standards of foreign language learning in the Southeast Asian region.
MODELS OF PROGRAM EVALUATION
In the implementation of research program evaluation, Kaufman, et. al. (1980:109) mention some models that are very well known, among other things: Scriven's Formative-Sumative Model, the CIPP Model (Stufflebeam, et. al. 1986:3; Wirawan.
2011:86), CSE-UCLA Model, Stake's Countenance Models, tyler's Goal Attainment Model, Provus's Discrepancy Model, Scriven's Goal-Free Model, and Stake's Responsive Model.
RESEARCH METHODS
The evaluation was conducted in the Netherlands Inter-community School, Cilandak, South Jakarta, since February.d. April of the year 2017. Research using a qualitative approach, with the evaluation model the CIPP. Data collected through the technique of document study, questionnaires, observation, and interview with the principal, teachers, co-teachers MFL, students, Human Resources Department (HRD), admission, finance, school committee, and parents of students. In carrying out the activities of the program evaluation, the evaluator must follow the rules and certain procedures to ensure the evaluation runs according to the standard evaluation of the program.
Evaluation standards there are 4 categories, utility (usefulness), feasibility (feasibility), propriety (validity) and accuracy (accuracy). In the validity test, used the technique of triangulation, associated with data, investigators, and methods. Data has been collected, then analyzed with the model of interactive analysis (Miles and Huberman) through the stages: collection of data, data display, data reduction, and conclusions: drawing/verifying.
THE FINDINGS OF THE EVALUATION
A. CONTEXT
The vision is of a mind that transcends the reality of the present, something we create that has never existed before, a state will we realize that we've never experienced before. Vision in essence is a view far into the future. Vision (Damin. 2008:71),
“... the power of view far ahead, deep, and broad as the power of thought abstract that has the strength of very powerful and can break through all physical boundaries, time, and place.” Viewed from the perspective of time, vision at the core questioning
about the future with a certain time span. The internalization of vision is very essential for the people who run the functions of leadership, especially for those who occupy the top position such as rector, dean, and high officials of the education at the department level. The head of the school does, even at the micro level, should have a clear vision.
The vision of the NIS is a world to discover. With the vision of the NIS is to explore the ability of each student, with the advantages and disadvantages of each. NIS believes that there is a scene in language and culture that can be excavated on each student.
The teachers are experienced and professionals provide guidance in every student to achieve success in all aspects of learning. The guidance of the team of NIS experienced and professional help lay a strong foundation so that each child succeed. NIS provides a friendly environment to help children develop.
Mission in simple terms is a small step to achieve the vision. The way the choice of educational institutions for the students or the community. Also, as the steps that must be implemented by an organization gradually to achieve the goals of the organization which eventually will reach an overview of the appropriate or ideal from the organization. The mission is a statement that contains the things that should be implemented as a form of business that is real and it is important to realize the vision of the organization.
The mission of the NIS offers quality education to children aged 2-12 years with global understanding via curriculum IPC. NIS maximize academic achievement of every student by developing creative thinking skills and their social. The characteristics of the approach taken is to put the process of student learning as its center. As an institution of professional education, NIS has the knowledge, ability, facilities and latest facilities to support this process. With the strong cooperation between parents, students, and the teaching team, NIS sure that each student will shine with more capabilities.
As an international school, NIS has a value-the value that is developed in carrying out the activities of the school day. These values are represented through the logo of the NIS as listed in the guide book NIS (it.
3):
“Professional” refers to a way of organizing and disseminating the school and the educational process. Teachers and support staff are experienced and confident with his knowledge. NIS encourages the team to work together and overcome any
challenge in their respective environments. NIS adapting a curriculum that is internationally recognized which ensures a smooth transfer to any school in the entire world.
According to the Regulation of the Minister of Education and Culture (interviews with Interim Educational Coordinator ) NIS (Handbook:3), have great respect for Indonesia as a country where the NIS is to teach students English and to students of indonesian CITIZENS with additional subjects Citizenship (Kewarganegaraan) and Religion (Keagamaan).
Students in the NIS (Ibid.) has the level of Indonesian language ability are different. From do not speak Indonesian at all, there are some already speak Indonesian a bit, and there are some already speak Indonesian. Purpose students learn BIPA is so that they can reach the highest level in the Indonesian language.
