Language Diplomacy Through BIPA: An Indonesian Language Training Program For NEUST Philippines Students

Authors

  • Nur Lailatul Aqromi Technology and Design Faculty, Institut Teknologi dan Bisnis Asia Malang, East Java, Indonesia
  • Suastika Yulia Riska Technology and Design Faculty, Institut Teknologi dan Bisnis Asia Malang, East Java, Indonesia
  • Emilsa T. Bantug Computer and Information and Communications Technology NEUST, Philippines
  • Chyndy Febrindasari Universitas Islam Negeri Walisongo Semarang, Central Java, Indonesia

DOI:

https://doi.org/10.51601/ijcs.v5i4.930

Abstract

This community engagement program was initiated in response to the linguistic needs of foreign students from the Nueva Ecija University of Science and Technology (NEUST), Philippines, who required Indonesian language proficiency to participate effectively in a student exchange program with the Institute of Technology and Business Asia Malang, Indonesia. The partner institution faced two primary challenges: the absence of a practical and systematic Indonesian language training program for foreign learners and the limited initial language competence among NEUST students. Interestingly, structural similarities between Tagalog and Indonesian—particularly in basic morphemes and affixation patterns—offered a promising foundation for language acquisition. The program aimed to introduce fundamental Indonesian language proficiency equivalent to BIPA Level 4, focusing on communicative competence in academic and social contexts. It was conducted online through five sessions, including one orientation, four core training sessions based on the Task-Based Language Teaching (TBLT) approach, and one evaluation session. The learning materials were adapted from Sahabatku Indonesia – BIPA 4, published by the Ministry of Education and Culture. The outcomes demonstrated significant improvement in participants’ linguistic competence, reflected in higher evaluation scores and active engagement throughout the training. Additional outcomes included online media publications and the adoption of the developed modules as sustainable BIPA teaching materials at NEUST. Overall, this initiative represents an effort in Indonesian language diplomacy, contributing to the strengthening of academic mobility and intercultural collaboration across Southeast Asia.

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Author Biographies

Nur Lailatul Aqromi, Technology and Design Faculty, Institut Teknologi dan Bisnis Asia Malang, East Java, Indonesia

This community engagement program was initiated in response to the linguistic needs of foreign students from the Nueva Ecija University of Science and Technology (NEUST), Philippines, who required Indonesian language proficiency to participate effectively in a student exchange program with the Institute of Technology and Business Asia Malang, Indonesia. The partner institution faced two primary challenges: the absence of a practical and systematic Indonesian language training program for foreign learners and the limited initial language competence among NEUST students. Interestingly, structural similarities between Tagalog and Indonesian—particularly in basic morphemes and affixation patterns—offered a promising foundation for language acquisition. The program aimed to introduce fundamental Indonesian language proficiency equivalent to BIPA Level 4, focusing on communicative competence in academic and social contexts. It was conducted online through five sessions, including one orientation, four core training sessions based on the Task-Based Language Teaching (TBLT) approach, and one evaluation session. The learning materials were adapted from Sahabatku Indonesia – BIPA 4, published by the Ministry of Education and Culture. The outcomes demonstrated significant improvement in participants’ linguistic competence, reflected in higher evaluation scores and active engagement throughout the training. Additional outcomes included online media publications and the adoption of the developed modules as sustainable BIPA teaching materials at NEUST. Overall, this initiative represents an effort in Indonesian language diplomacy, contributing to the strengthening of academic mobility and intercultural collaboration across Southeast Asia.

Suastika Yulia Riska, Technology and Design Faculty, Institut Teknologi dan Bisnis Asia Malang, East Java, Indonesia

