E-Book Interactive of Teaching Indonesian to Speakers of Other

Languages (TISOL) to Increase Independence of Foreign Students in

Indonesia

Sri Hastuti, Kundharu Saddhono, Yusuf Muflikh Raharjo

Universitas Sebelah Maret Surakarta, Indonesia

Keywords: E-book interactive, TISOL, Independence, Foreign Student

Abstract: The book instructed BIPA is needed in this era. The problems are examined in this research is to develop

electronic book (e-book) based on culture for foreign students in Indonesia. The objective is specifically to

describe the condition of e-book in BIPA institutions in Indonesia today, explore development needs e-book

an interactive integrated with cultural understanding to students on BIPA institutions in Indonesia, and

develop e-book based on the culture that can be used in the BIPA institutions in Indonesia. This programs

very important research carried out in order to improve the competitiveness of Indonesian nation in the

international community. BIPA Program is also a form of Indonesia’s soft diplomacy at the scene of the

international world. Therefore, in order to introduce the students with culture in Indonesia and the

Interactive of teaching Indonesian to speakers of other languages (TISOL) to increase independence of

foreign students in Indonesia need to be given.

1 INTRODUCTION

In nature, TISOL (Teaching Indonesia to Speakers

of Other Language) learning needs to pay attention

from planning, process, to evaluation, as well as

teaching materials, media, and methods used and

one of the important things is teaching materials.

The selection must be able to provide a foreign

speaker description of the environmental, social,

cultural, and customs conditions of the Indonesian

people so that it will bring foreign speakers more

interested and faster in learning Indonesian. In

addition, the right and interesting teaching materials

can influence the success of foreign speakers to

achieve the goal in learning Indonesian. This is in

accordance with the existing study (Suyitno, 2007).

TISOL learning in Indonesia is currently

experiencing rapid development (data from Kompas,

2013). On its website, the 2016/2017 Darmasiswa

Program received the 638 foreign students studying

TISOL with more than 90 countries

(http://darmasiswa.kemdikbud.go.id). This shows

that Indonesian language is very interested by other

countries and also the culture of the Indonesian

nation. This is also reflected in the existing TISOL

program held in several universities in Indonesia

(Saddhono, 2015).

In his study, Mustaqim revealed that not all

TISOL books present material or information about

the socio-cultural aspects of Indonesian society

(Mustaqim, 2010). This was evident from the 43

titles of TISOL books that were observed, it turned

out that only 24 pieces of material presented on the

socio-cultural aspects of the Indonesian people or

56%. The remaining 19 titles or 44% did not present

the material. In line with the analysis of TISOL

teaching materials, Subektiningsih also analyzed

TISOL Lentera Indonesia textbooks from the Book

Center that the exercises in the book could not train

foreign speakers' communication because the

integration of speaking skills and listening skills was

limited to understanding exercises. In addition, all

introductory exercises were presented using English

(Subektiningsih, 2007).

The need for Indonesian language learning for

foreign speakers is very rapid but until now there is

no standard curriculum and textbooks. In addition,

TISOL's textbooks are widely used in isolation with

cultural recognition. The weakness of separate

textbooks with cultural content is that teachers need

time to introduce culture (Ulumuddin, 2014).

Hastuti, S., Saddhono, K. and Raharjo, Y.

E-Book Interactive of Teaching Indonesian to Speakers of Other Languages (TISOL) to Increase Independence of Foreign Students in Indonesia.

DOI: 10.5220/0009020200002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 297-299

ISBN: 978-989-758-470-1

297

Obstacles in the field also occur when students visit

the sights or other historical places, they do not

understand the explanation of the tourism

companion. They tend to be passive and unable to

communicate actively when tourism visits are due to

lack of knowledge of vocabulary and cultural

knowledge.

From all available research, teaching material

development research is needed because every

TISOL student has communication problems that

must be solved with the right learning. Learning

language skills and cultural recognition is given a

bigger portion because it greatly affects the progress

of TISOL students in communicating every day.

TISOL students can communicate in context when

they understand customs in this case the local

culture in an area. Regional culture not only refers to

traditional dance or clothing but includes habits,

gestures, manners, unwritten rules about opposite

sex relationships and much more. For this reason

this research is done as an effort to reduce the

cultural shock of TISOL students and improve their

ability to communicate confidently.

2 RESEARCH METHOD

The approach used in the study is descriptive

qualitative. Qualitative research was conducted to

describe this research is an implementation research.

