NAME : Septrina Putri D.

Hutabarat

NPM : 1801030105

GROUP : P IA 2

DISCOURSE ANALYSIS

1. Introduction to literature :

A. What is Discourse
B. What are the goals of study Discourse
C. What are the benefit why we study Discourse especially to be English teacher

2. Tell or explain the crusial one or main point' or the important part for each part for every
topic that we have learn before. One by one .

ANSWER

1. A . Discourse analysis is an approach to the Analysis of the written and oral. And then
studying discourse analysis is important because discourse analysis is the basic in the process
of the language learning. Discourse is not produced without context and cannot be understood
without taking context into consideration .

B. The goals of discourse analysis, besides being able to understand the nature of
language, are also to understand the process of learning language and language behavior.
Even discourse analysis can be used as a basis for developing language skills. Studying
discourse analysis is important. Because discourse analysis bridges the subject of language
users and objects, by studying it, we can apply the discourse analysis appropriately according
to the conditions that exist in society.

C . as we know Studying discourse analysis is important in addition to understanding the

nature of language, but also to understanding the process of learning language and language
behavior. Even discourse analysis can be used as a basis for developing language skills. Thus
discourse analysis can help create a second language learning environment that more
accurately reflects how language is used and drives learners toward their goal of proficiency
in another language.

2. Topic 1: Building Task

Different cultures have different conventions about how to make music. But within any
culture, each musical performer makes music that both fits those conventions (and, thus, is
old) and is unique, played according to the talent and style of that performer (and, thus, is
new). The same is true of language. We use the term “grammar” for conventions about how
to speak and write. Each time a person uses language, that person does so in ways that fit the
conventions (are “grammatical”) and that, at the same time, are unique, expressing what that
person has to say and how they have chosen to say it. Like music, what we do with language
is always both old and new

Topic 2: Tools of Inquiry and Discourses

Think for a minute of all the stuff you would put into the “Barbie doll” Discourse, restricting
ourselves for the moment just to Barbie dolls and their accoutrements. How do you recognize
something as in the “Barbie doll” world or Discourse, even if it hasn’t got the Barbie logo on
it? Girl and boy (e.g., Ken) Barbie dolls look a certain way (e.g., their bodies have certain
sorts of shapes and not others). They have characteristic sorts of clothes and accessories.
They would draw these out of their now real-world Barbie kit.

The workings of society and history have given rise to innumerable kits with which we can
live out our social lives as different and multiple kinds of people, different for different times
and places—hopefully not as Barbie dolls, but as men, women, workers, students, gamers,
lovers, bird watchers, environmentalists, radicals, conservatives, feminists, African-
Americans, scientists, bar members (lawyers or drinkers) of different types, and so on and so
forth through an endless and changing list.

Topic 3: Social Languages, Conversations,and Intertextuality

Social Language are different varieties of languages that allow us to express different socially
significant identities. Beside that, Conversation is composed of a myriad of interactional
events talking plave among'specific people and specific times and place. Then, Intertextuality
refers to cases where one oral or written text directly or indirectly quotes another text or
alludes to another text in yet more subtle ways.

Topic 4: Form-Function Corelations,Situated Meanings,and Figured Worlds

Form–function correlations, situated meanings, and figured worlds are tools of inquiry for
discourse analysis. They are very significant for discourse analysis. In the end, these terms as
tools of inquiry are ultimately the ways as theoreticians and analysts of talking about and,
thus, constructing and construing the world. Form–function analysis, that is, general pairing
of language forms with certain rather general functions they can carry out. Situated meanings
analysis defines the potential any given form has for taking on much more specific meanings
in contexts of actual use. Figured Worlds is a simplified picture of the world that captures
what is considered typical or normal. What is considered typical or normal, from of course,
varies according to the context and social and cultural groups of the people.

