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The Urgency to Integrate Pragmatic Contexts in Designing BIPA Learning Materials

The Indonesian language for foreign learners (BIPA) learning materials have been designed and made available in the market. However, BIPA learning materials that integrate pragmatic contexts are not readily available. In fact, verbal communication without taking pragmatic contexts into account will not be effective. It is due to the fact that communication essentially means getting the meaning across. Meaning is conveyed effectively through pragmatic contexts. Thus, integrating pragmatic contexts into BIPA learning materials is urgent. The research problems are formulated into these questions: (1) Which aspects of pragmatic contexts are urgent to be integrated into the BIPA learning materials design?; (2) What are the underlying reasons for the integration of aspects of pragmatic contexts in the design of BIPA learning materials? The data is taken from the document analysis of the existing BIPA coursebooks available in the market. The data is also obtained from the distribution of the checklist instruments to BIPA learners and from the interview with the BIPA managers and instructors. The data analysis is done by applying the descriptive statistic techniques and the content analysis method. The analysis results show that (1) the aspects of pragmatic contexts that are urgent to be integrated are the elements, functions, and roles of contexts, namely social, societal, cultural, and situational. (2) The underlying reasons of the urgency to integrate the contexts are: (a) the social, societal, cultural, and situational contexts underlie the meaning, (b) the social, societal, cultural, and situational contexts determine the speaker's meaning, (c) the social, societal, cultural, and situational contexts specify the speaker's meaning. This research is very beneficial for the following purposes: (1) to enrich the library of BIPA learning materials in Indonesia, (2) to provide BIPA learning materials which truly support the communication process, (3) to support the ennoblement of the Indonesian language through BIPA learning.