ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643

Volume 10, Issue 3, October 2022 https://journal.uniku.ac.id/index.php/ERJEE

DEVELOPING CROSS CULTURAL UNDERSTANDING-BASED

INDONESIA LANGUAGE MATERIAL FOR SOUTH KOREA FOREIGN
SPEAKERS
Goziyah (Corresponding author)
Department of Masters Indonesia Language Education, Postgraduate Program
Universitas Muhammadiyah Tangerang, Indonesia
Email: goziyah1812@gmail.com

Ariyana
Department of Indonesian Language and Literature, Faculty of Teacher Training and Education
Universitas Muhammadiyah Tangerang, Indonesia
Email: ariyana.mpd@gmail.com

Kamiri
Department of Masters Indonesia Language Education, Postgraduate Program
Universitas Muhammadiyah Tangerang, Indonesia
Email: kamerimeri4@gmail.com

Ira Anisa Purawinangun

Department of Indonesian Language and Literature, Faculty of Teacher Training and Education
Universitas Muhammadiyah Tangerang, Indonesia
Email: irapurawinangun@yahoo.com

Agus Sulaeman
Department of Melayu-Indonesia, Faculty of Malay-Indonesia Studies
Hankuk University of Foreign Studies, South Korea
Email: sultanwahyu13@gmail.com

Nanda Saputra
Madrasah Ibtidaiyah Teacher Education Study Program
Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli, Aceh, Indonesia
Email: nanda.saputra2589@gmail.com

APA Citation: Goziyah., Ariyana., Kamiri., Purawinangun, I. A., Sulaeman, A., & Saputra, N. (2022). Developing
cross cultural understanding-based Indonesia language material for South Korea foreign
speakers. English Review: Journal of English Education, 10(3), 865-874.
https://doi.org/10.25134/erjee.v10i3.6756

Received: 09-06-2022 Accepted: 27-08-2022 Published: 30-10-2022

Abstract: The purpose of this study is to develop BIPA teaching materials based on cross-cultural and local
wisdom in Banten Province. This research uses a model design for developing Indonesian language teaching
materials for foreign speakers and combines existing models. The object being analyzed is the Borg and Gall’
model (1983), from the analyzed model, a modified model can be formulated. The research data are numerical
data and verbal data (interview transcripts, analysis results of teaching materials, questionnaires, observations,
and notes, comments, criticisms or suggestions from test subjects). The research data are numerical data and
verbal data (interview transcripts, analysis results of teaching materials, questionnaires, observations, and notes,
comments, criticisms or suggestions from test subjects). Given the data obtained in the form of numerical data
and verbal data, the analysis was carried out in the form of quantitative analysis and qualitative analysis. The
results of this study are in the form of beginner level cross-cultural based BIPA teaching materials using a
contextual-communicative approach. In this case the culture used as a reference is the local culture of Banten
considering that in Banten there are foreign nationals from South Korea. The results showed that the average
expert trial score reached 86%, the practitioner trial score average reached 89%, and the field stage trial score
averaged 87%. Therefore, this book can be categorized as very feasible to be applied.
Keywords: BIPA; cross-cultural; language teaching materials.

INTRODUCTION impact in various fields of life, including language.

The era of globalization has had a significant At first, Indonesian was only spoken by

865
Goziyah, Ariyana, Kamiri, Ira Anisa Purawinangun, Agus Sulaeman, & Nanda Saputra
Developing cross cultural understanding-based Indonesia language material for South Korea foreign speakers

