Now days, there is no formal institution to provide formal training for Indonesian as a Foreign Language (IFL), although many institutions have already provided the previous courses. As a result of this condition, there is no formal Indonesian teacher as a foreign language qualification.

They do their teaching and learning process as if they meet Indonesian students in the class. To remain them that the success of the overseas (international) student has three components (Brislin, 1986) task effectiveness (success in studies), good personal adjustment (contentment), and good interpersonal relationships with the hosts (supportive environment).

At the beginning of IFL class, the students usually have experience a sea of unfamiliarity around them and considerable stress. They need to make sense of their new world and they need to become part of it. They need to belong. Information and social contact and support are critical to this transition, and to their ongoing adjustment.

The instructor’s initial contact with the student is very important. First impressions set the tone and the scene for the months or year. Mezger (1992) explains the strategies for teacher in meeting overseas needs; include meeting language, academic, check list for the instructor, psychological and social needs.

Biodata:

I Made Ardana Putra works in Bali State Polytechnic. He graduated from Udayana University, had training in English Teaching Methodology at PEDC Bandung. Now he is doing master degree on Cultural Studies Department (Udayana University). He studied in Adelaide, Melbourne, had conferences in Sydney, Denmark, and many seminars in Indonesia.

Bibliography :

Now days, there is no formal institution to provide formal training for Indonesian as a Foreign Language (IFL), although many institutions have already provided the previous courses. As a results of this condition, there is no formal Indonesian teacher as a foreign language qualification.

They do their teaching and learning process as if they meet Indonesian students in the class. To remain them that the success of the overseas (international) student has three components (Brislin, 1986) task effectiveness (success in studies), good personal adjustment (contentment), and good interpersonal relationships with the hosts (supportive environment).

At the beginning of IFL class, the students usually have experience a sea of unfamiliarity around them and considerable stress. They need to make sense of their new world and they need to become part of it. They need to belong. Information and social contact and support are critical to this transition, and to their ongoing adjustment.

The instructor’s initial contact with the student is very important. First impressions set the tone and the scene for the months or year. Mezger (1992) explains the strategies for teacher in meeting overseas needs; include meeting language, academic, check list for the instructor, psychological and social needs. This simple paper presents some ideas of meeting students’ social needs.

Idea 1 Class Introductions. We should spend the whole lesson, do class introductions. Tell them how they will introduce to others. Indicate how they should address others. Make sure which is their family and given name. Find out how they like to be addressed.

Idea 2 Teacher & Student Introductions. Instead of, or in addition to the above, meet with overseas students individually or as a group to introduce yourself and state your expectations. Try to develop your informal relationship with them early.

Idea 3 Give Clear Expectations. Check that they understand everything that is expected: (a) how available are you outside class to help (b) you expect them to participate in class, (c) the best time to consult you outside class, etc. It is important that each teacher spell out his own expectations. Exceptions must be very explicit.

Idea 4 Individual Approach. We also should be familiar with the general culture of our students. Effective teaching involves meeting student individual needs and having a holistic approach. Cultural (social) factors may be affecting student performance.

Idea 5 Understand the Pressures Students Experience. On formal education, they are under to pass exams. Families may have sacrificed a lot to send them to study and know the culture. Most of them (on non-formal education in Bali) are working in tourist industry & vacation. Their main purposes can communicate in Indonesian.

Idea 6 Adopt Enabling Attitudes and Positive Thinking. Be willing, be patient, be open minded and be encouraging. Encourage students to discuss their difficulties and actively seek solutions with them.

Idea 7 Handling Feedback and Criticism. Students normally want and need feedback. They are very important in their culture (a) explain what criticism means in the Indonesian context (b) be critical in private and be constructive, (c) give positive feedback whenever possible, it is a major key to their progress, etc.

Idea 8 To Encourage (Mixing) with Local Students. Try to encourage them to be active in student associations, and recreation clubs, etc. Encourage them to join host and peer pairing programs if available. Use the teaching strategies of group projects and structured group activities to encourage mixing.

tel  +62 361 225243 / 221782 / 221783 fax  +62 361 263509 kipbipa@ialfbali.co.id www.ialf.edu/kipbipa/