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APBIPA Bali
by: Ismet Fanany
Abstrak
Memanfaatkan kecerdasan buatan (artificial intelligence, AI) dalam pembelajaran bahasa asing telah memperluas akses terhadap bahan ajar yang otentik dan unsur budaya secara signifikan.
Habib Zarbaliyev
Ajerbaizan University of Languages
Menurut prinsip fonetik, singkatan atau abreviatur dibagi menjadi grafis dan leksikal. Singkatan grafis (seperti dsb < dan sebagainya) hanya digunakan dalam
Kecerdasan Buatan di BIPA: Kesempatan dalam Kesempitan? Petrus Ari Santoso Keio Universityu Seiring dengan perkembangan penggunaan teknologi dalam pengajaran bahasa asing khususnya Bahasa Indonesia bagi Penutur Asing, pemanfaatan kecerdasan buatan (AI) semakin meluas. Di lain pihak, tidak sedikit kecerdasan buatan dianggap sebagai ‘momok’ yang bisa menyebabkan kemalasan dalam berpikir atau berlatih berbahasa. Oleh karena itu, apakah kita
Penggagas & Direktur Bahasa Kita Wieke Gur Abstrak Dengan meningkatnya kerja sama ekonomi antara Indonesia dan Australia, pengajaran Bahasa Indonesia bagi Penutur Asing (BIPA) untuk tujuan bisnis menjadi semakin relevan.
Park Gihong Korean Center Indoensia Tujuan dari penelitian ini adalah untuk menganalisis penyebab mendasar kesalahpahaman yang terjadi dalam kehidupan sehari-hari dan di masyarakat secara keseluruhan, serta untuk ....
David Moeljadi Kanda University of International Studies Korpus Pemelajar Bahasa Indonesia Beranotasi Eror (Koper): The First Indonesian Learner Corpus Learner corpora play a crucial role in second language acquisition research and foreign language pedagogy, especially in investigating how a learner’s first language (L1) influences the learning of a second language (L2). While several major languages such as English, Japanese, and Chinese have well-established learner corpora—for instance, the Michigan Corpus of Academic Spoken English (MICASE; Simpson et al., 1999) and the International Corpus Network of Asian Learners of English (ICNALE; Ishikawa, 2013)— no such corpus has been developed for Indonesian until now. This presentation introduces Korpus Pemelajar Bahasa Indonesia Beranotasi Eror (Koper), the first annotated learner corpus of Indonesian as a foreign language. Koper is an error-tagged corpus of learner essays developed to support both linguistic research and pedagogical practices in Indonesian language education (Moeljadi, 2023). It contains compositions written by students studying Indonesian at seven universities in Japan. Each essay is manually annotated using a comprehensive set of 62 error tags, organized into four main categories: lexical, grammatical, spelling, and other errors. Annotation is performed using the UAM Corpus Tool (O’Donnell, 2008) by a team of four Indonesian lecturers based in Japan. The development of Koper began in April 2023 and is ongoing. As of June 2025, the corpus includes 1,427 essays written by 351 students in 2023, comprising a total of 177,705 words, along with over 1,420 additional essays written by more than 260 students in 2024. In addition to error annotation, Koper incorporates rich metadata and undergoes systematic preprocessing to ensure data quality and consistency. Koper has already been utilized in research to identify high-frequency vocabulary used by learners, revealing interesting overlaps with both general Indonesian corpora and the BIPA (Bahasa Indonesia untuk Penutur Asing) conversation corpus (Moeljadi, 2024). Current studies focus on learner error patterns and the influence of Japanese as L1 on Indonesian acquisition. Future expansions will involve collecting data from learners in other countries to broaden the scope and applicability of the corpus. By providing a robust empirical foundation for the analysis of learner language, Koper is expected to significantly enhance the development of Indonesian teaching materials, curriculum design, and teaching methodologies for foreign learners
Stories in Motion: Students-Created Media in a BIPA Collaboration Indriyo Sukmono Yale University This presentation showcases a virtual collaboration between elementary-level Indonesian language learners at a U.S. college and students from three Indonesian universities and their partner institutions, conducted via Zoom. The project focused on intercultural and linguistic exchange through the co-creation of multimedia materials - a short video, an infographic, and a comic strip. These creative products served as platforms for language practice and cultural expression, allowing students to explore meaningful themes while developing their language skills. With strong institutional support, the initiative was supervised by senior language faculty who provided ongoing feedback and mentorship. It fostered real-time communication, deepened cultural understanding, and increased student engagement. At the same time, the team navigated challenges such as coordinating across time zones, varying levels of digital fluency, language proficiency gaps, and maintaining balanced participation. This presentation also reflects on lessons learned, highlights the value of intercultural awareness, emphasizes the role of institutional support, and considers the potential of such models for inclusive, transnational collaboration in BIPA instruction.
