Developing Balinese Culture Based contextual BIPA Teaching Materials.
Developing Balinese Culture Based contextual BIPA Learning Materials
Ni Luh Putu Sri Adnyani
I Made Suta Paramarta
Putu Ayu Prabawati Sudana
I Nyoman Suparwa
Ni Luh Ketut Mas Indrawati
Abstract
This is an R & D research which aim is to develop Balinese culture based contextual BIPA
teaching materials and to examine its effectiveness. The research is conducted for two years. The
first year of the research, a BIPA book entitled “Selamat Datang” has been produced . The book
consists of 11 units in which each unit covers speaking, listening, reading, writing, grammar, cultural
notes, and vocabulary list. The second year of the research has two aims, (1) checking the content
validity of the BIPA book and (2) examining the effectiveness of the book through classroom action
research. The research concluded that, first, the BIPA book fulfills the validity criteria which was
validated by two BIPA experts with validity coefficients 0.9. Second, empirical study, which was
conducted through classroom action research, shows that the book is effective to be used in BIPA
teaching learning process.
Key words: BIPA teaching material, Balinese, culture
1. Introduction
BIPA (Indonesian for Foreign Language Speakers) is a program of a competitive
advantage of Language Center (Badan Pengembangan dan Pembinaan Bahasa) of the Ministry of
Education and Culture (badanbahasa.kemdikbud.go.id). One form of its implementation is the
conduct of Darmasiswa Program. This program offers scholarships to students coming from
countries with a diplomatic relation with Indonesia to learn Indonesian language, arts and
culture. In the context of the Darmasiswa, the Ministry of Education and Culture recruited
around about 45 universities
as
the places for
conducting the Darmasiswa program
(darmasiswa.kemdiknas.go.id). One of the universities appointed is Ganesha University of
Education. The result of interview with the staff of the Partnership Subdivision under Biro
AAKPSI shows that since the commencement of Darmasiswa program at Ganesha University
of Education in the 2005/2006 up to 2012/2013 academic year, the participants of the program
had grown in number with a 50% increase. Besides, the participants had not only come from the
Darmasiswa program, but had started to grow with the signing of MoU between Universitas
Pendidikan Ganesha and other niversities overseas such as the Netherlands, Belgium and
Switzerland.
However, the result of the observation showed that the increase in the number of the
participants was not followed by the improvement in instructional materials and instructional
media that could support the fluency in the conduct of the program. Within the last six years,
the writer had been involved as one of the teaching staff members of the Darmasiswa/BIPA
program. Within the period, the only one instructional material for BIPA was the one that was
obtained from The Language Center of the Department of National Education entitled Lentera
Indonesia 1, 2 and 3 published in 2004 and had been reprinted until 2009. On the other hand,
the instructional materials for BIPA published by national and international publishers that are
available were very limited in number and even can only be counted with fingers. Eben some
of the books contain less contextual and less actual materials.
In addition to the use of less contextual terms and phrases as well as sentences , another
problem that needs to be addressed in relation to the availability of the instructional materials for
BIPA is the inadequate number of topics that are related to local culture in the books. The
importance of topics that are related to the local culture is one of the inputs given by the BIPA
participants. The participants of the Darmasiswa Program in the 2012/2013 academic year, for
instance, especially suggested that topics that are related to Balinese culture need to be added.
They argued that they selected Ganesha University of Education as the study field in option 1
(one) for the place where they studied was because they expected to have information and
insights and experiences that are related to the Balinese community and culture. On the other
hand, the instructional materials for Indonesian for foreign speakers (BIPA) are still limited in
number.
The problems that have been described above need an urgent solution and the solution
needs to be applied to the problems soon. The solution to the problem that is more probable and
attainable is the development of BIPA contextual material based on Balinese local culture. The
contextual instructional material is expected to accommodate the need of the BIPA participants
to practice their Indonesian well and to be able to use it intheir daily interactions both oncampus and off-campus in the environment. Having the base on the local culture, especially
Balinese culture, is part of language instruction that is part of intercultural communication.