Indonesians, both as their first language and in writing, so that Indonesian becomes an
mother tongue, now spoken by foreigners. international language and avoids social conflicts
Technically, the use of Indonesian by Indonesian in society, especially at school. foreign workers
speakers is called BIPI while the use of Indonesian who work in Indonesia, by mastering the
by foreign speakers is called BIPA (Indonesian for Indonesian language and respecting and proud to
Foreign Speakers). Basically, BIPA has had a long use Indonesian as the language of unity and the
history. Teaching Indonesian to foreign speakers language of the state. understand Indonesian and
began in the 1950s, although the name BIPA itself use it appropriately and creatively for various
was only used massively in the 90s and currently purposes, use Indonesian to improve intellectual
there are at least 219 educational institutions in 74 abilities, as well as emotional and social maturity,
countries that offer BIPA teaching. This figure enjoy and utilize literary works to broaden
shows that foreigners are interested in Indonesia in horizons, refine character, and improve knowledge
general and Indonesian language and culture in and language skills, appreciate and be proud
particular. The use of the BIP teaching curriculum Indonesian literature as a cultural and intellectual
until 2014 has not been uniform. Each institution treasure of Indonesian people. By learning
develops its own curriculum (Suher, 2017). BIPA Indonesian for foreign speakers at universities and
textbooks are also very diverse both in terms of language institutions, foreign students and workers
material and quality (Saddhono & Erwinsyah, can get to know themselves, their culture and the
2018). To overcome these diverse curricula, the culture of others, express ideas and feelings,
Language Development and Development Agency participate in the community that uses the language
in this case the Center for Development of and to improve the ability of students to
Language Strategy and Diplomacy (PPSDK) has communicate in Indonesian with properly and
collaborated with BIPA teachers and experts to correctly, both orally and in writing, as well as
develop a standard BIPA curriculum. fostering an appreciation of the works of
This was actually initiated by the Language Indonesian human literature.
Development and Development Agency on 24-27 Article 26 of the Presidential Regulation of the
November 2014 at the Inna Garuda Hotel, Republic of Indonesia No. 20 of 2018 states that
Malioboro, Yogyakarta. The activity, which was every foreign worker (TKA) employer is obliged to
named the Workshop on the Preparation of the facilitate Indonesian language education and
BIPA Curriculum, produced an embryo for the training for foreign workers. From this regulation,
BIPA Curriculum which is expected to be used BIPA Muhammadiyah University Tangerang took
nationally by institutions administering BIPA part in the Presidential regulation, due to the
teaching at home and abroad. In its later journey, potential for foreign workers in the Banten area,
the curriculum was refined again in 2015-2016. In especially in Tangerang City, South Tangerang and
2016, the BIPA curriculum based on the Tangerang Regency, there were no private
Indonesian National Qualifications Framework institutions, especially universities that took part in
was compiled by a team consisting of BIPA the implementation of the regulatory policy, the
teachers and activists who joined the Association establishment of BIPA Universitas
of BIPA Teachers and Activists (APPBIPA) Muhammadiyah Tangerang is to develop
together with the PPSDK team. The preparation of Indonesian language, culture and courses for
the curriculum is accommodated by the Directorate foreign workers working in Banten, especially
responsible for public education, namely the workers from South Korea who are scattered in the
Directorate of Early Childhood Education and Banten area. This aims to suppress the status of
Community Education (PAUDNI and Diknas). social vulnerability, especially in the use of
From the above background the use of cross- Indonesian for foreign workers.
cultural teaching materials will spur the creative Kusmiatun et al. (2017) explained that learning
industry, especially in the fields of culture and BIPA is different from learning Indonesian as a
tourism. The curriculum created will produce good first language (B1) which is more complex and
Indonesian language skills and introduce complicated, partly because foreign students
Indonesian culture and local wisdom to foreign studying BIPA can come from different countries
students. (Astuti & Bewe, 2020). What is meant by foreign
Teaching Indonesian to foreign speakers is very students here are students who (1) are foreign
useful for students and foreign workers to learn nationals (non-Indonesian) and (2) speak their
(Slameto, 2018). The aim is to be able to mother tongue instead of Indonesian. According to
communicate effectively and efficiently in Suyitno, (2018) learning Indonesian for foreign
accordance with applicable ethics, both orally and speakers is essentially a systematic, systematic,

866
ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643
Volume 10, Issue 3, October 2022 https://journal.uniku.ac.id/index.php/ERJEE

