A Corpus-Based Critical Discourse Analysis of English Discourse in The Jakarta Post
DOI:
https://doi.org/10.9744/kata.27.1.80-94Keywords:
English discourse, Critical Discourse Analysis, corpus linguisticsAbstract
This study examines English discourse construction in an Indonesia's English-language newspapers, The Jakarta Post. The researchers analyzed data over a 15-year period (from January 1, 2009, to December 31, 2023), focusing on the core terms of English education and multilingualism. A corpus was created to analyze 79 articles containing 55,047 words, using AntConc (version 4.2.3). The study employed Fairclough's (2003) textual analysis, Pennycook's (2000) classification of English global position, and Holborow's (2012) neoliberalism as theoretical frameworks to categorize language ideologies. The researchers also conducted Foucauldian Discourse Analysis, as explained by Walshaw (2007), to explore power/knowledge. The findings reveal multiple ideologies fashioned by The Jakarta Post's authors, including colonial celebration, language ecology, linguistic imperialism, language rights, and neoliberalism. The results suggest The Jakarta Post has constructed contradictory ideologies. While the articles have grown increasingly concerned about biased language views, they still perpetuate English mainstream discourses. This may be attributed to English hegemony and neoliberalism in various contexts.
Downloads
References
Al Fajri, M. S. (2017). Hegemonic and minority discourses around immigrants: A corpus-based critical discourse analysis. Indonesian Journal of Applied Linguistics, 7(2), 381–390. https://doi.org/10.17509/ijal.v7i2.8349
Ali, M. M., Hamid, M. O., & Hardy, I. (2023). Construction of English language skills as human capital and ELT as development aid in Bangladesh. Globalizations, 20(7), 1163–1179. https://doi.org/10.1080/14747731.2023.2171619
Anjanillah, F., Wahyudi, R., & Syafiyah, S. (2021). EFL learners’ multiple identities constructions in relation to global positions of English. Qualitative Report, 26(6), 1792–1816. https://doi.org/10.46743/2160-3715/2021.4710
Arias, E. (2019). How does media influence social norms: Experimental evidence on the role of common knowledge. Political Science Research and Methods, 7(3), 561–578. https://doi.org/10.1017/psrm.2018.1
Babaii, E., & Sheikhi, M. (2018). Traces of neoliberalism in English teaching materials: A critical discourse analysis. Critical Discourse Studies, 15(3), 247–264. https://doi.org/10.1080/17405904.2017.1398671
Bell, A. (2019). Language and the media. Annual Review of Applied Linguistics, 15, 23–41. https://doi.org/10.1017/s0267190500002592
Bernstein, K. A., Hellmich, E. A., Katznelson, N., Shin, J., & Vinall, K. (2015). Introduction to special issue: Critical perspectives on neoliberalism in second/foreign language education. L2 Journal, 7(3), 2–14. https://doi.org/10.5070/l27327672
Block, D., & Gray, J. (2016). ‘Just go away and do it and you get marks’: The degradation of language teaching in neoliberal times. Journal of Multilingual and Multicultural Development, 37(5), 481–494. https://doi.org/10.1080/01434632.2015.1071826
Boas, T. C., & Gans-Morse, J. (2009). Neoliberalism: From new liberal philosophy to anti-liberal slogan. Studies in Comparative International Development, 44(2), 137–161. https://doi.org/10.1007/s12116-009-9040-5
Bonney, E. N. (2022). The colonial master left yet colonizing education persists: Discourses from Ghanaian educational leaders. International Journal of Leadership in Education, 1–20. https://doi.org/10.1080/13603124.2022.2081875
Budairi, A. (2019). Traces of linguistic imperialism enacted through discursive strategies in ELT textbooks in Indonesia. English Language Teaching Educational Journal, 1(2), 49–64. https://doi.org/10.12928/eltej.v1i2.581
Coleman, H. (2016). The English language as naga in Indonesia. In P. Bunce, P. Phillipson, V. Rapatahana, & R. Tupas (Eds.), Why English: Confronting the hydra (pp. 59–71). Multilingual Matters. https://doi.org/10.21832/9781783095858-007
Crystal, D. (2003). English as a global language (2nd ed.) Cambridge University Press.