In the first year period of the study, a BIPA product in the form of a BIPA textbook for
the beginners or for the elementary level that is contextual and based on Balinese local culture
was produced. The textbook produced is entitled “Selamat Datang” and consist of 11 units, a
product of a collaboration of TPP researchers from Ganesha University of Education partner
researchers (TPM) from The Faculty of Letters of Udayana University. Each unit has speaking
listening, reading and writing skills. It is also completed with grammar notes on Balinese culture,
and word list. The textbook compiled in the first year is supplemented with CD lessons that
contain listening practices. In addition, in the last part there are the English translations of the
notes on culture that are found in each unit.
The product or the textbook produced in the first year needed to be validated by experts
concerning the correctness of the concepts, the use of language and the content of the book. In
addition to expert validation, the BIPA book “ Selamat Datang” also needed to be tested in terms
of its effectiveness , therefore in the second year the research of the second year needed to be
conducted.
2. Methods
This study used qualitative and descriptive research approach paradigm. The qualitative
approach was adopted at the first and second stages, that is, at the stage of determination of
competences and analysis of instructional material topics and planning of activities and tasks
that would be incorporated in the textbook. The descriptive approach using Gregory’s formulae
was used at the expert validation stage and the descriptive qualitative approach was adopted at
the third stage which was a try-out in the field through classroom action research.
A subject of study is something or someone that can give information in collecting data
for the study. This study got data from three different subjects. First, the subjects are BIPA
vision, missions, curriculum, and syllabus from The Ministry of Education and Culture that gives
information about competencies that have to be possessed by the foreign students in learning
Indonesian. Second, theat subjects were experts or BIPA experts who give inputs about the
contents of the textbook compiled. Third, the subjects of the study were the BIPA students and
teachers including in them the Darmasiswa RI or BIPA participants from Undiksha that would
be involved in the try-out of the product in the field.
To be more specific, the methods and procedure of data collection in the second year can be
seen in Table 1.
Table 1 Methods and procedure of data collection
Aims of study
Methods of data collection and
instruments
Data Analysis
Data sources
Output
To validate
instructional
material produced
through expert
validation
Validation sheet
Descriptive analysis
using
Gregory’s
formula
Textbook
developed in the
first year
BIPA
textbook that
has
been
validated
To test the
effectiveness of
instructional
material produced
in improving skills
in using Indonesian
Classroom action
research
Check list
BIPA experts
Interview guide
Descriptive
qualitative
BIPA students and
BIPA teachers
Final textbook
Field note
3. Result and Discussion
3.1 Expert Validation of Instructional Material (Textbook) Produced
The validation of BIPA the textbook produced through content validation was conducted
by two BIPA experts from Udayana University and Ganesha University of Education. The
content validation process was conducted by the experts on February 27, 2015. The instrument
used in validating the content was a checklist. The result of content validation was analyzed
using Gregory’s formula.
The indicators used in evaluating the quality of BIPA textbook produced were:
a) The structure of the text, which consists of the appearance of the text and the consistency
between the material and basic competences
b) The organization of the textbook, which consists of presentation order, depth of material
presented, pictures and tables presented, the possibility of presenting the activities, the
Balinese cultural context presented helps the students in understanding local community life,
and the match between the description of student’s activities and teacher’s activities for each
stage of teaching.
c) Language aspects, consisting of the use of language that follows EYD (Improved Spelling
System) , the language used suits the students’ level of understanding and language ability,
and the language used is communicative and easy to understand. The determination of the
content validity obtained based on the experts’ judgments was done by putting the experts’
judgments into Gregory’s table.
