Analisis Wacana Kritis Norman Fairclough terhadap Teks Prosedur Siswa Kelas VII SMP Swasta Hosana Medan

Abstract

This study aims to describe the Critical Discourse Analysis of procedural texts written by seventh-grade students at Hosana Private Junior High School Medan based on Norman Fairclough’s three dimensions, namely the textual dimension, discourse practice, and sociocultural practice. This study employed a qualitative approach with a descriptive method. The data sources consisted of 38 procedural texts written by seventh-grade students. The data were collected through documentation and analyzed using the interactive model of Miles and Huberman, which includes data reduction, data presentation, conclusion drawing, and verification. The results showed that, in the textual dimension, most students were able to organize procedural texts in a logical sequence. The representation in the texts was dominated by daily activities, such as preparing food and drinks and making simple crafts. The relationships reflected the students’ positions as providers of instructions to readers, while their identities were reflected through their personal experiences. In the discourse practice dimension, the texts were mostly produced based on students’ experiences at home and school using simple language. In the sociocultural practice dimension, the texts reflected values of independence, responsibility, discipline, creativity, and cleanliness. However, several weaknesses were still found in spelling, punctuation, word choice, conjunctions, and sentence construction. The implication of this study is that Indonesian language learning should connect students’ daily experiences with systematic writing activities. Teachers are also encouraged to provide more intensive guidance on text structure and language features. Future researchers are expected to conduct similar studies using broader data and research contexts.