Analytical Innovation Of First Language Interference On Communicative Competence In BIPA Writing

General Background The growing international interest in studying Indonesian language and culture has accelerated the development of Indonesian Language for Foreign Speakers (BIPA) programs. Specific Background Among the core language competencies, writing presents distinct challenges as it demands clear, communicative, and systematic organization of ideas. Knowledge Gap Existing research predominantly evaluates general communicative competence through oral proficiency, often neglecting comprehensive discourse analysis of written texts produced by intermediate learners. Aims This study investigates the communicative dimensions and linguistic challenges evident in an essay authored by an intermediate-level BIPA learner from China. Results The qualitative discourse analysis identified significant discourse-level problems, including missing predicates, undefined pronominal references, and illogical inter-sentence connections. Furthermore, lexical selection and sentence construction demonstrated strong first-language transfer, leading to unnatural expressions and grammatical cohesion errors. Novelty This research shifts the analytical focus from traditional error evaluation to assessing holistic communicative success despite structural deficiencies. Implications BIPA instructional strategies must prioritize discourse cohesion, contextual vocabulary selection, and logical idea organization to advance intermediate learners' communicative writing mastery. Highlights Intermediate learners demonstrate persistent challenges in establishing logical relationships and coherence between consecutive ideas. First-language patterns significantly disrupt vocabulary selection and syntactic structures in written expression. Despite frequent grammatical and structural inaccuracies, the fundamental communicative intent of the text remains discernible.