MULTI-WORD EXPRESSIONS IN EDUCATIONAL POLICY AND REFORM DOCUMENTS

Wahyunengsih Wahyunengsih; Muhammad Rifky Eliyanto; Indah Aulia Puteri

doi:10.51878/educator.v6i4.16490

Authors

Wahyunengsih Wahyunengsih State Islamic University Syarif Hidayatullah Jakarta
Muhammad Rifky Eliyanto State Islamic University Syarif Hidayatullah Jakarta
Indah Aulia Puteri State Islamic University Syarif Hidayatullah Jakarta

DOI:

https://doi.org/10.51878/educator.v6i4.16490

Keywords:

Analisis Wacana Kritis, Ekspresi Multi-Kata, Kebijakan Pendidikan, Lexical Bundles, Sistem Pendidikan Nasional

Abstract

ABSTRACT

Educational policy documents use recurring multi-word expressions (MWEs) to communicate concepts, yet their types and functions in legislation remain insufficiently described. Examining these expressions matters because language choices shape how educational responsibilities and policy concepts are presented. This study aimed to identify the types, frequencies, and functions of MWEs in Law Number 20 of 2003 on the National Education System. A corpus-based qualitative approach was used to examine the legislation. Voyant Tools supported the identification of recurring expressions, which were classified and interpreted according to their linguistic forms and functions in educational policy discourse. The findings covered ten MWEs with a combined frequency of 68 occurrences. Collocations had the highest cumulative frequency among the three categories, while expressions concerning educational human resources formed the most frequent thematic group. Other expressions referred to governance, quality assurance, infrastructure, teaching and learning, and educational access. These patterns suggest that MWEs provide recurring linguistic resources for expressing concepts in the legislation. The study concludes that combining frequency analysis with contextual discourse interpretation can support an understanding of policy language. However, claims about policy priorities or ideological orientations require complete corpus data and concordance evidence.

ABSTRAK

Dokumen kebijakan pendidikan menggunakan ekspresi multi-kata (multi-word expressions/MWEs) yang berulang untuk menyampaikan konsep, tetapi jenis dan fungsinya dalam perundang-undangan masih belum banyak dijelaskan dalam konteks peraturan pendidikan Indonesia. Kajian terhadap ekspresi tersebut penting karena pilihan bahasa membentuk cara tanggung jawab pendidikan dan konsep kebijakan disampaikan. Penelitian ini bertujuan mengidentifikasi jenis, frekuensi, dan fungsi MWEs dalam Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Penelitian menggunakan pendekatan kualitatif berbasis korpus untuk mengkaji undang-undang tersebut. Voyant Tools digunakan untuk membantu mengidentifikasi ekspresi berulang, yang kemudian diklasifikasikan dan ditafsirkan berdasarkan bentuk kebahasaan serta fungsinya dalam wacana kebijakan pendidikan. Hasil penelitian mencakup sepuluh MWEs dengan frekuensi gabungan sebanyak 68 kemunculan. Kolokasi memiliki frekuensi kumulatif tertinggi di antara tiga kategori, sedangkan ekspresi terkait sumber daya manusia pendidikan membentuk kelompok tematik dengan frekuensi tertinggi. Ekspresi lainnya merujuk pada tata kelola, penjaminan mutu, infrastruktur, proses belajar mengajar, dan akses pendidikan. Pola ini menunjukkan bahwa MWEs menjadi sumber kebahasaan berulang untuk menyampaikan konsep dalam undang-undang. Penelitian menyimpulkan bahwa penggabungan analisis frekuensi dan interpretasi wacana kontekstual dapat mendukung pemahaman terhadap bahasa kebijakan. Namun, klaim mengenai prioritas kebijakan atau orientasi ideologis memerlukan data korpus lengkap dan bukti konkordansi memadai.

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