Table 2. The Gregory’s Table Instrument of the BIPA Textbook
Judge 2
Not relevant
Relevant
Not relevant
A (0)
C (1)
Judge 1
Relevant
B (0)
D (10)
Table 2 tells us that cell D shows that ten (10) out of eleven (11) instrument items stated
as relevant by the two experts who judged the content pf the textbook produced, while there is
one (1) aspect judged that is found in cell C which indicates that there is a difference in
judgment between expert 1 and expert 2. Expert 1 regarded the item as no relevant but expert 2
regarded it as relevant. The instrument item that was regarded as problematic by expert 1 is
Balinese local culture that is written in English. According to the expert, the writing of context
in English will not help the foreign students in understanding Balinese local culture, especially
the mahasiswa BIPA students who come from non-English speaking countries such as Japan,
Korea and China. Thus, the result of computation of the validity coefficient of BIPA textbook is
0.9. Hence the textbook that was developed is regarded as valid in terms of content.
3.2 Empirical Testing of the Instructional Material (Textbook) through Classroom Action
Research
Departing from the result of validation and suggestions for improvement given by BIPA
concerning the BIPA experts concerning the BIPA textbook that has been developed, a field
study in the form of try-out was conducted using a classroom action research format to obtain
information on the effectiveness of the use of the textbook in the classroom. The try-out was
carried out at Language Service Unit of Universitas Pendidikan Ganseha using BIPA students
who took the course from March to June in 2015. The effectiveness of the textbook. The
effectiveness of the textbook in the classroom was measured through the attainment of learning
outcome and the students’ comments about the textbook. The textbook is said to be effective if
the students’s minimal score is B.
The number of the BIPA students who took the elementary level course was 10. The
implementation of the empirical testing followed the BIPA course schedule at the language
service unit that involved three teachers. The three BIPA teachers at the elementary level at the
Language Service Unit taught consecutive topics. According to the schedule the three teachers
happened to teach consecutively the units in the BIPA textbook that has been developed in order
it did not disturb the scheduled teaching process. The implementation of the empirical testing
was carried out from the 2nd March to April 31st , 2015 and was ended with language skill test
and grammar test on on 18th , Mei 2015.
The results of language skill tests that covered listening, reading, writing and speaking
and grammar tests showed that on average the students got the minimal score B. This showed
that the textbook that has been developed is effective for use in the classroom.
The comments of the students about the instruction that used the textbook were very
positive. Some comments given by them are as follows:
1. The textbook used covers topics they need for everyday communication.
2. The language used is simple and easy to understand.
3. The language used is very communicative.
4. The cultural note helps them in understanding the local Balinese community.
5. The pictures in the textbook are very interesting and contain some humors. They are
refreshing enough for them.
4. CONCLUSION
Based on the problems, aims, and research findings, then the conclusion that can be drawn
are as follows. First, the BIPA textbook that has been developed based on the result of the
content validation by the experts
has met the validity criteria. Second, The result of the
empirical testing which was done through classroom action research showed that the textbook
that has been developed is effective for use in teaching Indonesian for foreign speakers (BIPA).
DAFTAR PUSTAKA
Adnyani, Ni Luh Putu Sri. 2011. Introducing Target Language Culture through Movie Watcing
and Discussion. Jurnal Pendidikan dan Pengajaran, 44 (1-3), 77-83
Adryansyah. 2012. Bahasa Indonesia bagi Penutur Asing (BIPA). Tersedia pada
http://badanbahasa.kemdikbud.go.id/lamanbahasa/info_bipa (diakses tanggal 2 Maret
2013)
Atmosumarto, Sutanto. 1994. Colloquial Indonesian. London: Routledge
Agustini, Ketut dan Made Windu Antara Kesiman. 2011. Pengembangan Media Ajar
Berteknologi Hypertext untuk Perkuliahan Sistem Operasi Berbasis Nilai-Nilai Kearifan
Lokal Konsep subak. Laporan Penelitian Hibah Pekerti. Lembaga Penelitian Universitas
Pendidikan Ganesha
Almatsier, A.M. 2002. How to Master the Indonesian Language. Jakarta: Djambatan
Gall, Meredith, Joyce P Gall and Walter Raymond Borg. 2003. Educational Research; An
Introduction. USA: Allyn & Bacon Inc.
