A Review of Critical Discourse Analysis (CDA) on Qualitative

Research
Rika Armayanti
Dept. of English, FKIP
University of Lancang Kuning
[email protected]

Abstract: This article discusses critical discourse theory as a qualitative research theory.
Analytical frameworks include analysis of texts, communication and social practices in local,
corporate and social levels. It has the goal of expressing and engaging in politics to discuss or
deal with certain research methods, statements or values. It refers to the need to explain,
understand, analyze, and criticize social life that reflects in text using critical discourse
analysis. According to Lake (1996), “the authors use texts to understand their world and at
the same time, the article admits to creating actions and social relationships in everyday life,
while text positions and individual buildings provide different meanings, ideas, and world
versions”.

Key words: Critical Discourse Analysis; Qualitative Research; Analysis of Text; Human
Text

INTRODUCTION Reconciliation of Experience (The most

According to Anyon (2009), “theory important way to think about the role of
and academic research divides old-age theory is to directly override the problem
theory by demonstrating how researchers of identifying the need for theory); 3)
use critical theory to assess appropriate Identification of Complexity (appearing on
experimental research techniques and the surface, as in the simplest case of
demonstrate analytic, critical and experimental investigation, to prove
sometimes liberal data storage and complex in a deeper sense). 4) Deweyan
definition”. Dressman (2008) said that is Problem solvent (trial is an unspecified
the theory encompasses thinking methods transformation that is subject to a problem
about academic issues and inhibits determined and integrated by early
creativity among researchers, problem solving); and 5) Bear Experiment
policymakers, and teachers. According to Minorities (There are no devices for
Anyon (2009), “there are five types of recording and generalization of theory or
arguments used in the theory of academic theory).
research. 1). Analogous arguments
(however, argue that the success of natural According to Maxwell (2010), “lies,
sciences in the use of theory is a good Analysis, or interpretation theory is free.”
example of academic research, but that Be aware that the problem is about the
theory should be relatively useful when we theory of one being used and whether it is
move from one subject to another); 2) critical or suspicious. To understand any
academic phenomenon, the phenomenon the issues of power and justice, and to
needs to look at the larger socio-economic create, reproduce, or transform social
and political scenarios that are embedded systems such as the economy, race, class,
and to find theories that connect there. Not gender, religion, education, and sexual
only does it understand the study of orientation.” Human subjects use texts to
individuals, situations, and studies, but understand their world and create different
also theories can be used to change them. meanings, concepts, and editions of the
To avoid citing the theory to support one's world, at the same time, at the same time
argument, it must be used to adapt the as the workers' lives, and in the form of
theory to one's study logic and to deepen individuals (Lake:1996).
one's research process.
The analysis includes analysis of texts,
Formal learning and instructional communication and social practices at
techniques are inseparable. Learning local, organizational and social levels.
theories further illustrate how learning CDA deals with the long-term analysis of
occurs, but does not describe specific the basic causes and the effects of
methods and activities to follow the problems. Therefore, it requires an account
objective learning results. For example, of detailed relationships between text,
learning theories can explain the age that discussion, society, and culture. Teaching
students can learn breaks, but instructional and learning policies can better understand
theories provide guidelines on how to the language and type of texts by looking
implement break instruction. at community social issues. According to
McGregor (2010), CDA dare us to move
CDA: Primary Interest in Qualitative our speech to an abstract view to see our
Research words in past particular, public and
political situation. Therefore definitive
According to Van Dijk (2006), “CDA discourse analysis is realized and
is main interested and motivated by the expanded, and instances of social
idea of comprehensions social issues. communication take a particular linguistic
According to Hamuddin (2012) in Sahat form (Blommaert & Bulcaen:2000). CDA
(2018) ”The term “discourse” is a is intended to systematically explore
complex and mammoth-like interpretation. occasional opacity and determination
Many previous studies mention the term between discord practices, events and
discourse as very ambiguous since its texts, and broader social and cultural
introduction to modern science and the structures, relationships, and processes
various broad interpretations of (Locke: 2004). Investigate how such
discourse.” Wodak and Meyer (2009) practices, events, and texts arise and
argue that critical discourse analysis develop theories of power and theories of
emphasizes the need for interdisciplinary power formed as a theory. It is aimed at
work to gain a sense of how to create disclosing motivation and politics that are
knowledge in the organization of social subject to a specific research method,
organizations and how to spread statement, or value or argument”. The
knowledge. According to Rogers et.al texts are moments of inter-subjectivity,
(2005), “critical theories are usually about that is, social and conflicting relationships
between human subjects, such as writers analysis is on the formation and discussion
and readers, speakers, and listeners, of texts. CDA determines the true text and
because their motives are self-evident or the relationship between listening,
unrecognized individuals without help in speaking, reading and writing processes.
