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Alfian Yustisia Nesta Pangestu Sastra Inggris - Template RCR For Cda (Week 4-Chapt 2)

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40 views3 pages

Alfian Yustisia Nesta Pangestu Sastra Inggris - Template RCR For Cda (Week 4-Chapt 2)

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alfianyustisia2001
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© © All Rights Reserved
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READING COMPREHENSION REPORT – WEEK 4

DISCOURSE AS SOCIAL PRACTICE


(Norman Fairclough’s Book 2001: Language & Power)

Name : Alfian Yustisia Nesta Pangestu


NIM : 03020320039
Smt/Class : 6/ D

A. PERSONAL POINT OF VIEW


Based on your POV, please give appropriate evaluation about this week
presentation by ticking and completing this table!
No Terms of Evaluation Yes No Not
. Sure
1 Did the presenters capture and maintain your 
attention throughout the presentation?
2 Did the presenters demonstrate a clear understanding 
of the topic? Which one does you think has more
comprehension of the topic?
(Write the name here): M. Bisri has more showing
demonstration while doing a presentation

3 Did they convey the information in a way that was 


easy to understand? Were they confident and well-
prepared?
4 Did the presentation inspire you any new thoughts or 
ideas on the subject matter?
If yes, what is it?
(Write your answer here): yes the 2nd presentation
give me a new ideas, they show what is social practice
on CDA example like the material capitalist society

5 Did the presentation effectively communicate the 


main points and arguments related to the topics?
6 Were the visual aids (slides, charts, graphics, pictures, 
etc.) used effectively and helpful in supporting the
speaker's points?
7 Was the presentation well-organized and structured 
in a logical way?
8 Did the presentation leave you with any unanswered 
questions or confusion about the topic? What is it?
(Write your answer here): It seems that there was
some material that was left unanswered in
yesterday's presentation, and to be honest I was a
little less familiar with discourse material as
capitalism.

9 Were there any aspects of the presentation that you 


found, particularly interesting or thought-provoking?
(Write your answer here): Yes, on the topic hidden
agenda I think that topic is the most interesting, and
also the lecturer explain what is hidden agenda on
discourse analysis

10 Did you learn and get new knowledge about the topic 
from the presentation?
(Write your answer here): Yes I do, I got a new
knowledge. Its capitalist society

B. READING COMPREHENSION REPORT


1. Please read chapter 2: DISCOURSE AS SOCIAL PRACTICE from Norman
Fairclough’s book: Language and Power
2. Make a summary of the main points discussed in the chapter (must be at
least 600 – 1000 words)

(Write your summary here):

In week 4, the presenter explained some of the material that I could catch. the
first is language and discourse material, in the explanation it is explained that
there is a difference between language and parole (speech activity). In this
material, quoting the famous linguist named Saussure, he said that the system or
code before the actual use of language, which is the same for all members of the
language community, is the social side of language as opposed to parole as an
individual. Language is something that is unified and homogeneous throughout
society.

Furthermore, in Fairclough's book, he also explains several definitions of


discourse as a social practice. That is, there is a dialectical and internal
relationship between language and society rather than an external relationship.
Language in a social context (as in other situations) is not only a reflection or
representation of social processes and practices but is a component of these
processes and practices. In this case, it also contains elements of mutual
influence between discourse and society. The analysis of discourse and social
practice, not only views discourse as a mere phenomenon of language texts but
also relates it to context, be it social, cultural, ideological contexts and domains of
power which use language as a tool. In terms of discourse and power, language
as a tool of power is usually in a persuasive form, that is, power is in the form of
action to influence someone in terms of beliefs, attitudes, and knowledge. Power
in discourse can be divided into two, namely power within discourse and power
behind discourse. Power in discourse consists of 3 types, namely the power of
discourse in direct conversation, the power of discourse in cross-cultures, and
the power hidden in discourse, while the power behind discourse is influenced
by situation, context, and time.

The second part explains that discourse is part of a social process. Fairclough
explains that the process of creating text produces text which is a product, not a
process. Referring to the whole process of social interaction, Fairclough said that
where the text is only a part, the process also involves the text as a result of the
production stage and as a source for the interpretation process. In this case, the
social conditions are divided into three levels, namely the level of the social
situation, or the closest social environment where the discourse occurs; the level
of social institutions which constitute the broader discourse matrix; and the level
of society as a whole. In discourse and social practice, it is useful for analyzing
texts, and also not only for analyzing processes of production and interpretation,
but for analyzing the relations between texts, processes, and their social
conditions, both the immediate conditions of the situational context and the
conditions of more remote institutional and social structures.

Discourse as a hidden agenda is also explained in Fairclough's book, I catch some


sense that class relations determine social discourse and practice, but are
reproduced in discourse. This linkage is mediated by various types of the
discourse of social institutions in a society. For example, the teacher-student
relationship and teacher-student position are directly reproduced in educational
discourse, while the same discourse indirectly reproduces class relations.
Education has a 'hidden agenda' of the reproduction of class relations and other
high-level social structures, and its effects at this level of social structure are
invisible to subjects in normal events. An example is also research belonging to
M. Fauzi, a student from the University of Riau said in his research, "In the third
segment, the scene of John Kei is shown in handcuffs from behind bars and
guarded by two fully armed security officers taken by the Kick Andy production
team from the Youtube channel of the Directorate General of Corrections
(@PASTV)". In the intent element, which sees whether facts are presented
explicitly or not, the researcher finds that John Kei as the communicator and
resource person presents clear facts about the spiritual experience he has
experienced and is the reason for repentance. The syntax in the episode of
Confession of John Kei from Balik Nusakambangan is seen based on coherence,
sentence forms, and pronouns. In terms of coherence in this episode, the
researcher found that John Kei in the interview often used sentences that
contained cause and effect relationships.

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