Improving the Communicative Competence Through the Tutorial Learning Model for Bipa Learners

doi:10.21203/rs.3.rs-3746238/v1

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Improving the Communicative Competence Through the Tutorial Learning Model for Bipa Learners

https://doi.org/10.21203/rs.3.rs-3746238/v1

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BIPA learning is one of the Indonesian language learning programs whose students are foreign speakers. In BIPA learning, teachers apply the tutorial learning model by involving the learners directly in the context of natural communication. This learning model was widely used to improve student's communication skills in foreign language learning. The study used a qualitative approach to describe the implementation of the tutorial model in BIPA learning and its impact on students' language skills. The study involved three instructors, seven tutors, and fourteen BIPA learners. Collecting data using interviews, questionnaires, and document studies. Data analysis followed a qualitative procedure with the following steps: data reduction, presentation, interpretation, and conclusion. The study found that the BIPA learning tutorial used simple designs, flexible to change, and was oriented to learners' characteristics and learning needs. In the implementation of learning, tutors must be creative in developing various techniques to optimize learners’ opportunities to use the target language. Optimizing the opportunity to use the target language and practicing communication in the natural context improves learners’ language skills and adds value to learners' good perceptual, impacting their success in learning the language. These findings suggested that the diversity of student characteristics needs to be early because it can become an obstacle in developing the design and implementation of tutorial learning. These findings contributed to the development of second language learning and as a reference for further research.

learning model

tutorial

communicative competence

BIPA learner

Learning BIPA or learning Indonesian for foreign speakers has been going on for several decades, both held by domestic universities and universities abroad. Many researchers and BIPA activists have conducted studies on BIPA and its learning that impact the BIPA learning is more organized and innovative. BIPA learning is an activity that is systematic and planned. BIPA learning is a system consisting of aspects and sub-activities that are interrelated and function to achieve learning objectives. As a system, BIPA learning in its implementation follows sequential steps and is chronological-causative.

The most conscientious in BIPA learning is an effort to understand objectively and consistently apply BIPA learning activities that are oriented and lead to achieving the optimal learning objectives. For this reason, BIPA teachers must have the understanding and skills to apply learning following the learners' characteristics and their learning needs. Therefore, initial knowledge of the characteristics of learners and BIPA learning is a prerequisite to leading and moving on to other forms of activity. Teachers' understanding of learner characteristics helps them develop analysis and predictive maps of constructive and destructive things (Estari, 2020). With this understanding, teachers can plan and implement effective learning programs by anticipating the factors hindering the learning process (Darkun, 2019).

The main objective of learning BIPA is to improve the Indonesian language skills of foreign learners. Through systematic and programmed learning, BIPA learners know and have skills in Indonesian following their learning goals and needs. In addition, BIPA learners also gain cultural insights and experiences that support their language skills in natural contexts. This communicative ability is a prerequisite for successful communication in social interaction (Herdiawan, 2020). Therefore, to achieve success in communicating, BIPA learners have language skills and cultural understanding.

Everyone needs a language to build self-capacity personally and socially in interaction. Through language, BIPA learners can develop cultural knowledge and build their self-image in social life. People need a language to explore information about community cultures (Lupyan & Lewis, 2017). Using a language, each individual can explore the culture and life patterns of the people where the language is the lingua franca (Nanda, 2021). BIPA learners need to understand the Indonesian language and culture to be involved in communication and interaction with the Indonesian people, both interactions in the academic community and social interactions in society.

Foreign learners who study Indonesian in Indonesia have academic goals, including wanting to carry out further studies in Indonesia, research the language, culture, or life of Indonesian people, and deepen their knowledge about Indonesia for the needs of their study development in their country of origin. However, some BIPA learners want to master Indonesian because they will work and live in Indonesia. This reality has implications for the performance of BIPA learning institutions to be more concerned with developing programs and developing learning strategies that are under the needs of foreign learners so that they can provide learning services more optimally.

