Table 4.19 Results of questionnaire question “3” by education level test: chi-square
Question 18 reveals results that were similar, though also not statistically significant. The majority of respondents answered “yes” they would still marry a person who could only speak Jambi Malay but
could not speak Indonesian, but there was a comparatively higher number of those with no education who gave that answer. One would expect more negative answers from those who finished SMA, however, and
instead many in this group answered “I do not knowit depends”.
Table 4.19 above shows that those who finished SMP tended to answer in similar fashion as those who finished SMA: with generally lower scores than would be if education level had no impact. In fact, in
5 of the 9 questions analyzed, this occurred. However, in three of the questions, those who finished SMP answered similarly to those with lower education levels. As a result, it was seen in the ANOVA results
mentioned earlier that there was no significant difference between those who finished SMP with either those who finished SD or SMA. It is unfortunate that there are comparatively fewer respondents who
finished SMP 51, as opposed to 78 who finished SD, 83 with no education, and 81 who finished SMA. With more people in the SMP category more light could have been shed on the issue of to what point there
was a departure from the more positive answers towards Jambi Malay seen in the lower education levels.
4.4.4.3 Matched guise test
In the case of the education variable, the MGT results matched up with the questionnaire results in that they both showed statistically significant contrasts in scores between the different education levels. In table 4.20,
which shows attitudes towards Jambi Malay according to education level, the results of the ANOVA display a F statistic of 4.56, p .0039. The differences here were found particularly in MGT scores between
those who finished SMA senior high school and those who had no education, as well as those who finished SD only.
Table 4.20 MGT results for JM by education level test: one-way between subjects ANOVA
Attitudes towards Indonesian also showed statistically significant differences among the varying education levels, as seen in table 4.21. The F statistic was 6.07, p .0005. Here, however, the differences
lay between two pairs: those with no education versus SMA, and those with no education versus SMP. Unlike the MGT scores for Jambi Malay, the scores for Indonesian showed that completing SMP matters
similar to completing SMA, while completing SD did not significantly contrast with the higher education categories.
Table 4.21 MGT results for SI by education level test: one-way between subjects ANOVA
There are some trends worth mentioning in these tables. First of all, the average scores towards Indonesian were higher for each education level than the average scores for Jambi Malay. And, in scores
reflecting attitudes towards both Jambi Malay and Indonesian there was a clear decline in mean scores from the lowest education level to the highest. Thus, it can be said that the higher the education level, the less
positive the attitudes towards Jambi Malay.
But, since the same is true for Indonesian, this does not indicate much. In fact, it is contrary to what was expected. It was expected to find that the higher the education level, the higher the scores for
Indonesian. This issue will be revisited in the next section, and in section 5.4.2. The individual matched guise test questions with the chi-square test applied to them had rather
ambiguous results. Each of the three selected questions the same identity, status, and character questions analyzed in the age variable yielded dissimilar findings. First of all, the character question “g” “Does this
person sound like someone I could trust?” showed that education level had no significant impact on answers given for either Jambi Malay or Indonesian see table 4.22 and table 4.23. Note that those who
finished SMA had high numbers of answers “I do not know”, scored 1, for both Jambi Malay and Indonesian.
Table 4.22 Results of MGT question “g” by education level – SI test: chi-square
Table 4.23 Results of MGT question “g” by education level – JM test: chi-square
In table 4.24 we see that for Indonesian, answers to identity question “a” “Does this person sound like a Jambi Malay person?” were somewhat impacted by education level chi-square statistic was 15.66, p
.0157. However, table 4.25 shows that for Jambi Malay there was no significant impact of education level on answers given to question “a” chi-square 3.55, p .7377, and no identifiable pattern based on education
level.
Table 4.24 Results of MGT question “a” by education level – SI test: chi-square
Table 4.25 Results of MGT question “a” by education level – JM test: chi-square
Question “c” “Does this person sound like heshe is a leader?” did show that education level had a statistically significant impact on answers, for both Jambi Malay and Indonesian see table 4.26 and table
4.27. Many more of those with no education answered “yes” scored 2 than would be if there were no impact, while much fewer of those who finished SMA answered “yes”. The situation was the opposite for
the answer “no”. As with the age variable, it was status question “c” which seemed to be impacted the most by education level.
Table 4.26 Results of MGT question “c” by education level – SI test: chi-square
Table 4.27 Results of MGT question “c” by education level – JM test: chi-square
4.4.4.4 Summary of education variable