Hadisaputra, I Nyoman Pasek dan Ni Luh Putu Sri Adnyani. 2012. The Influence of Balinese
Culture on EFL University Students Speaking Ability. Jurnal Lingua Scientia , 19(2), 21-42
Iswekke. 2012. Bahasa Indonesia Bagi penutur Asing. Tersedia pada http://luarnegeri.kompasiana.com/2012/11/02/bahasa-indonesia-bagi-penutur-asing--500284.html
(diakses tanggal 2 Maret 2013)
Kementerian Pendididan dan Kebudayaan. 2011. About Darmasiswa. Tersedia pada
http://darmasiswa.kemdiknas.go.id/v2/index.php?p=about (diakses tanggal 2 Maret 2013)
Padmadewi, Ni Nyoman. 2012. Pengembangan Bahan AjarbMata Kuliah Strategi Pembelajaran
Bahasa untuk Jurusan Pendidikan Bahasa Jepang Universitas Pendidikan Ganesha.
Laporan Penelitian Lanjut. Lembaga Penelitian Universitas Pendidikan Ganesha
Pasmidi, Ni Made. 2003. Pengajaran Bahasa Indonesia sebagai Bagian dari LOTE pada Primary
School di Australia. Makalah disajikan dalam Kolita 1 Konferensi Linguistik Tahunan
Atmajaya . Pusat Kajian Bahasa dan Budaya Unika Atmajaya. Jakarta 17-18 Februari 2003
Saragih, Amrin. 2002. Bahasa dan Konteks Sosial: Pendekatan Linguistik Fungsional Sistemik
terhadap tata Bahasa dan Wacana . Medan: Universitas Negeri Medan
Suparwa, I Nyoman. 2010. Bahasa Indonesia bagi Penutur Asing (BIPA): Materi Struktur dan
Permasalahannya. Denpasar: Universitas Udayana
Trijanto, Endang K. 2003. Budaya Malu dalam Berbahasa. Makalah disajikan dalam Kolita 1
Konferensi Linguistik Tahunan Atmajaya . Pusat Kajian Bahasa dan Budaya Unika
Atmajaya, 17-18 Februari 2003.
Ni Luh Putu Sri Adnyani
I Made Suta Paramarta
Putu Ayu Prabawati Sudana
I Nyoman Suparwa
Ni Luh Ketut Mas Indrawati
Abstract
This is an R & D research which aim is to develop Balinese culture based contextual BIPA
teaching materials and to examine its effectiveness. The research is conducted for two years. The
first year of the research, a BIPA book entitled “Selamat Datang” has been produced . The book
consists of 11 units in which each unit covers speaking, listening, reading, writing, grammar, cultural
notes, and vocabulary list. The second year of the research has two aims, (1) checking the content
validity of the BIPA book and (2) examining the effectiveness of the book through classroom action
research. The research concluded that, first, the BIPA book fulfills the validity criteria which was
validated by two BIPA experts with validity coefficients 0.9. Second, empirical study, which was
conducted through classroom action research, shows that the book is effective to be used in BIPA
teaching learning process.
Key words: BIPA teaching material, Balinese, culture
1. Introduction
BIPA (Indonesian for Foreign Language Speakers) is a program of a competitive
advantage of Language Center (Badan Pengembangan dan Pembinaan Bahasa) of the Ministry of
Education and Culture (badanbahasa.kemdikbud.go.id). One form of its implementation is the
conduct of Darmasiswa Program. This program offers scholarships to students coming from
countries with a diplomatic relation with Indonesia to learn Indonesian language, arts and
culture. In the context of the Darmasiswa, the Ministry of Education and Culture recruited
around about 45 universities
as
the places for
conducting the Darmasiswa program
(darmasiswa.kemdiknas.go.id). One of the universities appointed is Ganesha University of
Education. The result of interview with the staff of the Partnership Subdivision under Biro
AAKPSI shows that since the commencement of Darmasiswa program at Ganesha University
of Education in the 2005/2006 up to 2012/2013 academic year, the participants of the program
had grown in number with a 50% increase. Besides, the participants had not only come from the
Darmasiswa program, but had started to grow with the signing of MoU between Universitas
Pendidikan Ganesha and other niversities overseas such as the Netherlands, Belgium and
Switzerland.
