Along with the development of globalization, the world’s people are increasingly easy to move places, jobs, and education. No exception to work in Indonesia for foreigners.

To support these needs, Indonesian language courses for foreign speakers (BIPA) were created. These Indonesian language courses for foreigners are increasingly in demand. Including  online  Indonesian language courses .

Online Indonesian language courses allow anyone to take courses easily, even from a distance. This is an alternative to  offline  courses , such as Indonesian language courses in Jakarta.

The cost of online courses is also cheaper than offline courses. For example, the cost of courses at Oxford Course Indonesia can reach millions of rupiah.

In addition, online Indonesian lessons are no less effective than face-to-face lessons. Online Indonesian tutors can still pay more attention to each participant.

So what is the Indonesian language learning material for foreigners like? Here is the review.

BIPA Material

The BIPA learning method divides lessons into three levels. First, elementary (beginner), intermediate, and advanced students.

All three teach vocabulary, grammar, and Indonesian language structure at different levels. This is part of the BIPA learning strategy so that lessons are more easily absorbed by students.

BIPA learning media uses modules. The BIPA syllabus is designed for foreign students who do not have general Indonesian language skills.

Basic Level

At the basic level, BIPA teachers will provide speaking lessons related to daily life in formal and informal situations. Teachers will also provide basic knowledge about Indonesian culture to help improve communication skills.

Intermediate Level

Next, BIPA teachers will provide lessons related to understanding Indonesian language texts. The purpose of teaching BIPA is so that students can communicate in Indonesian fluently and naturally, like native speakers.

Advanced Level

Next, in this Indonesian language course, students will learn to be directly involved in problem solving and condition simulations. Learning is done through understanding the material with complex patterns for discussion, writing essays, and discussing various topics with better grammar.

BIPA Teachers and Students

Who are the BIPA teachers? Of course they must have certain experiences and skills.

The following are the requirements for those who wish to register to become BIPA teachers.

1. Indonesian citizen
2. Minimum education is S-1
3. Have skills in traditional and/or contemporary Indonesian arts
4. Able to speak foreign languages ​​according to the needs of the target country.

BIPA teachers also have to take a series of selection tests. These include psychological tests, teaching practice assessments, interviews, artistic skill performances, and foreign language proficiency.

Who are the target BIPA students? BIPA students are grouped into several categories, namely (1) diplomats and foreign observers, (2) graduates of Indonesian studies, (3) students, (4) tourists, (5) journalists, (6) entrepreneurs, (7) teachers/researchers, (8) families of foreign officials/workers in Indonesia, (9) families of Indonesian officials/workers abroad, and (10) others.

BIPA Learning Media

The existence of BIPA learning media aims to make it easier to teach Indonesian to foreigners. Without media, of course, learning Indonesian would be more difficult.

So what media are usually used for BIPA learning?

Image or Photo

Pictures or photos are useful for stimulating students in learning vocabulary, grammar, writing, and speaking.

Sketch 

Sketches are used in materials related to sequence or time. Sketches are useful in vocabulary, grammar, writing, and speaking lessons.

Floor Plan 

The map is useful in lessons related to environmental introduction. This media is useful for teaching vocabulary, grammar, writing, and speaking.

Cartoon Series

Serial caricatures aim to refresh learning. Just like before, this media is used in learning vocabulary, grammar, writing and speaking.

Poster 

Posters can be useful in vocabulary, grammar, writing, and speaking lessons. For example, students are asked to create sentence patterns related to the poster. The sentences created are then discussed together.

Map or Globe

Maps or globes are useful in grammar, writing, and speaking lessons. For example, students are asked to talk about the culture of their respective countries.

Magazine

Through magazines, students can learn the language of articles, the language of stories, and the language of advertisements. Students can find new vocabulary and discuss it with teachers.

Newspaper

Newspapers can also be a learning medium. Newspapers can be used to teach vocabulary, reading, grammar, writing, and speaking.

Audio and Visual Recordings

Audio recordings are used to practice listening skills. It is best to use good quality recordings to support learning.

In addition to audio recordings, visual recordings are also useful in supporting BIPA learning. Listening lessons can be continued with writing or speaking lessons. Students will discuss their obstacles when practicing Indonesian language skills.

Games and Art Performances

There are a number of games that can support learning, especially in terms of vocabulary. There are a number of games that can be played to help enrich vocabulary.

For example,  Indonesian scrabble  , snakes and ladders, cards, wayang golek, traditional clothing, and the surrounding environment.

Surrounding environment

The existence of the surrounding environment helps learning, especially in terms of vocabulary. For example, the school environment, library, traditional market, and tourist attractions.

This learning media can be an alternative and can be developed according to student capacity.

BIPA Syllabus

The BIPA learning syllabus is different for each level.

Basic Level 

The purpose of BIPA

First, the objectives of BIPA learning for basic level will be discussed.

1. Using vocabulary related to a specific topic
2. Writing dialogue
3. Making conversational sentences
4. Make sentences with the correct structure
5. Listening to the dialogue
6. Correcting difficult sentences

BIPA Learning Strategy

In learning, there are techniques and strategies used to run it effectively.

1. Students listen to the teacher’s explanation
2. Students discuss and collect vocabulary related to the topic being discussed.
3. Students make sentences with vocabulary obtained from the discussion results.
4. Students play roles according to the dialogue that has been created.
5. Students undergo discussions regarding vocabulary or sentence structure errors that occur.
6. Students change the form of dialogue into paragraph form
7. Students discuss the results of their writing

Intermediate Level

The purpose of BIPA

Several BIPA learning objectives at the secondary level are explained below.

1. Students find vocabulary with certain functions in sentences.
2. Students find antonyms and synonyms of the vocabulary.
3. Students have a conversation
4. Students correct mistakes in the dialogue
5. Students make better sentences
6. Students create compositions

BIPA Learning Strategy

In learning, techniques or strategies are needed to make it run effectively.

1. Students listen to the teacher’s explanation
2. Students discuss finding related adjectives
3. Students discuss finding synonyms and antonyms for the adjectives they find.
4. Students play roles using the adjectives they find.
5. Students discuss the dialogue errors made by other groups.
6. Students create short compositions about stories that are popular in their home country.

Advanced Level

The purpose of BIPA

The learning objectives at the advanced level are as follows.

1. Students can explain the character of the character
2. Students can discuss and act out character roles.
3. Students can retell the summary of the dialogue orally.
4. Students can retell the summary of the dialogue in writing.

BIPA Learning Strategy

What is the learning strategy for advanced level? Here is the explanation.

1. Students listen to the BIPA teacher’s explanation
2. Students discuss the character of the story characters
3. Students play the role of story characters
4. Students discuss mistakes made by other groups in the dialogue.
5. Students retell the results of the discussion orally
6. Students retell the results of the discussion in writing