The results of preliminary studies through interviews show that BIPA learners generally expect to acquire knowledge and skills in Indonesian for natural communication. They want to be directly involved in the discourse of social interaction in society. According to them, learning in formal classes and only sourced from books does not provide knowledge and language skills that support their communication needs. They want optimal opportunities to practice using Indonesian in natural communication. For them, learning in the classroom emphasizes mastery of language material without providing opportunities to practice it. This condition makes them face many problems when they communicate in daily conversation.

BIPA learners expect to get real learning experiences to use in everyday communication. They hope to gain language experience and knowledge of Indonesian culture in a natural learning context. Learners prefer various learning strategies in the teaching and learning process (Siregar & Haswani, 2020). In learning, they need to deal directly with the learning object and communicate it with the Indonesian people.

Based on the learners' needs and desires, the BIPA learning program at the State University of Malang applies a tutorial learning model. Tutorial learning in this context is a learning process outside the classroom that utilizes objects in the natural environment as learning resources. BIPA learners learn languages through contextual language practice based on tutorial objects used as learning resources. In learning activities, learners are guided and directed by tutors who act as learning partners. The application of this tutorial model is a new phenomenon different from classical BIPA learning practices in general. This phenomenon deserves to be the object of study to reveal the characteristics of the learning model.

In connection with the description above, this study aims to describe the tutorial learning model for improving the communicative competence of BIPA learners. The focus of the problems studied in this study includes (1) the design learning of tutorial in learning BIPA, (2) the implementation of tutorial BIPA learning, (3) the results of tutorial BIPA learning, and (4) the obstacles in the implementation of tutorial BIPA learning. This study contributes theoretically and practically to language learning, especially Indonesian language learning for foreign learners. Findings about learning needs, learning techniques, and learning procedures theoretically contribute to new knowledge in educational science, especially language learning theories. This knowledge contributes to the course of language learning strategies, second language learning, and foreign language learning. Practically, findings related to learning procedures and learning design function as a reference in language learning that involves foreigners as learners. For future researchers, these findings can give references in developing theoretical frameworks, methods, and discussion of study results.

Literature Review

In the last decade, the interest of foreigners to learn Indonesian is quite high. The increase in the interest of foreigners needs to get good attention and service from the organizers of the BIPA learning program. In essence, foreigners learning Indonesian have various purposes, including conducting further studies in Indonesia, getting to know the culture of Indonesian society, conducting research on the Indonesian language and culture, and working in Indonesia (Suyitno et al., 2018). In this context, the BIPA learning program is a vehicle for improving Indonesian language skills, as well as introducing Indonesian culture to foreign students learning Indonesian (Zulfahmi Hb, 2017).

In general, foreign students who study Indonesian in the BIPA learning program are adult students (Suyitno et al., 2018). They have mastered their first language before learning Indonesian. In this context, Indonesian is a second language for foreign students. The effect of mastering the first language is often a factor causing difficulties in learning a second language which can be an obstacle to the successful implementation of BIPA learning (Arumdyahsari et al., 2016). For this reason, learning Indonesian for foreign students needs to find a learning model that can minimize the emergence of various difficulties in learning. Learning that utilizes environmental media as a concrete learning resource is a viable model choice. In studying, foreign students will learn the Indonesian language and culture by experiencing direct communication events. In studying, they are accompanied by tutors as learning partners and communication partners. This learning model is called the BIPA tutorial model.

The tutorial model is an intensive learning model for foreign students that aims to help foreign students face learning difficulties. The learning difficulties referred to can be in the form of difficulties related to material received during class learning or foreign students' difficulties in understanding Indonesian culture (Raymundo, 2023). Through learning the tutorial model, foreign students can learn the Indonesian language and culture in a more relaxed situation because tutorial learning tends to be semi-formal. It is hoped that the creation of a relaxed learning environment can provide comfort and courage for foreign students to ask tutors about material they find difficult. The application of the tutorial model in BIPA learning is carried out by directing foreign students in situational Indonesian language practice activities.

