Visual language will be made in the form of comics as and teach BIPA. Communication problem in delivering material BIPA class can overcome with visual language. Many obstacles are happened during learning BIPA, one of communication problem between teacher and participant. Indonesian Language Learning for Foreign Speakers (BIPA) is interesting because Indonesian language becomes the second language learning for BIPA participants. Against this background, Lindell introduces the methodological idea of teaching in the gap, an attempt to apply some of Biesta's concepts and ideas in the literature classroom in order to explore how we might embrace and teach “The Risk.” Lindell aims to strengthen the case for reading and assessing literature as a metacognitive activity rather than submitting to a ratio‐based approach to literary education that focuses narrowly on reproductive knowledge that is measurable. Guiding her analysis is the question, How might we create a practical approach to make the unmeasurable more accessible and assessible? In applying some of Biesta's concepts to the practical considerations of teaching literature and assessing student outcomes, Lindell identifies a tension that arises when demands for educational transparency and measurable outcomes are imposed on teachers of literature: in literary education, it is very often not desirable to know outcomes in advance. In this article, Ingrid Lindell promotes this weaker attitude specifically in the context of teaching literature. Biesta's words, “strong, secure, and predictable,” and ultimately “risk‐free.” Against this desire for strength, Biesta argues for weakness, focusing on the risks of the unpredictable and the unknown as primary features of an education worthy of the name.

Contemporary Western educational systems have been described as a landscape of control and assessment meant to make education, in Gert J.

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