RESPONS PONDOK PESANTREN TERHADAP PROBLEM PENCITRAAN DI MEDIA (STUDI PEMULIHAN CITRA PONDOK PESANTREN ISLAM AL-MUKMIN NGRUKI SUKOHARJO SURAKARTA)

FAUZI MUHAROM MAG, NIM. 0631501 (2015) RESPONS PONDOK PESANTREN TERHADAP PROBLEM PENCITRAAN DI MEDIA (STUDI PEMULIHAN CITRA PONDOK PESANTREN ISLAM AL-MUKMIN NGRUKI SUKOHARJO SURAKARTA). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Several Islamic boarding schools (Pesantren) in Indonesia are accused of and imaged as educational institutions that propagate radical Islamic teachings and produce terrorists, one of which is Pesantren Ngruki. This study aimed to reveal imaging problems experienced by Pesantren Ngruki and the responses to the imaging problems in form of image restoration strategies undertaken by Pesamren Ngruki and its public relations' role in building a positive image of the institution, This was a qualitative descriptive study. The data were taken by the method of documentation and interviews and analyzed with an interactive model. In addition, the data in form of texts from Solopos and Tempo related to imaging prcblems 1vvere analyzed by a discourse analysis model of Halliday while the text from the same media related to image restoration strategies were analyzed according to the theory of William L. Benoit, Image Restoration Theory. Based on data analysis, imaging experienced by Pesantren Ngruki written in Solopos and Tempo was negative imaging, ie, Pesantren Ngruki as a home for terrorists, Pesantren Ngruki as treason and Pesantren Ngmki as a radical instituti.on. The negative image restoration by Pesantren Ngruki as a form of response to the imaging problem was done in seven strategies. The first strategy was simple denial as denying accusations of anti saluting the flag, denying allegations on deviated curriculum, denying the allegations as a terrorist, and others. The second strategy was shifting the blame, such as denying what some media had said that Pesanrren Ngruki taught how to make a bomb. The act of denial coupled with questioning the existence of 'Pesantren Pentagon' having a great scenario in the event ofterrorism in Indorw.sia. The third strategy was to strengthen the·s::->mpa:tli)' (bolstering), \vhich. w~s trying to gain public sympathy by citing the pas: positive action such as the director of Pesantren Ngruki once asking his students to join the Armed Forces in public activities. The fourth strategy was to red11.1ce the accusation by performing persuasive actions (minimization), such as Pesantren Ngruki being open to anyone, including to the media. The fifth strategy was transcendence, which \Vas to restore the image by comparing the behavior that had·been done in different contexts, such as saluting for the flag carried only for granted, not glorifying the objects. The sixth strategy was attack accuser, such as Pesantren 1\gruki giving subpoena to Metro TV that had featured a television shov; that ham1ed the image of the institution. The seventh strategy was corrective action, such as Pesantren Ngruki having improved itself from acc~sation of subversion and of the threat of shutting down the Pesantren by the government by disabilng some teachers (Ustadz) regarded as loyal followers of Abdullah Sungkar and Abu Bakar Ba'asyir. The negative image restoration strategies were corresponding to the role of its public relations in building a positive image of the institution by keeping relat:ons with the external public, such as the mass media and the press, the local government and central government, the Representative Body of Pesantren a;1d alumni) and communities around Pesantren Ngruki. The results of this study actually complemented the results of a previous study that discussed boardi:1g schc-ols. Responses made by Pesantren Ngruki in dealing with imaging problems can provide a reference to other Islamic boarding schools (Pesantren) when facing challenges and problems of imaging. Image restoration strategies and the role cf public relations of Pesantren Ngruki in building a positive image of the institution provide clues that the boarding school must be strong in the face of all the problems that Pesanrren is still needed by the community.

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