In essence, the tutorial learning model applies the principle of direct learning, where students directly practice the target language in communication. This learning model provides opportunities for foreign learners in learning the language to practice using the target language optimally and naturally (Boschman et al., 2019). In learning, learners are directly involved in the context of natural communication. They get the optimal opportunity to practice the target language they are learning. The learners can realize their learning tasks, determine their learning experiences, and direct their learning actions. Schechtel et al. (2020) explained that learning activities provide opportunities for learners to reflect on their experiences to build a unique new experiential learning framework according to their needs and learning styles.

The tutorial learning model leads learners to a more meaningful language learning experience. Learning experiences become meaningful when all domains of learner abilities and all learning domains (cognitive, psychomotor, and affective aspects) are involved and integrated during the learning process (Eshun & Mensah, 2013). In learning activities, learners see, hear, and experience directly through the process of observing and investigating objects that are the topic of learning while interacting and communicating in Indonesian. Bačić (2020) stated that communicative and natural language learning contributes to a comprehensive learning experience. Learning a language is not learning knowledge about language but learning how to use language to communicate (Woodrow, 2018).

Research Design

This study aimed to describe the implementation of a tutorial learning model for BIPA learners. This study used a qualitative design with a phenomenological approach. The characteristics of the qualitative design in this study appeared in the data and data sources, data collection techniques, data analysis, and presentation techniques, interpretation of the meaning of the data, and conclusion. The characteristics of the phenomenological approach appeared in the research process that does not use hypotheses or temporary conjectures in the analysis process and does not begin with the intention to test the theory. Through a phenomenological approach, this study attempted to conduct in-depth interviews by allowing the subject to reveal himself naturally. Through questions, research subjects were allowed to tell all dimensions of their experience related to a phenomenon/event.

Participants

This study has conducted the research at the BIPA Program, State University of Malang. The participants in this study consisted of 7 tutors who experienced at least 3years as tutors in BIPA learning and 3teachers who had at least 7years of experience teaching BIPA. In addition, this study also involved 14 foreign learners who were studying Indonesian at the State University of Malang. The foreign learners involved in this study came from various countries, as shown in the following table.

Table 1

Participants of the Study
Number	The Country of Origin	Sum of Learners
1	Thailand	3
2	China	2
3	Madagascar	1
4	Uzbekistan	1
5	Libya	1
6	South Korea	2
7	Poland	1
8	Papua New Guinea	1
9	Egyp	2
Total		14

Data Collection

The data of this study was verbal information about design, implementation, impact, and obstacles in learning. The study collected data through in-depth interviews, questionnaires, and document studies. Interviews with 3 BIPA teachers aimed to obtain information about the development of the tutorial learning model design and its constraints, while interviews with 7tutors to collect information about the implementation of tutorial learning. Meanwhile, the study used the questionnaire to collect data about BIPA learners' responses to the tutorial learning implementation. This study also conducted a document study to collect data on tutorial program design and implementation reports. From the document study, this study obtained 42 tutor reports which were recordings of the process and tutorial results for 14 BIPA learners in 3 activities.

Data Analysis

The study conducted data analysis through reduction, presentation, interpretation, explanation of the data meaning, and conclusions. The study reduced data sourced from interview notes and documents to select data focused on simplifying, abstracting, and transforming raw data into data ready to be categorized in data presentation. The classification of reduced data follows the focus of the research problem. The study used the emic paradigm to interpret the data with an explanation of its meaning based on the theoretical paradigm used as the theoretical framework for this research. Based on the interpretation and explanation results, the study concluded the findings of this study.

This section successively describes the results of data analysis related to tutorial learning design, tutorial learning activities, tutorial BIPA learning results, and obstacles in the implementation of tutorial learning. The description of the data analysis results is as follows.

Tutorial BIPA Learning Design

The development of the tutorial learning design is the first step in the implementation of the tutorial model BIPA learning. In developing the design, the teacher conducts a needs analysis to determine the learning of BIPA students. The results of interviews with BIPA teachers obtained the following information.

Quotation 1

Before designing tutorial activities, the teacher needs to know the country of origin, the field of science, and the learning goals of learners. We also need to know their experiences in learning Indonesian because there are learners who can speak Indonesian with their friends or watch Indonesian films. We need to know how much they have of the Indonesian language. We analyze their biodata and interview learners.