Bahasa Indonesia is a compulsory subject for students in NIS for the Dutch Stream and English Stream. NIS has the Modern Foreign Language Department, the department that takes care of the teaching of foreign languages for students. NIS offers Dutch language for students in the English Stream, English for students in the Dutch Stream and bahasa Indonesia for students of English Stream and Dutch Stream. Through language, we can only communicate knowledge, ideas, and feelings but also composing and visualizing the experiences; in other words language is a tool, either to think or learn.
B. INPUT
1. Human Resources
NIS is a small school and non-profit. Members from BoP and BoS are working voluntarily and are involved in the development of the school. All members work cooperatively in order to achieve the goals of the school. Organizationally, NIS have a Board of Patrons (BoP), the Board of Supervisors (BoS), Principal, Parents Support Group and the Participation Council, the Management Advisory Team, Teachers and Assistant, and Office Support Staff.
The Board of Patrons is the initiator of the founder of NIS and they are now represented by the embassy and community of the Netherlands in Jakarta. The BoP is not involved in the day to day activities in the NIS. The BoP serves as head of strategy and advice- giver for long-term sustainability of the NIS.
The boss is the people of their duties to give guidance and advice as well as synergy with the BoP
in providing criticism and advice. The head of the school responsible for managing all aspects associated with the school, namely education and administration. The boss and the head of school held a meeting at least twice a year.
Parent Support Group is representative of parents of students and work to help each event held at the school.
Management Advisory Team is a joint team of the head of school, coordinator of curriculum, coordinator of early childhood education, coordinator of elementary school, human resources manager, and finance manager on duty to give advice to the head of school.
Teacher, assistant and teacher in the field of study is education. While the administration such as front desk, IT, Security. For Indonesian teachers, (the results of interviews with HR and Admission) NIS not recruit teachers new, but looking for talent from the assistant-teacher's assistant who has worked long enough and experienced with the curriculum in the NIS. They were given a scholarship to continue studying and also training held by the government and institutions of BIPA in Indonesia. Now is NIS has the two teachers of BIPA with a ratio of 2:83.
2. Infrastructure
NIS is located in a green and leafy as well as have an environment to play wide. Internet and wifi are easily accessible by teachers and students. Each classroom is equipped with air conditioning, a smartboard, and the students began to class 3 to class 6 is equipped with a hybrid computer.
NIS has a play area for early childhood and KINDERGARTEN which is equipped with a play area of sand and rock climbing. For elementary school students there are football field and basketball court. In addition, students can also play basketball in the area of air-cooled. NIS has a huge ballroom for the show and a small function for students of early childhood education. There are also two swimming pools for adults and children.
The library in the NIS equipped with books in English, Dutch and Indonesian as well as the computer. Each class has a schedule to borrow and make the book. Every hour of rest, students may read and access information through the internet.
NIS has a 24-hour security system with a team of security guards. Entrance doors made of steel doors and a security team check each car before the entrance to the school. All precautions are taken to ensure that NIS provides a safe and comfortable environment. Activity ektrakurikuler also offered in NIS. After the hours of regular school, students can
attend a variety of activities such as sports, dancing, music, and language classes. BIPA also offered as extracurricular activities for parents and adults.
3. Financing
According to the Regulation of the Minister of Education and Culture No. 31 of 2014 Article 16 on financing (Op. cit.:7), “the Financing of the SPK are organized by the community, can do a levy for the sustainability of the implementation in accordance with the laws and regulations.” Based on the results of interviews with HR and Admission, financing in the NIS obtained from the money school students and subsidies from the Dutch government. The financing of each class vary depending on the needs of the classroom activities.
In May 2013 the rule of the Netherlands announced (Stichting Nederlands Onderwijs in het Buitenland.
2014. NOB in Cijfers anno 2014.
www.stichtingnob.nl) that as of 1 January 2014 the Ministry of Education and Culture to stop the subsidy is usually given to students with nationality of the Netherlands amounting to €257 per student.
So for the financing of the current NIS only obtain funds from the money school students.
Each class get a budget each year for classroom activities, book need books, and supplies goods of the class. For the financing of the program of BIPA which are under the ministry of MFL, also got the budget. School year 2016-2017 budget of €1000 the Money is used to order books and supplies goods class.
4. Curriculum
NIS using the curriculum the International Primary Curriculum (IPC) since 2006. IPC is the curriculum of England that was initially used by many schools that are managed by Shell company. Main purpose to support the business, allowing employees expats who moved the placement of tasks with school-age children. School curriculum the IPC is experienced in responding to the needs and expectations of expatriates and an international education of high quality so that children can learn better, reach the standards of achievement are high and growing as individuals who believe in themselves.
