The Discourse And Discourse Analysis

The chapter elaborates the theoretical frameworks used in the present study. It covers the elaboration of mass media, fear and the theories of representation. This chapter also explains Discourse Analysis, the concept of Critical Discourse Analysis, Van Leeuwen’s framework-discourse as a recontextualization of social practice which is followed by Van Leeuwen’s notion of representing social actors and action (2008) and Kress and Van Leeuwen’s theory on Reading Image (2006).

2.1 Mass Media

Mass media have become an important part of human life. People can not imagine how they would live without media, such as television, newspaper, magazine, or internet. Mass media today cover global phenomenon such as the programs on health risks, political elections, royal weddings, armed conflict, financial crises, and natural or man-made disaster.

However, mass media are not free from ideology (ibid). Any reality (this may include fear) showed in mass media possibly adopts the perspective of dominant groups or the owner of mass media (Van Dijk, 1995). Thus, the following will discuss the concept of fear and mass media with CDA as the tools of analysis to unearth the ideology in particular online news (Kompas.com & Detik.com). Here, CDA is very useful to discover hidden messages behind news as part of media discourse (Van Dijk, 1995). The construction of fear in news could also be revealed by employing CDA as the tool of analysis. To start the investigation of fear in the Indonesia online news, the concept of fear and mass media is discussed in the following section.

2.2 Mass Media and Fear

Mass media also have potential to arouse and shape emotions – locally as well as globally (Doveling, Scheve, & Konjin, 2010).The examples are falling in love with one of the characters in a film, shedding tears in a dramatic event, shouting out loud to soccer player who fails to score, and many more.

Those examples about specific characters and events are exclusively known via the media, although the audiences or the readers of the media have never met the characters or experienced the events yet. However, the audiences are moved by these examples emotionally. It is the reason why mass media have the potential to “play” with emotions while in fact nothing ‘real’ needs to be going on. So, mass media are “technically construed means to convey messages, yet they do not ‘have’ emotions themselves” (Doveling, Scheve, & Konjin, 2010).

Fear as noun is defined as “an unpleasant often strong emotion caused by anticipation or awareness of danger”; “an instance of this emotion”; “a state marked by this emotion”; “anxious concern”; “profound reverence and awe especially toward God” and “reason for alarm (Merriam Webster Online Dictionary, 2012)”. Meanwhile, fear can also be regarded as a verb (transitive and intransitive). Merriam Webster Dictionary defines fear as follow:

Transitive verb

archaic : frighten

archaic : to feel fear in (oneself)

to have a reverential awe of <fear God>

to be afraid of : expect with alarm <fear the worst>

Intransitive verb

to be afraid or apprehensive <feared for their lives>

Fear pervades in mass media because mass media play a large role in shaping public agendas by influencing what people think about (Shaw and McCombs 1977 cited from Altheide et all, 1999). “discourse of fear”. It is defined as the pervasive communication, symbolic awareness and expectation that danger and risk are the central feature of the effective environment (Altheide et all, 1999)

Altheide et all (1999) elaborate that there are three objects to help discovering fear in mass media. The objects are frame, theme, and discourse.

The third object to reveal fear in mass media is through discourse. The investigation of construction fear in discourse is the focus in this study. Thus, the theory of representation which is a departing point to explain discourse and CDA is described in the next part.

2.3. Representation

Representation as uncountable noun is “the way that someone or something is shown or described while as a countable noun; while as countable noun, representation is understood as a sign, picture, or model of something” (Cambridge Advance Learner’s dictionary 3rd Edition). The same view is also proposed by Longman Advanced America Dictionary which describes representation (countable or uncountable noun) as “a way of showing or describing something in art, literature, newspaper, television, etc”.