and planned activity. Systemic because in it there level. This statement implies that the syllabus is an
is a set of aspects and a series of interrelated important part of the curriculum. The syllabus is
activities. It is called systematic because in its more operational and concrete, as also stated by
implementation it is procedural. Planned because Brown (1995, p.123) which states that “Syllabuses
learning has been described clearly and firmly. is ways of organizing the course and materials.”
BIPA learning has goals, targets, and objectives (Syllabuses are ways of organizing teaching and
that must be achieved (Mukti et al., 2019). BIPA materials).
learning has two aspects that must be considered: Harmer in Maulana, Zamahsari, and Purnomo
the instructional aspect and the conditional aspect. (2020) states that there are several criteria that
Instructional aspects include: (1) learning must be considered as the basis for preparing the
objectives, (2) learning materials, (3) learning syllabus design. Those criteria are (1) Learnability.
methods, (4) learning media, (5) classroom This relates to whether or not certain lexical
management, (6) evaluation, (7) lessons, and (8) structures and items are learned by students. (2)
teachers. The second aspect is the conditional Frequency. This relates to items that are rarely
aspect which includes: (1) conditioning the used in language. (3) Coverage (Coverage). Some
readiness of students' needs, (2) seeking exposure words and grammatical structures cover a greater
and discourse in real linguistic situations, (3) range of uses than other words and grammatical
conditioning the learning atmosphere, and (4) structures. (4) Its usefulness (Usefulness) (Gongora
seeking independent training (Murtianis et al., et al., 2022). This relates to whether certain lexical
2019). items are closer to students' lives so that they are
In learning, the use of the curriculum is wider in more useful for students when discussed in class.
scope because it refers to all aspects of planning, Harmer in Rachman et al. (2019) also classify
implementing, evaluating, and regulating education syllabus models as follows: (1) structural syllabus,
programs. Nicholson (2019) define that the (2) situational syllabus, (3) topic-based syllabus,
curriculum can consist of a number of syllabus, for (4) notional-functional syllabus, (5) process
example, the curriculum covers the whole school, syllabus, (6) syllabus, procedural based on
while the language teaching syllabus is only part of assignments, (7) mixed syllabus. As the research
the curriculum. Meanwhile, Beauchamp in that the author has done for dissertation needs, the
Sukmadinata (2017) state that a curriculum is a author tends to use a mixed syllabus for BIPA
written document which may contain many learning needs Harmer's opinion (2001) calls the
ingredients, but basically it is a plan for the mixed syllabus multi-syllabus, the solution that is
education of pupils during the enrollment in given usually done in an effort to mediate a number of
school. Agus and Windha (2019) about the different syllabus designs is to compose a mixed
learning process emphasizes that the curriculum is syllabus or multi-syllabus (Ellis, 2019). Thus, this
an education or teaching plan. syllabus design does not only emphasize
Based on the description of the opinion above, grammatical or lexical aspects. Mixed syllabus
it can be said that the curriculum is broader than design is a combination of aspects of grammar,
the syllabus. The approach used in the preparation lexical, language functions, situations, topics,
of the curriculum will have an impact on the assignments and various language skills tasks.
syllabus that is prepared. The author agrees, the Mixed syllabus design is based on a language
theory used is a view or philosophy which states teaching approach that involves: (1) explicit
that learning language is learning communication. teaching of the structural and grammatical features
To communicate, students must have linguistic of spoken and written texts, (2) linking spoken and
knowledge and language skills stated by Canale written texts to social and cultural contexts in their
and Swin as (1) linguistic competence, (2) use, (3) preparation of material units that focus on
sociolinguistic competence, and (3) strategic developing skills in relation to integrated texts
competence. For this reason, the syllabus that is (whole texts), (4) providing practices when
prepared must include all the things needed to students develop language skills for meaningful
achieve these competencies (Sihombing et al., communication through integrated texts. The
2022). elements of a mixed syllabus are (1) the integration
However, in line with what Dubin and Olshtain of aspects of the overall types of syllabus, namely:
(2016) stated that a syllabus is more detaild and lexical aspects, grammatical structures, topics,
operational statement of teaching and learning situations, learning activities and assignments and
elements which translates the philosophy of the (2) learning objectives obtained from the labor
curriculum into a series of planned sreps leading analysis used as the basis for selection of aspects of
towards more narrowly defined objektives at each syllabus preparation. In language learning, the

867
Goziyah, Ariyana, Kamiri, Ira Anisa Purawinangun, Agus Sulaeman, & Nanda Saputra
Developing cross cultural understanding-based Indonesia language material for South Korea foreign speakers

