Yogyakarta, 12/06/2025- The phrase “Language is a window to the world” may sound simple, but for Khoirunisa Diah Pranata, a student of the Indonesian Language and Literature Program at Universitas Gadjah Mada (Class of 2022), it holds profound meaning. She has experienced firsthand how language is not just a tool for communication, but also a bridge that connects people from different cultural backgrounds, habits, and even ways of thinking. Through her role as a tutor in the Indonesian Culture and Language Service (INCULS) program, Sasa—her nickname—has embarked on a learning journey that is not just about teaching, but also about growing and learning together.

Sasa joined INCULS as a tutor in 2024. Her interest stemmed from her passion for interacting with people from various backgrounds. For her, university life is not only about reading books and completing academic assignments, but also about real-life experiences that broaden one’s perspective. “When I meet and speak with international students, I feel there’s a two-way learning process happening. I learn about them, and they learn about Indonesia,” she explained. Thus, being a tutor is more than just an informal teaching role—it’s a meaningful position that brings together people and cultures.

During her time as a tutor, Sasa supported several programs such as the Kokushikan University program (Japan), the 2025 Developing Countries Partnership (KNB) scholarship program, and a program from Monash University (Australia). Among all her experiences, Sasa found her most memorable moments with Shotaro, a student from the Kokushikan program. Shotaro was not only active and open-minded but also had a strong curiosity about Indonesian culture and social life. “We often had discussions, not just about vocabulary or grammar, but also about food, music, and daily habits,” Sasa recalled. To her, Shotaro exemplified how language learning can be a tool for building genuine connections.

Sasa’s tutoring approach is quite unique. She doesn’t stick to formal or conventional teaching methods. Instead, she prioritizes a personal approach. At the beginning of each session, she usually asks light questions like favorite colors, favorite foods, or preferred sports. The goal isn’t just to break the ice but to create a connection through personal interests. When a student’s hobbies or interests differ from hers, she finds common ground by connecting them with other students who share similar interests. “I believe language learning can be more effective when it starts from things that are close to everyday life,” she said.

One of the techniques Sasa often uses is flashcards, especially for introducing vocabulary related to objects, fruits, or colors. Visual aids such as picture cards have proven effective, especially for students who are not fluent in English. “I once taught a student who was not only new to the Indonesian language but also not very proficient in English. In that case, body language, facial expressions, and images became the main tools for communication,” she explained. In situations like these, Sasa realized that creativity is key to teaching. She also intentionally avoids using overly formal Indonesian to keep the learning environment relaxed and approachable.

Despite its joys, tutoring does come with challenges. One of the main challenges Sasa faced was language barriers. Many students came to INCULS with only very basic Indonesian language skills, and some had limited English proficiency as well. This required Sasa to find creative ways to keep communication flowing. “I have to be patient and read their expressions well. Sometimes they feel shy or lack confidence, which can also hinder their learning process,” she shared. To address this, Sasa employed a more personal approach. She wasn’t just a tutor in class but also a friend outside of it. She greeted students when passing by, engaged in casual conversations, and even accompanied a student to see a doctor when they were ill.

This experience was not only a learning process for the students but also had a significant impact on Sasa’s personal growth. She feels that she has become more open, communicative, and willing to try new things. “Being a tutor often made me reflect on my own understanding of Indonesia. Sometimes when students ask questions about things I consider ordinary, I feel challenged to explain them in a simple and understandable way,” she said. From this experience, Sasa realized that understanding one’s own culture is a vital part of being a language instructor.

Even with her best efforts, Sasa recognizes that tutoring is not something one can do alone without support. She emphasizes the importance of training for INCULS tutors, especially in teaching strategies and intercultural communication ethics. “We need more references and guidance, especially in responding to critical questions from international students. We don’t want misunderstandings, especially when explaining cultural habits or social systems in Indonesia,” she said. She also suggested that INCULS should provide more dedicated spaces to support the intensive teaching of the Indonesian language, creating a more conducive learning environment.