another text (Lake:1996). CDA is a tool Thus, it provides the ability to analyze the
that helps members of the profession written text critically, what we write and
understand the messages they and others what we say. McGregor (2010) gives the
are sending and others understand and written and spoken word power, critical
understand the meaning of written texts, discourse analysis is needed to explain,
words of the authorities are considered interpret, analyze and criticize the
"self-evident truths" and the words of reflective social life. Educators are
those who are not in power are dismissed mandatory about the language of learning
without irrelevant, inadequate or material and teaching to implement teaching and
(McGregor:2010). This is an unacceptable learning policies.
understanding because educators should
also be involved in the development of According to Rogers et al (2005),
teaching and learning policies. The texts “the analysts first goal is to explain the
also have major social institutions such as relationship between certain texts,
schools and offices in the departments of communications, and social practices; the
education, critical discourse analysis that second goal is to interpret the structure of
emphasizes the analysis of such basic discourse systems; And the third goal is to
documents. use explanation and definition to explain
why and how social practices are formed,
CDA is primarily in the language vary, and how they are transformed”. The
environment and its success can be goals, options, and criteria for critical
measured by a radical measurement of discourse analysis that control the theory
languages. Language speakers can use the of theory, analytic method and procedural
speaker's beliefs, positions, and ideas to research methods (Van Dijk: 2006). Lake
represent the spoken texts, such as (1996) argues that critical discourse
conversations. If we analyze the analysis can make transparent asymmetries
underlying meaning of the word, written or in relationships, which texts reveal text
verbal messages will show meaning. tricks to establish, detect, define, and in
Analysis of underlying meanings can help some cases enable and control readers and
teachers explain the problems, situations, addresses.
and events they find themselves. Using the
words can be controlled by the education The discourse is socially structured
system. Critical discourse can only and socially restricted; It includes
contribute significantly and definitively to situations, knowledge materials, and social
critical social or political analysis if it can markings and relationships between people
provide the role of language, language use, and groups of people (Wodak:2009). Lake
discourse or expression in the production (1996) says that the task or function of
of dominance and inequality (Van Dijk: critical discourse is to say, breaking and
2006; McGregor: 2010). The focus of the criticizing texts as a way to disrupt
theory and practice of critical discourse common knowledge. Interactive discourse
analysis can be viewed as a critique of According to McGregor (2010),
critical texts. It is intended to help “deciding discourse analysis aim to
understand the social issues of combine and affect the relationship
intermediate theory and power relations, between three critical analyses:”
and remain in use of written texts in all our
daily and professional lives. The context of
language is crucial, which treats language - Guest text.
as a social practice. Written and spoken - Automatic practices larger social
texts must be critically and constructively context for text and explanatory
analyzed. DA what we do when we judge practices.
texts or conversations and the value and - Power legislation and discourse
truth of relevant documents. production
DA helps us to raise awareness CDA seems to establish a connection
about the hidden motives of others and between texts, discourse (text production,
thus help us solve concrete problems, by use, and distribution), and broader social-
providing unequivocal answers, but by cultural practice (Fairclough: 1995). The
asking philosophy and cognitive questions purpose is "shadow" and analyzed
(Olson:2007). Thus, it does not give full transparent structural relationships, as
answers to a specific problem but allows analyzed in a language in discrimination,
us to understand the conditions behind a power, and control (Blommaert &
particular problem and the essence of that Bulcaen: 2000). Its other purpose does not
problem and its determination to assume provide specific answers, but to expand
that its assumptions are false, and that is our personal horizons and to understand
the problem. It can be applied to any text our own flaws and to make unconnected
for any text or situation. Critical analysis programs or motivations as well as others.