The purpose of teaching is to maximize learning in a way that lets the child reach the standard of social, personal and academic high, enjoy learning, adapt to the education system to another, and develop national and international perspectives.
The implementation of the BIPA adjusted with the theme of the IPC learned in class. Before the new theme was introduced to the students, the team MFL
will discuss the first units of the IPC and to identify the lessons that suit your theme, so that students of beginner level and advanced got a chance to learn the language according to the level of mastery. The vocabulary according to the theme of the IPC helps students to focus and connect on the lesson because they see and using the vocabulary every time they learn Dutch, English, and Indonesia.
C. THE PROCESS 1. Planning Learning
Planning learning BIPA in the NIS carried out by the teacher field studies (specialist teacher) with the supervision of the coordinator and head of school. In the implementation of the BIPA program, the planning begins with making the administration of learning.
In NIS, a learning plan is absolutely necessary. In making the administration of learning, teachers of BIPA have the same obligations with the teachers of other fields of study to make the administration of a complete learning, i.e., lesson plan are created for each meeting. Learning plan each teacher of the classes and teachers field of study can be accessed through the school server. The mechanism of making the planning of learning is (the result of the interview with the teacher MLF) with a view to the theme of the IPC that will be studied new is lowered into the schedule of learning. Learning BIPA also tailored to the level of proficiency of the students.
So students learn the same theme but with different levels of difficulty. A week before the entrance to the new theme, the schedule of learning should already be prepared and uploaded to the server.
Learning materials BIPA using the book the Lamp of the Language issue UNJ, my best Friend Indonesia by PPSDK Ministry of Education and Culture. The second book be the book of BIPA for children. For online learning, the NIS using the site languages online, a site owned by the Department of Education and Children's Development the state of Victoria, Australia. On this site teachers can print the worksheets related to the theme and the students can play independently. Game related themes will be studied also prepared. For KINDERGARTEN students, the teacher downloaded the songs that relate to the theme and black and white images that can be used for coloring by students. Teachers also download a short film related to the theme of Kastari Animation, a company who concentrate in the field of children's animated films with products that give priority to education.
2. The Implementation Of The Learning
Learning implementation of BIPA is carried out (Ibid.) using the curriculum of IPC so that what the student learned in class and from the teacher field of study are all connected through the themes in the IPC. In accordance with the IPC, any new themes in the study of Indonesian also follow the implementation steps in the implementation of the IPC from entry point to exit point.
At the stage of entry point usually students are introduced to the new vocabulary associated with the theme. Vocabulary is presented also with the visual so that the student more easily to remember it. Each theme of the IPC takes place between 5 s/d 7 weeks.
Some of the learning activities in BIPA that the students work on the worksheet, the game of language online (online game) or a game such as ladders, bingo, dominoes, learning through songs, and movies related to the theme. At the stage of exit points students will create a presentation about the theme, in the form of images and create a story that is high on the theme and then present it.
In one of the school year NIS has several events such as Peace Day, Book Week, Student Led Conference, Sinterklaas, Christmas Celebration, NIS Has Got Talent, Sports Day, and Week Indonesia (Indonesian Week). In the event of the Week Indonesia, which lasts one week from Monday - Friday, students are introduced and learn more about the language and culture of Indonesia. Some of the activities that have been done during the Week Indonesia, among others; ride a traditional transportation (becak, delman, bajaj), make breakfast ala Indonesia (fried bananas, boiled potatoes), do batik, play the angklung, learn a traditional dance (sajojo, poco-poco), making and playing jump rope out of rubber bands, and play ball jacks.
The results of interviews with some of the students, that the lesson of Indonesian language experience in addition to the importance is also fun learning experience, because it is presented through the game, the online game, the song, the picture or visual, and the movie are both interesting and interactive. The students of grade 1 to 6 SD can have Indonesian language lessons twice a week, with class duration for 45 minutes per session.
For KINDERGARTEN students, the children learn about colors, numbers, drawing, and coloring.
Learning is done one time a week for 30 minutes.
They explore the subjects of Indonesian with learning from children's songs and Indonesian movies.
3. Assessment Of Learning
Assessment of learning is an activity that should be done by the teacher to measure the extent to which student competencies once held of learning.