That aims to apply the development model of

culture-rich interactive e-books for students of

TISOL students in Indonesia. So, this research was

used to design new products or modify existing

products equipped with procedures for their use

(Sugiono, 2008). Prior to mass use by users, the

product developed must go through a series of tests

and revisions to achieve the expected effectiveness.

This is similar to the above definition put forward

(Borg and Gall, 1983). The stages of research are

through four stages of research, namely (1)

preliminary study or exploration, (2) prototype

development stage, (3) prototype testing phase, and

(4) product dissemination or implementation.

3 DISCUSSION

E-book is very important existence in nowadays. It

is used as a means to develop the scope and

knowledge is no exception knowledge in the field of

Teaching Indonesian for Speakers of Other

Language (TISOL). It is also very important to be

implemented in order to improve the

competitiveness of Indonesia in the international

world. TISOL Program is a form of soft Indonesian

diplomacy in the international arena. If competing in

the technology field, Indonesia will not be able to

compete with developed countries, such as America,

Germany, Japan, and others. But with its diverse

cultural richness, Indonesia is able to compete and

become a cultural reference in the world. Therefore,

in order to get closer to foreigners with Indonesian

culture it should be given in an interactive TISOL

textbook or e-book. The results of this study are

expected to contribute in the development of

learning TISOL impact on the world of culture-

based tourism that will affect the people of

Indonesia in terms of economy. In the development

of culture, this research is expected to be a milestone

in the preservation of Indonesian culture because

many learn and develop it.

The purpose of this study is to develop an

interactive, cultural-based e-book for foreign

students in Indonesia. The specific purpose is to

describe the current condition of e-books in TISOL

institutions in Indonesia, exploring the need for e-

book development that is integrated with cultural

understanding for TISOL students at TISOL

institutions in Indonesia, and the implementation of

culture-based e-books that can be used TISOL

teaching at TISOL institution in Indonesia. In

addition, with the existence of an e-book in TISOL

learning, it will be easier for foreign students to

learn Indonesian and facilitate them in

communication when acting in everyday need.

The research relevant to this study had been

conducted by the research team in the last three

years. In 2015 the research team conducted a study

entitled "The Development of Teaching Materials

Based Culture of Indonesia in the Mass Media for

TISOL Program in Sebelas Maret University"

(Bandan Bahasa, 2015). This research produces

TISOL teaching materials that are culturally

textualized from the mass media, both printed and

online. In general, foreign students are interested in

this teaching material because the medium comes

from text or reading that every day enjoyed, the

news in the mass media. The weakness of this

teaching material is the number of regional terms

that emerged from the mass media. Other weakness

is less varied with respect to the type of text

available. Therefore, TISOL teachers still have to

create a more varied text so that the competing

students will be familiar with the various types of

texts available in the Indonesian language.

BICESS 2018 - Borneo International Conference On Education And Social

298

The new thing in the study of e-books for TISOL

is the integration of regional culture in TISOL

textbooks in the form of e-books with a scientific-

thematic approach. This is done because during

several times the research of innovative learning

model can directly improve the process and learning

outcomes (Saddhono, 2016). The textbooks used as

the object of this study are also focused on middle-

level foreign students. This selection is based on the

assumption that foreign students studying

Indonesian are preceded by their interest in

Indonesian culture. Therefore, the introduction of

culture in Indonesia is very appropriate at the middle

level in learning TISOL.

Based on the results of research and studies of

TISOL that researchers have done then related to the

development of teaching materials based on local

culture through e-books in learning TISOL in

Indonesia needs to be conducted. In addition to the

above, the presence of this study is also expected to

improve the competitiveness of Indonesian language

and culture in the world cultural level. In the TISOL

program, in general foreigners learn Indonesian

because they are interested in Indonesian culture so

that utilizing Indonesian culture in teaching

materials will greatly help them recognize

Indonesian language and culture together. Below is

an e-book design drawing used in the lesson.

Figure 1. Joglo’s e-book display

4 CONCLUSIONS

The development of e-book-based teaching materials

in the effort to facilitate the communication of

foreign students who study in Indonesia is very

necessary because every TISOL student has

communication constraints that must be solved with

the right learning. Learning language skills and

cultural recognition is given a bigger portion

because it greatly affects the progress of TISOL

students in communicating every day. TISOL

students can communicate in context as they

understand the customs in this local culture that exist

in an area. Regional culture not only refers to

traditional dance or clothing but includes habits,

gestures, manners, unwritten rules about opposite

sex relationships and much more. For this reason,

this research was conducted in an effort to reduce

the culture shock of TISOL students and improve

communication skills.

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Indonesia

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