Implementation of Thematic Instructional Materials in Teaching

Indonesia to Speakers of Other Languages (TISOL)

Kundharu Saddhono

Universitas Sebelas Maret Surakarta, Indonesia

Keywords: implementation, thematic instructional materials, TISOL, TISOL student.

Abstract: One of important things in learning process is instructional materials or learning materials. Instructional

materials must be adjusted to psychiatric and environment condition of students. TISOL learning will be

more effective if using the thematic instructional materials that refers to certain themes. It will make TISOL

student easier to understand the materials in TISOL learning. Aims of this research are to describe and

explain about the implementation of thematic instructional materials in Teaching Indonesia to Speakers of

Other Language (TISOL) learning process. Data resources in this research take from several TISOL

learning which organized in 10 province in Indonesia. Data collected technique using take and note

technique plus in-depth interview with some teacher and student of TISOL learning. Interview with learner

about teaching techniques and teaching materials used in TISOL learning. Interview with student of TISOL

about more related with how interest and they would feel after teach by use of thematic instructional

materials in TISOL learning. Data analysis technique using interactive data analysis. Data validity test using

triangulation, that are triangulation of data source and triangulation of methods. Result of this research,

TISOL students which teach by using thematic instructional materials, their learning interest is increasing.

They more easily to understanding the subject matter and the TISOL learning more interactive also

communicative. The learning process become more effective, doesn’t monotonic, and there are positive

interaction between teachers and students in TISOL program. Need renewal of thematic instructional

materials every year in order to have a novelty value and effectiveness when using in TISOL learning

process.

1 INTRODUCTION

Indonesian language become increasingly known

around the world. It is reflected by determining

Indonesian language as a subject of education in

many countries like Australia, Japan, Netherland,

Vietnam, etc. Moreover, Indonesian language

become 10 most popular languages in the world and

is learned by more than 45 countries. Based on

Ministry of Education and Culture, there are 650

candidates from 90 countries who attend

Darmasiswa Program (a scholarship program

offered to all foreign students to study Indonesian

language, art and culture) in 2017

(www.darmasiswa.kemdikbud.go.id). It indicates

that Indonesian language as well as Indonesian

culture become more popular.

Darmasiswa program is a program contributing

some countries by sending their students to enter

education program in Indonesia. This program is

required students to join special program of

studying Indonesian language, which is known as

Teaching Indonesia to Speaker of Other Language

(TISOL) (Saddhono, 2016). TISOL program is

conducted by some institution not only higher

education institution but also government

institution, like language institution in some areas in

Indonesia. TISOL Program can accommodate

foreign students to learn Indonesian language which

is used as a means of communication during

studying in Indonesia (Kobayashi, 20103.

In TISOL program, foreign students are trained

to speak Indonesian in a good and right way,

especially for communication (Sandel, 2014).

TISOL students are encouraged to be active in

learning process, so the output of TISOL learning

will be effective. There are many factors in

determining the effective TISOL learning and

produce compatible output with TISOL program

stakeholder expectation, learning materials are one

Saddhono, K.

Implementation of Thematic Instructional Materials in Teaching Indonesia to Speakers of Other Languages (TISOL).

DOI: 10.5220/0009020000002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 289-292

ISBN: 978-989-758-470-1

289

of them (Zhao, Aiping, et. Al, 2013). Learning

materials must be well-prepared to be used in

learning process and to achieve learning goals

containing in syllabus (Mazgon & Sefanc, 2012).

Learning materials are one of medium to consider if

TISOL students can achieve learning goal or not.

During this time, developing TISOL learning

materials is still ineffective and conventional. This

development is adapted TISOL learning goals,

students’ condition, local culture, and expectedly

can increase TISOL students’ motivation to study

Indonesian language (Kramasch, 2000). Thematic

learning is an integrated learning with interrelating

some subjects in a theme, so learning process can

give a meaningful experience to students (Howar,

Jay, et. Al, 2014). Some theories applied in

thematic learning include philosophical theory

related to students’ learning process and experience,

psychological theory referring to student’s

psychological development and learning

psychology, and juridical theory dealing with Law.

