Yogyakarta, June 2, 2025 — The International and Indonesian Language Learning Center (INCULS), Faculty of Cultural Sciences (FIB), Universitas Gadjah Mada, welcomed an academic visit from students and lecturers of the English Literature Study Program, Universitas Duta Bangsa Surakarta. The event took place on Monday, June 2, 2025, from 09.00 to 11.00 WIB at the Auditorium of Prof. Dr. R.M. Ng. Poerbatjaraka FIB UGM.

The visit began with opening remarks from the Deputy Coordinator of INCULS, Wiastiningsih, S.S., M.A., Ph.D., who expressed appreciation for the enthusiasm of the visiting participants and emphasized the importance of collaboration and knowledge exchange between higher education institutions in broadening students’ academic horizons. In her speech, Dr. Wiastiningsih also introduced the vision and programs of INCULS to the visiting students.

The event continued with a presentation session delivered by three INCULS instructors: Fitthrotul Izzah, S.S., M.A., Novi Wulandari, M.A., and Alvanita, S.S., M.Ed.—all of whom are alumni of the English Literature Program at FIB UGM.

The speakers shared their personal journeys, from becoming instructors at INCULS to pursuing advanced degrees abroad. They discussed cultural adaptation processes, academic challenges, as well as the motivations and strategies for self-development within international academic environments. Their presentations offered both inspiration and practical insights for students interested in pursuing further studies and participating in global academic mobility.

The Q&A session emerged as one of the most engaging parts of the event. A student named Hans posed a question about the motivations behind the speakers’ decisions to pursue their studies abroad. The speakers responded reflectively, underscoring the importance of curiosity, the courage to step outside of one’s comfort zone, and the commitment to developing academic and professional competencies through international experiences.

This event not only served as a platform for academic exchange but also strengthened the network between Universitas Duta Bangsa Surakarta and Universitas Gadjah Mada. It is hoped that this visit will inspire students to further explore the global academic landscape and prepare themselves to become competitive individuals at both national and international levels.

Writer: Public Relations of FIB UGM, Muhammad Ebid El Hakim

Yogyakarta, 27 May 2025 – Behind the classroom doors of the Indonesian for Foreign Speakers (INCULS) Program lies a space for dialogue that goes far beyond language learning. It is a meeting point of nations, a space where values are exchanged, and most importantly, where tolerance and understanding grow. One of the individuals who plays a vital role in this process is Nabila Intan Sari, fondly known as Natan. A student of English Literature from the 2021 cohort, she has been actively involved as a tutor at INCULS since 2023. Her experience has profoundly shaped the way she views the world, Indonesia, and herself.

Through INCULS, Natan has participated in various Indonesian language teaching programs for foreign speakers, such as Darmasiswa, Developing Countries Partnership (KNB), Gadjah Mada International Fellowship (GMIF), and collaborations with Monash University and the University of New South Wales. For her, each program comes with its own unique stories and challenges. Yet, a common thread runs through them all: the critical role of language as a unifying tool and a window into cultural meaning.

Among all her experiences, Natan finds the KNB program the most memorable. Unlike other programs, KNB offers a longer teaching duration, allowing for deeper friendships to form between tutors and international students. Natan wasn’t just a teacher—she became a listener, a discussion partner, and even a close friend. These relationships did not end with the program, as communication continues to this day. This, to her, is a true form of education rooted in humanity.

“To me, being a tutor is not just about delivering theory. It’s about showing up as a human being who can make others feel seen and valued,” she shared.

Natan’s teaching methods reflect a humanistic and dialogical approach. She does not dive straight into grammar or sentence structure. Instead, the first two sessions are spent discussing everyday topics such as daily life, campus experiences, cultural differences, and unique habits from each student’s home country. These conversations help build emotional connections and create a safe, relaxed learning atmosphere. Slang, light humor, and current topics often emerge during tutorials, making the learning experience feel like casual, meaningful conversations.

