REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE.

Representation of Actors in Children Stories: A Critical

Discourse Perspective

A Research Paper

Submitted to the Department of English Education in Partial Fulfillment of the Requirement for SarjanaSastraDegree

Delia Vitananda 1104110

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

REPRESENTATION OF ACTORS IN CHILDREN

STORIES: A CRITICAL DISCOURSE

PERSPECTIVE

Oleh Delia Vitananda

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Sastra pada Fakultas Pendidikan Bahasa dan Seni

© Delia Vitananda 2015 Universitas Pendidikan Indonesia

Oktober 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

Written by: Delia Vitananda

1104110

Approved by

Main Supervisor Co-Supervisor

IwaLukmana, M.A, Ph.D. WawanGunawan, M.Ed, Ph.D.

NIP. 196611271993031002 NIP. 197209162000031001

The Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

Dr. SafrinaNoorman, M.A NIP. 196207291987032003

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ABSTRACT

REPRESENTATION OF SOCIAL ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

Main Supervisor: IwaLukmana, M.A, Ph.D. Co-Supervisor: WawanGunawanM.Ed, Ph.D.

This study examines the representation of social actors in children stories. More specifically, it explores (1) how the social actors are represented in the texts and (2) what the representations of social actors signify. Two folktales entitled The

Ugly Duckling and The Little Matchgirlwritten by Hans C. Andersen were chosen

as the data of this study. This study uses the theories of categorization of social actors (van Leeuwen, 2008) and transitivity (Halliday, 2004) as the bases of analysis. The findings show that all the social actors in the stories were mostly represented in inclusion, more specifically in Activation-Participation-Personalization. In addition, material process is mostly used in representing the social actors in the stories; consequently, actor is found to be the most frequent participant. Those results indicate that the social actors mostly actively participated in physical action and were treated as human beings. Finally, the study shows that representation can explore how the actors are constructed.

Keywords: Representation, Children stories, Critical Discourse Analysis, Categorization of Social Actors, Transitivity

ABSTRAK

Penelitianinimembahasrepresentasidariaktor-aktorsosialdalamceritaanak,

khususnya, meneliti (1) bagaimanaaktor-aktorsosialdirepresentasikan di dalamteksdan(2) apamakna yang ditunjukkanolehrepresentasidariaktor-aktorsosial. Duaceritarakyat yang berjudulThe Ugly DucklingdanThe Little

Matchgirlyang ditulisoleh Hans C. Andersen dipilihsebagai data daristudiini.

Studiinimenggunakanteoritentangkategorisasiaktorsosial (van Leeuwen, 2008) dantransitivity (Halliday, 2004) sebagai basis analisis. Temuanpenelitianinimenunjukkanbahwasemuaaktorsosial di dalamceritahampirsemuadirepresentasikan di kategoriinclusion, lebihkhususlagi di kategoriAktivasi-Partisipasi-Personalisasi. Selainitu, proses material di

transitivitysebagianbesardigunakandalammerepresentasikanaktorsosial di dalamcerita; olehkarenaitu, aktormerupakanpartisipan yang paling seringmuncul.

Hasiltemuantersebutmenunjukkanbahwaaktor-Delia Vitananda, 2015

REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

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aktorsosialhampirsemuaberpartisipasisecaraaktifdalamtindakanfisikdandiperlakuk ansebagaimanusia.

Studiinimenunjukkanbawarepresentasidapatmenelaahbagaimanaaktor-aktordibangun di dalamcerita.

Kata kunci: Representasi, ceritaanak, Critical Discourse Analysis, kategoriasasiaktorsosial, transitivity.