syllabus developed must pay attention to three called language ethics or language procedures.
dimensions, namely the dimensions of the Language ethics is closely related to the selection
language (language contend, process) and product of language codes, social norms, and cultural
(product). covers the four language skills (Purba et systems that apply in a society. Language is part of
al., 2022). culture, the relationship between language and
Based on the theories that have been put culture is a subordinate relationship, a language is
forward, it can be concluded that the syllabus is an under the scope of culture (Permadi et al., 2022).
important part of the curriculum. The syllabus In addition, there is another opinion which states
becomes the teacher's reference in learning because that language and culture have a coordinating
it will provide direction for the goals to be relationship, namely an equal relationship, which
achieved along with the material to be studied has the same high position.
(Isnaniah & Islahuddin, 2020). The model set by Basically, language and culture play two
the teacher will have an impact on the teaching complementary roles in the educational process. As
approach used in the classroom. all human activities are linguistically and culturally
Basically, there are already several BIPA mediated, language and culture activate and
teaching materials that can be used by teachers organize teaching and learning processes
such as Lentera Indonesia, Sahabatku Indonesia, (Budianingsih, 2017). The 'classroom culture' that
Basic Indonesian, and so on. However, not all students and teachers build on working together,
existing BIPA textbooks provide material or the 'school culture' is the practice, large and small,
information about the socio-cultural aspects of more or less functional, in which school life is
Indonesian society. In fact, the use of language is carried out. Both are shaped, among other factors,
bound by culture. On several occasions, it was by educational policies, curricular priorities and the
found that someone who had high Indonesian state of school materials. Both are sustainable
language skills was conflicted because he did not through language and discourse, speech and text,
have an understanding of communication in the and through hybrid, multimedia forms of
local culture. Even if there is a culture, it is general communication. But just as language and culture
or specifically refers to the culture that surrounds provide the means to impart education, they also
the author so that it is not contextual. For example, serve as objects. The role of language and culture
students living in Banten are exposed to teaching as educational goals is most obvious in language
materials that focus more on Sundanese and teaching, where language defines the subject
Javanese culture so that they only have cultural matter.
knowledge but not life skills in the local culture. Language and culture have a very close
Therefore, culture-based BIPA teaching materials relationship (Arvianto, 2020). The two influence
are needed to overcome these limitations. each other, complement each other, and go hand in
Language diversity cannot be separated from hand (Marbun et al., 2021). Language is part of
cultural diversity. In terms of culture, language is a culture, so learning a language indirectly also
cultural aspect, the wealth of language is studies culture. That is, language must be studied
something that is beneficial. The various languages in the context of culture and vice versa, new
will reflect the cultural richness that exists in the culture can be learned through language. The close
user community (multicultural). The relationship relationship between language and culture has led
between language and culture is coordinating or to studies to find out the relationship. The study of
subordinate, both of which have a very close the relationship between language and culture is
relationship and influence each other. Coordinative generally seen from the science that studies it.
relationships, namely equal relations, which have Antopology as a science that studies culture and
the same high position. Subordinating relationship linguistics as a science that studies language.
means a language is under the scope of culture. In Furthermore, linguistics and anthropology work
addition, there is another opinion which states that together in studying the relationship of language
language and culture are two systems that are and aspects of culture with the term
"attached" to humans. Culture is a system that anthropolinguistics. Anthropolinguistics means the
regulates human interaction in society, so language branch of linguistics that studies the variation and
is a system that functions as a suggestion. use of language in relation to the development of
The language system has a function as a means time, differences in places of communication,
of ongoing human interaction in society, meaning kinship systems, the influence of ethnic habits,
that language behavior must be accompanied by beliefs, language ethics, customs, and other
the norms that apply in that culture. The system of cultural patterns of an ethnic group.
language behavior according to cultural norms is

868
ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643
Volume 10, Issue 3, October 2022 https://journal.uniku.ac.id/index.php/ERJEE

METHOD instruments are all instruments used to collect

This research is a product-based research or better initial information in order to develop teaching
known as research development (R&D). This materials. This instrument consists of an analysis
research uses the Borg and Gall model. That the matrix, interview guidelines, questionnaires and
procedural model is a descriptive model that literature review guidelines. Meanwhile, post-
describes the flow or procedural steps that must be development instruments are all instruments used
followed to produce a particular product). There to obtain data about the validity of teaching
are 10 stages in this procedural model, namely (1) materials and other things that researchers want to
research and initial information gathering, (2) know from teaching materials that have been
planning. (3) initial product format development, developed. This instrument consists of an analysis
(4) initial trial, (5) product revision, (6) trial field, matrix of teaching materials, a questionnaire for
(7) product revision, (8) field test, (9) final product the assessment of teaching materials, a
revision, and (10) dissemination and questionnaire for notes on the attractiveness of
implementation. teaching materials, an interview guide, and an
Based on the consideration of the characteristics observation guide.
of the product being developed as well as the From the above instruments, research data were
limitations and limitations of the research, the ten obtained in the form of numerical data and verbal
steps were adapted and compressed into the first data. Numerical data includes teaching materials
five development steps, the research phase and the assessment scores. Meanwhile, verbal data
initial information gathering. This stage is carried includes interviews, results of analysis of teaching
out by conducting a theoretical study, analyzing materials, results of questionnaires, results of
the BIPA curriculum, analyzing the teaching observations, and notes, comments, criticisms, and
language used in the field, interviewing teachers, suggestions written by test subjects on the
and distributing questionnaires to students in order assessment sheet (Riyanti et al., 2019). Because
to obtain authentic data about learning needs in the the data obtained are in the form of numerical data
field. Second, the planning stage. At this stage the and verbal data, the analysis carried out is in the
research begins to design textbook products based form of quantitative analysis and qualitative
on the data obtained in the first stage. This product analysis. Quantitative analysis consists of the
design is formed by a schema that explains the average analysis technique used to analyze the test
unit, material, aspect, culture, evaluation, language scores of teaching materials. Meanwhile, verbal
characteristics, and graphic characteristics. Third, data were analyzed by qualitative analysis which
the initial product development stage. This stage is included: (1) collecting written verbal data
the process of realizing the product based on the obtained from interviews, questionnaires,
product specifications produced in the second observations, and field notes; (2) transcribing
stage. Fourth, the product trial stage. This stage is verbal verbal data; (3) collect, select, and classify
carried out simultaneously to experts, practitioners, written verbal data and verbal transcript results
and foreign students with the aim of knowing the based on criteria; and (4) analyzing the data and
feasibility and attractiveness of textbooks. The formulating the conclusion of the analysis as the
expert test was carried out at BIPA basis for taking action on the developed product.
Muhammadiyah University Tangerang to two
lecturers who teach BIPA courses in the RESULTS AND DISCUSSION
Indonesian Language and Literature Education Teaching materials become an inseparable part of
study program. The practitioner test was carried learning. Teaching materials can be interpreted as
out at the Language Center Institute, all forms of material used by teachers and students
Muhammadiyah Tangerang University involving 5 to carry out the learning process in the classroom
BIPA lecturers in the Beginner class. Meanwhile, a to achieve learning objectives. In this regard,
limited group field test was conducted on 15 Herman et al. (2022) states that the theoretical
foreign students in the beginner class. Fifth, the principles underlying the development of teaching
stage of product revision or refinement which is a materials include (1) the need to communicate, (2)
follow-up to the recommendations for the need for long-term goals, (3) the need for
improvement from the validator at the product test authenticity, and (4) the need for centered on the
stage. This stage produces a product that is ready learner.
to be implemented and disseminated. Starting from the above principles, the teaching
The instruments used in this study are divided materials in this study were prepared using a
into pre-development instruments and post- contextual-communicative approach. The
development instruments. Pre-development contextual approach is rooted in the foundation of