Thematic TISOL learning materials development

integrates some themes in learning materials for

TISOL students (Smith, Nancy, & Hefner, 2009).

These materials tend to show culture and local

wisdom. Local culture is used in TISOL learning

because cultural aspects become one of 5 standards

related to foreign language proficiency such as

TISOL which also has those standards (Crawford-

Lange & Dele, 2011). Those standards compulsorily

fulfilled by foreign students, according to Levinson

(2000), including (1) communication, (2) culture, (3)

connection, (4) comparison and (5) community.

2 RESEARCH METHOD

The study was conducted in TISOL Program

operated in Indonesian higher educations or

institutions. The problems formulated are

appropriate with research activity and aim of the

study. The aim refers to integrating TISOL learning

materials based Indonesia culture with thematic

approach to improve learning materials

implementation. Therefore, the study was

categorized as development research (Borg & Gall,

1983). The stages of research and development

include 10 stages. However, this study only

conducted 4 stages, including (1) introductory study

or exploration, (2) prototype development stage, (3)

prototype assessment, and (4) product dissemination.

The approach utilized was content analysis and

qualitative. Content analysis employed to analyze

TISOL learning materials based Indonesian culture

through thematic approach. Qualitative research was

conducted to describe and to explain perception of

students, lecturer and TISOL organizer (Moleong,

2014). Besides, Focus Group Discussion (FGD) was

employed to develop prototype model. Moreover,

the study also employed triangulation of theory and

method, as well as informant review. Triangulation

of theory utilized some different theoretical

perspectives to investigate problem, so the study will

formulate logic and acceptable; conclusion.

3 FINDINGS

The differences of TISOL students background

describe variation in specific learning goals.

However, the aim of learning Indonesian language

for foreign speakers is generally to make students

able in using Indonesian language communicatively

and pragmatically (Saddhono, 2015). Consequently,

determining learning materials considers learning

goal in terms of general and specific. One of

alternative way to determine a good learning

materials for TISOL students is to involve

Indonesian culture integration aspect.

By learning integrated culture, TISOL students

will be more able to know and to love culture where

they live. This situation resulted from TISOL

students’ experience, who are given chance to

experience those cultures directly (Matsumoto &

Okamoto, 2003). They will get happy and warm

feeling, because they automatically become a part of

culture. Besides, there is possibility that they will

study from culture of their friend. Henceforth,

culture is very important to teach, especially for

TISOL students.

Formulating thematic instructional materials

based Indonesian culture needs to encourage TISOL

teacher to have an innovative idea in delivering

learning materials in accordance to interrelation of

materials and daily life with cultural oriented.

Multicultural perspective in learning materials can

condense cultural experience and students’

perspective in mastering Indonesian language

(Siegal & Okamoto, 2003). Thus, TISOL students

can master Indonesian language which is appropriate

with Indonesian culture context.

Hence, learning materials in intercultural context

should be arranged with some considerations,

including (1) learning materials containing direct

instructions of target culture materials mastery; (2)

learning materials used as a map which clearly focus

on giving an overview about structured program in

terms of linguistics and culture in which students

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should master it in certain period of time; (3)

learning materials becoming an adequate reference

which contain many information and creativities for

appropriately and beneficially communicative and

cultural competences achievement; (4) learning

materials utilized as a reference for students to teach

and to give feedback one another, and (5) learning

materials reflecting target cultural view and system

as a reference for students or foreign speakers in

understanding other culture (Coryazzo & Jin, 2010).