The quotation informs that in developing tutorial learning designs, BIPA teachers need to consider the characteristics of learners related to their country of origin, the learner's field of study, learning objectives, and the learner's mastery and experience of learning Indonesian. Teachers conducted interviews with learners before the implementation of the learning program.

Quotation 2

Before preparing the tutorial program, we conduct interviews with learners to find out their desires and expectations in learning. From the results of this interview, we can obtain information about the expected learning objectives and targets. From the interview, we can determine what language competencies they need and they have to master greetings and introductions, how to negotiate, and so on. The tutorial objects are determined based on learner needs and the meeting agreement of the BIPA teacher team. We also dig up information about their preferred learning strategies and styles.

Quotation 2 explains that as a material for designing tutorial learning designs, the teacher analyzes learning needs through interviews with BIPA learners. The learners' need includes the desires and expectations of learners in learning Indonesian. Through the analysis of these needs, teachers can determine learning objectives and targets, the expected achievement of language competence, sources or learning objects that learners are interested in, and learning strategies that are relevant to learners' learning styles.

From the document study, the study found the formulation and systematics of the tutorial design of BIPA learning. The design is in Table 2 below.

Quotation 3

Table 2

Tutorial BIPA Learning Design
Learning Goals	Learning Target	Language Competence	Cultural Topics	Learning Activity
Foreign learners have Indonesian language competency and use it in communication according to the context and topic of communication.	After completing the learning, foreign learners have (1) abilities to involve in communication, (2) a meaningful language learning experience, (3) abilities to use Indonesian contextually, (4) new cultural knowledge about Indonesian, and (5) their own learning choices.	(1) Daily conversation: greetings, politeness in acquaintance, small talk (2) Negotiation: asking for information, giving information, rejecting invitations, accepting invitations, making promises (3) Bargaining: asking for prices, bidding on prices, refusing and agreeing to the price offered, (4) Informally conversations: speaking with the family, visiting a neighbor's house, meeting friends on the road, talking on public transportation, ordering transportation online, (5) Formally communication: having conversations with bank employees, post offices, and immigration offices	• Traditional transportations • Traditional Arts • Home Industry • Historical heritage • Religious tourism • Natural tourism	• Observing objects • Talking about objects • Guiding learners to learn • Directing learners to use Indonesian • Solving learners difficulties • Telling information • Doing assignments • Monitoring learners’ activities

Table 2 above presents a summary of the results of the document study on the tutorial model learning design. The tutorial model learning design contains components of learning objectives, learning targets, language competencies, cultural topics for tutorial learning resources, and learning activities. These components are simple and substantive that only contain the main points.

The Implementation of Tutorial BIPA Learning

Preparation for the tutorial BIPA learning begins with selecting tutors. The criteria for tutors' selection are in the following quotation.

Quotation 4

Several criteria considered in the selection of tutors include (a) sensitivity and concern for the Indonesian language, especially in its use; (b) 'qualified' Indonesian language skills and skills, both receptive and productive abilities; (c) ability to accommodate learner characteristics and learning; (d) ownership of knowledge and insights about learning Indonesian for Foreign Speakers; and (e) broad understanding and insight into the culture and life of the nation, state, or community.

The quotation explains that in selecting and determining tutors, the BIPA teaching team considers the tutor's attitude towards Indonesian, Indonesian language skills and abilities, pedagogical understanding, and tutor's insight into Indonesian culture and society. These criteria are prerequisites to providing tutorial services optimally following the needs of BIPA learners.

From an interview with tutors, the study found that in the tutorial learning process, tutors carry out various activities to encourage learners' enthusiasm to practice using Indonesian. The tutor's activities are summarized in the following quotation.

Quotation 5

Activities conducted by tutors in the tutorial activities include inviting learners to visit the tutorial's objects, asking learners to talk while walking to where the tutorial object, telling stories while walking toward the visited place, giving questions to the learners, following the wishes of the learners, monitoring learner’s activity, giving questions to learners when looking at objects, and explaining the names in the place of the object.

