Will Ideology Compete or Unite?: Form and Function of Linguistic Landscape of Public and Private School in Malang City, East Java

摘要

The presence or absence of a language in public space represents the strength or weakness of social group along with their ideology. School is the basis on which ideology is constructed through education. The use of language in school nameplate plays a role in the construction of ideology which leaves big problems, namely the occurrence of attraction between school branding, the social existence of both ethnic and religious, and language regulations that are obeyed and violated. Linguistic Landscape is a study to investigate the social relations in a particular area, especially an urban area, through texts in the public space. The focus of this study on public and private high schools in Malang City by considering high multiethnic degrees with the complexity of social problems and interests that have an impact on the use of varied languages both Top-Down and Bottom-Up. This study aims to investigate the use of language (monolingual and bilingual) on the favorite and non-favorite high school names and functions used (information functions and symbolic functions). The survey was conducted on 12 public high schools and 43 private high schools with documentation (photograph) techniques. The results showed that favorite public high schools tend to use Indonesian bilingual (BI) and English (BE) by 50%, and non-favorite high schools tend to use Indonesian monolinguals (50%). Bilingual (BI + BE) represents nationalism, modern, global, and exclusive (smart and rich), while monolingual (BI) represents nationalism. The results showed that the nameplate of favorite private high schools used monolingual BI (30,23%), BE (6.98%), while bilingual (BI + BE and BE + BJp) were found at 2.33% respectively and non-favorite private high school used monolingual BI (58,14%) and no monolingual BE and bilingual. This shows that both favorite and non-favorite private high schools tend to use Indonesian, especially the use of dominant religious terms, namely Catholic and Christian high schools rather than Islamic high school by favorite school. This indicates that the Christian and Catholic ideology was very strong constructed through education where the school was chosen by many Chinese. The ideology of nationalism, modernism, religion, and capitalism arises in education where it competes with each other and also in building strength through education, depending on the interests and power played in public space by text.