Understanding representation is important since this theory can reveal how fear is represented in the online news media. Stuart Hall’s theory of representation is one of the prominent theories of representation. Hall does not define representation as just a way something described or shown but he goes deeper by defining representation as “the production of meaning through language” (Hall. 1997 p.1). He argues that language is able to construct meaning since “it operates in operates as representational system (Hall, 1997 p.1)”. In representational system (language), signs are used to symbolize or represent objects, people, or events in “real world” (Hall, 1997). Moreover, signs can also represent imaginary, fantasy or abstract things (Hall, 1997 p.17), such as the concept of fear.

Furthermore, there are two general models of representation; Ferdinand De Saussure’s and Michael Foucault’s approaches to representation. Saussure’s model is semiotic model that can be defined as the link between the forms of expression used by language (signifier) and the mental concept with them (signified) (Hall, 1997).

The second model is Foucault’s model to representation. In contrast with Saussure’s model, Foucault (in Hall 1997 p.44) sees “discourse as the system of representation (not language)”. He argues that “meaning and meaningful practices are constructed in discourse”, so it implies that nothing meaningful outside discourse (Foucault in Hall, 1997 p.44). Foucault is, then, defined discourse as “a way of representing the knowledge about a particular topic at a particular historical monument”. From this definition, it can be inferred that Foucault model of representation is historically and context specific where certain power and ideology are involved in producing discourse and knowledge.

So far, the discussion of representation has elaborated how meaning is constructed. Two views are raised; meaning is constructed in Language (Saussure’s model of representation) or Discourse (Foucault’s model of representation). This study, then, employs Foucault’s model of representation (in Hall, 1997) since this model is more relevant to the tool of analysis of the study which is Critical Discourse Analysis (Van Leeuwen’s Framework, 2008). The model is chosen since the model of representation is more attached to the concept of knowledge, power, and ideology which are also the main notions of CDA. In order to enrich the understanding of discourse and critical discourses analysis, the elaboration of these concepts is explained in the following section.

2.4. Discourse and Discourse Analysis

Discourse often means as an extended stretch of connected speech or writing – a text (Van Leeuwen in Wodak and Meyer, 2009). However, some scholars develop a more profound definition of discourse; one of them is Foucault who defines discourses as “socially constructed way of knowing some aspect of reality which can be drawn upon when that aspect of reality has to be represented”. (Foucault, 1977 cited in Wodak and Meyer, 2009).

From different point of view, Fairclough defines discourse as “the representation of the world (Fairclough, 2003:124)”. It involves the representation of processes, relations and structures of the material worlds, the ‘mental world’ of thought, feelings, beliefs, and the social world (Fairclough, 2003:124). He also distinguished discourse from text since discourse is used to refer to “the whole process of social interaction while text is only the output of that process” (Fairclough, 1989:24).

These two scholars’ definitions of discourse give implication that discourse is not a just mere connected speech or writing. The notion of discourse raises the concept of reality, knowledge and power (Foucalt 1977 in Wodak and Meyer 2009) and the concept of world representation and social interaction (Fairclough 1989 and 2003).

The discussion of discourse raises the question of how discourse is analyzed. Dicourse Analysis is, then, the process of analysis which aims to reveal the relationship between text and the elements of social practice in the society (Paltridge, 2006:2). Zellig Harris is first scholar who introduced the term Discourse Analysis in 1952. He defines Discourse Analysis as “a way of analyzing connected speech and writing” (Paltridge, 2006:2). Harris’s study deals with the examination of language beyond the level of sentence and the investigation of relationship between linguistic and non-linguistic behavior.

Afterward, the development of Discourse Analysis influences some areas of applied language study. One of these areas is Critical Discourse Analysis (abbreviated as CDA). CDA was developed based on the fact that the values which underlie texts are often hidden (Paltridge, 2006). The critical approach to Discourse Analysis will help reveal some of these hidden values. Corresponding to this, Fairclough (1992) also states that CDA focuses on how a discourse is produced in relation to power and ideology as well as the effects of the discourse on social identities, relations, knowledge and beliefs.