Learning experiences targeted by tutors in the tutorial activities include learners speak Indonesian fluently, ask questions using Indonesian, minimize the use of English, and respond to questions

Strategies used by tutors to direct learners in tutorial activities include applying a simple conversation technique, giving practice in answering questions, allowing learners to ask questions, explaining the object, and guiding learners to speak in Indonesian.

The quotation above informs that in the implementation of tutorial learning, tutors ask questions to provoke learners actively to practice using the language they are learning. The tutor monitors the learners' activity and invites them to speak about an object that attracts the learner's attention. The questions uttered by the tutor lead the learners to achieve targeted language competencies in tutorial learning. All tutorial activities are recorded and reported using the tutorial format as exemplified in Quotation 6.

At the end of each tutorial learning implementation, the tutor reports the activities and results of the tutorial. The report contains a recording of the learners' Indonesian mastery and the obstacles they face. The tutor's report uses the format shown in the following quotation.

Quotation 6

TUTORIAL LEARNING ACTIVITY REPORT

Learner name: _______________________

Competency Level : _______________________

Name of tutor: _______________________

Date of tutorial Conducted: _______________________

Location / object: _______________________

1. Purpose (the achievement of Indonesian language skills)

2. Training targets and priorities (Words, formations, and sentences prioritized in training)

3. Conversations and discussions that occur (Outline conversations and discussions or conversations that occur during the tutorial)

4. Supporting things (Things that cover tutorial activities, both from learners and outside)

5. Learner language errors (Data on forms of misuse of Indonesian learners)

6. Suggestions (Write suggestions, especially suggestions for handling classroom learning)

The report format exemplified in the quotation above is a guide to recording the learning outcomes of the tutorial. At the end of the tutorial activity, the tutor records and reports on various activities that include tutorial objectives, training targets and priorities, conversations and discussions carried out, supporting factors for the tutorial, learners' language errors, and suggestions for further tutorial learning. The recording serves as a monitoring tool for the learners' language skills and the difficulties faced by learners in language practice. The report is also used as a reference for the next tutorial activity if the learner changes to the accompanying tutor who guides him in learning.

The Results of Tutorial BIPA Learning

To find out the results of tutorial learning, this study conducted information gathering by filling out questionnaires by BIPA learners. The results of the questionnaire are as follows.

Quotation 7

Table 3

Recapitulation of Foreign Learner Assessment Scores on the Tutorial Learning
Num	Assessment Aspect	Learner Assessment Score				Average
Num	Assessment Aspect	1	2	3	4	Average
1	Tutor's competence in directing learning activities	0	0	4	10	3,714286
2	The accuracy of the tutorial techniques used in learning	0	1	9	4	3,214286
3	Suitability of tutorial activities with learning styles and learner needs	0	0	5	9	3,642857
4	Ease of tutorials in achieving the learning experience	0	2	8	4	3,142857
5	Achievement of learning experience targets through tutorials	0	6	7	1	3
Average Total Score						3,342857
• Description: 1 (very poor), 2 (poor), 3 (enough), 4 (good)

Table 4 shows that the average score of each aspect is > 3 and a total average score of 3.34. The average score illustrates that the tutorial learning implementation is running well. The learning model meets the needs of BIPA learners in learning Indonesian.

The analysis results of the tutor's report show information about the learners' Indonesian language competence. This information is summarized in the following table.

Quotation 8

Table 4

Tutor's Report about the Learners' language competence
Num	Language Aspect	Information about Learner Competence
1	Learner Vocabulary Acquisition	From the 42 reports analyzed, 1) 60% report that learners have acquired new vocabulary and use it in speaking 2) 30% report that learners understand new words but have difficulty to use in sentences. 3) 10% report that learners still did not show their learning growth.
2	Ability to Use Sentences	In general, tutor reports stated that learners were able to 1) answer the tutor's questions with long sentences consisted 4–8 words. 2) using question sentences 3) use simple request sentences 4) use simple response sentences 5) use sentences to introduce yourself Only 20% of reports said that learners 1) hesitant in using Indonesian 2) just smile and don't respond in communication
3	Language Fluency	In general, learners can communicate more fluently than the previous day's communication
4	Courage to Speak	In general, learners have shown the courage and confidence to communicate with people around them.