The followings are some description about

Javanese culture which can be used as TISOL

learning materials. The first is an art field. Some

areas in Java Island have some unique local wisdom

and can be used as learning materials for TISOL

students. For example, there is Tarian Rampak

Bedug from Banten, Gambang Kromong from

Betawi (DKI Jakarta), Tari Jaipong from West Java,

Tari Gambyong from Central Java, Ludruk play

from East java and Jathilan from Yogyakarta. The

second is cultural building. Banten has Mesjid

Agung Kerajaan Banten Lama, DKI Jakarta has

Kota Tua area, West Java has Keraton Cirebon and

Keraton Purwakarta, Central Java has Keraton

Surakarta and Lawang Sewu in Semarang, Keraton

and Temples in Yogyakarta and building of kingdom

archeological remains spread in East Java. The third

is traditional food. Banten has some special food like

Sate Bandeng, Sate Bebek, Rebeg Banten, made

from beef with heavy stock. DKI Jakarta has Soto

Betawi and Kerak Telor, West Java has Sundanese

Urap and Ikan Bakar, Central Java has Bandreng

Presto from Semarang or Sate Kere from Solo, East

Java has Rawon and Pecel Madiun, and Yogyakarta

has Gudeg Yogya.

Impelementation of multicultural and

intercultural approach can be realized in some

methods. Hudghes proposes some multicultural

learning strategy alternative in learning language or

second language, as follows (Hughes, 1986).

Comparison Method. Learning begins with

presenting one or more target cultural

phenomenon which are different from students’

culture. Then, discussion focuses on the reason of

cultural differences which can give problem or

cultural misunderstanding.

Culture Assimilator. It refers to a brief

description about critical incident (incidents

which has potential resulted in misunderstanding)

in intercultural interaction in which student will

misunderstand. In this technique, teacher gives

description from a critical incident with some

alternative explanations and solutions. If

students’ answer are wrong, they have to attempt

to find out the right information by discussing it

with other group.

Culture Capsule. This strategy is almost similar

to culture assimilator. Teacher gives presentation

and explanation about basic differences between

Indonesian culture (target) and foreign culture

(students’) through audio-visual media. This

presentation is also accommodated with some

questions which can give possibility for

discussion among students.

Audiomotorunit or Total Physical Respon. This

method is usually formulated in learning for

listening skill. Students are instructed to do what

they hear or see. Thus, students directly

experience certain cultural activity.

Newspaper. Students are instructed to compare

some cultural aspects between their culture and

Indonesian culture as what they see in the

newspaper. Some part of newspaper will show

some cultural differences like headlines,

advertisement, editorial and caricature.

Projected Media. Film, documenter, slide and

filmstrips contain cultural information which

attract students to learn some Indonesian cultural

aspects (target). The use of video produced by

students while visiting some places will make

learning more interactive (Rui and Wang, 2015).

The Cultural Island, teacher and students

altogether change class to a certain cultural

setting by putting poster, picture, artefact or

music. This makes students possible to

experience certain culture.

Implementing those methods above can be done

in various way by adapting goals and materials

characteristic learnt by TISOL students which divide

into four language skills, including listening,

speaking, reading and writing (Saddhono, 2014).

4 CONCLUSIONS

TISOL Program is required to attend by some

foreign students who take education program in

Indonesia. TISOL program aims to train Indonesian

language skill to foreign students for communication

in society. TISOL learning materials development is

adapted learning goals, students’ condition, and

local culture condition. Integrating materials about

local cultural aspects can contribute language

proficiency of TISOL students. Thematic

instructional materials utilized in TISOL learning

directly focus on certain themes. Theme can be

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291

obtained from Javanese culture like art theme,

cultural building and traditional food. Those themes

are familiar cultural theme, so it can be more

effective if it is used as TISOL learning materials.

Implementation stage of thematic instructional

materials in TISOL learning can be done by some

methods, including Compar¡son Method, Culture

Assimilator, Culture Capsule, Audiomotorunit or

Total Physical Respon, Newspaper, Projected

Media, and The Cultural Island. Those methods can

vary in implementation, depending on class situation

and condition as well as learning goals of TISOL

program.

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