Assessment of student learning outcomes BIPA (Ibid.) shaped portfolio, presentations, and tests covering the four language proficiency: listening, speaking, reading and writing. The test is conducted in December and May. From the test results, teachers are using the assessment sheet the CEFR to see the level of ability of students. Assessment of learning languages using the CEFR. According to the academic calendar, schedule for the assessment has been set at the beginning of the school year.
There is a verbal report in October and the report written in February and June.
D. PRODUCT
From the results of interviews with students about learning BIPA, that learning Indonesian language is a great idea, fun, important, and interesting. The reason is, because they are living in Indonesia, still have a family the people of Indonesia, can be used in everyday life in Indonesia, they can learn the culture and the traditional game of Indonesia. They like to learn English because of the song, the movie, and the activity of coloring. According to students, learning Indonesian is easy – as expressed by the student CITIZENS. Generally the difficulties experienced by students when learning the Indonesian language is to remember and pronounce the vocabulary, lack of vocabulary, do not know the meaning of the word, the difficulties in making sentences, and the vocabulary is confusing because it is almost the same pronounciation such as
“merah” and “marah”. Students who are of mixed blood and native indonesians say that the vocabulary of Indonesian language learned in school are different from those used day-to-day. The students do not understand the difference between the language used day-to-day and standard English.
They do not understand the difference between conversational language and writing, is evidenced when many students ask why in the book use the word “tidak” instead of “nggak”.
The expectations of students to learn English that they can communicate with family, and with the Indonesian people (friends, household assistant) because not all Indonesian people understand English, and so they can more easily learn and understand the culture of Indonesia.
Language and culture can never be separated in human life, especially in the world of language education. The need to develop cultural understanding, which is often termed intercultural
competence, language learner became the important things that got the serious attention of the language
teacher, according to Riesky
(http://file.upi.edu/Direktori/FPBS/JUR._PEND._B AHASA_INGGRIS/198105252005011) Learning a language can not be separated from the study of how language is used in everyday life, especially how language is influenced by and also helped shape the culture of the speakers of the original.
Understanding of the culture of the language studied proved to play an important role in determining the success of the delivery of the message and the establishment of a smooth communication between the speaker and his interlocutor. Understand the connection between language and culture is important in language teaching second and foreign languages.
Based on interviews with the school committee, that the approach to language learning with engaging cultural contexts in it will be more straightforward for students. Therefore, learning BIPA is good because the students are also introduced to the culture of Indonesia so that they are more familiar with the neighbourhood. Learning English is very good because the students of NIS live and communicate with the people of Indonesia. They can also pass it on to parents at home about what they learn in school.
From the interview with the parents, they respond positively to the BIPA program. With learn English their children can learn the local culture, the themes are interesting, and is integrated in the compulsory subject in school. Learn second or third language will stimulate positive a child brain even when they have return to the country of origin where Indonesian language will not be used, however students are obliged to learn the language and the culture in which they live today. Parents hope with learn English kids can learn the four language proficiency because the language of day-to-day is different with formal language. According to parents, it is also important the children can communicate with the Indonesian people and get to know the local culture (what should and should not be done in Indonesian culture). For parents of citizens of the state of Indonesia is very important for them, children learn English to know the roots of culture and communication with the Indonesian language.
From documents that the results of the assessment of learning BIPA, academic level of language proficiency of the students there are mostly beginner-level A1. 15% of students from the NIS who is a CITIZEN, the level of proficiency they
have are at the level A2 and B1. The results of learning the Indonesian language which they use for daily communication with the assistant of the household and the people around them. For the results of the publication of creative non-academic, the students have not ever follow the competitions held outside the school. But in any held events “NIS got talent” (event talent show) from students which are held three times during the school year, each class to perform the language proficiency of Bahasa Indonesia by singing performance in Indonesian language and play a musical instrument of Indonesia.
DISCUSSIONS
The Findings Of The Evaluation
1. CONTEXT
The results of the evaluation of the context seen from the foundation of the establishment of schools NIS are in accordance with the Regulation of the Minister of Education and Culture Republic of Indonesia Number 31 Year 2014 Article 5 Paragraph 3 that “have a master plan for the development of unit education cooperation load; vision and mission, curriculum, competency standards, learning process, learners, educators, educational personnel, facilities and infrastructure, assessment, accreditation, management, and financing.” Some points Master Plan Development (RIP) NIS clearly in the NIS Handbook (guide book NIS).