Therefore, this study is geared toward investigating the construction of fear in online news media from discourse perspective (Altheide, 1999). The study is aim to reveal what the construction of fear signifies. These significations may lead to the relation of power, hidden values and ideology in the construction of fear. These significations are also the main notions of CDA. Thus, the more detailed explanation of CDA is explained in the following section.

2.5. Critical Discourse Analysis

Paltridge (2006) elaborates Critical Discourse Analysis (CDA) as the examination of the use of discourse in relation to its socio-cultural phenomena. It examines the way language is used in the discourse and social and cultural situation where it occurs. Distinctively, Van Dijk explains that CDA is a type of discourse analysis which studies “the way social power abuse, dominance and inequality are enacted, reproduced and resisted by text and talk in the social and political context. (2008:85)”. Thus, it can be inferred that one of main purposes of CDA is to try to understand, demonstrate, and resist social inequality.

Furthermore, Fairclough and Wodak elucidate eight main principles of CDA. First, CDA addresses social problems by observing the linguistic forms. The concept of power relations are negotiated and performed through discourse is the second principle. The next one is that discourse represents society and culture. Ideologies are produced and reflected in the use of discourse is the fourth principle. The fifth one regards discourse as historical which means that a discourse cannot be separated from discourses before it. The concept of CDA mediates text and society is the sixth principle. Next Principle, CDA is interpretative and explanatory. Last principle, discourse is a form of social action (Fairclough and Wodak, 1997, cited in Van Dijk, 2008:86).

These eight main principles of CDA construct the basis for CDA’s aim which is to gain a good understanding of how language functions in constituting or transferring knowledge or in exercising power (Wodak and Meyer, 2009). In order to achieve this understanding, CDA requires an interdisciplinary approach. Thus, CDA is not attempted to provide one specific theory. Researches in CDA are varied and come from different theoretical backgrounds. They are also concerned with different data as well as different methodologies.

Theo Van Leeuwen is one of the CDA researchers who contributes his approach to CDA. His framework of discourse as the recontextualization of social practice is greatly affected by four important notions from Bernstein, Foucault, Halliday, and Martin (Van Leeuwen, 2008).

Thus, the present study employs Van Leeuwen’s framework of discourse as the recontextualization of social practice (2008) as the main tool of analysis. This study focuses on how social actors and social actions are represented in the construction of fear. Van Leeuwen’s framework of CDA is also used to reveal what the construction of fear signifies (the power relation, hidden values and ideologies). The elaboration of Van Leeuwen’s approach to CDA is, then, presented in the next section.

2.6. Van Leeuwen’s Framework: Discourse as the Recontextualization of Social Practice

Van Leeuwen (2008) explains discourse as outlines for the interpretation of reality. His framework on discourse presents methods for reconstructing these outlines through text analysis. It is based on four important notions from four theorists. It is built on Bernstein’s concept of recontextualization, Halliday’s theory of Transitivity, Foucault’s theory of discourse, and Martin’s theory of activity sequences. (Van Leeuwen, 2008).

First, the frameworks based on Bernstein concept of representation (1996). Bernstein defines recontextualization as “one of the three fields of pedagogic devices” (Bernstein, 1996, cited in Van Leeuwen 2008). It lies between the field of knowledge production and reproduction. The field production of new knowledge takes place in higher education institutions. The recontextualization of knowledge takes place in institutions which interpret education policies into curriculum. Furthermore, the reproduction of knowledge mostly takes place in schools. Bernstein argues that recontextualization regulates rule for “delocating a discourse, for relocating it, for refocusing it. (cited in Van Leeuwen, 2008),” Thus, it can be inferred that from Bernstein’s perpective, recontextualization is shifted from its original position of production to another position where it is changed as it is related to other discourses.