Another thing Natan finds fascinating is the passion for learning shown by students in long-term programs like KNB and Darmasiswa. They arrive with high motivation, great curiosity, and a respectful attitude. Of course, teaching has its challenges. Natan often encounters difficulties with accents and pronunciation, particularly with students from India and Pakistan. Language barriers are inevitable, but she refuses to give up. Instead, she sees them as opportunities to build more creative and interactive learning approaches.

One of the strategies she implements is taking learning outside the classroom. She brings students to places like the Sonobudoyo Museum to explore Javanese cultural history or hikes with them in the Kali Talang area to witness Indonesia’s natural beauty firsthand. During these activities, conversations naturally flow, touching on various topics including social issues like patriarchy and power dynamics in culture. It is through such moments that social and humanitarian values are woven into language education.

“In doing so, I feel that Bahasa Indonesia becomes more than just a communication tool—it becomes a window into the way our people live and think,” she said.

For Natan, being a tutor has changed many aspects of her life. She has become more aware of diversity and has learned not to judge others from a single perspective. She has grown to respect others more and to appreciate her own culture deeply. Her sense of nationalism has also grown stronger after witnessing how enthusiastically foreigners study Indonesian language and culture. That pride arises not from obligation, but from seeing Indonesia through the eyes of others.

“Sometimes, we only truly understand our own country when we explain it to others. And in doing so, we rediscover the meaning of Indonesia,” she reflected.

To Natan, INCULS is not just a language learning space. It is a small stage for cultural diplomacy, where Indonesia is introduced in the most human way—through person-to-person interaction. She believes that every tutor becomes a lens through which others see Indonesia. Therefore, she emphasizes the importance of maintaining ethics, attitude, and the quality of education. She also hopes to see improved learning facilities, including the need for a new building to better support the teaching-learning process.

In addition, she hopes international programs such as those with Monash University can be expanded and extended in duration. After all, one hour is not enough to truly explore the deeper layers of Indonesian culture. Consistent time and interaction are needed for meaningful intercultural relationships to take root.

To fellow tutors, Natan shares a simple yet powerful message: stay motivated. She encourages tutors to go beyond just teaching the language—to help students truly experience life in Indonesia. Only through firsthand experience can students grasp the essence of Indonesia, not just through words, but through the kindness, warmth, and diversity they encounter.

Through her journey, Natan has shown that teaching language can be a powerful pathway to fostering tolerance, respect, and love for the homeland. In the hands of tutors like her, language becomes a bridge—not just between nations, but between hearts—connecting the present with a more inclusive and understanding future.

[Public Relation of 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, May 5, 2025 – As part of their language and cultural studies, students from the Beginner 1 Regular Conversation Class at INCULS visited the historic Museum Benteng Vredeburg in Yogyakarta. Located just north of the Yogyakarta Palace, this historical site has witnessed Indonesia’s journey from the colonial era through to independence and beyond. It offers a unique learning experience for international students who are learning the Indonesian language while also exploring its rich historical and cultural background.

The fort was originally named Rustenburg, meaning “resting fort,” when it was built in 1787. Over the years, it underwent several transformations. Following a powerful earthquake in 1867, it was restored and renamed Vredeburg, which means “peace fort.” A hundred years later, in 1987, it was officially opened to the public as a museum.

During the visit, students explored a series of dioramas showcasing key moments in Indonesian history—from the Dutch colonial period and Japanese occupation to the struggle for independence and the post-independence era. Each section was explained by a museum guide using simplified Indonesian, making it easier for students to grasp new vocabulary related to history and culture.

The students were highly engaged throughout the visit, asking questions about Indonesia’s historical figures and milestones while confidently using the language skills they’ve learned in class. The trip concluded with a group photo in the museum’s courtyard, marking a memorable moment in their cultural exploration.

More than just a visit to a museum, the trip gave students a chance to apply their Indonesian skills in real-life situations while deepening their understanding of the nation’s history. It illustrates how language learning becomes more impactful by connecting it with contextual and cultural experiences.

[Public Relation of INCULS, Karnesti Septianingrum]

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]