Every level of education in the NIS: early childhood, KINDERGARTEN, and ELEMENTARY school also has obtained the permit of the minister or a designated official. To the level of early childhood education that is based on the Decree of the Minister of Education and Culture Republic of Indonesia No.
308/MPK.BI/DU/2014. For the KINDERGARTEN level is based on the Decree of the Minister of Education and Culture Republic of Indonesia No.
309/MPK.BI/DU/2014. For the ELEMENTARY level is based on the Decree of the Minister of Education and Culture Republic of Indonesia No.
296/C/LN/2014.
Early childhood education, KINDERGARTEN, and ELEMENTARY school have a book each of which contains the vision, mission and learning objectives.
The book these guidelines can be downloaded at the website of the NIS, namely www.nis.or.id.
The vision and mission of the NIS is already performing well. It can be seen from the response of parents to the question about expectations of sending children to school in NIS, and the development of
the child after school in NIS. The results of the interview about the expectations of sending children to school in NIS, is; children ready to face the future developments and can adapt to such developments, feel good progress especially in speaking, to be confident to try new things, get out of the comfort zone, make friends with the children of various nations, smart in academic and social emotional.
From the results of interviews with parents about the development that was felt by sending the children to school in NIS, among others; the child becomes an independent learner, it is not easy groggy and more brave, independent, easy socializing, expressing opinions, and very happy to attend school.
2. INPUT
Evaluation viewed in terms of input that the system of recruitment of students. According to Permendikbud tahun 2014 (Op. cit.:5) about the students in the SPK Article 8, namely:
Paragraph (1): learners in the SPK consists of Indonesian citizens (WNI) and foreign citizens (FOREIGNERS) are eligible in accordance with the provisions of the legislation. Paragraph (2): SPK is prohibited from refusing prospective students of CITIZENS. Paragraph (3): Admission of students is regulated by the SPK.
NIS received and is open to students of indonesian CITIZENS and FOREIGNERS. There are 3 ways of registration to become a student at NIS, here are the phases: a. Email. b. Phone. c. Internet pages/website.
Of the 3 ways mentioned above, then sorted. The SAF will be reviewed by a team of admission, the education team and principal. After stated all the documents are complete and meet the terms of the administrative team admission and financial will send you a Letter of Acceptance and bills school fee.
For Elementary School, documents that need to be added is the report card.
NIS offers 2 classes, language classes for Dutch or English. For the class of Dutch-speaking, students should have basic Dutch or one of the parents of the berwarga the Netherlands. Parents citizens of the Netherlands are also can enter their children to the English class. Consideration, because his parents are still on duty outside the Netherlands and there is likely to be moved around the country so English is needed. For our English speaking classes are open to all citizens. The results of the research Karmin (tt.) show that:
to develop a curriculum BIPA which centered on the students or that the student required the analysis of their needs. Friendly be interpreted are ready to serve the students in the sense that the purpose and the material provided is not imposed to them, but they can take part or entirely to their liking.
For the input of teachers, BIPA refers to Permendikbud 2014 Article 9 about the educators in SPK (Ibid.): “Paragraph (1) Educators in the SPK must meet the standards of educators which can be enriched with the standard of teacher education unit of a foreign country, Paragraph (4) Qualifications of educators a minimum of the equivalent of S1 or DIV appropriate fields of study which is taught.” More Agency for Development and Language Development through the PPSDK has made the draft about the Standardization of Indonesian Language Program for Foreign Speakers in improving the Function of the Language of the Country.
Qualifications of the teaching of BIPA which is referred to in the annex to this regulation is the explanation of the academic qualifications and the formulation of the competence of teachers of BIPA.
Qualifications and competencies is adapted from the Regulation of the Minister of National Education Number 16 of the Year 2017 about the Qualification Standards of the Academic Competence of Teachers and the Law Number 14 Year 2005 about Teacher and Lecturer. In the draft mentioned that the academic qualifications of the teaching of BIPA in the school KINDERGARTEN, ELEMENTARY, JUNIOR high, high SCHOOL or equivalent must have the academic qualifications education minimum bachelor degree (S-1) in the field of linguistic, educational and non-educational staff obtained from the accredited study program.
Based on the qualifications of teachers of BIPA according to the government (interviews with HR), that NIS already meet these requirements. NIS has two teachers of BIPA which set education S-1 degree in Literature Dutch and now is pursuing a master program in education, and a minimum education S-1 of IKIP English. In addition, the school NIS also requires, teachers of BIPA should master three languages: Indonesian, English, and Dutch.