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TABLE OF CONTENTS

Page of Approval……….…...………. i

Statement of Authorization………... ii

Preface…..………....………... iii

Acknowledgement……...……… iv

Abstract……… vi

CHAPTER I INTRODUCTION……….. 1

1.1Introduction……… 1

1.2Research Questions……… 4

1.3Aims of Study……… 4

1.4Scope of Study……….. 4

1.5Significance of Study……… 4

1.6Clarification of Terms……… 5

1.7Research Methodology……….. 6

1.8Organization of the Paper……….. 7

CHAPTER II LITERATURE REVIEW……….. 8

2.1 Critical Discourse Analysis………. 8

2.2 Representation of Actors………. 11

2.3 Representation of Actors: Socio-Semantic Approach………. 12

2.3.1 Exclusion and Inclusion……… 13

2.3.2 Role Allocation……… 14

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2.3.4 Assimilation………. 16

2.3.5 Association and Dissociation……….... 17

2.3.6 Indetermination and Differentiation………. 17

2.3.7 Nomination and Categorization……… 18

2.3.8 Functionalization and Identification………. 18

2.3.9 Personalization and Impersonalization………. 19

2.3.10 Overdetermination……….. 20

2.3 Systemic Functional Grammar……… 20

2.4 Previous Studies……….. 25

CHAPTER III RESEARCH METHODOLOGY………. 27

3.1 Research design……….. 27

3.2 Research Procedure………. 27

3.2.1 Data Collection……… 28

3.2.2 Data Analysis………... 28

3.2.2.1 Categorization of Social Actors………. 28

3.2.2.2 Analysis of Transitivity………. 29

3.4 Sample of Data Analysis………. 29

CHAPTER IV FINDINGS AND DISCUSSIONS……… 31

4.1 Representation of Social Actors……….. 31

4.1.1 Exclusion……….. 33

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4.1.2.1 Activation-Participation-Personalization………….. 39

4.1.2.2 Activation-Participation-Impersonalization……….. 46

4.1.2.3 Activation-Circumstantialization-Personalization…. 48 4.1.2.4 Activation-Possessivation-Personalization………… 48

4.1.2.5 Passivation-Participation-Personalization…………..49

4.1.2.6 Passivation-Participation-Impersonalization……… 53

4.1.2.7 Passivation-Circumstantialization-Personalization… 54 4.1.2.8 Passivation-Possessivation-Personalization……….. 56

4.1.2.9 Passivation-Possessivation-Impersonalization…….. 58

4.1.2.10 Genericization and Specification………. 58

4.2 Representation of Social Actors in Transitivity………... 61

4.2.1 Material Process……… 65

4.2.2 Attributive Process……… 66

4.2.3 Mental Process……….. 66

4.2.4 Verbal Process……….. 67

4.2.5 Behavioral Processes……… 67

4.2.6 Identifying Process………68

4.3 Meanings of Representation……… 68

CHAPTER V CONCLUSION……….. 73

5.1 Conclusion……….. 73

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References………. 75

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CHAPTER I INTRODUCTION

This chapter presents the introduction of the paper. It consists of background of the study, research questions, aims of the study, scope of study, significance of study, clarification of terms, and organization of the paper. It also presents the brief explanation about research methodology used in this study.

1.1Background

Children’s literature has spread all over the world since a long time ago. It is commonly in the form of stories. According to Obi, Ayanniyi, and Osuji (2010), children’s literature is a literary work solely written about children and for children. Its purposes are to entertain and educate children, as evident in the text structure and language features which are appropriate for children.

There are many types of children’s literature such as poetry, modern fantasy, contemporary realistic fiction, non-fiction book, picture book, biography and alphabet book, concept book,wordless book, and traditional literature (Kiefer, Huck, Hepler, & Hickman, 2004). Of those types of children literature, traditional literature comes out with its most popular work – folktale.This work most likely become bed-time stories read by mothers to their children before sleeping.Children story or folktale reading during childhood may have some roles

in children’s development. There are many values that children can acquire which

are embedded in folktales, for instance, moral value, cultural value, good tradition, humor, and local wisdom. It is supported by Uno (2011), who stated that

folktales are stories which have a reflective and developing effect on children’s

life. Uno (2011) further argued that folktales can affect children’s point of view, teach them moral value and encourage them to dream and imagineby reading or listening to it, in which children can get the enjoyment, imagination, inspiration, vicarious experience, heritage, moral reasoning, understanding and empathy, as well as literary and artistic preference. Besides, the stories can also help children

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in comprehending the obstacles, difficulties, and differences of thought they may encountered in life.

One of many folktales authors whose works popularly known is Hans C. Andersen. He was a Danish writer who wrote many literary works like poems, plays, stories and travel essays, but his folktales are more popular than other works. Some stories that were written by him are The Ugly Duckling and The

Little Match Girl. This study attemptedto analyze those stories considering that

Andersen and his works are popular and widely known by people until nowadays and many people may have read his works. Therefore, what are hidden in the stories, such as ideologies, cultural pattern, and local wisdom in which the stories originated may be acquired by many people who read the works.