Dardjowidjojo, S. (2000). English teaching in Indonesia. In K. E. Sukamto (Ed.), Rampai bahasa, pendidikan, dan budaya: Kumpulan esai Soenjono Dardjowidjojo (pp. 83–91). Yayasan Obor Indonesia.
Fairclough, N. (1995). Critical language analysis. Longman.
Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. Routledge.
Fowler, R., & Kress, G. (2018). Critical linguistics. In R. Fowler, B. Hodge, G. Kress, & T. Trew (Eds.), Language and control (pp. 185–213). Routledge.
Gabrielatos, C., Baker, P., & Mcenery, T. (2013). Discourse analysis and media attitudes: The representation of Islam in the British press. Cambridge University Press. https://doi.org/10.1017/CBO9780511920103
Gandana, I. S. S. (2014). ELT, interculturality and teacher identity: An inquiry into Indonesian university teachers’ beliefs and practices [Unpublished doctoral dissertation]. Monash University.
Gray, J., & Block, D. (2012). The marketization of language teacher education and neoliberalism: Characteristics, consequences and future prospects. In D. Block, J. Gray, & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 114–143). Routledge.
Hall, S. (1997). Representation: Cultural representations and signifying practices. Sage.
Hayati, N. (2010). Empowering non-native English speaking teachers. TEFLIN Journal, 21(1), 78–89. https://doi.org/10.15639/teflinjournal.v21i1/78-89
Holborow, M. (2012). Neoliberal keywords and the contradictions of an ideology. In D. Block, J. Gray, & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 33–55). Routledge.
Irham. (2023). Important but not desired: Students’ perception towards English(es) in multilingual settings. Asian Englishes, 25(3), 435–451. https://doi.org/10.1080/13488678.2022.2042774
Jabeen, F. (2020). The perpetuation of colonial legacy: Uncovering internal orientalism in the form of English supremacy in Pakistan. Journal of Multilingual and Multicultural Development, 41(5), 432–443. https://doi.org/10.1080/01434632.2019.1653303
Khan, M. A., & Zaki, S. (2022). Corpus assisted critical discourse analysis of Pakistan’s language education policy documents: What are the existing language ideologies? SAGE Open, 12(3), 1–19. https://doi.org/10.1177/21582440221121805
Kiczkowiak, M., & Lowe, R. J. (2024). Native-speakerism in English language teaching: ‘Native speakers’ more likely to be invited as conference plenary speakers. Journal of Multilingual and Multicultural Development, 45(5), 1408–1423. https://doi.org/10.1080/01434632.2021.1974464
Kubota, R. (2011). Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan. Linguistics and Education, 22(3), 248–260. https://doi.org/10.1016/j.linged.2011.02.002
Lee, J. S. (2019). Teacher as change agent: Attitude change toward varieties of English through teaching English as an international language. Asian Englishes, 21(1), 87–102. https://doi.org/10.1080/13488678.2018.1434396
Lewis, M. P., Simons, G. F., & Fennig, C. D. (2014). Ethnologue: Languages of the world (17th ed.). SIL International.
Martin-Anatias, N. (2020). English at the periphery: Evidence from Indonesian popular novels. Text and Talk, 40(4), 491–511. https://doi.org/10.1515/text-2020-2070
Mautner, G. (2016). Checks and balances: How corpus linguistics can contribute to CDA. In R. Wodak & M. Mayer (Eds.), Methods of critical discourse studies (3rd ed., pp. 154–179). Sage Publications.
