STUDY REFLECTION

HOMEWORK AND ASSIGNMENT

Submitted to Fulfill Partial Assignment of Analysis of Pedagogical Discourse

AMALIA EKA BRILIANTI

NIM. 22216251168

LECTURER: Basikin, S.Pd., M.Phil., M.Ed., Ph.D.

Prof. Dr. Margana, M.Hum., M.A.

MAGISTER OF ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE AND ART
YOGYAKARTA STATE UNIVERSITY
2023
 STUDY REFLECTION: WHAT I HAVE LEARNED FROM THE
ANALYSIS OF PEDAGOGICAL DISCOURSE

The analysis of pedagogical discourse is one of the mandatory subjects for

this semester in the English education graduate program. This course not only
proposed students in understanding pedagogical discourse theoretically but also in
increasing student’s awareness about the practical issues of discourse analysis in
educational fields. This course also provides students with a basic framework
including methods, approaches, and techniques within the analysis of pedagogical
discourse, such as discourse analysis, critical discourse analysis, multi-modal
critical discourse analysis, and conversational analysis as the critical topic in
English language teaching.

I am interested in the topic of pedagogical discourse analysis and its

practical issues. After I learned more about this topic, discourse analysis more
critically and comprehensively explained the essence of the text. The study of
discourse analysis is extremely important because it is more complex than we are
knowing the meaning of the text but also the structure of text and language can be
interpreted as the power through people’s thoughts, values, behavior, and belief
which can lead their actions in the social environment. As I learned by reviewing
the article, discourse analysis is not only becoming the actions to analyze the
textbook, novels, and many literary genres but the study of language verbal
communication among individuals can be studied by using discourse analysis to
understand the power relation, cultural values, and behavior in social settings.

Besides that, I learned about discourse analysis through Foucault’s theory

which can realize me a lot that every human is manipulative in representing their
thoughts, beliefs, behavior, and action. Human always manipulates their thoughts,
beliefs, behavior, and action through textual discourse. The reason why humans
manipulate their thoughts with the text that they were said due to human always
considers their power to influence social interaction in many settings. It interprets
that there is a correlation between the language used by humans in a social
environment and human’s power to shape and develop the social environment. For
example, teachers implement raising intonation and intensive eye contact when
saying “Attention Please” to take students’ attention and focus to listen what they
will say while in the classroom. I can conclude that every human always uses
language for several reasons which not only requires them with the language rules
but also tries to develop their social interaction through imperative and asking
language.

Moreover, my understanding was further strengthened by reading several

books related to discourse analysis. One of the interesting books that I have read is
entitled “Language and Power” written by Norman Fairclough in 1989. Norman
Fairclough elucidated that humans as the social actors who can represent their
power through the language used. In his book, he also explained the theory of
intertextuality that the representation of social actors is involved in the text. To
show the theory of intertextuality, Norman Fairclough makes a conceptual
framework that divided the social actor’s representation of text into three levels
consisting of the actors, actions, and negotiations. Fairclough classified the actors
as first levels provide how social actors present and show their qualities in social
interaction. People who have experience, position, and degree represent their power
in society, for instance, they contribute to developing and giving their knowledge
to solve the social issue. In the second level, Fairclough nominates actions that are
examined to know the power of text or language as one of the discourse studies.
The background of the social actors can determine the action that they will do next.
The last level of the representation of social actors within intertextuality theory by
Fairclough is the negotiation level. In this level, Fairclough claimed the negotiation
as the argumentative strategy of how the perspective and action existed or were
perhaps manipulated by the social actors. For example, teachers will communicate
with students who are involved in the fight rather than give punishment for them
based on the school regulation even though it differs from their perspectives and
thoughts.
 Because I am still really amazed by the role of all text from many models
of the text and its power. As a consequence, I develop a library research-based paper
to raise the topic of language and power toward bullying prevention in school
settings. The reason why I choose the topic and make discuss this issue under the
discursive analysis framework is because I assumed that teachers have the power in
their actor’s background, actions, and negotiation to prevent bullying behavior
among students in the school environment. I look at bullying actions in Indonesian
schools become one of the serious things and prevention programs must be
promoted by many social actors, especially teachers who have significant power in
the school environment. However, many linguists in their research found that many
teachers assumed that the intimidation and bullying conducted at school a part of a
normal joke. That is why bullying prevention always failed to reduce bullying
actions among students in the school environment. For this reason, it challenges
teachers to reinforce knowledge as the main power to reduce bullying action and
support prevention programs in schools. The knowledge becomes the power to
shape teacher’s beliefs and values related to bullying issues and also it can influence
their actions and negotiations in viewing bullying issues through the language used
verbally or written. In short, discourse analysis can view the practical issues in
education critically and essentially promote changes by using the discursive
framework due to discourse analysis not only studying the meaning or structure of
language but also critically interpreting the language and its context in social and
actor representation.