Like other stories, children story carries certain ideologies of the author. According to Walsby (1946), ideology can be defined as the basic ideas or assumptions underlying any system of ideas. Fairclough (2003) also stated that ideologies are representations of the world’s aspects which can be shown to play a part in establishing, maintaining, and changing social relation of power, domination, and exploitation. Therefore, children stories may bring a lot of ideological meanings which may be realized or ignored by the readers. However,

the readings of these stories may affect the readers’ way of thinking, being, and

acting.

To reveal the underlying ideologies in the stories, this study relies on Critical Discourse Analysis (CDA). CDA can be one of the ways to see how the author constructs the ongoing discursive event. According to van Dijk (n.d.), CDA is a study that focuses on studying and analyzing written and spoken texts to reveal the discursive sources of power, dominance, inequality, and bias. There are several approaches in CDA, including Socio-Semantic Approach by Theo van Leeuwen (2008). Socio-Semantic Approach considers discourse as the recontextualization of social practices (van Leeuwen, 2008). He (2008) stated that

“all representations of the world and what is going on in it, however abstract,

should be interpreted as representation of social practices. One of social practices elements is participants or social actors. In representing social actors, there is a

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sociosemantic inventory which is realized through the categorization of representation of social actors made by van Leeuwen (2008).

Another tool that can be used to discover how the author represents the social actors in the stories is through Systemic Functional Linguistics. Systemic Functional Linguistics (SFL) considers how language realizes making meaning rather than a set of rules that are structured (Gerot and Wignell, 1994). Therefore, SFL can be an appropriate tool to examine how something is represented. According to Halliday (1994), there are three metafunctions in SFL those are ideational, interpersonal, and textual metafunction. This study focuses only on ideational metafunction, specifically transitivity system. Transitivity system was used for the analysis of the representation of the social actors in the texts.

Critical Discourse Analysis (CDA) has been extensively researched. There are abundant studies regarding Socio-Semantic Approach by van Leeuwen (2008) with types of discourse used as an object of the investigation, such as textbooks (Karimaghaei and Kamani, 2013; Saadabad and Kasmani, 2014), speeches (Post, 2009; Wang, 2010), press conference (Bhatia, 2006), interviews (Shayegh&Nabifiar, 2012), newspaper articles (Rasti and Sahragard, 2012; Rashidi and Rasti, 2012; Shojaei, Youssefi,and Hosseini, 2013).

Another study which investigates transitivity system had also been investigated with different data sources, such as speeches (Huen, 2011), and children stories (Iwamoto, n.d).

This study also employs Socio-Semantic Approach to examine the social actors in the stories by Hans C. Andersen published by Miles Kelly is constructed by examining the representation of the social actors and revealing what the representations in the stories signify. However, different from the research previously discussed which focuses on textbooks, press conference, interviews, speeches, media and political discourse, this study concerns narrative discourse to be the data of the study. In addition, to support the analysis, this study also uses the analysis of transitivity in SFL in order to get deeper understanding and interpretation about the social actors and characterization constructed in the texts.

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1.2 Research Questions

The research questions formulated on this study are: a. How are the social actors represented in the stories? b. What do the representations of the social actors signify?

1.3 Aims of Study

Based on the research questions above, the purposes of the study are: a. To examine how the social actors are represented in the stories. b. To investigate what the representations of the social actors signify.

1.4 Scope of Study

This study was limited in analyzing the representation of social actors and their characterizations in two European folktales by Hans C. Andersen. Only one author was chosen in order to observe the discursive construction from only one perspective. The data that were used is limited to two texts of folktales, with the categories of human and animal, by Andersen and published by Miles Kelly printed in 2014.Miles Kelly Publishing was chosen as it is an independent

children’s book publisher based in the village of Thaxted, Essex, UK and has

grown considerably and resulted more than 400 titles and children’s e-books, and interactive books spread across 79 countries. The data of this study were only in one genre which is narrative text.