However, Van Leeuwen employs this concept in a more general sense. He also associates it to the theory of discourse constructed by Foucault. In Foucault’s sense, discourse is “a socially constructed knowledge of some social practices” (Foucault, 1977, cited in Van Leeuwen, 2008:6). At this point, discourses are seen as the resource of representing social practices in text. It implies that texts can be used to reconstruct discourses.

Subsequently, Van Leeuwen’s framework is also based on Martin’s concepts of “the field of discourse, using lexical cohesion analysis to construct ‘activity sequences’-sequences of represented activity (Cited in Van Leeuwen, 2008:5)”. In building his framework, Van Leeuwen is motivated by the work of Martin concerning the represented activities, roles, setting, etc. Although Martin’s example is in the form of procedural text, Van Leeuwen argues that all texts should be interpreted as representation of social practices that consist of series of represented activities (van Leeuwen, 2008).

2.7. Representing Social Actors

Theo Van Leeuwen (2008) has built an analysis framework regarding the representations of social actors in a text. The following section explains these categories further.

2.7.1. Inclusion and Exclusion

In a text, not all of the social actors are presented directly for the readers to see; sometimes the readers have to infer them in one or two places, and sometimes the social actors are not at all present in the text. Whenever the social actors are present in a text, it is called inclusion; and whenever they are absent, it is called exclusion (Van Leeuwen , 2008).

Excluded social actors can either be backgrounded or suppressed. If they are backgrounded, it means they can still be referred to somewhere in the text. However if the social actors are suppressed, it means they are not mentioned at all in the text.

If the social actors are included in the text, we shall then see their role allocation, whether they are playing an active or passive role, whether they are presented generically or specifically, presented as an individual or as belong in a group, presented as unspecified or specified, referred to by name or category, referred to personally or impersonally, or whether they appear in more than one social practice at the same time (Van Leeuwen , 2008).

Therefore, one way to reveal the construction of fear is to see how actors are represented in the discourse. It is important to reveal the representation of social actors since actors play vital role in creating meaning (fear) (Hall 1997, Altheide 1997, Bell, 2003). The exclusion and inclusion of the social actors in the discourse is able to reveal the relation of power and hidden values and ideology in the construction of fear in online news.

The following figure is the network of representing social actor.

Nomination

Inclusionionion

Exclusion ionion

Supression

Backgrounding ionion

Activation ionion

Passivationionion

Participationionion

Circumstatialization ionion

Possesivation

Impersonalization ionion

Personalization ionion

Determination

Indetermination

Genericization

Specificization

Abstraction

Objectivation

Individualization

Assimilation

Association

Disassociation

Differentiation

Indifferentiation

Categorizationh

Single Determination

Overdetermination

Collectivization

Aggregation

Functionalization

Identification

Appraisement

Formalization

Informalization

Titulation

Detitulation

Semiformalization

Inversion

Symbolization

Connotation

Distillation

Classification

Rel. Iden

Physical Iden.

Honorification

Affiliation

Anachronim

Deviation

FIGURE 1 Social Actor Network (Van Leeuwen, 2008:52)

2.7.2. Role Allocation

Role Allocation in Van Leeuwen’s Framework of representing social actors is the role give to the actor to play in the representation (Van Leeuwen, 2008). The first role allocation is that social actors in a text can either be activated or passivated. Activation and passivation of the social actors can be realized through participation, circumstantialisation and possessivation. When social actors participate in a given activity, participation occurs. While, Circumstantialisation happens when social actors are put within the circumstance. Furthermore, Possessivation happens when social actors become the possession of others (Van Leeuwen 2008).

When social actors are passivated, they can either be subjected or beneficialised. Subjected social actors are treated as objects in the representation, while beneficialised social actors are the ones who benefits, either positively or negatively, from the action (Van Leeuwen , 2008).

2.7.3. Genericisation and Specification

Talking about genericisation and specification means talking about whether the social actors are represented as classes, or as specific individuals which can be identified.

