The implementation of the Productive Javanese Writing Course in the even semester of the 2024/2025 academic year at the Javanese Language, Literature and Culture Study Program, Faculty of Cultural Sciences, Universitas Gadjah Mada (FIB UGM), presents a different learning atmosphere from previous years. Batch 2024 students get direct assistance from Wikimedia members in learning article writing, especially in Javanese.

The collaboration between the Javanese Language, Literature and Culture Study Program and Wikimedia took place from Tuesday, May 6, 2025 to Tuesday, June 3, 2025. Through this collaboration, students not only learn the basics of article writing, but also get an in-depth understanding of the world of Wikipedia, including the structure and language style of article writing, things that are not allowed in writing on Wikimedia, and an introduction to the Wikimedia organization in Indonesia. The students even had the opportunity to write articles directly in Javanese.

During the program, two Wikimedia members, Mbak Ana and Mbak Hanifah, accompanied the students in learning activities. Based on an online interview on June 12, 2025, one of the course participants, Wreksi Awinanggya Pinandhita, said that this activity was considered very useful because it provided concrete provisions in writing, especially writing articles in Javanese.

Overall, this collaboration is considered to provide valuable experience for students. In addition to enriching writing skills, this activity also broadens students’ insights into the world of article writing in the context of local culture. Through the ability to write articles in Javanese, students actively contribute to reintroducing regional culture to a wider audience.

Author: Haryo Untoro
Editor : Haryo Untoro

Yogyakarta, 14/06/2025 – As a student, maintaining a balance between academic and non-academic activities is essential. Keysha Almira, a 2023 undergraduate student in Tourism, has exemplified this well. After performing as a Color Guard in the Marching Band UGM concert titled “Pangupajiwa: Marta Sang Mahapatih Gadjah Mada” in November 2024, she has now shifted her focus to becoming a Drill and Display coach of Marching Band UGM.

Keysha’s daily routine mirrors that of many students. From morning to afternoon, she focuses on her academic responsibilities, while her evenings are devoted to coaching fellow members of the Marching Band UGM. Her commitment reflects strong time management skills, which she considers crucial for balancing academic and extracurricular pursuits. To maintain this balance, Keysha organizes her schedule by creating daily to-do lists and using Google Calendar. This method helps her avoid scheduling conflicts and ensures she can allocate time for both her studies and her passion in the marching band.

According to Keysha, balancing academic and non-academic activities is very important. “You can’t just study in class all the time. As students, it’s also important to develop our passions outside of academics,” she said. Her perspective highlights the importance of holistic student development, in line with the Sustainable Development Goals (SDGs) which emphasize quality education.

Keysha encourages her peers not to hesitate in exploring activities beyond their academic curriculum. “Don’t be afraid to explore things outside of academics. As long as your time management is structured, everything will be fine,” she advised. This mindset not only supports personal growth but also contributes to a well-rounded campus life.

Marching Band UGM has long served as a platform for students to express their creativity through music and teamwork. With the routines she’s building, the band is expected to enhance its performance quality, especially in the Drill and Display segment. Keysha’s role as a coach stands as proof that students can develop their potential through non-academic activities as well.

Through her journey as both a student and coach, Keysha aims to inspire others to pursue their passions while remaining committed to their academic responsibilities. Her story serves as a reminder that with proper planning and dedication, students can achieve a fulfilling and balanced university experience.

In conclusion, Keysha Almira’s journey reflects the importance of structured development in both academic and non-academic fields. Her proactive approach to time management and her passion for the arts contribute meaningfully to her personal growth at Universitas Gadjah Mada.

[Humas FIB, Alma Syahwalani]

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, May 18, 2025 — Students of the Korean Language and Culture Study Program, Faculty of Cultural Sciences, Universitas Gadjah Mada once again achieved outstanding success at the King Sejong Institute (KSI) Yogyakarta 2025 Speech and Writing Competition. The event was held on Sunday, May 18, 2025, at the Soegondo Building, Faculty of Cultural Sciences UGM, and was attended by active KSI students, KSI alumni, as well as students of the Korean Language and Culture Study Program.

In this competition, two students of the Korean Language and Culture Study Program succeeded in achieving remarkable accomplishments. Adzini Nurul Fatima Juliani won 1st Place in the Writing category, while Adhyva Kaana Taqqiyaa won 3rd Place in the Speaking category. These achievements reflect the students’ comprehensive Korean language skills, both oral and written, and demonstrate the results of continuous learning within the study program.

One of the winners, Adzini, shared her enthusiasm for participating in the competition. “Since the beginning, I had been looking forward to KSI’s competition, so when the opportunity came, I immediately joined both the writing and speaking contests. I personally feel more confident in writing because it is my hobby, especially as the theme was about ‘dreams,’ which felt very close to me. The words just flowed naturally, as if I was writing in my diary. In my piece, I portrayed dreams through the metaphor ‘마음속에 있는 불빛이’ (the light inside the heart) with an emotional nuance to give it more depth. I’m so happy that my message was delivered and I was selected as the 1st place winner. This competition has been a valuable experience to test my abilities. I hope KSI continues to hold such events, and that more participants will join in the future. Thank you! KSI Yogyakarta 화이팅!”

Meanwhile, Adhyva, who participated in the speaking category, also shared her experience. “처음으로 참가한 대회라 정말 떨리기도 하고 설레기도 했어요. 전체적으로 너무 즐거웠고, 한국어문화학과 학생으로서 정말 값진 경험이었어요.” (“This was the first competition I’ve participated in, so I felt both nervous and excited. Overall, it was very enjoyable, and as a student of the Korean Language and Culture Program, it was truly a valuable experience.”)

The students’ participation in this event not only serves as a platform for developing Korean language proficiency but also contributes to supporting the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 17 (Partnerships for the Goals), through strengthening inter-institutional collaboration and enhancing the quality of globally-oriented education

[Public Relation of Korean Language and Culture, Sherina Azmi]

Yogyakarta, May 24, 2025 – In the spirit of promoting fitness, team spirit, and athletic potential among students, the Arabic Study Program Student Association (IKMASA) of Universitas Gadjah Mada launched its first basketball training session called Basket Asik IKMASA on Saturday morning, May 24, 2025, at the Faculty of Psychology Basketball Court, UGM.

Starting at 7:00 AM, the session was free of charge and open to all Arabic Study Program students from any year. Participants didn’t come alone—friends, family members, and partners were also welcome, creating a warm and inclusive atmosphere on the court.

While the activity was held in a casual and cheerful tone, it also served as an initial step toward discovering promising basketball talent who could represent IKMASA in future sports competitions. 

This initiative also contributes to the achievement of the United Nations Sustainable Development Goals (SDGs), particularly SDGs 3: Good Health and Well-Being, SDGs 16: Peace, Justice, and Strong Institutions, and SDGs 17: Partnerships for the Goals, by encouraging physical activity and fostering healthy social networks through sports.

Basket Asik IKMASA is a testament to how a culture of health, camaraderie, and positive competition can thrive in a lighthearted and joyful environment—one basketball game at a time.

[Author, Muhammad Ardiansyah]