Muslim, A. B., Suherdi, D., & Imperiani, E. D. A. (2022). Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions. Policy Futures in Education, 20(7), 796–811. https://doi.org/10.1177/14782103211037285
Ncube, L., & Mare, A. (2022). “Fake news” and multiple regimes of “truth” during the COVID-19 pandemic in Zimbabwe. African Journalism Studies, 43(2), 71–89. https://doi.org/10.1080/23743670.2022.2072925
Nizamani, A., & Shah, W. A. (2024). Textbooks as ‘neoliberal artifacts’: A critical study of knowledge-making in ELT industry. Critical Discourse Studies, 21(3), 361–378. https://doi.org/10.1080/17405904.2022.2160364
Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. https://doi.org/10.1080/02680930500108718
Pennycook, A. (2000). English, politics, ideology: From colonial celebration to postcolonial performativity. In T. Ricento (Ed.), Ideology, politics and language policies: Focus on English (pp. 107–119). IMPACT: Studies in Language, Culture and Society. https://doi.org/10.1075/impact.6.03ric
Pennycook, A. (2017). The cultural politics of English as an international language. Routledge.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Phillipson, R. (2008). The linguistic imperialism of neoliberal empire1. Critical Inquiry in Language Studies, 5(1), 1–43. https://doi.org/10.1080/15427580701696886
Phillipson, R., & Skutnabb-Kangas, T. (2013). Linguistic imperialism and endangered languages. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (2nd ed., pp. 495–516). Wiley-Blackwell.
Rauf, M. (2020). A critical discourse analysis of neoliberal discourses in EAP textbooks. In S. Troudi (Ed.), Critical issues in teaching English and language education: International research perspectives (pp. 179–206). Palgrave Macmillan.
Read, J. (2009). A genealogy of homo-economicus: Foucault, neoliberalism and the production of subjectivity. In S. Binkley & J. Capetillo (Eds.), A Foucault for the 21st century: Governmentality, biopolitics and discipline in the new millennium (pp. 2–15). Cambridge Scholars Publishing.
Steger, M. B., & Roy, R. K. (2010). Neoliberalism: A very short introduction. Oxford University Press. https://doi.org/10.1093/actrade/9780190900052.001.0001
Sugiharto, S. (2013). Critical multiculturalism and the politics of identity in academic writing. k@ta, 15(1), 19-24. https://doi.org/10.9744/kata.15.1.19-24
Swan, M. (2012). ELF and EFL: Are they really different? Journal of English as a Lingua Franca, 1(2), 379–389. https://doi.org/10.1515/jelf-2012-0025
Van de Ven, W. T. H. (2012). The social reality of truth: The social reality of truth, Foucault, Searle and the role of truth within social reality [Unpublished Master’s thesis]. Tilburg University.
Wahyudi, R. (2018). Situating English language teaching in Indonesia within a critical, global dialogue of theories: A case study of teaching argumentative writing and cross-cultural understanding courses [Unpublished doctoral dissertation]. Victoria University of Wellington.
Wahyudi, R. (2021). Critically negotiating British and American Englishes: Voices from Indonesia. In T. Yamaguchi, J. M. Jan, & S. Kaur (Eds.), Voices in texts and contexts (pp. 193–217). Sunway University Press.
Walshaw, M. (2007). Working with Foucault in education. Sense Publisher.
Widodo, H. P. (2016). Language policy in practice: Reframing the English curriculum in the education secondary sector. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 127–152). Springer. https://doi.org/10.1007/978-3-319-22464-0_6
Xiong, T., & Qian, Y. (2012). Ideologies of English in a Chinese high school EFL textbook: A critical discourse analysis. Asia Pacific Journal of Education, 32(1), 75–92. https://doi.org/10.1080/02188791.2012.655239
Xiong, T., & Yuan, Z. (2018). “It was because I could speak English that I got the job”: Neoliberal discourse in a Chinese English textbook series. Journal of Language, Identity and Education, 17(2), 103–117. https://doi.org/10.1080/15348458.2017.1407655
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nur Nabilah Fauziyah, Ni Gusti Ayu Roselani

This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution License