Bridging Cultures Through Language: My Journey as a BIPA Teacher

Introduction

I never expected to become a teacher of Bahasa Indonesia for foreign learners. My journey began unexpectedly in 1994 when I stumbled upon a part-time tutoring job for an in-country Bahasa Indonesia course program organized by Monash University, Australia, in Yogyakarta. Initially, I assumed it would be straightforward—just spending time with Monash students as they tried to wrap their heads around Indonesian. However, I soon realized that I was mistaken. The Australian students inundated me with questions about Indonesian terms and grammar, many of which I struggled to answer. It was a humbling experience that made me realize I needed to improve my understanding of my own mother tongue. After the program concluded, I joined Realia Indonesian Language School in Yogyakarta as a teacher of Bahasa Indonesia for foreign learners. This marked the beginning of a more than two-decade-long journey filled with excitement and challenges—a true rollercoaster ride.

Teaching Students from Diverse Backgrounds

Teaching Bahasa Indonesia to foreign learners is far from routine. At Realia Language School Yogyakarta, we conduct small classes, often one-on-one, with students from around the globe and from all walks of life. As a teacher, it is crucial to be well-prepared and knowledgeable to communicate effectively with students. During my time at Realia, I’ve taught a wide array of individuals, including foreign diplomats from Europe, Australia, and Asia, housewives, students, NGO and UN workers, researchers, and military personnel. The diversity in their backgrounds is astounding, and so are their learning goals, language skills, and interests.

Conducting one-on-one sessions for 50 minutes can be challenging if you can't keep your learners engaged. It is essential to continuously learn and incorporate material that resonates with your students, ensuring that the lessons remain dynamic and that they remain attentive.

Understanding Diverse Learners

As mentioned earlier, my students come from various countries and professions. At Realia Yogyakarta, I've taught individuals ranging from professionals, students, and housewives to teachers, military personnel, and beyond. Among them, Professor Herbert, a 62-year-old philosopher from Germany, is one of the most senior learners, while the youngest student I've ever taught was a 7-year-old child. Teaching such a wide range of students requires a tailored approach, as their goals are vastly different. For instance, Professor Herbert is keen to understand how traditional Javanese values continue to influence modern Indonesian life, while Hitomi Watanabe, a stay-at-home mom from Japan, is primarily focused on ensuring her household staff clearly understands her instructions. Their differing language proficiency levels and learning objectives demand a personalized teaching strategy, with materials drawn from the Indonesian Government’s BIPA (Indonesian for Foreign Learners) curriculum and customized to meet their unique needs.

Imagine managing an individual language course with 20 different learners studying simultaneously. The challenge lies in creating a flexible syllabus that accommodates each learner’s specific goals. The key here is customization. We must tailor our teaching to fit each student's requirements and adapt our approach to cater to their unique learning styles. It’s like crafting a menu with various dishes, each prepared to perfection to satisfy every learner’s appetite for knowledge.

The Importance of Customization 

Let’s delve into the concept of customization in BIPA teaching materials. Adapting government-standard BIPA materials based on the CEFR (Common European Framework of Reference for Languages) can be challenging. While BIPA provides a solid foundation for language instruction, applying it without customization could bore students like Professor Herbert and Mrs. Watanabe. Standardized dialogues between John and Budi discussing the weather or asking “Where are you from?” might not align with their primary learning goals. Without proper customization, Professor Herbert might never discover the connections between Indonesian and Javanese vocabulary, and Mrs. Watanabe might struggle to effectively communicate with her household staff.

For Professor Herbert, the teaching materials required customization to explore the linguistic connections between Indonesian and Javanese, revealing the cultural depth of the language. Conversely, for Mrs. Watanabe, we created scenarios directly applicable to her daily interactions, like practical conversations for instructing her household staff effectively.

Adapting Teaching Methods

After several years of teaching, I was promoted to the position of Advanced Level Teaching Coordinator. One of my responsibilities was to tailor the standard teaching materials to better suit the students’ needs. Customizing teaching materials is not always straightforward, especially when teaching advanced students one-on-one. Each student brings a unique personality, interests, and learning objectives to the table, all of which must be considered when designing a syllabus.

At Realia Yogyakarta, the standard BIPA teaching materials are always adjusted to align with students' personalities and goals. This involves constantly assessing students to design a syllabus that caters to their specific needs. For example, Brandon, a 25-year-old military personnel who loves to talk but struggles with writing, needs to pass the Level 2 Indonesian exam at his base. Francis, a 34-year-old marine biologist from Canada, who is generally reserved, needs to prepare a research presentation in two weeks. Meanwhile, Jody, a 28-yearold INGO worker based in North Sulawesi, must meet and communicate with various local NGO partners.

Each of these students requires a different syllabus based on their personality and learning goals. Brandon’s syllabus focuses on improving his writing skills, as his speaking abilities are already strong. Francis, on the other hand, needs encouragement to speak more, given his upcoming presentation. Jody benefits from additional cultural awareness, particularly on how to communicate effectively with people in North Sulawesi. As a BIPA teacher at Realia Yogyakarta, having extensive general knowledge and flexibility is crucial for delivering successful classes.

Just imagine teaching all three students in one day. During the first session with Brandon, we might discuss topics related to the Indonesia-Australia military relationship. In the second session with Francis, it’s essential to engage him in conversation about marine biology— ensuring I can distinguish between a whale and a dolphin. In the third session with Jody, I share my experiences in communicating with people from North Sulawesi, drawing on my connections with friends and acquaintances from Manado city. Flexibility is the key to being a successful BIPA teacher.

The more you adapt to your students, the more informative and engaging your class becomes. A broader knowledge base allows for discussions on a wide array of topics, fostering a dynamic learning environment. Even when encountering unfamiliar student backgrounds, the solution is clear—learning, adapting, and improvising. This adaptable approach holds the true key to success as a Bahasa Indonesia teacher for foreign learners, particularly in small or medium-sized classes. Additionally, cross-cultural understanding is more than just another checkbox. Teaching Bahasa Indonesia involves bridging cultural gaps and fostering connections with authenticity and respect. With over a decade of experience, I have dedicated myself to mastering cross-cultural dynamics, helping to bridge the gap between the West and the East.

Conclusion

In conclusion, the heart of tailoring Indonesian language lessons lies in adaptability and cultural understanding. As a BIPA teacher, I’ve learned that customizing materials and methods for each student leads to engaging and effective learning. This, coupled with crosscultural awareness, forms the bedrock of success at Realia Language School. Whether nurturing linguistic connections for a philosopher or empowering a marine biologist’s voice, we unite individuality with cultural bridges through Bahasa Indonesia.