Reassessing the (In)visibility of Pluricultural Competence in BIPA Assessment: A Critical Discourse Analysis of Basa-Basi Representation in Government-Issued Textbooks 

Kompetensi plurikultural merupakan aspek penting dalam pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA), terutama dalam konteks komunikasi antarbudaya yang terefleksi melalui praktik basa-basi. Penelitian ini bertujuan mengevaluasi keterwakilan kompetensi plurikultural dalam asesmen yang terdapat pada buku ajar resmi BIPA terbitan pemerintah. Dengan menggunakan pendekatan kualitatif deskriptif serta analisis wacana kritis (Critical Discourse Analysis/CDA) model Fairclough, penelitian ini menganalisis tujuh buku ajar BIPA level 1 dan 2 dengan fokus pada bagian asesmen. Hasil penelitian menunjukkan bahwa representasi basa-basi dalam asesmen masih terbatas, dominan berfokus pada aspek struktural bahasa, dan kurang menggambarkan kompleksitas interaksi sosial budaya Indonesia. Dimensi pragmatik dan budaya kerap terabaikan, sehingga asesmen belum sepenuhnya mendukung pengembangan kompetensi komunikatif yang utuh bagi pembelajar BIPA. Simpulan penelitian ini menegaskan bahwa keterbatasan representasi kompetensi plurikultural dalam asesmen dapat menghambat pencapaian tujuan pembelajaran, sehingga diperlukan integrasi eksplisit unsur basa-basi dan kriteria penilaian pragmatik untuk memperkuat pendekatan pembelajaran bahasa yang responsif budaya.

Pluricultural competence is an important aspect of learning Indonesian for Foreign Speakers (BIPA), especially in the context of intercultural communication which is reflected through the practice of small talk. This study aims to evaluate the representation of pluricultural competencies in assessments contained in the official BIPA textbook published by the government. Using a descriptive qualitative approach and Critical Discourse Analysis (CDA) of the Fairclough model, this study analyzed seven BIPA level 1 and 2 textbooks with a focus on the assessment section. The results show that the representation of language in the assessment is still limited, predominantly focuses on the structural aspects of language, and does not reflect the complexity of Indonesia's socio-cultural interactions. The pragmatic and cultural dimensions are often overlooked, so assessments do not fully support the development of complete communicative competencies for BIPA learners. The conclusion of this study emphasizes that the limitation of the representation of pluricultural competencies in assessment can hinder the achievement of learning objectives, so an explicit integration of non-verbal elements and pragmatic assessment criteria is needed to strengthen a culturally responsive language learning approach