3. THE PROCESS
BIPA is one of the training programs necessary in improving the functions of the state language as an international language and the needs of foreign workers/FOREIGN national will training program the Indonesian language. The identification of
competencies that should be possessed by students BIPA also required for the preparation of the competency standards more focused.
At the stage of planning and implementation of learning, there are some themes which require teachers to find their own material to complement the theme of the IPC. Not all the themes are studied in the IPC are available in the book of BIPA. To equip, teachers of BIPA using the books of Indonesian language used in the public schools and also downloaded from the internet. According to the results of research Suyitno (2007) that:
Foreign students who learn English have the language and cultural backgrounds, learning goals, ability levels, and areas of expertise are different.
Teaching materials needed student BIPA is very dependent on the learning objectives or the learning needs of foreign students. Therefore, the manager and the teaching of BIPA, in choosing the material BIPA should choose reading materials with topics that are more varied so as to meet the learning needs of foreign students.
And the results of the research of Pollard (2011) which discusses:
Indonesian language teaching through the tradition of oral story for learners of foreign. The main discussion of this paper is the attractiveness of the use of the tradition of oral story for learners of foreign compared to the material non oral story. This discussion is based on the experience of teaching at the University of Melbourne. The important of this research is an attempt to answer questions regarding the advantages and disadvantages in using the tradition of oral story and about the interest of the learners of the traditional story as compared to teaching in the conventional manner.
The government of Indonesia (Presidential Regulation No. 8 Year 2012) has developed competency and training courses for the field of Indonesian Language for BIPA, adapted from the CEFR and the classification follows the classification in the Indonesian Language Proficiency Test developed by the Development Agency and the Development of Language. The reason:
a. UKBI is an Indonesian language proficiency test a standardized .... b. The CEFR is a reference framework of foreign languages in the European region. Indonesian language in the context of this
course is the equivalent of English as a foreign language. For that, the CEFR is considered relevant to be used as a reference in the determination of the competence of each level in the language field.
The curriculum and process of assessment of applied learning in the NIS was appropriate and in line with that recommended by the government of the Republic of Indonesia although the terms of reference CEFR belonging to the government of Indonesia created and translated in accordance with the needs in Indonesia and has seven levels of proficiency. While the level of CEFR in the NIS refers to the CEFR are made by the government of Canada aimed at elementary school students.
The findings of this evaluation reinforce the results of the research Sari, et al. (2016), that:
(1) planning learning BIPA compiled by the lecturer are in accordance with the syllabus set by the School Love of Language, Ubud, Bali, (2) learning implementation of BIPA are implemented teachers already leads to the ability to develop the language skills of Indonesia students, (3) evaluation of learning BIPA implemented the teaching in the form of oral test or written test (4) learning methods of BIPA which are used by the teachers in the School Love of Language vary, ... the Selection of methods tailored to the needs or goals of learners BIPA learning the Indonesian language.
Meanwhile, the results of the research Budhisetiawan (2001) showed that:
There is not one approach that is most efficient for each learner. But, to maintain and increase the motivation of learners and to reach an understanding that is optimal as a strong foundation to achieve the target language learning (expressive language), this approach is very effective. For the learner the basic and intermediate levels, this approach is highly recommended because it has been proven to provide a fun learning atmosphere. Teaching materials with this approach is designed to be used in conjunction with the teaching materials approach to oral proficiency and a website that is in the process to learners for self-study.
4. PRODUCT
Soewandi (1994) explains that the emphasis of the teaching of BIPA need to be distinguished according to the objectives to be achieved. The purpose of the teaching of BIPA are very prominent are: (1) to communicate daily with native speakers of the
Indonesian language (general purpose), and (2) to explore the culture of Indonesia with all its aspects (special-purpose). The purpose of the first, the emphasis is on the mastery of everyday language that can be used for practical interest, such as greet, bid, refuse, invite, say thank you, ask permission, invite, complain, praise, introduce, say goodbye, and so on. From the results of interviews with students, a general purpose very prominently so that students can communicate with the people of Indonesia.
There is also a saying like learn the culture of Indonesia, either through the songs or the game.
