Directive Politeness Act Strategy in the Discourse of Education Column in National Newspaper as the Formation of Students’ Character in Indonesia

Abstract

Purpose of the Study:This study aims to identify the forms of directive politeness act found in the educational discourse, to describe the directive politeness act technique and to formulate directive politeness act that can be used to form the readers' character, especially the students in Indonesia. Methodology:This study used a qualitative approach with multi-column data analysis technique design. The data source of this study was the directive politeness speech act containing a message of character formation in the discourse of education column in the Daily National Newspaper (DNN) Kompas and Republika in the period from January 2018 to March 2018. The data analysis in this research was carried out while the data processing and data validation technique were being conducted. The data analysis is supported by the taxonomy data analysis technique of the Levinson model underlain by the Indonesian cultural background. Result:The research results report that the use of directive politeness acts, in the discourse of education column in the daily national newspaper, can be divided into the politeness act of advising (9.62%), supporting (9.62%), and instructing (9.62%), by which the greatest number is gained. The directive speech act strategy in the discourse of education column can be divided into two types: direct strategy (83%) and indirect strategy (17%). The implication of the directive politeness act in the discourse of education column of DNN can be formulated into 11 character building values, which are religiosity, honesty, harmony-tolerance, discipline, sincerity and hard work, creativity, independence, democracy, curiosity, love for the homeland, and appreciation for other people's works and achievements. The value of honesty, religiosity, and tolerance becomes the strong feature of the discourse of education column in DNN. The results describe that the thriving and excellent main capital in building Indonesia are divinity, harmony, unity, and tolerance. Implications:The values of character education become a worthwhile benchmark in the framework to instill educational values and build readers' independence and maturity in the Indonesian context.

Internalization of character value of social care for madrasah students ibtidaiyah Muhammadiyah in education disruption era

“…Getting used to good daily activities is one way to strengthen the caring character of students [3]. In order to be able to internalize the character of social care in students, these activities must be familiarized and carried out continuously so that students will get used to it [14].…”

“…Thus schools can be said to be successful in strengthening the social care character of their students [18]. Character education and attitudes in schools are an important foundation in the socio-cultural development of a nation [19], [20].…”

“…Primary schools as primary education institutions have a duty to produce a generation of morality. One of them is in the aspect of education through schools in order to emphasize character education for their students [2,3].…”

“…This also has an impact in the world of education, where children become more comfortable in cyberspace so the social care of children is greatly decreased. For this reason, there is a need for teacher efforts to strengthen the character of social care [3]. Strengthening social care character is intended to form a spirit of generosity and a high sense of social care so that it can be applied and embedded in daily life both within the school environment and outside the school environment [4].…”

Preparing for Quality EFL Teachers: The Disjuncture Between Policies and Practice in The Internet Communication Technology (ICT) Use in Classroom Context

“…Patel identified the benefits arising from the use of multimedia technology in learning and teaching to include: improvements in learning communication skills, student motivation, student understanding of western culture, teacherstudent interaction, support for context-relevant learning, and the capacity to facilitate malleable adjustments to the teaching material. But despite the clear mandate for the use of ICT in education at all levels, and research identifying the value of ICT to learning and teaching, the use of ICT remains an idea that in many instances is not put into practice in pre-service EFL teacher training or in field experience in Indonesian schools [25], [26], [27]. For example:…”