The summary report presented in the quote above comes from a tutor report for entry-level BIPA learners. The report stated that there is a development in learners' Indonesian mastery after they have done tutorial lessons in 3. This report shows that tutorial learning positively impacts improving the Indonesian language competence of BIPA learners.

Obstacles in the Tutorial BIPA Learning

In designing learning, teachers face several obstacles related to the diversity of language competencies and the Indonesian language learning experience of BIPA learners. From the interviews with BIPA teachers, the study found information summarized in the following quotation.

Quotation 9

In designing this tutorial program, we experience difficulties, especially with the ability to speak Indonesian with different learners. Some learners are fluent in their language, and some have not been able to do it at all. For those who already have mastery of the language because they master it in different ways: from books, friends, a formal study in their country. Some can speak Indonesian because they have lived in Indonesia. There is a problem in terms of the tutors themselves, mainly related to the disciplines of tutors. All learner disciplines are not under the tutor one. The number of experienced tutors is limited in number because they have graduated from college, and most of them are new tutors. Objects of tutorial sources also cannot reach learners' desires.

The quotation above informs the obstacles faced by teachers in designing and developing tutorial learning designs. The diversity of learners' speaking competencies and differences in learning Indonesian experience are constraints in determining the variety of materials and competency achievements for tutorial learning. In addition, differences in the background of the learner's field of expertise also cause difficulties in determining tutorial topics and selecting tutors. The limited number of tutors is also a constraint in designing tutorial learning.

In the tutorial activities, the tutor faced several obstacles. From the interviews with the tutors, the study found the obstacles as summarization in the following quotation.

Quotation 10

In carrying out the tutorial activities, we found many problems related to learners who only silent when invited to communicate, did not like the object visited and invited to visit other places, always speak in English, have difficulty memorizing words. To engage learners. we give a question if the learners just keep quiet, show interested objects, make jokes to attract learners to talk, follow the learner's will to visit their interested objects, and follow the learners' learning styles.

The quote above shows that tutors face obstacles to learner attitudes. In tutorial learning, tutors experience difficulties when facing silent and introverted learners, ignorant learners, and slow learners. In dealing with these obstacles, tutors use various techniques to direct learners to be motivated and interested in communicating using the target language.

This section discusses the findings of the study included the design of tutorial BIPA learning, the implementation of tutorial BIPA learning, the results of tutorial BIPA learning, and the obstacles in tutorial BIPA learning Designing tutorial BIPA learning, teachers need understanding the learning needs, country of origins, preferences, language abilities, and language experiences of BIPA learners They conduct learning needs analysis to understand the characteristics of learners, including the cultural background of learners, learning experiences, goals and targets, and learning styles. Ch et al. (2020) & Pratiwi et al. (2020) explained that needs analysis is an aspect of learning to present learners' desires, needs, and shortcomings before learning. The needs analysis aims to identify the learner's needs and design an appropriate learning plan. The needs analysis is a vehicle to support learners to realize their motivation to learn and become the basis for teachers in helping learners increase their learning motivation (Chemir & Kitila, 2022). Based on the understanding, teachers can determine the learning targets, language competences, cultural topics, and learning strategies in developing tutorial plans before conducting the learning (cf. Bui & Nguyen, 2021). Understanding the learners directs teachers to choose appropriate learning strategies to minimize learning problems and develop the design of learning programs that can meet the learning needs of learners (Roslan et al., 2021; Sunengsih & Fahrurrozi, 2015)

The results of the documents analysis found that the design of tutorial BIPA learning model contains a description of the tutorial objectives in BIPA learning, the target achievement of the tutorial, the language competencies, the tutorial objects used as learning resources, and tutorial activities. Wagner (2021) explained that learning design is a system that contains various learning components with steps that guide a person from the point of knowing to understand and learning activities. Permadi & Aditya (2021), through their research on blended learning, found that the design of learning features has a significant effect on the learning implementation to increase the effectiveness of the learning process and outcomes.