1.5 Significance of Study

This study is significant both theoretically and practically. Theoretically, this study may be useful in revealing how the stories are constructed and dismantling representation of social actors in the stories, specifically European folktales. Furthermore, it may also enhance the study on critical discourse

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analysis, specifically on Socio-Semantic Approach and Systemic Functional Linguistics. Practically, this study is expected to be useful to disclose what is unseen and hidden in texts developed by the author which may, in some way, play

important role to affect readers’ perspective about a particular thing. Besides, this study may help student or people interested in conducting Socio-Semantic study to analyze discourse critically.

1.6 Clarification of Terms a. Children’s Literature

Children’s Literature is literature that is solely written about children

and for children in the purpose of entertaining and educating the children. (Obi, Ayanniyi, and Osuji, 2010)

b. Critical Discourse Analysis (CDA)

CDA is a study that explores the connection between the use of language and the social and political contexts where it occurs (Paltridge, 2006). There are some approaches in CDA and one of them is DHA.

c. Socio-Semantic Approach

Socio-Semantic Approach is one of the approaches in the study of Critical Discourse Analysis proposed by Theo van Leeuwen (2008). It concerns on the recontextualization of social practices. (Wodak and Meyer, 2009).

d. Systemic Functional Linguistics (SFL)

SFL is a study of linguistics that sees language as resource of making meaning and analyzes texts in language function, proposed by Halliday (1994). In this study, there are some focuses such as transitivity, thematization, and modality.

1.7 Research Methodology

This study employsa qualitative approach as it focuses on particular situation and emphasizes more on words than number. According toMeriam

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REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

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(2009, p.13), “Qualitative researchers are interested in understanding the meaning people have constructed, that is, how people make sense of their world and the

experiences they have in the worlds.” This study is supported by descriptive quantification in the form of percentage of the categorization of social actors and transitivity system. It mainly focuses on describing, analyzing, criticizing, and interpreting the representation of social actors in folktales by Hans C. Andersen and what the representations of the social actors in the stories signify. This study applied content or document analysis.Document or content analysis was used to observe things through documents, such as texts and records. Since the data were in the forms of texts i.e. children stories, this study employs document or content analysis.

Two folktales by Hans C. Andersen were chosen for the data of this study and were taken from Miles Kelly Publishing version printed in 2014. The data were in various categories which are human and animal as to give more various representations of creatures in the stories. All the stories were chosen from one folktales author and one publisher in order to see the discursive construction of the social actors in the stories from one perspective. This study only focused on literary works in order to stick with only one genre.

The data were analyzed using van Leeuwen’s (2008) Socio-Semantic Approach, focusing on social actor categories.First, all the stories were read closely to find out the main idea of each story. Then, the social actors in the texts were identified and the occurrences of each social actor were also counted. After that, all the texts were broken down into clauses. The social actors that have been identified were classified into those categories that are inclusion and exclusion, activation and passivation, genericization and specification, assimilation, association and disassociation, indetermination and differentiation, nomination and categorization, functionalization and identification, and overdetermination. From this analysis the occurrence of the use of each category was observed. To support the analysis, transitivity system in SFL was used after the articles have been broken down into clauses. The type of process in each clause was first

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REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

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identified to know the type of the participants. Then, all the process in the texts were counted to see the most frequent process of each social actor. Finally after doing the analyses, the representation of social actors and the meanings of their characterization were interpreted.

1.8 Organization of the Paper

This research paper is organized in five chapters. Each chapter consists of sub-chapters which elaborate detail explanations related to the study. The first chapter is introduction. This chapter includes background of the study, research question, aims of the study, scope of the study, significance of study, clarification of terms, research methodology, and organization of the paper. Then, it is followed by Chapter Two that is Literature Review. This chapter consists of theoretical review of the basic theories which were used in this study. The third chapter is research methodology. It covers the research design, data collection, and data analysis. Then, it is continued by Chapter Four that is Findings and Discussions. This chapter presents the analysis and the result of the study. The last chapter is conclusion and suggestion. It states the conclusion of the study and suggestion for further study.

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REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of this paper. This chapter consists of the conclusion of present research and suggestions for the next research.