tells us that it's going on behind our backs It is real and frequently expanded, and
and deciding on others and our actions. instances of social communication take
Evaluation of a particular research method, partially literally. This is a resource for
statement, or value does not argue or argue people who are trying to cope with the
against the truth but focuses on the effects of alienation and deactivation of the
existence and message of texts. changes imposed on them. This theory
CDA dies-close a concept that is analyzes spoken or written texts as
hidden in our written text or oral speech communication, discussion, dialogue or
and we do not use it (McGregor: 2010). It communication content
intends to systematically explore opaque The Theory Of CDA: an Overview
relationships between adverse practices,
texts and events and extensive social and The discussion is a qualitative
cultural structures, relationships and method developed by analytics producers
processes...... (Fulcher: 2010). According to Locke
(2004), the prophet cannot represent the
world, but by specifying the world,
understanding and building the world.
McGregor (2010) said that the discourse to
express words. Van Dijk (2006) argues viewpoint or that men see the weddings
that CDA requires an account of true lag. Research starts with a research
multidisciplinary and complicated question and is not a theory. The
relationships between text, discussion, conversation or piece of text is copied and
social opinion, energy, society, and then eliminated. The searcher himself tries
culture. Using critical discourse analysis, it to identify categories, topics, ideas, views
is necessary to explain, understand, and roles in the text. Identifying the shared
analyze, and criticize the social life resources that are normally shared, that is,
reflected in the text. Speech analysis can to identify spoken sharing patterns.
be defined as approaching and thinking
about the problem. This is meaningful in According to Locke (2004), the
the world. The definition is caused by the discourse also refers to the methods and
reading or analysis of the meaning of the methods that indicate. Conduct,
text. communicate, evaluate, think, trust, speak,
and read and write ways that act as the
Locke (2004) argues that the principles of specific roles of particular
argument is a coherent way of expressing groups of particular groups. Locke (2004)
the word's meaning, reflecting human further states::.
symbolic systems, including speech. They
describe the discourse as a concept that is - The discourse is shaped and
an active relation to reality. The language restricted by social structure (class,
refers to the fact that the language is in a age, ethnicity, and gender) and
dysfunctional relationship, referring to culture
objects in the language that is to be - The discourse helps shape and
presented in reality (Locke:2004). restrict our markings, relationships,
Discussions and dialogues bring people the and the system of knowledge and
facts about teaching and learning policies beliefs.
to the realm of the situation on the ground. - Systems are shaped and
The language is a social and cultural tool, constrained by the language and
and our reality is socially and culturally the justified worlds from us and
constructed (Fulcher: 2010). The language others.
is the heart of critical discourse analysis. - Teaching and learning education
Critical discourse analysis can be policies are made up of social
considered a political intervention with a structures, relationships, and
socially transformational program and differences in different languages
suitable for the study of post-racism spoken in South Africa.
courses in South Africa. According to Fairclough (1995),
According to Fulcher (2010), DA “language theory is an object form and is
can be seen as a way of understanding invested in language theory”. Lake (1996)
social interactions. Furthermore, Fulcher argues that the idea of studying the speech
(2010) states that a discourse is a matter of in a social context will share critical
text, particularly for identification, discourse analysis with sociology and
example, a statement that reaffirms a ethnotherapy. The discourse is a complex
of three elements, such as social practice,
discourse practice (text production, and sound. Critical discourse analysis
distribution, and use), and text, and questions the possibility of a non-
specific discourse analysis for analysis and cytological statement or text on many
their correlation in these dimensions sources. All texts are simply standard,
(Fairclough:1995). CDA of written and shape, and texture rather than simply
spoken texts works in two ways, namely, reflecting and building. The purpose of
critical and constructive. The texts are critical discourse analysis is to make
based on major social institutions, such as readers and texts with listeners and
families, schools, churches, workplaces, manipulate them transparently
mass media or government. Human (Lucke:1996). It can make transparent
subjects use texts to create their own asymmetries in those relationships, text
meaning and to build social work and texts can be disclosed to which texts can
relationships in creating different world be found, detect, define, and in some cases
meanings, concepts and editions, in the activate and control readers and addresses
same way, to create a place for text and (Fairclough:1995). The construction of
individuals (Lucke:1996). In official knowledge in schools involves the
confrontational events in the classroom, inverse coverage of text and sites from
the discourse usually opens in uneven, educated, teachers and corporate
competitive, and unpredictable social publishers to classroom classes and
structures. informal discussion, civil servants
prepared legislature and policy letters,
CDA begins with the acceptance of prepared by the educational, teachers and
a subsequent constructor (the scientific corporate publishers. The true speech and
objectivism of activists and proponents of writing of students for formal evaluation
universalism) toward the assumption that (McGregor:2010). The key result is to
people have the singular, essential social establish itself as a form of common sense
markings or the stable cultural, social class for naturalizing its own functions by
or gender characteristics. (Lucke:1996). appearing in daily texts. The function or
Discourses are dynamic and cross-fertility, function of discourse analysis is to criticize
constantly moving and producing in daily and criticize texts as a way to interrupt the
texts. Each text is a cultural speech mean sense. Every day we make decisions
function, social action, forces, audiences, about daily conversations, the
and effects language with a specific shape effectiveness, value, and truth of the ads or
and feature. All texts are made from textbooks.