869
Goziyah, Ariyana, Kamiri, Ira Anisa Purawinangun, Agus Sulaeman, & Nanda Saputra
Developing cross cultural understanding-based Indonesia language material for South Korea foreign speakers

constructivism which emphasizes that learning is communicative aspect is reflected in the form of
not rote but an attempt to construct or build presentation of material that is in line with the
knowledge. In this case, according to Khasanova syntax of the communicative approach which
(2020), there are five elements that must be consists of pre-communication and communication
considered in the application of contextual activities. Pre-communication activities are
learning, namely (1) activating knowledge, (2) manifested in the form of discussion activities to
acquiring new knowledge, (3) understanding explore and process information, while
knowledge by compiling temporary concepts., communication activities are manifested in the
discussion, and revision of concepts, (4) practice of form of exercises in the form of discussions, role
knowledge and experience, and (5) reflection of playing, campaigns, interviews, advertising, and
knowledge (Zamzamy, 2021). Meanwhile, the presentations.
highlight of this approach lies in the relationship In the end, language knowledge and language
between the material and the real situation in the skills must be strengthened by intercultural
learner's environment so that the material he has competence (IC). This is very important because
learned can be applied in everyday life. humans practice culture through language so that
Meanwhile, the communicative approach is a IC is a bridge between the learner's culture and the
learning approach that emphasizes aspects of culture in the language being studied. Every use of
communication, interaction, and increasing language is at the same time a cultural practice and
linguistic competence and language skills. IC is likened to a third place 'third place' (Lantz-
Littewood (in Purba et al., 2022) states that to Deaton, 2017). The third place here is a position
develop students' communicative abilities in where language learners act as outsiders (etic) and
second language classes, class activities must be at the same time as insiders (emic) to their home
arranged in such a way that there are pre- culture and the target culture they are studying at
communication activities and communication the same time. The final estuary is an attitude of
activities. Pre-communication activity refers to the respect for other cultures so that they can behave
structure of linguistic forms and their meanings. appropriately in different cultures.
The communication activity refers to the use of Kohler (in Strotmann & Kunschak, 2022)
functional and social language. In this regard, proposed an IC teaching strategy formulated in five
(Herman et al., 2022) explains that the use of pedagogical principles. First, active construction
functional language includes activities to share and which implies the learner to construct the target
process information, while the use of social culture by describing, analyzing, and comparing
language includes interactive social activities such the learner's culture with the target culture. Second,
as dialogue, simulation, role playing, and so on. making connections which emphasizes the skills to
The textbooks developed in this study were see the relationship between the learner's culture
designed by fulfilling the above elements. The and the target culture. Third, social interaction
material is arranged systematically based on the which conditions learners to conduct discussions
level of difficulty, urgency of use, and quantity of related to the cultural topic being discussed.
use in daily communication. Specifically, the Fourth, reflection which focuses on involving
aspect of contextuality is reflected in the students in responding and reflecting on the
preparation of materials that are tailored to the cultural items discussed. Fifth, responsibility
needs of learners, the selection of authentic texts, which implies skills to build awareness of cultural
the preparation of texts that are adapted to the differences so that they can respect and respect
environment around the learners (in this case, the people with different cultural practices.
environment around the Banten area where there The application of IC through a
are foreign nationals from South Korea), and communicative-contextual approach can then be
activities that conditions learners to explore understood through the following figure 1.
various information according to the theme. The