Yacinta Kurniasih Monash University Menulis. Melukis. Meringkas. Menggambarkan. Mengungkapkan. Melafalkan. Mengeja. Keinginan. Kemauan. Pertanyaan. Pencarian. Penemuan. Harapan yang mencari dan memberi kenikmatan dan kedekatan kita melalui kata-kata yang direka tata bahasa menjadi bermakna. Dalam presentasi praktis dan puitis ini, saya akan berbagi cerita tentang eksperimen BIPA, Tata Bahasa dan Puisi.
Silvy Wantania Victoria Indonesian Language Teachers Association (VILTA)
Gilang Ahmad Fauzi Travelxism – STP AMPTA Yogyakarta Abstract: As one of the important sectors in Indonesia’s economy, tourism has contributed significant growth in the recent years. The international visitors have been triggered by push factors not only the beautiful landscapes but also the rich cultural heritage and warm hospitality. This growing interest in Indonesia’s rich natural and cultural heritage has driven a parallel rise in sustainable tourism and the demand for learning Indonesian language (Bahasa Indonesia) among international visitors, expatriates, and researchers. However, the current development of BIPA (The Indonesian Language for Foreigners) program has not been fully integrated with sustainable tourism pillars/frameworks. Through semi-structured interviews and qualitative approach, this research explores the intersection between BIPA and sustainable tourism which focus on the role of BIPA as the bridge to enhance responsible travel, local participation, heritage preservation and environmental protection. Drawing from case study of Yogyakarta, interdisciplinary practices, this paper highlights several constraints including limited curriculum contextualization, lack of policy that synergises with the BIPA development, and insufficient collaboration between language institutions and tourism stakeholders. This research proposes a model of integrated BIPA-sustainable tourism programming that includes immersive community-based learning, eco-linguistic content development, and cross-sectoral collaborations. By aligning the language instruction and sustainability pillars/values, BIPA can potentially serve as a transformative tool to foster intercultural understanding, promote responsible tourism that is economically beneficial for local communities, socially inclusive, and culturally and environmentally sensible. Keywords: BIPA, sustainable tourism, sustainability pillars, cultural immersion
Ariani Selviana Pardosi Kampung Bahasa Bloombank Indonesia. Perkembangan kecerdasan buatan (AI) memberikan dampak signifikan dalam bidang pendidikan, termasuk dalam pengajaran Bahasa Indonesia bagi Penutur Asing (BIPA). Penggunaan aplikasi berbasis AI seperti penerjemah otomatis, chatbot percakapan, dan platform pembelajaran adaptif menawarkan kemudahan dan efisiensi dalam proses belajar-mengajar. Namun, kemajuan teknologi ini juga membawa tantangan tersendiri bagi para pengajar BIPA, khususnya dalam menjaga nilai-nilai budaya, interaksi manusiawi, serta keaslian penggunaan bahasa. Penelitian ini bertujuan untuk mengidentifikasi tantangan utama yang dihadapi oleh pengajar BIPA dalam menghadapi penetrasi teknologi AI dalam praktik pengajaran. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan pengumpulan data dengan kuesioner melalui pertanyaan mendalam terhadap sepuluh pengajar BIPA di berbagai lembaga, serta studi dokumentasi terhadap materi pembelajaran yang menggunakan bantuan AI. Hasil penelitian menunjukkan bahwa tantangan utama meliputi kurangnya pemahaman teknologi oleh pengajar, terbatasnya materi BIPA berbasis AI yang mengakomodasi konteks budaya Indonesia, dan kekhawatiran terhadap berkurangnya interaksi interpersonal dalam kelas. Selain itu, ditemukan bahwa sebagian pengajar merasa perannya mulai tergeser oleh teknologi, tetapi belum memiliki strategi adaptif yang memadai. Kesimpulan dari penelitian ini menegaskan perlunya pelatihan literasi digital bagi pengajar BIPA, pengembangan materi berbasis AI yang sensitif terhadap konteks budaya, serta peneguhan kembali peran guru sebagai jembatan antara bahasa dan budaya yang tidak dapat digantikan oleh mesin. Kata Kunci: BIPA, kecerdasan buatan, tantangan pengajaran, literasi digital, nilai budaya
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