However, the result of the observation showed that the increase in the number of the
participants was not followed by the improvement in instructional materials and instructional
media that could support the fluency in the conduct of the program. Within the last six years,
the writer had been involved as one of the teaching staff members of the Darmasiswa/BIPA
program. Within the period, the only one instructional material for BIPA was the one that was
obtained from The Language Center of the Department of National Education entitled Lentera
Indonesia 1, 2 and 3 published in 2004 and had been reprinted until 2009. On the other hand,
the instructional materials for BIPA published by national and international publishers that are
available were very limited in number and even can only be counted with fingers. Eben some
of the books contain less contextual and less actual materials.
In addition to the use of less contextual terms and phrases as well as sentences , another
problem that needs to be addressed in relation to the availability of the instructional materials for
BIPA is the inadequate number of topics that are related to local culture in the books. The
importance of topics that are related to the local culture is one of the inputs given by the BIPA
participants. The participants of the Darmasiswa Program in the 2012/2013 academic year, for
instance, especially suggested that topics that are related to Balinese culture need to be added.
They argued that they selected Ganesha University of Education as the study field in option 1
(one) for the place where they studied was because they expected to have information and
insights and experiences that are related to the Balinese community and culture. On the other
hand, the instructional materials for Indonesian for foreign speakers (BIPA) are still limited in
number.
The problems that have been described above need an urgent solution and the solution
needs to be applied to the problems soon. The solution to the problem that is more probable and
attainable is the development of BIPA contextual material based on Balinese local culture. The
contextual instructional material is expected to accommodate the need of the BIPA participants
to practice their Indonesian well and to be able to use it intheir daily interactions both oncampus and off-campus in the environment. Having the base on the local culture, especially
Balinese culture, is part of language instruction that is part of intercultural communication.
In the first year period of the study, a BIPA product in the form of a BIPA textbook for
the beginners or for the elementary level that is contextual and based on Balinese local culture
was produced. The textbook produced is entitled “Selamat Datang” and consist of 11 units, a
product of a collaboration of TPP researchers from Ganesha University of Education partner
researchers (TPM) from The Faculty of Letters of Udayana University. Each unit has speaking
listening, reading and writing skills. It is also completed with grammar notes on Balinese culture,
and word list. The textbook compiled in the first year is supplemented with CD lessons that
contain listening practices. In addition, in the last part there are the English translations of the
notes on culture that are found in each unit.
The product or the textbook produced in the first year needed to be validated by experts
concerning the correctness of the concepts, the use of language and the content of the book. In
addition to expert validation, the BIPA book “ Selamat Datang” also needed to be tested in terms
of its effectiveness , therefore in the second year the research of the second year needed to be
conducted.
2. Methods
This study used qualitative and descriptive research approach paradigm. The qualitative
approach was adopted at the first and second stages, that is, at the stage of determination of
competences and analysis of instructional material topics and planning of activities and tasks
that would be incorporated in the textbook. The descriptive approach using Gregory’s formulae
was used at the expert validation stage and the descriptive qualitative approach was adopted at
the third stage which was a try-out in the field through classroom action research.
A subject of study is something or someone that can give information in collecting data
for the study. This study got data from three different subjects. First, the subjects are BIPA
vision, missions, curriculum, and syllabus from The Ministry of Education and Culture that gives
information about competencies that have to be possessed by the foreign students in learning
Indonesian. Second, theat subjects were experts or BIPA experts who give inputs about the
contents of the textbook compiled. Third, the subjects of the study were the BIPA students and
teachers including in them the Darmasiswa RI or BIPA participants from Undiksha that would
be involved in the try-out of the product in the field.
To be more specific, the methods and procedure of data collection in the second year can be
seen in Table 1.