870
ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643
Volume 10, Issue 3, October 2022 https://journal.uniku.ac.id/index.php/ERJEE

Figure 1. The application of IC through a communicative-contextual approach

The teaching material produced in this floating analysis, the textbooks are designed in six units,
research is a beginner level BIPA textbook (BIPA namely (1) Greet, (2) Traditional clothes, (3)
1). In Permendikbud Number 27 of 2017 Musical Instrumet (4) Go For Walk, (5) Culture
concerning Competency Standards for Graduates Value, (6) Daily activities. day, and (7) Art. These
of Indonesian Language Courses and Training for seven units accommodate aspects of skills and
Foreign Speakers, it is explained that BIPA 1 knowledge that must be mastered by students in
graduates are expected to be able to understand daily communication using Indonesian.
and use expressions in the context of self- In this case, the cultural aspect is manifested in
introduction and fulfill daily and routine concrete the column of cultural space. The cultural space
needs in a simple way to communicate with column presents material and special discussions
speech partners who very cooperative. These according to the unit's theme in order to develop
competencies are then translated into listening, students' intercultural competence. Furthermore,
speaking, reading, writing, and grammar the cultural aspects that are integrated with the
competency units. learning materials in each unit can be seen in table
Based on the curriculum review and needs 1 below.

Table 1. Composition of teaching materials

Unit Material Cultural Aspect
1 Greet Regrads, identity, Greeting words: Mang dan
introduction Teteh, Kang dan Nong
2 Traditonal Men’s and women Baju Koko leher tertutup,
Clothes clothes celana panjang diikat kain
batik. Pada wanita memakai
pakian kebaya dan kain batik
3 Musical Variety of musical Angklung Buhun, Pantung
Instrument instruments Banten Bambu Rampak Beduk.
4 Go For Walk Visit historical Tourist attraction;
buildings Menara Banten, Klenteng
Boentekbiau, Masjid Seribu
Pintu.
5 Culture and Cultural potential Seni Beladiri pencak silat,
Value and uniqueness Debus, Tari Cokek, Umbruk,
Palingtung, dan Lojor.
6 Daily Information about Body Parts activities :
Activity day object function Eat with hands.
7 Art Banten art variety Seni Debus Sorosowan, Seni
Rudat, Seni Terbang Gede,
Seni Bendrong Lesung
Product trials are carried out in three stages. Muhammadiyah University of Tangerang in the
The first stage is an expert trial conducted on two beginner class. The third stage is a field trial
experts, namely learning experts and cultural conducted on International Student Program (ISP)
experts. The second stage is a practitioner trial students, Muhammadiyah Tangerang University.
conducted on five BIPA lecturers at the

871
Goziyah, Ariyana, Kamiri, Ira Anisa Purawinangun, Agus Sulaeman, & Nanda Saputra
Developing cross cultural understanding-based Indonesia language material for South Korea foreign speakers

Figure 2. Product trial diagram

In the first phase of the trial, five aspects were average feasibility of the readability aspect of the
assessed. The five aspects include (1) the text reaches 90%, the average feasibility of the
feasibility of the material, (2) the feasibility of the evaluation aspect reaches 95%, and the average
language aspect, (3) the feasibility of the text feasibility of the cultural aspect reaches 92%.
readability aspect, (4) the feasibility of the Thus, the average field trial results reached 92%.
evaluation aspect, and (5) the feasibility of the Therefore, this textbook can be categorized as very
cultural aspect in textbooks. The test results show feasible to be applied.
that the average feasibility of the material reaches
85%, the average feasibility of the language aspect CONCLUSION
reaches 87%, the average feasibility of the text The problem of the availability of teaching
readability aspect reaches 80%, the average materials is an issue that continues to grow from
feasibility aspect of the evaluation reaches 90%, year to year. This departs from the fact that the
and the average feasibility cultural aspects reached existing teaching materials cannot be accessed
90%. Thus, the average expert trial results reached easily and that the existing teaching materials do
86% so that it can be concluded that this textbook not meet the needs of teachers and learners,
is feasible to be applied. especially in terms of intercultural competence.
The second phase of the trial had five aspects of Therefore, this study develops teaching materials
assessment, namely (1) material aspects, (2) based on local Banten culture using a contextual-
linguistic aspects, (3) applied aspects, (4) communicative approach.
evaluation aspects, and (5) illustration aspects. The The teaching materials produced in this
test results show that the average feasibility of the development research are beginner level
material reaches 87%, the average feasibility of the textbooks. Teaching materials are designed with
language aspect reaches 87%, the average reference to Permendikbud Number 27 of 2017
feasibility of the text readability aspect reaches concerning Competency Standards for Graduates
85%, the average feasibility of the evaluation of Indonesian Language Courses and Training for
aspect reaches 92%, and the average feasibility Foreign Speakers and the concept of learning a
cultural aspects reached 95%. Thus, the average second language with a contextual-
practitioner trial results reached 89% so that it can communicative approach based on local Banten
be said that this textbook is very feasible to be culture. There are six units in this textbook,
applied. namely (1) Greet, (2) Traditional clothes, (3)
Meanwhile, the third phase of the trial had three Musical Instrumet (4) Go For Walk, (5) Culture
aspects of assessment, namely (1) material aspects, Value, (6) Daily activities. day, and (7) Art.
(2) language aspects, and (3) book display aspects. These seven units accommodate aspects of skills
The test results show that the average feasibility of and knowledge that must be mastered by students
the material reaches 90%, the average feasibility of in daily communication using Indonesian.
the language aspect reaches 93%, and the average
attractiveness of the display reaches 95%. the