Genericisation can be realized through the plural without article, the singular with the definite article, or mass nouns (a group of participants). Meanwhile specification can be realized through specific nouns or using numerative before the noun. In addition, mass nouns can also signify specification if the tense is not present tense (Van Leeuwen , 2008)

2.7.4. Assimilation and Individualisation

The third distinction of role allocation is assimilation and individualization. This role allocation concern about whether the social actors are represented as groups or individuals. The difference lies in the singular and plural form of the social actors. Genericisation and specification can represent social actors either in singular or plural form. Meanwhile, assimilation represents social actors as groups, represents them in plural form. Individualization, The reference of social actors as individuals is called Individualization. Individulaized social actors always be represented them in singular form.

Furthermore, assimilation consists of two types; aggregation and collectivization. Aggregation is understood as quantifying groups of participants and treats them as statistics, while collectivization does not. Aggregation is also realized by the presence of definite or indefinite quantifiers which either functions as the numerative or as the head of nominal group. Meanwhile, Collectivization can be realized by a mass noun or a noun denoting a group of people (Van Leeuwen , 2008).

2.7.5. Association and Dissociation

A further distinction of the social actor is association and disassociation. It deals when social actors or a group of social actors represented in a text as forming a group, however the group is never labeled. Association can be realized through parataxis, circumstance of accompaniment, possessive pronouns and possessive attributive clauses with verbs such as “have” and “belong” (Van Leeuwen , 2008).

2.7.6. Indetermination and Differentiation

The notion of indetermination and differentiation deals with whether or not social actors are represented as unspecified or specified. Indetermination, which anonymizes social actors, can be realized through indefinite pronouns and generalized exophoric reference, while differentiation can be realized through specific adjectives (Van Leeuwen , 2008).

2.7.7. Nomination and Categorization

Nomination occurs when social actors are represented based on their unique identities, while categorization occurs when they are represented based on their identities and functions which they share with others.

Nomination is generally realized by proper noun, in the form of formal (surname only, with or without honorifics), semiformal (given name and surname) or informal (given name only) (Van Leeuwen , 2008).

2.7.8. Functionalization and Identification

When social actors are categorized, they can either be represented by means of functionalization or identification. Functionalization occurs when social actors are represented based on what they do; or blatantly put, what they function as, while identification occurs when social actors are represented based on what they are. (Van Leeuwen , 2008).

Functionalization is usually realized in one of the following ways: first by a noun formed from verb by adding suffixes, such as -er in interviewer; second by a noun denoting a place or tool closely associated with an activity through suffixes, such as -ist in violist; and third by compounding nouns denoting places or tools closely related with an activity and highly generalized categorizations, such as compounding “swords” and “man” into swordsman.

In addition, identification has three types, namely classification, relational identification and physical identification. Classification happens when social actors are represented based on their class, age, gender, race, religion, etc.

Relational identification happens when social actors are represented based on their relationship or kinship with others. It can be realized by possessive pronoun, postmodifying phrase, or genitive. Physical identification happens when social actors are represented based on their physical characteristics (Van Leeuwen , 2008).

2.7.9. Impersonalisation and Personalisation

Impersonalisation and personalization deal with whether social actors are represented as human beings or not. All of the aforementioned categories of social actors representation fall into personalization, because all of them represent social actors as having the quality of human beings. On the other hand,impersonalisation does not represent social actors as having the quality of human beings.

Moreover, impersonalisation is divided into two types, namely abstraction and objectivation. Abstraction occurs when social actors are represented by means of quality assign to them, and objectivation occurs when social actors are represented by a place or thing closely related either with the person or with the action in which they are engaged. If they are represented by a place, it is called spatialization; if they are represented by their utterance, what they say or what

they write, it is called utterance autonomization; if they are represented by the instrument or tool they use for action, it is called instrumentialization; and if they are represented by a part of their body, it is called somatization.

