RECONTEXTUALIZING NUSANTARA CULTURAL VALUES IN BIPA MATERIALS DISCOURSE: A CULTURALLY SUSTAINING FRAMEWORK FOR ADOLESCENT LEARNERS

Abstract

Bahasa Indonesia bagi Penutur Asing (BIPA) materials for junior and senior high school learners frequently emphasize grammar and decontextualized vocabulary, limiting opportunities for adolescent learners to engage with the Indonesian language through meaningful cultural and social practices. This study examines how Nusantara cultural values can be recontextualized in BIPA materials to support communicative competence, intercultural understanding, and learner engagement within contemporary language pedagogy. Using a descriptive qualitative design based on library research, the study synthesizes scholarly literature on BIPA material development, local wisdom, regional cultural practices, adolescent language learning, and digitally mediated instruction published between 2013 and 2026. The analysis identifies four pedagogical pathways for integrating cultural content into BIPA instruction. First, values such as gotong royong and subak can be incorporated into reading texts to develop comprehension while introducing social and ecological perspectives. Second, regional speech levels and culturally appropriate expressions can be taught through dialogue, role play, and other interactional activities that foreground politeness and relational meaning. Third, digital folklore can function as multimodal material for reading comprehension, narrative interpretation, and moral reflection. Fourth, regional songs can support listening development while exposing learners to linguistic variation, cultural memory, and local identity. The findings suggest that cultural integration is most effective when local traditions are treated not as decorative content but as discursive resources for communication, comparison, and critical reflection. The study proposes a culturally sustaining framework that connects Nusantara heritage with communicative, intercultural, and digital approaches to language education. Its implications are relevant to BIPA teachers, curriculum developers, materials designers, and policymakers seeking to develop context-sensitive learning resources for adolescent international learners.