872
ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643
Volume 10, Issue 3, October 2022 https://journal.uniku.ac.id/index.php/ERJEE

ACKNOWLEDGMENT S., and Julyanthry, J. (2022). Teachers’

Researchers would like to thank and acknowledge attitude towards minimum competency
the following people who have this article assessment at sultan agung senior high
possible. Dean of Faculty of Teacher Training school in Pematangsiantar, Indonesia.
and Education at Muhammadiyah University of Journal of Curriculum and Teaching, 11(2),
Tangerang, all many colleagues and students 1-14. https://doi.org/10.5430/jct.v11n2p1
especially South Korea Students as objects of this Herman, H., Sulistyani, S., Ngongo, M.,
research. Hopefully, this research could be Fatmawati, E., and Saputra, N. (2022). The
beneficial for those who focus on education and structures of visual components on a print
linguistic studies or other fields advertisement: A case on multimodal
analysis. Studies in Media and
REFERENCES Communication, 10(2), 145-154. https://
Agus, S., & Windha. H. (2019). Hubungan 10.11114/smc.v10i2.5717
motivasi belajar dan hasil pemelajaran Isnaniah, S., & Islahuddin. (2020). Management of
Bahasa Indonesia Penutur Asing (BIPA) Indonesian language learning for foreign
pada mahasiswa semester 7 prodi bahasa dan speakers (bipa) at islamic religious higher
sastra Indonesia FKIP Universitas education institutions (ptki) in Indonesia and
Muhammadiyah Tangerang. Jurnal Thailand. Jurnal Pendidikan Islam, 9(1), 1-
Silamparibisa, 2(1), 59-70. 28. https://doi.org/10.14421/jpi.2020.91.1-
Arvianto, F. (2020). Kaskus smilies application as 27
an alternative instructional media in bipa Khasanova, N. (2020). The role of music lessons in
(Indonesian language for foreign speakers) the formation of national and intercultural
teaching. Journal of Physics: Conference competence in students. Mental
Series 1471. http://doi.org/10.1088/1742- Enlightenment Scientific-Methodological
6596/1471/1/012007 Journal, 2020(2), Article 15.
Astuti, W., & Bewe, N. (2020). Listening learning Kusmiatun, A., Suyitno, I., HS, W., and Basuki, I.
of indonesian for speakers of other languages A. (2017). Identifying features of Indonesian
(bipa) for academic purposes. Journal of for speakers of other languages (Bipa)
Education, Teaching and Learning, 5(2), learning for academic purposes.
401-408. International Journal of Social Sciences &
Brown, J. D. (1995). The elements of language Educational Studies, 3(4), 197-207.
curriculum: A systematic approach to Lantz-Deaton, C. (2017). Internationalisation and
program development. Heinle & Heinle. the development of students’ intercultural
Budianingsih, T. (2017). Model materi ajar competence. Teaching in Higher Education,
berbicara bahasa mandarin berbasis 22(5), 532-550.
pendekatan kuantum https://doi.org/13562517.2016.1273209
eneltian pengembangan pada jurusan sastra Marbun, S., Silalahi, D. E., & Herman, H. (2021).
Cina fakultas sastra Universitas Al Azhar Telling people to change their behaviour
Indonesia. [Doctoral dissertation, University through implications: An implicature
of Al Azhar]. analysis on covid-19 public service
Dubin, F., & Olshtain, E. (1986). Course design: announcements in Indonesia. Elsya: Journal
Developing programs and materials for of English Language Studies, 3(3), 215-224.
language learning. Cambridge. https://doi.org/10.31849/elsya.v3i3.6336
Ellis, R. (2019). Task-based language teaching: Maulana, F. I., Zamahsari, G. K. and Purnomo, A.
Sorting out the misunderstandings. (2020). Web design for distance learning
International Journal of Applied Linguistic, indonesian language BIPA. International
19(3), 221-246. Conference on Information Management
Gongora, J., van Gelderen, I., Vost, M., Zaki, S., and Technology (ICIMTech), 988-991,
Sutherland, S., Pye, M., Quain, A., & https://doi.org/10.1109/ICIMTech50083.202
Taylor, R. (2022). Cultural competence is 0.9211175
everyone’s business: Embedding cultural Mukti, W. I., Andayani and Nugrahaeni. (2019).
competence in curriculum frameworks to Pengajaran BIPA dan tes UKBI dalam upaya
advance veterinary education. Journal of menjaga eksistensi bahasa Indonesia di era
Veterinary Medical Education, 38, article masyarakat ekonomi Asean. The 1st
e20210113. Education and Language International
Herman, H., Shara, A. M., Silalahi, T. F., Sherly, Confrence Proceeding Center for