5.1 Conclusion

This study examines the representation of social actors in two folktales written by Hans C. Andersen, namely The Ugly Duckling and The Little

Matchgirl. More specifically, it explores (1) how the social actors are represented

in the text and (2) what the representation of the social actors in the texts signifies. It is found that in total there are 8 social actors in the texts: 5 social actors in the story of The Ugly Duckling and 3 social actors in the story of The Little

Matchgirl. All of the social actors in the texts were mostly represented in

Activation-Participation-Personalization. It means that all of the social actors were explicitly represented in the text. In addition, the most frequent process occurs in the text is material process. It indicates that the social actors were mostly represented in physical action. This findings conform to the feature of lexicogrammatical of narrative text i.e the use of material process in the texts.

It is also found that seen from both perspectives of van Leeuwen’s (2008) categorization of social actors and Halliday’s (2004) transitivity, activation and participation are reciprocal with actors in material process. It indicates that the social actors actively participated in physical action. In this case, personalization makes the social actors in the texts were treated as human beings. It is also revealed that there are three relations between the social actors observed i.e actors as individuals, actors as groups, and actors as victims.

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Based on the findings above, it can be said that representation can explore how actors are constructed in children stories. Representation is significant to get the messages of the stories. For examples, the changing of actors’ characterization shows the messages about the significance of identity, fair treatment, and indiscrimination.

5.2Suggestion

This study only uses two folktales from one author as the data of this study. Further can investigate more data, for instance, more various children stories. Children stories with different cultural background of countries may also be used as data of the study. Therefore, the study may get more source of data and deeper interpretation. This study also examines all of the actors in two children stories. Further studies can focus only on analyzing main actors in investigating more than two children stories.

As stated previously, there had been studies in Critical Discourse Analysis that used genres such as speech, textbook, newspaper article, press conference, and interview. In addition, genre of the data analyzed in this study is narrative text. Hence, further studies can conduct a study using other genres, such as song lyrics, anecdotes, movie script, and governmental texts.

Finally, this study this study uses van Leeuwen’s (2008) framework of social actors categorization and Halliday’s (2004) transitivity as tools of analysis. Further studies may use another approach from CDA, such as Socio-Cognitive Approach, Dialectical-Relational Approach, or Discourse-Historical Approach.

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analysis, specifically on Socio-Semantic Approach and Systemic Functional Linguistics. Practically, this study is expected to be useful to disclose what is unseen and hidden in texts developed by the author which may, in some way, play important role to affect readers’ perspective about a particular thing. Besides, this study may help student or people interested in conducting Socio-Semantic study to analyze discourse critically.

1.6 Clarification of Terms

a. Children’s Literature

Children’s Literature is literature that is solely written about children and for children in the purpose of entertaining and educating the children. (Obi, Ayanniyi, and Osuji, 2010)

b. Critical Discourse Analysis (CDA)

CDA is a study that explores the connection between the use of language and the social and political contexts where it occurs (Paltridge, 2006). There are some approaches in CDA and one of them is DHA.

c. Socio-Semantic Approach

Socio-Semantic Approach is one of the approaches in the study of Critical Discourse Analysis proposed by Theo van Leeuwen (2008). It concerns on the recontextualization of social practices. (Wodak and Meyer, 2009).

d. Systemic Functional Linguistics (SFL)

SFL is a study of linguistics that sees language as resource of making meaning and analyzes texts in language function, proposed by Halliday (1994). In this study, there are some focuses such as transitivity, thematization, and modality.

1.7 Research Methodology

This study employsa qualitative approach as it focuses on particular situation and emphasizes more on words than number. According toMeriam

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REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

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(2009, p.13), “Qualitative researchers are interested in understanding the meaning people have constructed, that is, how people make sense of their world and the experiences they have in the worlds.” This study is supported by descriptive quantification in the form of percentage of the categorization of social actors and transitivity system. It mainly focuses on describing, analyzing, criticizing, and interpreting the representation of social actors in folktales by Hans C. Andersen and what the representations of the social actors in the stories signify. This study applied content or document analysis.Document or content analysis was used to observe things through documents, such as texts and records. Since the data were in the forms of texts i.e. children stories, this study employs document or content analysis.

Two folktales by Hans C. Andersen were chosen for the data of this study and were taken from Miles Kelly Publishing version printed in 2014. The data were in various categories which are human and animal as to give more various representations of creatures in the stories. All the stories were chosen from one folktales author and one publisher in order to see the discursive construction of the social actors in the stories from one perspective. This study only focused on literary works in order to stick with only one genre.

