Policy Study on Basic Indonesian Language Education for Foreign Speakers in Indonesian Universities from the Perspective of Language Education Planning: A Case Study of Chinese Students at Yogyakarta State University

Abstract

This article discusses the implementation of the Basic Indonesian Language for Foreigners (Bahasa Indonesia untuk Penutur Asing, or BIPA) policy in Indonesian higher education institutions from the perspective of language education planning and its significance. In recent years, the Indonesian government has gradually implemented BIPA programs to enhance the international influence of the Indonesian language. On the other hand, as academic and cultural exchanges between China and Indonesia continue to grow, an increasing number of Chinese students are pursuing their studies in Indonesia, making language adaptation challenges increasingly prominent. In this context, research on how BIPA policies help Chinese students overcome linguistic barriers and adapt to the learning environment in Indonesian universities holds considerable importance. The study focuses on the basic Indonesian language courses offered by Universitas Negeri Yogyakarta (UNY) for Chinese students. Methodologically, this article employs a combination of literature analysis, policy text interpretation, and questionnaire-based surveys: on one hand, it examines relevant academic research and policy documents to establish a theoretical foundation; on the other, it analyzes BIPA policy texts at both the national government and UNY levels, while also collecting feedback from Chinese students through questionnaires and interpreting the survey data through the lens of Language Policy and Planning (LPP) theory. The article concludes that higher education institutions should formulate curriculum policies, teaching methodologies, and instructional content in alignment with the requirements stipulated in national policy, while also integrating these elements with the university’s broader human resource development objectives. Furthermore, universities should encourage both instructors and students to actively participate in the development and refinement of language education policies. Specifically, curriculum policy should emphasize systematic course design and provide diverse course options tailored to students with varying levels of Indonesian proficiency; teaching methodology policy should guide instructors toward approaches that foster independent learning and holistic student development; and instructional content policy should offer clear guidance for selecting materials that are authentic, comprehensive, professionally relevant, and aligned with students’ academic competencies and career aspirations.