Ilmu Komunikasi

The study attempts to analyze intercultural communication competence of Indonesian as a foreign Language (BIPA) students in dealing with multicultural learning experience in one university in Indonesia. This qualitative study also looks at what constitutes learning from the international students. Data are collected from focus group discussion and in depth interview.  The objective of the study is to get a comprehensive information about the students’ intercultural competence and gain a comparative look at the essence of learning based on the cross-cultural perspectives of the students from six different nations. In addition, Intercultural competence model of Chen and Starosta (2005) is used as a tool of analysis. It is expected that this study will be significant to the field of intercultural communication and education in Indonesia in a way that it offers another insight in both designing and applying learning materials based on the cross-cultural perspectives of the international students.

Abstract - Today's learning is focused on preparing students with characters and skills needed to pursuit their career and to succeed in their future. Beyond those skills, there are various supporting proficiencies that are significant in preparing for the "wild" world out there. Among those new proficiencies is social media literacy, a set of skills that one's should have in order to communicate appropriately, responsibly, and to evaluate conversations critically within the realm of socially-based technologies. Regarding this, the paper described of how media and social media education can be designed as a method to prepare and engage undergraduate students to be agents of social media literacy. This paper focuses on a media literacy course that teaches how media users receive and interact with various types of media. The students of this course learned various topics for the first half of the even semester of 2015, then by the second half of the semester the course sent them to conduct a community service learning. The students were placed into teams and sent to share what they have already learned on campus to students in middle and high schools programs in rural areas. A participant action research (PAR) is used to evaluate, upgrade and finally improve the course for future reference.

Budaya tidak bisa dilepaskan dari bahasa. Mempelajari suatu bahasa tanpa disertai kerangka budaya diibaratkan seperti memasak makanan tradisional tanpa dilengkapi bumbu khas setempat (Zart, 2012). Bahasa akan kehilangan rasa tanpa pemahaman budaya. Berkaitan dengan hal tersebut penulis mencoba untuk memaparkan suatu aktivitas penyokong kegiatan belajar bahasa Indonesia bagi penutur asing (BIPA) melalui rangkaian kegiatan penguatan kesadaran lintas budaya dalam bentuk pengabdian pada masyarakat. Suatu kegiatan berbasis interaksi sosial kemasyarakatan yang dirancang untuk memberikan siswa BIPA suatu wahana penerapan kemampuan berbahasa mereka sekaligus sebagai  penguat kesadaran lintas budaya serta tanggung jawab sosial siswa BIPA. Kegiatan ini merupakan salah satu penerapan dari konsep content and language integrated learning atau dikenal sebagai CLIL (Marsh & Anne, 1994). Melalui kegiatan pengabdian pada masyarakat ini, diharapkan siswa BIPA memeroleh penguatan dari sisi komunikasi lintas budaya serta kepercayaan diri dalam berbahasa. Sehingga pada akhirnya, seorang pembelajar BIPA tidak hanya memiliki kemampuan dwibahasa tetapi juga dwibudaya.