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, 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, May 21, 2025 — The re-launch of Kereta Api yang Berangkat Pagi Hari by Kuntowijoyo marked a special moment at the 2025 Jogja Art + Books Fest. Held at The Ratan, Bantul, the event was attended by academics, literary activists, and literature enthusiasts. The launch discussion featured Prof. Faruk H.T.  (Lecturer in the Master’s Program in Literature and Literary Critic) and writer Mahfud Ikhwan as keynote speakers, with Amanatia Junda serving as moderator.

Originally written by Kuntowijoyo in 1964, the novel is set against the backdrop of the 1949 Indonesian revolution. Rather than emphasizing heroism, the story portrays village life, interpersonal conflict, and a collective search for the meaning of independence in a more humanistic light. This work is especially important to revisit today, notably for its unique sense of locality and spirituality.

In his presentation, Prof. Faruk highlighted that the novel expresses a spirit of reconciliation and communal cooperation as a way out of socio-political conflict. “This novel offers a communal solution to the tensions of that time—between the colonizers and the colonized, between nationalists and traditional elders. Its foundation is oral tradition, and forgiveness is the key theme,” he explained. This underscores an effort toward ideological reconciliation after conflict.

Mahfud Ikhwan, affectionately known as Cak Mahfud and widely recognized for his deep interest in the history of Indonesian literature, noted that the novel had long been “forgotten” and seldom read by the younger generation. He also drew attention to the historical context of Kuntowijoyo’s creative process. “The novel was written between 1963 and 1964, but it is often associated with the events of 1965. This is interesting because we might ask whether Kunto was responding to the events of 1949 or actually preparing for 1965,” he remarked.

The re-publication of this novel was initiated by Dodo Hartoko through Pabrik Tulisan Publishing, with illustrations by Enka Komariah. “Our hope is that this work can reach younger readers without feeling outdated or vintage,” said Dodo in his opening remarks. The new edition features a minimalist and modern design while remaining faithful to the original manuscript. He also emphasized that the setting of the story—Ngawonggo, Ceper—further strengthens the novel’s local thematic character.

The discussion session was lively and interactive. During the Q&A, Arif Kurniawan asked, “If Kuntowijoyo were given the opportunity to write and respond to today’s chaotic political landscape, what would come out of his typewriter?” Prof. Faruk responded by reflecting on Kuntowijoyo’s creative trajectory. “If we look at his first novel, it was very spontaneous, with little control—like the author was directly conversing with the reader. Over time, his writing became more disciplined and autonomous, as though the author gradually stepped back. If Kuntowijoyo were still alive and responding to today’s issues, perhaps his writing would be more realistic, yet still carry his prophetic mission,” he stated. Mahfud added that Kuntowijoyo’s authorship evolved alongside his deepening Sufi ideology: “Kuntowijoyo’s works do not merely record history—they provide meaning through spirituality. If he were writing today, that would likely still define his style.”

The re-launch of Kereta Api yang Berangkat Pagi Hari not only marks the return of one of Indonesia’s important literary works to the public eye but also underscores the significance of preserving classic literature. This event is part of the Jogja Art + Books Fest 2025’s broader mission to position Yogyakarta as a collaborative space for art, literature, and critical discourse. Kuntowijoyo’s work, in this context, is not merely read as a historical document, but as an interpretation of Indonesia’s present and future.

[Public Relation Magister of Literature, Marsya Kamila]