G@mz,lPLtD$

PROCEEDING:The EighthI NTERNATIONAL CON FERENCEONAPPLIED LINGUISTICS(coNAPLlN 8)"lsnguoge and Well-Beingl'

.€.;$.&r -. - l'-ti>

-

EJ{RoH andung 19-21 August 20 l532

colr'

THE LANGUAGE OF MEGAWATI THROUGH THE VIOLATION OF MAXIMS (A case study in theinterview show of "Mata Najwa")

Gilang Mustika .......... ........

TEACHER'S STRATEGIES AND PERSPECTIVES IN APPLYING THE INTEGRATED-SKILLAPPROACH IN THE EFL TEACHING AND LEARNING PROCESS AT A SENIOR HIGH SCHOOL INKABUPATEN BANDUNG BARAT

Gusri Yani

THE CORRELATION BETWEEN STUDENTS'ATTITUDE AND WRITING ABILIryHanif Nurcholish Adiantika and Dhani Aldila Putra

THE UNTRANSLATABILIry IN ALFATIHAH OF THE ENGLISH TRANSLATION OF THE QUR'ANHendra Darmawan

DEVELOPING CROSSWORD ANTHOLOGY TO ENHANCE LINGUISTIC ABILITYl.G.A. Lokita Purnamika Utami

"BAKRIE 2019: THE RETURN OF SOEHARTO" : A CRITICAL DISCOURSE ANALYSIS OF ANARTICLE PUBLISHED IN JAKARTA POST

ida Yulianawati

REVEALING THE CORRELATION BETWEEN ENGLISH NATIONAL EXAMINATION AND ORALEXAMINATION SCORES: QUANTITATIVE AND QUALITATIVE ANALYSES

lhsan Nur lman Faris and Deby 1rawan...........

THE INFLUENCE OF STUDENTS' FOREIGN LANGUAGE ANXIEry AND MOTIVATION TOWARDSPEAKING PERFORMANCE ( A case study of an lndonesian vocational school's students)

lmanur Fikri Nugraha, Risma Anggoro, and Agung Ginanjar Anjaniputra

PRAGMATIC AWARENESS IN TRANSLATION:A CASE OF A BILINGUAL CHILDREN STORYBOOKlrmayani

A CRITICAL DISCOURSE ANALYSIS OF "DOUBLED STANDARD' TEXT USING VAN LEEUWEN'STHEORY OF DISCOURSE AS THE RECONTEXTUALIZAIION OF SOCIAL PRACTICES

lsry Laira Syathroh and Linda Nurjari ........ ..

ONLINE REFLECTIVE JOURNAL:EYL PRE.SERVICE TEACHERS

i; er Nliaelar.vati ............

A V/AY TO CONSTRUCTION OF PEDAGOGIC COMPETENCE OF

R=-EXAI,IINING CONTEXI IN A REFLECTJVE WRITING ON A LETTER TO MY DADDY: LESSONSFROI.I AN EFL WRITING CLASS

Lala Bumeia

INTEGRATING ENGLISH AND CONTENT AREAS: USING CONCEPT ORIENTED READINGTNSTRUCTTON (CORt) TO TEACH READTNG COMpREHENSION

Lenny Mazulina and Hilma Suryani

LANGUAGE INTERFERENCE OF BATAK ANGKOLA-MANDAILING LANGUAGE TO INDONESIAN: ACASE STUDY

Lita Rizki Fauziah and Eri Kurniawan

ADOLESCENTS' NEEDS AND THEIR ATTITUDE TOWARD TEARNINGMartina Mulyani and Imaniah

PROJECTING ASIAN ENGLISHES DICTIONARY AN ALTERNATIVE SOURCE FOR DEVELOPINGEFL/ESL LEARN E RS, I NTE RCU LTU RAL COI\,,1 P ETE N C E

Marwa ...........

AUTOMATIC EXTRACTION OF W H O-W HN T-,I,I H ; RE-II',' H EN.\,^/ HY-H OW ON I N DON ES IAN N EWSARTICLE

Masayu Leylia Khodra and Yudi \,rlrb sonc

LANGUAGE PRODUCTION OF THE VIC-iII,1 OF OPLOSAN A CASE STUDY

145

149

154

157

161

174

'I b5

170

205

178

104

186

190

193

197

201

209

Mochamad Salim Maridi NurCiars,,'a' aaa

Language Center of

A CRITICAL DISCOURSE ANALYSIS OF ''DOUBLED STANDARD' TEXT USIh 3

VAN LEEUWEN'S THEORY CF DISCOURSE

ASTHERECoNTEXTUALIZATIoNoFSocIALPRACTIcES

lsry Laila Syatt-roh anc - -oa Nurjati:STK,p S ..., ; - .. .- :--+: a

ulN Sunan Gunrr; i'.a: 3='- '';. -Tctesia''S a;:r" i --

Abstractcritical Discourse Analysis (cDA) is very lmpor'1ar': .: -,:s. aa'.. ''a'' -: i3xiq are deoiogr'-fre3 nc' c3.'l ::

