Information literacy is a skill that can be owned and applied by everyone in order to meet their information needs. The skill is considered important to solve the problems and making decisions. Nowadays, information literacy skill becomes essentials for students in supporting lectures and fulfilling their various information needs. Faculty of Humanities, Universitas Indonesia (namely FIB UI), is the only faculty in Universitas Indonesia that provide Indonesian Language Program for Foreign Speakers (namely BIPA in Indonesian: Bahasa Indonesia untuk Penutur Asing). This program is available for foreign students who wills to study Indonesian language (bahasa Indonesia). The BIPA students comprises of international students whose their information needs are different than the other students in Universitas Indonesia. It is assumed that their information needs will affect the process of information literacy conducted by BIPA students in order to fill their information needs.
It is important for university students to master the information literacy skills, including BIPA students. It is because information literacy skill provides advantages that support lifelong learning, workplace, career, and the future (Association of College and Research Libraries, 2000). Therefore, it can be concluded that information literacy skills for BIPA students is important as valuable assets that can be applied in their workplace, career, and future. This would be in line with their own purpose to settle in Indonesia. Einsberg (2004) also stated that the information literacy skill is important in learning foreign language. This can be seen from the foreign language learning objectives which includes communication, culture, relationships, comparisons, and communities that will increase the need to master information literacy skill in order to solve problems related to learning activity. Conteh-Morgan (2001) in his research stated there is a need for collaboration between foreign language teachers and librarians. The collaboration is needed to improve the match between the concept and objectives of learning a foreign language with the information literacy skills. Aytac (2016) also stated that international student's academic staff is encouraged to advise and improve their students' information literacy skills by holding longer information literacy class time.
The analysis towards information literacy process in this study uses the Big6 information literacy model. The model is used because it can be applied more flexible and can be combined with other theories according to the research needs. Another theory used in this research is theories related to information needs, information resources, and foreign language learning. Research on the information literacy of Indonesian as Foreign Language (IFL) related to the language learning curriculum has not been done before. Therefore, this research finding is important as a valuable suggestions and inputs to BIPA program staff and directors to collaborate with the university library to improve the information literacy skills of BI PA students. On the other hand, this research also expected that BIPA students can pay more attention to their information literacy skills as international students in Indonesia.
This research uses qualitative research with case study method. The inclusive criterion of informants is international students of BIPA program at Faculty of Humanities University of Indonesia whose active enrollment. The following table provides information regarding the selected informants:
Table 1. Informants Code Anonymous Sex Country Length of Stay Occupation KI-A Jourdy Male South Korea 7 months Employee KI-B Risa Female South Korea 3 months Student KI-C Feri Male Dutch 7 months Employee KI-D Agus Male Slovacia 7 months Student KI-E Dimas Male Japan 3 months Student KI-F Luna Female Vietnam 5 months Student Interviews were conducted with in Indonesian language and English. Both language were used to make the informant feel comfortable and answer the questions directly from the researcher. The researcher asked the informants to tell the stages of information literacy process which they applied based on their experience in Indonesia.
In addition to interviews, other data collection technique conducted was observation. The observation was conducted in BIPA at FIB UI, especially in BIPA building: building 5 and building 6 of FIB UI. Observation activities were conducted to see the interaction between BIPA students and information sharing activities among them as one of the process of using information in information literacy. Furthermore, based on the collected data, coding and analysis were carried out, interpreted then drawn into conclusions.
Information Literacy of BIPA Student, Faculty of Humanities, Universitas Indonesia
Information literacy of BIPA students is analyzed by using the Big6 information literacy model. This model was developed by Einsberg and Berkowitz in 1988. The analysis of information literacy skill will be divided into six parts, according to the process in Big6 theory. This process consist of task definition, information searching strategy, location and access, the use of information, synthesis, and evaluation. The answers gained from informants are a concept obtained from the description of the informant's explanation regarding the process of information literacy in addressing information problems while living Indonesia. Below is the following analysis results of information literacy skill of informants in accordance with Big6 model:
The task definition stage in this model is a person's stage in recognizing the existence of his/her information needs, defining a problem, and identifying the type and amount of information needs (Eisenberg, 2004). Regarding to that, the analysis is carried out by understanding the way informants formulating their information needs. As an international student who is joining BIPA program, all informants give an idea that their information needs do not come from their task as a student. Problems in information needs arise regarding daily activities in Indonesia, such as language, work needs, hobbies and interests. Regarding to their information needs, the most demanded information needs of informants are basic information needs to adapt live in Indonesia and their daily activities. This kind of need is stated by all informants. Below is the details of the type of information needs regarding to informant's answer.
Regarding to information needs, Wilson (1996) stated that information needs can be influenced by psychological factors, demographics, role of person, environment, and information resource characteristics. Based on Wilson's explanation, information needs of informants were influenced by the new environment experiencing by the informant as well as their goals and roles to live in Indonesia. From the table above, basic information needs were much influenced by environmental factors such as transportation, daily activities and service (e.g. doing laundry), street / direction, fashion, daily activities, and language. In addition, information needs were also influenced by their roles while living in Indonesia. For example, informants who are living in Indonesia as workers have information needs related to history, culture, and law; while informants who lives in Indonesia as students have information needs related to their hobbies and tourist attractions.
From the explanation above, it can be concluded that the problem of information needs formulated by the informant shows that the information needs did not come from their tasks at BIPA program. Information needs formulated by informants were information needs to adapt live in Indonesia and doing their roles in Indonesia. Therefore, the process of information literacy carried out by informants is driven by environmental factors (transportation, service, roads, daily culture...