Despite all the challenges, Sasa expressed her gratitude to INCULS for providing her with a space to grow. “Thank you for being a true learning environment, a place to practice what it means to be Indonesian, and a place to grow. I hope INCULS continues to improve, expands its reach, and remains a healthy and inclusive platform for intercultural learning. I also wish the lecturers and staff continued health and success in carrying out their responsibilities,” she said sincerely.

Sasa’s experience as a tutor at INCULS is a small glimpse into a larger ongoing process: how language can become a unifying force, how learning can be a two-way journey, and how diversity is not just a challenge, but a source of richness. Experiences like hers are essential stepping stones toward building a global society that embraces mutual understanding, respect, and shared learning.

[INCULS UGM]

Yogyakarta, 31/05/2025 – At INCULS (Indonesian Language and Culture Learning Service), learning Bahasa Indonesia goes beyond the classroom. One of the approaches used is contextual learning—bringing students closer to the culture behind the language. A perfect example of this was the recent field trip to Borobudur and Prambanan Temples on May 31, 2025, with the 2024/2025 KNB (Kemitraan Negara Berkembang) scholarship students. Both temples are UNESCO World Heritage Sites that hold rich historical and cultural significance, making them ideal learning destinations.

The journey began early in the morning at the Faculty of Cultural Sciences, with participants traveling by bus. After a two-hour ride, the group arrived at Borobudur Temple in Magelang. There, students climbed the temple while listening to explanations from a local guide about the history, architectural structure, and philosophical meanings behind the stone reliefs carved into the temple walls. The interaction between the students and the guide was active and lively, with many students asking questions, recording the explanation, and taking photos to document the experience.

After exploring Borobudur, the group headed to Kampung Ulam Restaurant for lunch.The menu featured traditional dishes such as Javanese style fried chicken, empal bacem, sautéed vegetables, tempe, sambal, and crackers. Beyond being a break from the trip, the lunch provided an opportunity to experience local food culture in a friendly and relaxed setting.

The journey continued to Prambanan Temple in Sleman, Yogyakarta, where the group arrived around 4 p.m. Despite the cloudy weather, the visit went smoothly. At the site, students listened to further explanations from the guide about the history of Prambanan, the values reflected in its reliefs, and the legend of Roro Jonggrang, which is closely linked to the temple’s origin story.

This field trip was more than just a sightseeing tour. It was part of INCULS commitment to making language learning more meaningful. By visiting cultural and historical sites, students not only improve their language skills, but also develop a deeper understanding of Indonesian identity and traditions. Experiences like this help students connect more personally with the language and culture, and also a great way to build friendships and memories during their time in Indonesia.

Yogyakarta, 10/06/ 2025 – Amid the growing tide of global mobility and cultural exchange, the role of a tutor goes beyond simply teaching a language, it has evolved into that of an intercultural mediator, helping to strengthen mutual understanding across nations. Yohan Akbariantoro is one such tutor who embraces this role with dedication. A student from the 2022 cohort of the French Language and Literature Program at Universitas Gadjah Mada, Yohan joined the Indonesian Culture and Language Learning Service (INCULS) in 2023 and has since been actively involved in various Bahasa Indonesia for Speakers of Other Languages (BIPA) teaching programs, including Kokushikan University (2023 and 2024), Monash Global Immersion 2024, Development Studies Immersion Program (DSIP) 2024, and the Developing Countries Partnership Scholarship (KNB) 2023–2024.

Among all the programs he has participated in, KNB left the most lasting impression on Yohan. His connection with student such as Mohammad Albohisi from the 2023–2024 KNB cohort extended beyond the classroom. Their communication continues to this day, demonstrating how language learning can foster meaningful and lasting interpersonal networks. This experience also illustrates the vital role language education plays in cultivating global understanding.

At first, Yohan lacked confidence due to his limited prior experience in BIPA instruction. He therefore chose a student-centered approach, sharing cultural trivia about Indonesia—such as interesting places, local customs, and culinary highlights. He often initiated conversations about students’ daily lives, classroom challenges, or plans during their stay in Indonesia. This approach opened up more relaxed and personal discussions, helping students feel at ease. When learners encountered difficulties—for instance, unfamiliar vocabulary—Yohan was quick to collaborate and explore solutions with them, such as using dictionaries together.