Then, this study was motivated by what has beer' t:a:-t t -: r: c.rgh i2C03) that e'; dence ici o :::'-==

comes from text as the manifestation of anguage. ..,1' :r s i':,r: c e parl of realjty Therefore texis :': ' :=

evidence for the existence of reatity As the simple cf realrty :o- : r soc ety ten aboui doubled slanda'l "' "'

analyzed. lt refers to,,"1 "r

prlnciples that applies differenlL)i i: .:re group of people cr circumstances -'- '

another (www.merriam-webster.com). This research llled rhe g:p oy analyzinq doubled standard te{ -: - '

CDA. The objectives are to investigaie the social act ons and tie r transformat ons altr buted to the par' : : =- -

inthetext,toanatyzelhesocial ac-forsfoundinthetexl.andto r-',,estigaietheideologyof theauthorbe-^::-=

text. This study employed Van Leeuvrens theory of dlscourse :s lhe representaton of social pracllc:s --:

findings from the stuoy suggest that doubled standards exist an-ong women and men which are cons'-': ':inequality by the auttror of iie text. lt means the same actrons \^'i generate djfferent reactions from the s:: =

someelementsof sociaipracticeshavebeendeletedbytheaull.or(eg.times spaces.motlves etc) lcs-:c:-the author's ideology that rnen have been treated unfa rly by the

"vorld

Keywords: CDA, Social Practices and ldeology

1, INTRODUCTIONsocial practices construct reality continuously i.n social contexts These practjces shape

information about discourse is based on doings (practices) rather than beings (Van Leeuwen

(2003) also states that evidence for discourse comes from texts because of the manifestation

is irreOuciOte part of reality. inltetore, texts provideevidence for the existenceol:",1'1f"^"^, -^

double standard refers to a ieror plnciples that applies differently and usually more rigorously tc c'3 :'' -:

people or circumstances than to another; especiatty a code of morals tn?i ?ll'::^n""ii^iir""t-;..-.'' .

sexual behavior to women than to rnen ln other words' doube standard is the ??lit1tl"l::t :.=ffiifr;t;r";i'llr'.itrujions, for example words, phrases, pictrres, texts, social norms oT social '- es

This paperfocuses on analyzing "doubled standard text using van L":'*::.1:1t??:'i.t:-:',".on,",ru,,r"u;;;""i";;i pru.ti."'.- rtr..," douole staroaro :e\t rs fo.rno t ryj-clsiry -t'-.= '

'

i,vebsite which people aun ahur" their approval and d sapproval to th,e phenomena of Couble stanca': =:-=between wornen and men in CulV life See the picture belor'v for ihe detaiied descriptlon of the texl

lPoi'.e I i:'- IJ.t-p;;c:' 'l

i

-:rI P{,r,a:t: I i

Ji

1-

1"R:r'l€?I S -:lri /\ /tt-:it

Cscot's::-,-'20C9r =."-..

of la"c,a:=

;;;ffi ti;;;;;i;t;;;r.pl; or'realitv rou'd 'n the soc etv Acco-oi'e 'o rf::=-:--

eWomen are brave i{ i^e). - : ^ =-Men a'e ev r, b'uta Pe'.'. - i ' ' :Womenarefo'fd lr " - I jMen are Perveded lf

Men are perverted 'It is just a mtstake :

Women dotng wor<Men doing work li s ^

Women startng a: r--' .Men staring ai t"':^-=- =

:il3,

'':

lf women say L=' .

lf men say: ,,Let's split the bill,,: He is cheapy'rlomen touched men,s body: Who cares?

