Ketimpangan Linguistik di Ruang Kelas: Analisis Wacana Kritis terhadap Konstruksi Dosen tentang Kecakapan Akademik Mahasiswa Multibahasa

I Gede Gita Wiastra, Ni Putu Parmini, I Wayan Sumahardika, I Wayan Agus Wiratama, I Gst Agung Ayu Nova Dwi Marhaeni

Abstract


Penelitian ini bertujuan untuk menganalisis konstruksi kecakapan akademik mahasiswa multibahasa dari perspektif dosen, representasi ketimpangan linguistik dalam konstruksi kecakapan akademik mahasiswa multibahasa, dan dampak konstruksi diskursif dosen terhadap partisipasi dan pembentukan identitas akademik mahasiswa multibahasa. Dengan menggunakan pendekatan kualitatif, penelitian ini mengadopsi Analisis Wacana Kritis dalam perspektif Fairclough. Sumber data dikonstruksi dari wawancara semi-terstruktur dengan dosen dan mahasiswa di IKIP Saraswati. Data tersebut kemudian dianalisis dengan memanfaatkan konsep modalitas linguistik, konstruksi identitas pembelajar, serta pembedaan antara kompetensi bahasa akademik dan kemampuan kognitif, guna mengkaji dinamika relasi kuasa dan proses legitimasi bahasa dalam konteks praktik akademik. Hasil penelitian menunjukkan bahwa dosen mengonstruksi kecakapan akademik terutama melalui indikator performa lisan, seperti kelancaran, keruntutan, dan kejelasan argumentasi. Konstruksi tersebut merepresentasikan ketimpangan linguistik karena bahasa akademik dominan diposisikan sebagai standar legitimasi, sementara variasi bahasa mahasiswa multibahasa cenderung dinilai kurang memadai. Mahasiswa multibahasa memaknai wacana tersebut sebagai tekanan simbolik yang membatasi partisipasi dan memengaruhi pembentukan identitas akademik. Penelitian ini menyimpulkan bahwa bahasa akademik berfungsi sebagai mekanisme seleksi simbolik yang mereproduksi ketimpangan di ruang kelas sehingga diperlukan praktik pedagogis yang lebih inklusif.

Keywords


Analisis wacana kritis; identitas akademik; ketimpangan linguistik; mahasiswa multibahasa

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DOI: http://dx.doi.org/10.29300/disastra.v8i1.10780

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