Through this teaching process, Yohan also learned how to navigate and challenge stereotypes. During his early interactions, he admitted to some initial uncertainty about the students’ cultural backgrounds. However, as relationships developed, these assumptions gradually faded. He worked to maintain open and respectful interactions. When confronted with differing social norms, such as views on alcohol consumption, he emphasized the importance of contextual awareness and appropriateness in time and place. He also actively avoided bias by treating each student with equal respect, regardless of origin.

Teaching students from diverse programs has enriched Yohan’s understanding of learner dynamics. Male students from Kokushikan University in 2023 tended to be highly academic, while those in the following year’s cohort were more exploratory and open. KNB students were generally very ambitious due to their academic degree pursuits. Meanwhile, female students from the DSIP program were more focused on classroom content, making off-topic interactions more limited. Each program brought its own unique rhythm, and Yohan adapted his teaching style to suit each one’s goals. He also favored the use of informal language in class to create a more relaxed learning atmosphere.

Beyond the classroom, Yohan often took students to cultural sites such as Sonobudoyo Museum, Malioboro, Wisdom Park, and Mirota Kampus. These excursions aimed to deepen their real-world understanding of Indonesian culture. He also regularly consulted with lecturers to gain further insight into guiding students effectively.

Nevertheless, the tutoring journey has not been without its challenges. Maintaining balanced and dynamic interactions was sometimes difficult, particularly when students viewed tutoring sessions as mere formalities. Teaching grammar also required precision; Yohan admitted that he initially struggled to explain affixes and chose instead to focus on one concept at a time to make the material easier to digest. Language barriers also emerged—especially when students were not fluent in English or still learning Indonesian. Additionally, Yohan learned to remain professional despite personal challenges. Interestingly, the tutor role sometimes extended to that of a confidant, as students often felt more comfortable sharing personal stories with a peer.

For Yohan, being a tutor is not about being the primary teacher but rather a companion in the learning process. There is no obligation to “complete” the students’ learning, but rather to assist them through challenges and relay those to the main instructors as part of ongoing evaluation. A close relationship between tutors and lecturers is essential, as students often feel more comfortable expressing concerns to tutors. Yohan also believes that additional training should be provided for both tutors and instructors, so both understand their integral roles within the overall educational program.

Being a tutor has had a profoundly positive impact on Yohan. He has gained a greater appreciation for a cosmopolitan environment filled with diverse perspectives and backgrounds. The experience helped him become more open-minded and reduced tendencies toward stereotyping. His role also enhanced his intercultural communication skills and broadened his knowledge of other countries. It became a valuable opportunity to actively refine his language proficiency.

Looking ahead, Yohan hopes INCULS will continue to improve its teaching environment both in terms of infrastructure and operational support. He recommends that stronger bonds be developed between instructors and tutors to foster more harmonious collaboration. Moreover, he suggests that the faculty should no longer rely heavily on part-time personnel for heavy administrative tasks, as these duties fall outside the tutor’s core responsibilities.

In closing his reflection, Yohan emphasized that despite all the challenges, INCULS remains a warm, vibrant, and inclusive institution for everyone involved. He likens instructors and tutors to the face of INCULS, coordinators as its head, and administrative staff as the hands, feet, and lifeblood that keep INCULS moving forward. Through the dedication of tutors like Yohan, INCULS continues to build intercultural bridges that enrich global understanding.

[INCULS, Thareeq Arkan Falakh]

Yogyakarta, 08/05/2025 – Amidst the vibrant melodies of bowed strings and profound harmonies, a deeply meaningful cultural event unfolded in “Mini Concert #18: Romansa Svara (Romance of Sound)”. This classical music performance by the Gadjah Mada Chamber Orchestra (GMCO) was held on Thursday, 8 May 2025 at Taman Budaya Yogyakarta. In the elegant atmosphere that enveloped the stage that evening, one figure stood out: Oh Yeonju, a student from South Korea currently studying Indonesian at INCULS, the Faculty of Cultural Sciences at Universitas Gadjah Mada.  