In addition, Leeuwen noted that impersonalisation can background the identity and/or role of social actors, can lend impersonal authority or force to an activity or quality of a social actor, and can add positive or negative connotations to an activity or utterance of a social actor. Impersonalizing social actors takes the audience’s focus or attention away from the social actors themselves, emphasizing on the abstract concept, quality or object that is assigned to them (Van Leeuwen , 2008).

2.7.10. Overdetermination

Overdetermination occurs when social actors are represented as participating, at the same time, in more than one social practice. It is one of the ways in which texts can legitimize practices. There are four kinds of overdetermination, namely inversion, symbolization, connotation and distillation (Van Leeuwen , 2008).

Inversion happens when social actors are connected to two practices which are each other’s opposite. A well-known example for this, as mentioned by Leeuwen as well, is The Flintstones. The Flintstones family is depicted as people from pre-historic era, as seen from their clothes that are made of animals’ hides and their house that is made from rocks and stones, yet they do activities that are common in modern era, like watching television, playing bowling and hanging out in a night club.

Symbolization happens when “fictional” social actors stand for actors in non-fictional social practices. Distillation is the combination of generalization and abstraction. It connects social actors to several social practices by abstracting the same feature from social actors involved in these several practices (Van Leeuwen , 2008).

This present study utilizes this role allocation in the chosen online news article as the main analysis of the social actor. As mentioned before, the analysis of role allocation aims to reveal how representations of the social actors are allocated in the discourse. This allocation, then, reveals the power relation, hidden values and ideologies in representing social actors in the discourse of fear.

2.8. Representing Social Action

The main question that encourages Van Leeuwen in constructing the social action network is that “What are the ways in which social action can be represented in English discourse?” (2008:3). He believes that the representational choices of actions in the discourse contain meanings that could help to understand the whole discourse. The next section presents the main ways in which social action can be transformed in a discourse (Van Leeuwen , 2008).

2.7 Van Leeuwen’s Social Action Network

This social action network presents the ways in which actions and reactions can be represented in discourse. Figure 1 shows the social action network that is developed by Van Leeuwen.

Social

Action

Reaction

Action

Activation

Deactivation

Agentialization

Deagentialization

Abstraction

Concretization

Unspecified

Cognitive

Affective

Perceptive

Material

Transactive

Nontransactive

Interactive

Instrumental

Semiotic

Behavioral

Nonbehavioral

Single Determination

Overdetermination

Form specification

Topic specification

Rendition

Quotation

Objectivation

Descriptivization

Generalization

Distillation

Eventuation

Existentialization

Naturalization

Symbolization

Inversion

FIGURE 2. The Social Action Network: The Representation of Actions and Reactions (Van Leeuwen, 2008:73)

2.9.1 Reactions

Reactions is understood as the emotions and attitudes toward belong to these actions of the social actors (Van Leeuwen, 2008). Typically, a discourse presents the social actions along with the reactions following them. The way to differentiate the reactions from actions grammatically is by using the criteria in Halliday’s transitivity theory of mental processes.

According to Van Leeuwen (2008), there are four conditions of mental processes which distinct them from the processes that realizing actions (such as, material, behavioral, or verbal processes).

Van Leeuwen’s argument in mental process is based on Halliday’s theory of transitivity (`967-1968, 1985). He argues that the mental processes cannot be probed by a “do” question. Second, mental processes use the simple present form while material, behavioral, and verbal processes take the progressive present form. Third, the participant of a mental process, the “senser”, must be a human or is treated as competent of human mental processes. Conclusively, the object of the mental processes can be realized by a clause as well as by a nominal group. (Van Leeuwen, 2008

These four criteria, however in Van Leeuwen’s view, are not always fully adequate to identify the actions and reactions in the actual text (2008). It is because the identification of actions and reactions is bounded by the grammar of the clause and fails to provide recognition criteria for actions and reactions in the text that use other linguistic level such as nominal group. Another problem is that many reactions are not represented dynamically by mental process clause, for instance, “they feared ….” They can also be represented statically by descriptive clause such as “they were afraid….” (Van Leeuwen, 2008:57).