Topic 5: More on Figured Worlds

Figured worlds is one of the four contexts that Holland et al. suggest are sites where identities
are produced. People ‘‘figure’’ who they are through the activities and in relation to the social
types that populate these figured worlds and in social relationships with the people who
perform these worlds.
The use of the more on figured worlds tool is by playing and imagining to create and
organize learning in the form of an image such as a presentation in the form of a mind map or
a theory in the form of a picture with the structure of each explanation.

Topic 6: Context

Context is an important notion for understanding language-in-use and for understanding the
nature of discourse analysis. When we speak or write we never say all that we mean. Context
includes the physical setting in which a communication takes place and everything in it; the
bodies, eye gaze, gestures, and movements of those present; what has previously been said
and done by those involved in the communication; any shared knowledge those involved
have, including shared cultural knowledge. We build based on what is explicitly said and
what we infer from context. The speaker or writer cues us or clues us into what are the
relevant parts of the context for full interpretation of what is said or written

Situated meanings are the specific meanings words and phrases take on in specific contexts of
use while figured worlds are (partly) theories or stories people have in their heads, we must
use what is said in context, how it is said, and what are the relevant bits of context to figure
out what figured worlds a speaker or writer is using in a given context. Discourses are ways
of enacting socially significant identities and associated practices in society through language
(social languages) and ways of acting, interacting, valuing, knowing, believing and using
things, tools, and technologies at appropriate times and places.

Intertextuality is about mixing together or juxtaposing different social languages, often

connected to different Discourses, in various ways. Conversations are public debates,
arguments, motifs, issues, or themes that large numbers of people in a society or social group
know about.

Topic 7: Discourse Analysis

Discourse analysis is an approach to the Analysis of the written and oral. And then studying
discourse analysis is important because discourse analysis is the basic in the process of the
language learning. The importance of learning discourse analysis is We can know the general
term in analysing the use of written and oral. And then We can add the knowledge in
discourse analysis, Also to connect the language to social and encouraged students to
motivate in studying.

Topic 8: Processing ad Organizing Language

Based on the title is processing and organizing language. Which in other meaning is about
speech is process which has steps to do (language to organizing). Such as, speech is
produced in small spurts is, speech is a sentence have clause on one sentences. For example,
marry left the party because left. And next are any, function words and content words,
information, stress and intonation, lines, stanzas, macrostructure, macrolinea and the last how
meaning is carved up. There are step or oraganize of speech in language to perfecly the
language To be interconnected into a language that can be identified. so that it becomes one
sentence that has meaning.
Topic 9: Sample of Discourse Analysis 1

Socially placed identities are built together in interviews, fair as in everyday conversation.
The first is from a campus academician (an anthropologist) who teaches at a prestigious
college in the city and the second is from a high school teacher which already has a number
of working-class youth.
The language of college professors and high school teachers will show that they use different
linguistic sources to enact two distinct social languages. Building socially situated identities
and building different worlds Let me start this section by stating a hypothesis we have drawn
from our interviews with middle-school teenagers, and then looking at some of the data that
we believe support this hypothesis. In looking at our data, we have tentatively reached the
fol- lowing conclusion: the working-class teens in our interviews use language to fashion
their identities in a way that is closely attached to a world of "everyday" social and dialogic
interaction

Topic 10: Sample of Discourse Analysis 2

Ultimately, what we see is that Sandra thematizes an opposition between “authoritative

representation” and “sympathetic social interaction” as part and parcel of her “identity work.”
Since the realm of “authoritative representation” is quite likely to be associated with schools,
Sandra’s very identity work will (and, in fact, does) work against her affiliation with school,
unless the school comes to know, understand, and adapt to her language and identities.

Topic 11: Sample of Discourse Analysis 3

Discourse analysis uses the language presented in the corpus or data body to draw
meaning. This data set could include a series of interviews or transcripts of focus group
discussions. While some forms of discourse analysis center on the specifics of language,
other forms focus on how this language is used to achieve its goals. Discourse analysis is not
just about reaching an abstract understanding (theoretical, academic). The kind of analysis
that has just begun in the end is also meant to help us carry out projects like the ones we have
analyzed here in a better, more useful and humane way