Expert Neuroscience from the University of California, the Pledge (Between. 2016) proposed a
“language lesson is better taught to the children early because it would help the brain development of children. Lessons multilingual is a very good thing to learn early on because the more stimulus on the brain of the child then the better.” For parents in the NIS, they responded positively to the program, BIPA, among others, for the brain development of the child and to stay connected with their cultural roots.
To the ability of students BIPA in bahasa Indonesia - according to the school committee, the majority of students in NIS speaks English using the structure of the native language i.e. English or Dutch. The implication:
The school has a role, one of them as interpretation, which served to translate the circumstances and needs of the parents and students through the activities of evaluation and research. The implications of this evaluation, with the role of interpretation, the school regularly asks parents and students about the need for a program. The results of the evaluation made by the schools included in the development of the BIPA program if followed by the provision of information to parents of students for the socialization of the objectives, program, implementation, and results of the program. Parents can then be invited to participate in advancing education programs through the expertise they have.
By doing so, each school program will always be relevant to the needs of students. Parents and students will feel the program has, thus will be able to join the advance program.
The role of interpretation can also be done on the vision and mission of the school. By doing socialization periodically about the vision and mission, the school could share the responsibility with parents, including in terms of the socialization of the importance of the BIPA program.
BIPA Program includes four language proficiency, i.e. listening, speaking, reading, writing, and
learning Indonesian culture. On each proficiency, students need training and practice adequate. To meet the exercise and practice of such teachers is required to choose teaching methods appropriate, adapted to the material and standard pembelajaran BIPA.
This study has limitations, namely the cases studied are limited to one school only and only at the level of KINDERGARTEN and primary school. Because the study only focused on the levels of KINDERGARTEN and primary school then it is likely there are other aspects that are neglected so that the data used as input in decision making related to the program of BIPA is not collected overall.
Limitations of the study also lies in the lack of studies on the evaluation of BIPA on the level of KINDERGARTEN and primary school and this research is a case study so that the results of this study may not be generalizable to a wider scope.
CONCLUSIONS
1. CONTEXT
The evaluation of the context shows that the vision, mission, foundation, policy, and objectives set forth in the BIPA program, it can be concluded that the implementation of the program in general has been quite good and in accordance with the Regulation of the Minister of Education and Culture Republic of Indonesia Number 31 Year 2014 and Law No. 24 Year 2009 on the Internationalization of the Indonesian Language, but still need to be improved in some aspects in order to provide optimal benefits for learners.
2. INPUT
The requirements of administrative completeness for teachers of BIPA are in accordance with the standardization of BIPA Center for Development and Strategy of Diplomacy, the Language of the Republic of Indonesia. Information learning infrastructure in support of the learning outcomes for the implementation of the BIPA program is still not adequate and needs to be improved. Indonesian language does not have a class of its own in the NIS and join with the classes of other languages. For the financing of education in the NIS is already showing the amount of the actual needs for adequate financing of education operations including the financing of the BIPA program.
3. THE PROCESS
The process in the implementation of BIPA in the NIS has been good because it was in accordance
with the procedures of the curriculum set by the government both in the procedure of teaching and in the procedure of administrating. Learning plan scheduled at the beginning of the school year and can be accessed by teachers. The implementation of learning varied to make students interested in learning. For the implementation of the learning, that is twice a week time is still inadequate because the students often times forget what they learn. As a comparison of Indonesian language teaching at ACG school Jakarta to the level of the elementary school twice a week, each with a duration of 40 minutes, the Medan Independent School 4-5 times a week with duration of 50 minutes, Was Independent School 2-3 times a week with duration of 45 minutes, and Australian Independent School one hour a week for students FOREIGNERS. and 3 hours a week for students CITIZENS.
4. PRODUCT
Learning outcomes of the academic program of BIPA is not the main goal. For parents during the child is happy and never complained going to school is the main thing. Able to communicate with the Indonesian people and can learn the culture of Indonesia has become the main goal students learn the Indonesian language.
Recommendations
On the aspect of the context is necessary to formulate the vision, mission, and goals that are more specific with respect to the BIPA program and are listed in the guide book NIS. On the aspect of input needs to be improved the supporting infrastructure BIPA program that is a class of its own and a language laboratory to enrich student learning outcomes. On the aspect of the process the government is expected to be able to socialize the CEFR (Common European Framework of Reference) to schools SPK as a level of reference ability in Indonesian language for foreigners is good for both adults and children. On the aspect of the product still needs to be improved learning outcomes, language proficiency of students, and publication of the results of creative students with respect to the BIPA program.
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