This community engagement program was initiated in response to the linguistic needs of foreign students from the Nueva Ecija University of Science and Technology (NEUST), Philippines, who required Indonesian language proficiency to participate effectively in a student exchange program with the Institute of Technology and Business Asia Malang, Indonesia. The partner institution faced two primary challenges: the absence of a practical and systematic Indonesian language training program for foreign learners and the limited initial language competence among NEUST students. Interestingly, structural similarities between Tagalog and Indonesian—particularly in basic morphemes and affixation patterns—offered a promising foundation for language acquisition. The program aimed to introduce fundamental Indonesian language proficiency equivalent to BIPA Level 4, focusing on communicative competence in academic and social contexts. It was conducted online through five sessions, including one orientation, four core training sessions based on the Task-Based Language Teaching (TBLT) approach, and one evaluation session. The learning materials were adapted from Sahabatku Indonesia – BIPA 4, published by the Ministry of Education and Culture. The outcomes demonstrated significant improvement in participants’ linguistic competence, reflected in higher evaluation scores and active engagement throughout the training. Additional outcomes included online media publications and the adoption of the developed modules as sustainable BIPA teaching materials at NEUST. Overall, this initiative represents an effort in Indonesian language diplomacy, contributing to the strengthening of academic mobility and intercultural collaboration across Southeast Asia.

Emilsa T. Bantug, Computer and Information and Communications Technology NEUST, Philippines

This community engagement program was initiated in response to the linguistic needs of foreign students from the Nueva Ecija University of Science and Technology (NEUST), Philippines, who required Indonesian language proficiency to participate effectively in a student exchange program with the Institute of Technology and Business Asia Malang, Indonesia. The partner institution faced two primary challenges: the absence of a practical and systematic Indonesian language training program for foreign learners and the limited initial language competence among NEUST students. Interestingly, structural similarities between Tagalog and Indonesian—particularly in basic morphemes and affixation patterns—offered a promising foundation for language acquisition. The program aimed to introduce fundamental Indonesian language proficiency equivalent to BIPA Level 4, focusing on communicative competence in academic and social contexts. It was conducted online through five sessions, including one orientation, four core training sessions based on the Task-Based Language Teaching (TBLT) approach, and one evaluation session. The learning materials were adapted from Sahabatku Indonesia – BIPA 4, published by the Ministry of Education and Culture. The outcomes demonstrated significant improvement in participants’ linguistic competence, reflected in higher evaluation scores and active engagement throughout the training. Additional outcomes included online media publications and the adoption of the developed modules as sustainable BIPA teaching materials at NEUST. Overall, this initiative represents an effort in Indonesian language diplomacy, contributing to the strengthening of academic mobility and intercultural collaboration across Southeast Asia.

Chyndy Febrindasari, Universitas Islam Negeri Walisongo Semarang, Central Java, Indonesia

This community engagement program was initiated in response to the linguistic needs of foreign students from the Nueva Ecija University of Science and Technology (NEUST), Philippines, who required Indonesian language proficiency to participate effectively in a student exchange program with the Institute of Technology and Business Asia Malang, Indonesia. The partner institution faced two primary challenges: the absence of a practical and systematic Indonesian language training program for foreign learners and the limited initial language competence among NEUST students. Interestingly, structural similarities between Tagalog and Indonesian—particularly in basic morphemes and affixation patterns—offered a promising foundation for language acquisition. The program aimed to introduce fundamental Indonesian language proficiency equivalent to BIPA Level 4, focusing on communicative competence in academic and social contexts. It was conducted online through five sessions, including one orientation, four core training sessions based on the Task-Based Language Teaching (TBLT) approach, and one evaluation session. The learning materials were adapted from Sahabatku Indonesia – BIPA 4, published by the Ministry of Education and Culture. The outcomes demonstrated significant improvement in participants’ linguistic competence, reflected in higher evaluation scores and active engagement throughout the training. Additional outcomes included online media publications and the adoption of the developed modules as sustainable BIPA teaching materials at NEUST. Overall, this initiative represents an effort in Indonesian language diplomacy, contributing to the strengthening of academic mobility and intercultural collaboration across Southeast Asia.

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Published

2025-11-28

How to Cite

Lailatul Aqromi, N., Yulia Riska, S., T. Bantug, E., & Febrindasari, C. (2025). Language Diplomacy Through BIPA: An Indonesian Language Training Program For NEUST Philippines Students. International Journal Of Community Service, 5(4), 458–465. https://doi.org/10.51601/ijcs.v5i4.930

Issue

Vol. 5 No. 4 (2025): November 2025 ( Indonesia - Thailand - Malaysia - Timor Leste - Philippines )

Section

Articles

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Copyright (c) 2025 Nur Lailatul Aqromi, Suastika Yulia Riska, Emilsa T. Bantug, Chyndy Febrindasari

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