873
Goziyah, Ariyana, Kamiri, Ira Anisa Purawinangun, Agus Sulaeman, & Nanda Saputra
Developing cross cultural understanding-based Indonesia language material for South Korea foreign speakers

International Language Development of speakers (BIPA). Journal of Physics:

Unisssula, 2(1), 911-916. Conference Series, 1339.
Murtianis, M., Andayani, A. & Rohmadi, M. https://doi.org/10.1088/17426596/1339/1/01
(2019). Text book as a Java culture 2114
recognıtıon medıa in Indonesıan learnıng for Saddhono, K., & Erwinsyah, H. (2018). Folklore
foreıgn speaker (BIPA) in Sebelas Maret as local wisdom for teaching materialsin
University. International Journal of bipa program (Indonesian for foreign
Educational Research Review, 4(3), 427- speakers). KnE Social Sciences, 3(10), 444–
434. https://doi.org/10.24331/ijere.573944 454. https://doi.org/10.18502/kss.v3i10.2926
Nicholson, S. J. (2019). An analysis of the task- Sihombing, P. S. R., Herman., & Saputra, N.
based syllabus. International Journal of (2022). How to teach English conversation?
English Language Education, 2(1), 259-272. An implementation of a multimodal
Permadi, R. Y., Nasrullah, R., and Koswara, I. discourse analysis through images. English
(2022). The constraints of cross-linguistic Review: Journal of English Education,
transfer on BIPA learning. Sosiohumaniora- 10(2), 431-438.
Jurnal Ilmu-ilmu Sosial dan Humaniora, https://doi.org/10.25134/erjee.v10i2.6244
24(2), 151-159. Slameto. (2018). Belajar dan faktor-faktor yang
Purba, R., Herman, H., Purba, A., Hutauruk, A. F., mempengaruhinya. Rineka Cipta.
Silalahi, D. E., Julyanthry, J., and Grace, E., Strotmann, B. and Kunschak, C. (2022) Toward
(2022). Improving teachers’ competence the internationalization of higher education:
through the implementation of the 21st Developing university students’ intercultural
century competencies in a post-covid-19 communicative competence in Spain.
pandemic. Jurnal Masyarakat Mandiri, Language and Intercultural Communication,
6(2), 1486-1497. DOI: 22(4), 419-438.
https://doi.org/10.31764/jmm.v6i2.7340 Suher, S. P. (2017). Pengembangan materi ajar
Purba, R., Resmi, R., Saputra, N. and Herman, H. BIPA melalui budaya lokal Jawa Timur.
(2022). Exploring the teaching of language Beranda, 1(1), 48-56.
variation use from early children's Suyitno, Imam. (2018). Norma pedagogis dan
acquisition at school. Jurnal Obsesi: Jurnal analisis kebutuhan belajar dalam
Pendidikan Anak Usia Dini, 6(6), 5446- pembelajaran bahasa indonesia bagi penutur
5453. DOI: 10.31004/obsesi.v6i6.2907 asing (BIPA). Jurnal Diksi: Jurnal Ilmiah
Rachman, İ. F., Andayani, & Suyitno. (2019). Bahas, Sastra, dan Pengajarannya, 15(1),
Cultural issues in Indonesian language 111-119.
learning for foreign speakers. International Zamzamy, D. A. (2021). Development of
Journal of Educational Research Review, 4 multimodal language teaching materials for
(3), 454-460. DOI: 10.24331/ijere.573951 Indonesian language for foreign speakers
Riyanti, A., Zuchdi, D. and Nurhadi. (2019). (BIPA) during pandemic time. English
Gamelan as a learning media speaking skills Language and Literature International
to Indonesian language students for foreign Conference (ELLiC) Proceedings, 4, 21-31.

874