Education Fiasco: Discursive Srategies of School Zone System in Tempo

Andriani, Agis and Abdullah, Fuad Education Fiasco: Discursive Srategies of School Zone System in Tempo. UPI.

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Abstract

The Indonesian Ministry of Education and Culture made a controversial decision of school zone system to equalize the educational rights of the Indonesians. Unfortunately, the decision generates a dilemma. On the one hand, it can distribute the students evenly based on their particular residences. On the other hand, it raises a long queue of registration, parents’ protests because of ‘back door allowance’, victims of its constants experimental regulations, insufficient socialization to local educational services, unskilled officials handling the registration system, inadequate registration period and unprepared schools for applying school zone system. One of the media massively reporting such an issue was Tempo which showed contradictory viewpoints with the government. With this in mind, Discourse Historical Approach (DHA) was utilized to uncover such a controversial issue through the discursive strategies proposed by Wodak (2001), namely nomination, predication, argumentation, perspectivization (discourse representation), and intensification and mitigation. Specifically, this study examined how Tempo represented its ideology, power and critique. The findings revealed that Tempo strictly criticized and resisted the government’s decision on legalizing school zone system. However, the government endeavoured to uphold the Constitution (UUD 1945), notably, article 31 about the equal rights of the Indonesians to gain education.

Item Type: Article
Subjects: P Language and Literature > PE English
Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris > Artikel Dosen Pendidikan Bahasa Inggris
Depositing User: Lelis Masridah
Date Deposited: 24 Nov 2022 07:12
Last Modified: 24 Nov 2022 07:12
URI: http://repositori.unsil.ac.id/id/eprint/7465

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