Beyond Language: Bipa Teachers’ Perception of the Role of The Cultural Content in Teaching Indonesia to Foreign Learners in West Kalimantan
DOI:
https://doi.org/10.33736/jbk.13441.2026Keywords:
BIPA, Cultural content, intercultural competence, Kalimantan, Borneo, teacher reflectionAbstract
Culture has become an essential component in the teaching of Bahasa Indonesia for Foreign Speakers (BIPA), as language learning involves not only linguistic competence but also cultural understanding. This study explores the reflections of BIPA teachers in Kalimantan regarding the role of cultural content in teaching Indonesian to foreign learners. Employing a descriptive qualitative approach, data were collected through an online questionnaire distributed to BIPA teachers in West Kalimantan. The questionnaire consisted of demographic questions, perception-based items, and open-ended reflection questions. Three BIPA teachers participated in the study. Data were analyzed using thematic analysis to identify recurring themes related to perceptions, classroom practices, challenges, and recommendations. The findings reveal that teachers perceive cultural content as an inseparable aspect of language learning because it provides context for communication and helps learners understand Indonesian social values. Teachers integrated various forms of local culture, including traditional songs, culinary traditions, local customs, and intercultural discussions. Authentic cultural materials were found to increase learner engagement and facilitate meaningful learning experiences. However, participants also identified challenges, including limited culturally responsive teaching resources, difficulties in explaining culturally specific concepts, and financial constraints that hinder experiential learning activities. The participants recommended developing more culturally diverse BIPA materials and increasing the representation of regional cultures beyond Java. The study contributes to the growing body of literature on culturally responsive BIPA instruction and highlights the importance of integrating local cultural perspectives into language education.
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