Gaya Komunikasi Perempuan dalam Pengelolaan Pendidikan Informal (Studi Kasus: Sanggar Bimbingan Sungai Mulia Gombak Malaysia)
DOI:
https://doi.org/10.33367/kcmda823Keywords:
Women's Communication Style, Informal Education, Leadership, Symbolic InteractionismAbstract
This study examines women's communication styles in the management of informal education at Sanggar Bimbingan Sungai Mulia, Kuala Lumpur, Malaysia. The case study focuses on Dra. Mimin Mintarsih, a female manager who successfully created a disciplined learning environment for unruly Indonesian migrant children. Driven by the unique phenomenon where Ibu Mimin's communication, though not loud, commanded obedience, this research aims to analyze the characteristics of her communication style and how it shapes the social reality within the learning center. Employing a qualitative approach with a case study method, data was collected through in-depth interviews with the manager and teaching staff, and brief questionnaires for the students. Thematic analysis of the data was connected to Deborah Tannen's Genderlect Styles theory, Julia T. Wood's feminine/masculine communication styles, Hackman & Johnson's leadership communication, and George H. Mead & Herbert Blumer's symbolic interactionism. The findings indicate that Ibu Mimin's communication style in disciplinary contexts tends to exhibit characteristics of report-talk and a "masculine" orientation, being firm, direct, and control-oriented. However, this firmness acts as an effective adaptive strategy in creating structure and obedience for an audience in need of strong guidance. Through symbolic interaction, her use of authority symbols like the rattan and verbal threats shaped a disciplinary reality understood and responded to by the children. This study enriches the understanding of the complexities of women's communication styles in informal educational leadership, demonstrating that effectiveness can emerge from a blend of communication characteristics that do not always conform to conventional gender expectations.
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