Nadim Makarim’s Speech as Minister of Education and Culture and Its Impact on the Effectiveness of Policy Information

The bad habits of most people so far are that they do not like to read written information, are not careful to listen to comprehensive information, have low information literacy, and often judge rather than provide solutions; especially information about policies and regulations. This phenomenon is also found in education circles, both as organizers, users, and recipients; so that the policies passed down by the ministry are not well understood. As a result, educational attainment has not been effective and efficient; even this problem is not in line with the progress of IT which is already at 5.0 level. However, since the inauguration of Nadim Makarim (NM) as Minister of Education and Culture, this phenomenon has changed massively and has come out of the 'trap' not only of bureaucratic-formal and internal-linear communication traditions but also external-non-formal so that policy information reaches social media. Based on this fact, it is necessary to study the phenomenon of using NM language in linguistic content with the aim of "revealing the characteristics of NM speech acts in communicating education policies". This study uses a qualitative approach, descriptive-exploratory method, and pragmatic speech act theory. Based on the results of data analysis, the following findings were obtained. First, based on the structure and delivery of the policy, NM uses the types of (1) Assertive speech acts through the illocutionary act of explaining and stating and (2) Directive speech acts with the illocutionary illocutionary suggesting and reminding so that the policy is more effectively understood. Second, based on the delivery strategy, NM chose (1) a positive politeness strategy in an optimistic way, intensifying the attention and needs of the target, as well as equating knowledge and dialogue involving the target; (2) frank strategies through direct expressions and respectful greetings; and (3) a negative politeness strategy by minimizing coercion and presenting reasons and facts so that the policies presented are logical and difficult to refute. Third, based on the use of the illocutionary power of repetition, metaphor, hyperbole, and meiosis, the policies conveyed by NM have simple, human, and non-bureaucratic implications. Thus it can be concluded that the use of simple sentences containing reasons, facts, and rational arguments through a dialogue-consultative oral variety and delivered in a familiar, heart-to-heart, nurturing and appreciative style is very effective, adaptive, and communicative to inform education policy because able to arouse the conscience and responsibility of the targets to immediately study and implement it.