Table 1 Methods and procedure of data collection
Aims of study
Methods of data collection and
instruments
Data Analysis
Data sources
Output
To validate
instructional
material produced
through expert
validation
Validation sheet
Descriptive analysis
using
Gregory’s
formula
Textbook
developed in the
first year
BIPA
textbook that
has
been
validated
To test the
effectiveness of
instructional
material produced
in improving skills
in using Indonesian
Classroom action
research
Check list
BIPA experts
Interview guide
Descriptive
qualitative
BIPA students and
BIPA teachers
Final textbook
Field note
3. Result and Discussion
3.1 Expert Validation of Instructional Material (Textbook) Produced
The validation of BIPA the textbook produced through content validation was conducted
by two BIPA experts from Udayana University and Ganesha University of Education. The
content validation process was conducted by the experts on February 27, 2015. The instrument
used in validating the content was a checklist. The result of content validation was analyzed
using Gregory’s formula.
The indicators used in evaluating the quality of BIPA textbook produced were:
a) The structure of the text, which consists of the appearance of the text and the consistency
between the material and basic competences
b) The organization of the textbook, which consists of presentation order, depth of material
presented, pictures and tables presented, the possibility of presenting the activities, the
Balinese cultural context presented helps the students in understanding local community life,
and the match between the description of student’s activities and teacher’s activities for each
stage of teaching.
c) Language aspects, consisting of the use of language that follows EYD (Improved Spelling
System) , the language used suits the students’ level of understanding and language ability,
and the language used is communicative and easy to understand. The determination of the
content validity obtained based on the experts’ judgments was done by putting the experts’
judgments into Gregory’s table.
Table 2. The Gregory’s Table Instrument of the BIPA Textbook
Judge 2
Not relevant
Relevant
Not relevant
A (0)
C (1)
Judge 1
Relevant
B (0)
D (10)
Table 2 tells us that cell D shows that ten (10) out of eleven (11) instrument items stated
as relevant by the two experts who judged the content pf the textbook produced, while there is
one (1) aspect judged that is found in cell C which indicates that there is a difference in
judgment between expert 1 and expert 2. Expert 1 regarded the item as no relevant but expert 2
regarded it as relevant. The instrument item that was regarded as problematic by expert 1 is
Balinese local culture that is written in English. According to the expert, the writing of context
in English will not help the foreign students in understanding Balinese local culture, especially
the mahasiswa BIPA students who come from non-English speaking countries such as Japan,
Korea and China. Thus, the result of computation of the validity coefficient of BIPA textbook is
0.9. Hence the textbook that was developed is regarded as valid in terms of content.
3.2 Empirical Testing of the Instructional Material (Textbook) through Classroom Action
Research
Departing from the result of validation and suggestions for improvement given by BIPA
concerning the BIPA experts concerning the BIPA textbook that has been developed, a field
study in the form of try-out was conducted using a classroom action research format to obtain
information on the effectiveness of the use of the textbook in the classroom. The try-out was
carried out at Language Service Unit of Universitas Pendidikan Ganseha using BIPA students
who took the course from March to June in 2015. The effectiveness of the textbook. The
effectiveness of the textbook in the classroom was measured through the attainment of learning
outcome and the students’ comments about the textbook. The textbook is said to be effective if
the students’s minimal score is B.
The number of the BIPA students who took the elementary level course was 10. The
implementation of the empirical testing followed the BIPA course schedule at the language
service unit that involved three teachers. The three BIPA teachers at the elementary level at the
Language Service Unit taught consecutive topics. According to the schedule the three teachers
happened to teach consecutively the units in the BIPA textbook that has been developed in order
it did not disturb the scheduled teaching process. The implementation of the empirical testing
was carried out from the 2nd March to April 31st , 2015 and was ended with language skill test
and grammar test on on 18th , Mei 2015.
The results of language skill tests that covered listening, reading, writing and speaking
and grammar tests showed that on average the students got the minimal score B. This showed
that the textbook that has been developed is effective for use in the classroom.
The comments of the students about the instruction that used the textbook were very
positive. Some comments given by them are as follows:
1. The textbook used covers topics they need for everyday communication.
2. The language used is simple and easy to understand.
3. The language used is very communicative.
4. The cultural note helps them in understanding the local Balinese community.
5. The pictures in the textbook are very interesting and contain some humors. They are
refreshing enough for them.
4. CONCLUSION
Based on the problems, aims, and research findings, then the conclusion that can be drawn
are as follows. First, the BIPA textbook that has been developed based on the result of the
content validation by the experts
has met the validity criteria. Second, The result of the
empirical testing which was done through classroom action research showed that the textbook
that has been developed is effective for use in teaching Indonesian for foreign speakers (BIPA).
DAFTAR PUSTAKA
Adnyani, Ni Luh Putu Sri. 2011. Introducing Target Language Culture through Movie Watcing
and Discussion. Jurnal Pendidikan dan Pengajaran, 44 (1-3), 77-83
Adryansyah. 2012. Bahasa Indonesia bagi Penutur Asing (BIPA). Tersedia pada
http://badanbahasa.kemdikbud.go.id/lamanbahasa/info_bipa (diakses tanggal 2 Maret
2013)
Atmosumarto, Sutanto. 1994. Colloquial Indonesian. London: Routledge
Agustini, Ketut dan Made Windu Antara Kesiman. 2011. Pengembangan Media Ajar
Berteknologi Hypertext untuk Perkuliahan Sistem Operasi Berbasis Nilai-Nilai Kearifan
Lokal Konsep subak. Laporan Penelitian Hibah Pekerti. Lembaga Penelitian Universitas
Pendidikan Ganesha
Almatsier, A.M. 2002. How to Master the Indonesian Language. Jakarta: Djambatan
Gall, Meredith, Joyce P Gall and Walter Raymond Borg. 2003. Educational Research; An
Introduction. USA: Allyn & Bacon Inc.
Hadisaputra, I Nyoman Pasek dan Ni Luh Putu Sri Adnyani. 2012. The Influence of Balinese
Culture on EFL University Students Speaking Ability. Jurnal Lingua Scientia , 19(2), 21-42
Iswekke. 2012. Bahasa Indonesia Bagi penutur Asing. Tersedia pada http://luarnegeri.kompasiana.com/2012/11/02/bahasa-indonesia-bagi-penutur-asing--500284.html
(diakses tanggal 2 Maret 2013)
Kementerian Pendididan dan Kebudayaan. 2011. About Darmasiswa. Tersedia pada
http://darmasiswa.kemdiknas.go.id/v2/index.php?p=about (diakses tanggal 2 Maret 2013)
Padmadewi, Ni Nyoman. 2012. Pengembangan Bahan AjarbMata Kuliah Strategi Pembelajaran
Bahasa untuk Jurusan Pendidikan Bahasa Jepang Universitas Pendidikan Ganesha.
Laporan Penelitian Lanjut. Lembaga Penelitian Universitas Pendidikan Ganesha
Pasmidi, Ni Made. 2003. Pengajaran Bahasa Indonesia sebagai Bagian dari LOTE pada Primary
School di Australia. Makalah disajikan dalam Kolita 1 Konferensi Linguistik Tahunan
Atmajaya . Pusat Kajian Bahasa dan Budaya Unika Atmajaya. Jakarta 17-18 Februari 2003
Saragih, Amrin. 2002. Bahasa dan Konteks Sosial: Pendekatan Linguistik Fungsional Sistemik
terhadap tata Bahasa dan Wacana . Medan: Universitas Negeri Medan
Suparwa, I Nyoman. 2010. Bahasa Indonesia bagi Penutur Asing (BIPA): Materi Struktur dan
Permasalahannya. Denpasar: Universitas Udayana
Trijanto, Endang K. 2003. Budaya Malu dalam Berbahasa. Makalah disajikan dalam Kolita 1
Konferensi Linguistik Tahunan Atmajaya . Pusat Kajian Bahasa dan Budaya Unika
Atmajaya, 17-18 Februari 2003.