Men touched women's body. He will be arrested(www. reedit.com/r/AdviceAni mals/commen ls llpai}z)

Related to ihe "double standard" text, this study is aimed at fulfilling four major goals. Firsfly, the study aimsat investigating the tvpes of transformation fi sociar lctions *r-.i"n ui" uttributed to the participants in the telit.secondly' this studv iocuses on identifying social, actions wlrid ;;; Jl"ectivateo and de-agentiaiized. Thirdty, thisstudy is trying to identifv the social actors. Xno ta.tty, tni, stuoy il twinjiliin""rtigare the ideotogy behind the text

2. LITERATURE REVIEWDiscourses are described as..socially constructed ways_of knowing some aspects of reality which can be drawnupon when thai aspect of reality has to be represented (Foucault, isil). Qnleeuwen (2008: 144)also adds thatdiscourse involves social cognitions that ;;"-iri" inierests or p",ti"rrff historical and/or social conte):ts,,,represent social practices in text, and transform or recontextualize them. Theire are several methods in cDA.(wodak and Meyer, 2009)' one of them is'V"n L""u*un', i;;;t ;;3"ciat Representation. lt is one of themethods in cDA which assumes discourses as social cognitions. ihJy""un"'0" used as r"roui"", forrepresentingsocial practices' lt means that it is potiioi" io reconstruct discourses from texts. (Van Leeuwen, 2008).specifically' the method

1?9yt": on t*.i-point., 1) Howto uselext anarysis to piece together a discourse and toconnect it to the social practice from which it uttim'atety derives ii;;;;;;;;, "nd

2) How to anatyze the processesof transformation or recontextualization tr']"t o""ri "r

practices are turned into discourses.

Elements of Social practices.Van Leeuwen (2008) defines social practices as socially regulated was of doing things. Different social practicesare regulated to different degrees and in different ways, suc[ as through itrict prescription, tradition or through theinfluence of experts and chirismatic tore mooeir.''rn"r" ur"

"t"u"nEt"r"nt. or actual social practices, namely:actions' performance mgde.s, -actors, preseniatlon rtvr"r, 1-"r,-";;;".r, resources, erigibirity, deretion,substitution and addition' Each of these

"let"nis "r" summarized briefly below (see van Leeuwen, 2008):

Transformation of Social Actions.Social actions can be transformed in discourse through many forms: actions and reactions, material and semioticaction' objectivation and descriptivization, g"n"i"iirution

"nd un.tru"iion, und overdetermination (Va' Leeuwen,

i333]rt ;#nsformation of social actonsL'n oe summarized in the folowing fisure (source: w;;k and Meyer,

a(tEn 4(r!fu

,vvA --------,blabEt *'tr

:Tfn ,.l1rEEE.rHe -_:i'_. &h!b!FrY '"iY" {, Eb'tu

L...r\ YLma.t;.I ',i,J'" Il-"r^. I,E'*c'

l-

3. METHODOLOGYThe research design used in this research is primaniy ci,aiitalive research design. lt is appropriate for a studythat requires exploration and a detailed understanc ng of a central pn"nor"non (creswell, 200g). The data

I s.w.'."

]*E.

V\iI ci*--'=-

L*-bn rL6tEdbn clrEl.arbn

'fx'-

'83

Lanquaqe Center of lJPl, Bandung 19 - 20 August 241 5

were collected from wryvw.reddit.com on J-r= --': -'.' r"a^ Leeurvens theory c

recontextualization of social practices iS used to be i.e'r=-z:,:" 'v Cala analysis.

4. FINDING AND DISCUSSIONSThe Social Actors and Social ActionsThe analysis shows that 14 actions. The actions anc reac:cns are aiinbuted equally both to the .' .- - r'- r'*r"

actors. ihe motives and timing have been purposeiLii:, e):c JJec (Celeted) from the discourse - :-E -::rl : ril

thereisanexclusionofanotheiactorwhichisthesociet;'r',-c-fasbeenCeletedfromthetext. lra::'-:- '''e'a man touches a woman's body, he will be arrested. ln lr s s:.la:ton. the actor (the police) is exci-ce: I :" "'':

actions (100%) are material aciions (doing) with none of the ac:ions are semiotic (meanrng). l.1cs: :-. ;:] : "rr'

(86% ) can be categorized as transcative actions - involvir.g i,.''o padicipants or having an effec: c- l:l-: :r'lifrings--, and only two actions (14%) are non-transactive (irvo,,,ing only one participant). Furthe'-:": : :- :'''r

actions (100%) are instrumental actions because they are realized by a verb that can also take = -:----*rr'i

object.All of the actions are activated which means that they are represented dynamically as ac:.-: : : F '

the opposite sex, stare at the opposite sex's body). All of the actions are also agentilized. the:' :-E :'i-:i: 1r

human agency (e.g. split bills, touch the opposite sex's body). ln addition, all of the actions are gere'a .tl - 'r-*

way that tn"y-ur" Jbsiracted away from the specific actions that make up the practice or some episcc: -'-:"-:r''r- l

part of it, and label the practice or episode as a whole. For instance, if a man kisses a wona^ ,''":-:-" "'4'

consent, then he will be regarded as a pervert. However, since the context (motive) has been excii.']:e: : : f '.r'generalized that when a man kisses a woman he will be regarded as a pervert