More than just a guest or spectator, Oh Yeonju took part as a member of the orchestra, playing the violin with passion and dedication. Alongside young musicians from across Universitas Gadjah Mada and Indonesia, she performed expressive compositions in a concert that showcased not only musical beauty but also reflected a profound cultural encounter.  

Oh Yeonju’s participation in this concert embodied the spirit of inclusivity and cross-border learning. In this collaborative artistic space, differences in background were not barriers but bridges connecting hearts and minds. Music, as a universal language, brought together individual uniqueness in a harmonious unity, creating a learning ecosystem that touched both intellect and emotion.  

“Romansa Svara” was not merely an aesthetic experience but also carried important values of cooperation, mutual respect, and growth in diversity. This was a stage where international friendships were woven naturally, not through diplomatic discussions but through notes flowing in perfect rhythm.  

Oh Yeonju’s story on the GMCO stage served as a reminder that true education extends beyond the classroom. It thrives in interaction, in the courage to try new things, and in openness to embracing differences. UGM, through platforms like GMCO and INCULS, continues to foster inspiring spaces for both local and international students to collectively shape a more harmonious, empathetic, and meaningful world.  

Amidst the thunderous applause that night which resonated as more than just musical appreciation there was a clear message: art can transcend geographical and cultural boundaries, offering hope for a more harmonious world. And among the performers, a South Korean student became part of this beautiful story, a vital note in the symphony of togetherness known as “Romansa Svara”.  

[Public Relation of INCULS, Thareeq Arkan Falakh]

Yogyakarta, 15/05/2025 – INCULS (Indonesia Culture and Language Services) is not only an institution dedicated to teaching Indonesian to foreign speakers but also serves as a strategic platform in supporting Sustainable Development Goals (SDGs). The experience of Rifan Shinji, a 2020 graduate of Japanese Language and Culture, as a tutor at INCULS demonstrates how inclusive and adaptive educational approaches can foster quality education. By prioritizing the needs of international students from diverse backgrounds such as Monash University students who prefer casual conversations or Ritsumeikan University students interested in traditional music, Rifan applies contextual learning methods. For example, UNSW students are taken to museums to understand Indonesian politics, while Kokushikan University students engage directly with local communities to learn about customs. This approach not only strengthens linguistic comprehension but also builds cross-cultural skills, aligning with national principles of education for sustainable development and multiculturalism.

Additionally, INCULS contributes to reducing inequality by implementing principles of equality in learning. Rifan emphasizes that all students are treated fairly without favoritism, even though challenges such as mood differences or language barriers often arise. To address these, tutors use personal approaches, such as sharing meals with students or utilizing translation technology to ensure effective material delivery. However, the fact that all current INCULS tutors are male also highlights potential room for improvement in gender equality, which could be a focus for future development.  

On another note, INCULS plays a vital role in preserving and promoting Indonesian culture. Through language teaching, tutors also introduce the richness of Indonesian culture, from traditional music to local customs. Rifan gives examples of how Ritsumeikan students are interested in learning gamelan, while HUFS students are more enthusiastic about discussing Indonesian pop music. This dissemination of cultural knowledge not only enriches the perspectives of international students but also strengthens Indonesia’s soft power diplomacy on the global stage. The impact is multiplicative, as these students will carry their understanding of Indonesia back to their home countries, creating a broader cultural network.  

To support this strategic role, Rifan suggests the need for infrastructure development at INCULS, such as constructing a dedicated Indonesian language teaching building. Adequate facilities would allow the institution to enhance teaching capacity and reach more foreign learners. By maintaining teaching quality and expanding collaborative networks, INCULS can continue to be a pioneer in Indonesian language education while contributing to sustainable development. Through a holistic approach combining education, culture, and inclusivity, INCULS proves that language teaching is not merely knowledge transfer but also an investment in global peace and progress.

[INCULS, Thareeq Arkan Falakh]