recurring statements, such as clams,
propositions, and words. Based on their CDA: Interventions
earlier experiences with language and According to Blommaert and Bulcaen
texts, people make sense based on their (2000), “propose a three-dimensional
discourse resources collection. framework to grasp and analyze the
discourse:
All texts are indeed multilingual (with
different meanings or meanings depending - “Discussion is the language-
on their use in different discourses), that is, language features of concrete
they draw from the scope of knowledge
 instances and text-like emerges through a corresponding
organization-discussions. analytical process, which is a qualitative
- Discussion-like practice, model. By looking at a text, the researcher
consumed, shared, distributed and asks whether the abstraction can be
distributed in society. aborted for many repeated things, for
- The discourse is a feature of example, stability or blasphemy. Data
debate-socio-practice, that is, familiarity is important for thematic
theoretical effects and influential analysis. After familiarity, researchers can
processes." code his / or data. In the Report Results
section, abstract topics have been reported
CDA is an intervention of social and reported. Themes identified in this
practices, which critically investigate. This study were analyzed and reports and
should indicate the amendments to the recommendations were made.
proposals and specific discourses for
change. The meaning of the text does not Print Text Analysis
exist until it is actively used in use. In
other words, the discourse can be seen in According to Locke (2004), “texts can
relation to a situation in use by saying that be analyzed in the following ways:
the process is activated in the text. Please: Critical Discourse Analysis allows
Textualization is actually a reconstruction binaries to reveal and compete.
of the reader's intended message reader. - Contextualization codes:
The writers' observation product is actually Reinforces power by a form of
text. As a descriptive habit, the discourse repetition.
explores many aspects, including text, - Cohesion: A text together is
contextual, design, and methods. These meaningful, completely sewing.
methods have been developed to examine These tools include
socially structured methods in classroom combinations, pronouns,
rooms and other educational settings. exhibitors, ellipses, adverbs and
Discourse Analysis: Frameworks and repetitive words and phrases.
Forms Cooperation helps establish co-
Thematic Analysis operative or subordinate
relationships.
Theme-specific analysis information is - Discourse Organization: The
trying to identify meaningful categories or largest units and paragraphs in
topics in the body (Fulcher:2010). Howitt which sentences are joined by
and Cramer (2010) suggest that in a the organization.
thematic analysis, the researcher's work - Thematic Organization:
identifies a limited number of subjects that Postponing symptoms based on
accurately reflect their text data. Theme- the explanatory structure of the
specific analysis is the method of editorial.”
identifying, analyzing and reporting data Conclusion
(themes) (Braun and Clarke:2006). A In this article, researchers have
theme is a set of link categories that examined how critical discourse analysis is
convey the same meanings and generally conducted. Researchers emphasize that
critical discourse analysis is primarily meaning of the words. Analyzing the
localized and can be measured using its underlying meanings can mean the
language learning standard. Speech can be meaning of the problems, rules, and events
used to represent beliefs, positions, and that educators have. Word usage can help
ideas about who speaks about a spoken those with control over the education
text. Written or verbal messages can mean system.
meaning when analyzing the underlying

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