Most of the reactions are cognitive (79%). For example. lf a man gets into women's batl-::- :::: *

(inciuding the woman will think that the man is perverted). While three reactions (21%) can be 'cr- - =.': - .'

unspecifLd. lf people see a woman's doing work, people will react by offering help.ln addition the r:.:-:' :' 1"'*

reactions are deactivated, represented in istatic way, as though they are entities or qualities rathe':r-a- =-:: -i

Anexampleislfawomanofferstosplitthebill,peoplewill thinkthatshe'sindependent. OntheciFe--:-::*-r'freactions (21%) can be categorized as activated because they are represented dynamically as ac::-: ::instance, if a woman touches a man's body, the police will react by arresting the man

The de-activated reactions can be further divided into objectivated and descriptivitizec T-e'= . :*one reaction which can be called as objectivated, such as when a woman gets into men's bathrocr :e::- uu{'

thinkthatitisanaccident. Theotherreactions(71%)aredescriptizedbecausethereactionsdr€r-etr'?Sn--n'i lir

more or less permanent qualities of social actors (e.g. lf a man suddenly kisses a woman, he is pe^''er=:

ldeology of The Textto lnJine ideology of the text, we can analyze the actions and the reactions caused by them T-e :-: ':'lshows that there are doubled standard in the world as depicted by the text. How the same actions .c - : -'i-' : {

differentreactionsfromthesocietyandthepolice(e.g.whenawomanhitsaman,sheisbrave,ho''"e'e'"'-+-;man hits a woman, he is considered as brutal, evil and perverted)

These phenomena are considered as doubled standard,by the author, that the standard :?::: :4**

women are different from the standard the society use when they look at men. Therefore, we can c'^: -:: l*'ir

the text may be written by a man who thinks that there is an equality in the way the world treat men a'c '1': -?-However, since some elements such as performance mode, Jifie, and motives ?fe r€firorsl -'-:- r!:

text. These exclusions may cause misunderstandings. For example, since the performance moce ^3s :'a:"

deleted from the text, we *ill neve, knowwhat triggered a man from treating a woman in a certar- "'=' ::

example, if the performance mode of the woman is wearing skimpy clothes, then a man might be ten'3ie. :: :'"i iat the woman's body, or even touch her.

Moreover, if a woman hits a man, she will be considered as brave whereas if a man hits a .',c-.- "'l

will be considered as brutal, evil and perverted. However, because the motive is excluded, we do rroi'l-:'1 -:- l

action is eligible or not. lf the woman hits the man to defend herself, then she has every right to Co .. l - :- r

other hand,lf a woman hits a man without a plausible reason, then the society might also think that tre "'":-:- ;

evil, brutal and perverted regardless of the sex.

5, CONCLUSIONS AND RECOMMENDATIONln conclusion, the findings from the study suggest that

1. The actions and reactions are attributed equally to tie actors: men and \ivomen. However sc-: 3--

(the society in general and the police) are excluded from the texl

Some elements of social pru"ii.". have also been celetec by the author. They are the pe-'"^'.'".mode, times, spaces, eligibility and motive. The excus,ols o;:-e elements are intendeC to s-:-':- "'author's ideology that men have been treated unfairl"' oy il-e v;or-ld

The text sugg"its that there are doubled standarcs for',',cme: anC rnen, which is const::E: =: '''inequality by'Ifre autfror of the text. The same actions ,','rr qe:eraie different reactions from lre -:': -'and the police when they are done by different sexThe analysis of a text using Van Leeuwen's discourse a.. c,?.'-.e ileory enables uS to rea::-:':critically that no text is ideo'iogy free as shown by the ideo cgt'' .' :he author of the text analyze: - -" '

study.

4.

184

6. REFERENCElreswell, J W lgg4 Research Design: Qualitative and Quantitative Approaches. caljfornia. sage publications,

lnc.creswell, J'w' 2009 Research Design: Qualitative, Quantrtative and Mixed Methods Approaches. california:Sage Publications, lnc.Denzin'N K,&Lincoln,Y.s (2^005). Thesagehandbookof quatitativeresearch..sagepublications, lnc.Fairclouqh, N and wodak, R (1997i. criticalbl".or."" Anatysis: The criticat study of Language. Longman.'Vodak, R and Meyer' M. (2009).. Methods of critical diicourse tn"tyii" Thousand oaks, California: sagePublication Ltd.'/an Leeuwen, T' (200s). Discourse and practice: New tools for critical drscourse analysis. oxford: oxfordUniversity press.r,',.;w. d ictionary.comr..,vw.reddit.com

:85