Based on the findings above, the study reveals that developing the tutorial BIPA learning design based on the needs of learners focusing on language skills in learning BIPA. This design describes the achievements of language competence, tutorial objects, and tutorial activities in outline, not in detail, that can be used flexibly by tutors under the opportunities and desires of learners in the implementation of tutorial learning. This flexible design is a choice about where, when, and how to carry out the learning. Swaran Singh et al. (2021) explained that flexible learning design provides choice, convenience, and personalization to suit the learners' characteristics. Although flexible, the learning design also serves as a criterion for determining the learners’ success in learning BIPA. Teachers can measure the mastery of language competence of BIPA learners based on the achievement of competencies described in the design. The quality of learner learning outcomes is measured based on how much and how well they learn and the extent to which they translate the achievement of these competencies into various personal, social and developmental benefits (Joan, 2013).

The tutorial BIPA learning demands tutors playing a dominant role in implementing BIPA tutorial learning because they become learning partners for BIPA learners. Tutors become learners' directors and mentors in learning as well as a source of information and problem solvers faced by learners in learning. Therefore, the selection of tutors needs to consider tutors’ skills and attitudes in managing tutorial activities. Learner-centered language learning and teaching models require more knowledge about the teacher's role in learning activities (Pörn & Hansell, 2020). The teachers’ confidence and belief in the language and its role in managing to learn will support the learners' success in learning the language (Heron et al., 2021).

The research findings above indicate that in carrying out the tutorial task, the tutor acts as a learning partner for BIPA learners who functions as accelerators, generators, and problem solvers in learning. In accelerating learning, tutors talk about the objects seen and observed by learners and invite them to communicate using language they know. When there is stagnation in communication, the tutor raises the learners' enthusiasm by using question prompts. Tutors also try to find out and help learners to solve language difficulties. The learning strategies with a tutorial or guidance system based on the characteristics and strengths of the learner has the potential to improve learning (Nye et al., 2018).

Findings above show that experienced tutors can motivate learners to practice communicating using the target language. Tutors adjust to learners' preferences and learning styles to gain meaningful learning experiences to meet their learning needs. The tutors' ability in tutorial learning activities impacts the perceptual of BIPA learners. Muthuprasad et al. (2021) stated that the positive perception of learners arises because of the comfort in learning and the suitability between the implementation of learning with their preferences and learning needs. The positive perception of learners towards the implementation of learning impacts their learning outcomes (Kasuma et al., 2021).

Based on the tutors’ reports, the study found that learners' language competence has increased, both in their mastery of vocabulary, sentences, fluency, and courage in communicating. The increase in language skills occurs because learners carry out learning activities in pleasant conditions. They have more opportunities to practice the language with the preferred topics in speaking. Hoque (2017) explained that in conducting second language learning, teachers must create a context for natural communication that facilitates acquisition. More speaking practices are the factors accelerate learners to master language targets (Leong & Ahmadi, 2017). Language learning is a natural context that supports learners' mastery of language because they get exposure to language that is easy to pick up and recognize (Lee & Park, 2020).

In the designing the tutorial BIPA learning, teachers face obstacles and challenges to develop learning programs. The difference in learners' prior knowledge of Indonesian and their experience learning Indonesian is the obstacles in developing the design of tutorial BIPA learning. This diversity of learner characteristics has implications for considerations in planning competency achievements, determining tutorial objects, and determining tutors. Garreta-Domingo et al. (2017) and Menggo & Gunas (2022) stated that the diversity of learners' competencies and changes in learning behavior are the challenges for teachers conducting teaching-learning. Teachers must adapt to the conditions faced and realize them in the planning and implementation of real learning. Furthermore, Pozzi et al. (2020) stated that in facing learning challenges, teachers must adapt learning designs more effectively and in a more flexible structure.

The selection of tutors is one of the obstacles in designing the implementation of tutorial learning. The diversity of learners' competencies and fields of knowledge are the factors in the selection and recruitment of tutors. Paslawski et al. (2013), in the discussion of their research, stated that the identification and strengthening of the factors that encourage the recruitment and retention of tutors strengthen learning initiatives and improve understanding in the learning process. However, answering these needs is difficult to fulfill because not all tutors have the expertise needed in tutorials. Differences in perceptions between learners and tutors on learning often hinder learning activities. In a study conducted by Turan et al. (2009) showed that differences in perceptions indicate that differences in views of learners and tutors have a positive effect on learning processes and outcomes. To overcome these obstacles, the BIPA team combines 2 or 3 tutors to carry out tutorial activities together.

Tutors also experience obstacles in implementing the tutorial learning model. Tutors have problems directing introverted learners because they do not know the learners' problems. On the other hand, tutors also face difficulties when providing tutorial services to learners who have many choices regarding the object of the tutorial. Getie (2020) showed that in learning a second language, many factors of social and psychological influence the learners' attitudes. These two factors often affect their learning behavior in learning a second language. In dealing with these obstacles, the tutor performs various techniques according to the attitudes and desires of the learner.

This section concludes with findings about the learning model of tutorial for improving the language skills of BIPA students. The tutorial learning model demands the development of designs following the needs of students in natural communication. The tutorial learning design is simple in its presentation and flexible in its use. The tutorial learning design is a reference for tutors in implementing tutorials and determining learning success. The tutorial learning model is one of the learning models implemented in a natural context. In the implementation of learning, tutors must be creative in developing various tutorial techniques according to student preferences to optimize student activities using the target language. The tutor's experience in directing learning activities impacts students' perceptions, thereby increasing the achievement of students' language competence. Diversity of student skill backgrounds, learning experiences, and student attitudes are obstacles in developing the design and implementation of learning that need to be anticipated early on. This finding has significant benefits for anyone to conduct learning a second or foreign language. Theoretically, these findings contribute to the treasures of second language learning theory. In addition, these findings can also be a source of reference for future researchers in developing methods and discussing research results.

ACKNOWLEDGMENT

Researchers would like to thank the Rector of the State University of Malang, the Dean of the Faculty of Letters, and the Head of the Indonesian Language Department for the permission and opportunity given to the researcher to carry out this research. The researchers also expressed gratitude and high appreciation to BIPA teachers, tutors, and foreign learners who were involved and provided information in this research.

Ethical Approval

This research was conducted at the BIPA Program, Department of Indonesian Language, Faculty of Letters, State University of Malang. In conducting research, the researchers officially asked permission from the Head of the Department and the Dean of the Faculty of Letters to research the implementation of BIPA learning. In carrying out the research, the researchers have obtained permission from the State University of Malang and the community to research. Based on this permission, the researchers conducted interviews with BIPA teachers and tutors and conducted document studies. There is no confidential data or information obtained in this research so researchers can publish the data openly. However, to maintain data security, researchers have stored all interview recordings and field notes in a password-protected computer; only the researchers can open the data.

Funding

The funding is “not applicable” because this research was carried out independently by researchers and there was no funding from other institutions. By submitting our article we agree to pay the APC in full if our article is accepted for publication.

Author Contribution

Martutik as drafter and writer of the articleImam Suyitno as writer and reviewerAry Fawzi as translatorHeni Dwi Arista as editor

Availability of data and materials

A statement on how any datasets used can be accessed is "not applicable" because all data obtained from the research has been presented in the manuscript.

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No competing interests reported.

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Improving the Communicative Competence Through the Tutorial Learning Model for Bipa Learners

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Abstract

INTRODUCTION

Literature Review

METHOD

Research Design

Participants

Data Collection

Data Analysis

FINDINGS

Tutorial BIPA Learning Design

Quotation 1

Quotation 2

Quotation 3

The Implementation of Tutorial BIPA Learning

Quotation 4

Quotation 5

Quotation 6

The Results of Tutorial BIPA Learning

Quotation 7

Quotation 8

Obstacles in the Tutorial BIPA Learning

Quotation 9

Quotation 10

DISCUSSION

CONCLUSION

DECLARATIONS

ACKNOWLEDGMENT

Ethical Approval

Funding

Author Contribution

Availability of data and materials

REFERENCES

Additional Declarations

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