The data were analyzed using van Leeuwen’s (2008) Socio-Semantic Approach, focusing on social actor categories.First, all the stories were read closely to find out the main idea of each story. Then, the social actors in the texts were identified and the occurrences of each social actor were also counted. After that, all the texts were broken down into clauses. The social actors that have been identified were classified into those categories that are inclusion and exclusion, activation and passivation, genericization and specification, assimilation, association and disassociation, indetermination and differentiation, nomination and categorization, functionalization and identification, and overdetermination. From this analysis the occurrence of the use of each category was observed. To support the analysis, transitivity system in SFL was used after the articles have been broken down into clauses. The type of process in each clause was first

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REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

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identified to know the type of the participants. Then, all the process in the texts were counted to see the most frequent process of each social actor. Finally after doing the analyses, the representation of social actors and the meanings of their characterization were interpreted.

1.8 Organization of the Paper

This research paper is organized in five chapters. Each chapter consists of sub-chapters which elaborate detail explanations related to the study. The first chapter is introduction. This chapter includes background of the study, research question, aims of the study, scope of the study, significance of study, clarification of terms, research methodology, and organization of the paper. Then, it is followed by Chapter Two that is Literature Review. This chapter consists of theoretical review of the basic theories which were used in this study. The third chapter is research methodology. It covers the research design, data collection, and data analysis. Then, it is continued by Chapter Four that is Findings and Discussions. This chapter presents the analysis and the result of the study. The last chapter is conclusion and suggestion. It states the conclusion of the study and suggestion for further study.

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REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

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REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of this paper. This chapter consists of the conclusion of present research and suggestions for the next research.

5.1 Conclusion

This study examines the representation of social actors in two folktales written by Hans C. Andersen, namely The Ugly Duckling and The Little

Matchgirl. More specifically, it explores (1) how the social actors are represented

in the text and (2) what the representation of the social actors in the texts signifies. It is found that in total there are 8 social actors in the texts: 5 social actors in the story of The Ugly Duckling and 3 social actors in the story of The Little

Matchgirl. All of the social actors in the texts were mostly represented in

Activation-Participation-Personalization. It means that all of the social actors were explicitly represented in the text. In addition, the most frequent process occurs in the text is material process. It indicates that the social actors were mostly represented in physical action. This findings conform to the feature of lexicogrammatical of narrative text i.e the use of material process in the texts.

It is also found that seen from both perspectives of van Leeuwen’s (2008) categorization of social actors and Halliday’s (2004) transitivity, activation and participation are reciprocal with actors in material process. It indicates that the social actors actively participated in physical action. In this case, personalization makes the social actors in the texts were treated as human beings. It is also revealed that there are three relations between the social actors observed i.e actors as individuals, actors as groups, and actors as victims.

Delia Vitananda, 2015

REPRESENTATION OF ACTORS IN CHILDREN STORIES: A CRITICAL DISCOURSE PERSPECTIVE

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

Based on the findings above, it can be said that representation can explore how actors are constructed in children stories. Representation is significant to get the messages of the stories. For examples, the changing of actors’ characterization shows the messages about the significance of identity, fair treatment, and indiscrimination.

5.2Suggestion

This study only uses two folktales from one author as the data of this study. Further can investigate more data, for instance, more various children stories. Children stories with different cultural background of countries may also be used as data of the study. Therefore, the study may get more source of data and deeper interpretation. This study also examines all of the actors in two children stories. Further studies can focus only on analyzing main actors in investigating more than two children stories.

As stated previously, there had been studies in Critical Discourse Analysis that used genres such as speech, textbook, newspaper article, press conference, and interview. In addition, genre of the data analyzed in this study is narrative text. Hence, further studies can conduct a study using other genres, such as song lyrics, anecdotes, movie script, and governmental texts.

Finally, this study this study uses van Leeuwen’s (2008) framework of social actors categorization and Halliday’s (2004) transitivity as tools of analysis. Further studies may use another approach from CDA, such as Socio-Cognitive Approach, Dialectical-Relational Approach, or Discourse-Historical Approach.