Halliday solves those problems through his theory of grammatical metaphor (1985). It covers the idea that the concept of mental process is realized literally when it is realized by the grammatical category of mental process; it is realized metaphorically when it is realized in other ways. For examples, it is realized by a static descriptive clause or by elements of nominal group. Those two ways of representing reactions-metaphorically or literally-suggest that there are different metaphors available for representing the reactions.

Reactions can be formulated in a number of ways. They can be unspecified through verbs like “react” and “respond” denoting a reaction directly. They can also be specified; they are represented as particular types of reactions. In accordance to these, Halliday (cited in Eggins, 2004) differentiates three types of reactions: cognitive (verbs of thinking, knowing, understanding, etc.); affective (verbs of liking, fearing, etc.), and perceptive (verbs of seeing, hearing, perceiving, etc.).

2.9.2 Material and Semiotic Actions

With regard to the representation of actions, Van Leeuwen (2008) asserts that there are two ways of interpreting social actions. They can be interpreted as material or doings. They can also be represented as semiotic, as meanings. Most actions are represented as speech acts-straightforward ways of describing people’s linguistic interaction such as giving a warning or greeting, apologizing, etc-thus semiotic actions (Griffiths, 2006). However, they can also be represented as material actions. It means that the actions are presented actively and dynamically. The difference between these two interpretations can be observed through the use of grammatical realizations.

Material actions can be nontransactive or transactive (Van Leeuwen, 2008). The former refers to the action involving only one participant. Thus, it does not affect other people or things. The later refers to the action involving two participants. This kind of action is intended to show that the action is actually having an effect on people or things. Halliday (1985) as cited in Van leeuwen (2008) asserts that it involves the actor, the one who interacts with the actor, and the goal in which the process is intended. Goals in Halliday’s material processes are very broad. In accordance with this, Van Leeuwen thinks that it is critically important to distinguish transaction with people and transaction with things. There are two characteristics of transactive material action, namely interactive and instrumental.

First, it is interactive if it affects people. Second, it is instrumental if it affects other kinds of things. Interactive transaction is referred to the use of verb which can only take a human object. However, if the verb takes a nonhuman object, it can be interpreted as “metonymical displacement, instrumentalization of social actors, and projections of human practice into the behavior of animals, plants, and even inanimate matter” (Van Leeuwen, 2008:60). In instrumental transactions, the goal may be in a form of human or nonhuman. They represent people as exchangeable with objects.

Semiotic actions can also be transactive, as in “she asked him,” or nontransactive, as in “they talked for an hour.” Van Leeuwen (2008) asserts that the instrumental transactive semiotic action is realized through verbs of exchange and transport, for example “give,” “offer,” “receive,” “provide,” “supply,” and “convey.” The use of the exchange and transport verbs is usually followed by the kind of speech act involved and also of the content conveyed by the semiotic action. The semiotic action in this sentence is “report” and followed by the content conveyed by the semiotic action “report.”

Moreover, semiotic actions can convey meanings. When these actions are behavioralized, the meaning is not presented. When they are not behavioralized, the meaning is represented. They result in an embedded interpretation. This embedded interpretation can be in the form of quotation, rendition, topic specification, or form specification. When quoting, the writer of a text may imply that he/she could not have said it better by him/herself.

According to Van Leeuwen (2008), topic specification, specifying the nature of the signified, is realized by “circumstances of matter” in Halliday’s transitivity (1985). On the other hand, form specification, specifying the nature of the signifier, is realized by some term representing a speech act (e.g., “story,” “lesson”) or communicative act (e.g., “song,” “drawing,” “diagram”). When there is no quotation, rendition, topic specification, or form specification, the actions are behavioralized. They no longer represent the meaning conveyed by semiotic actions.

Van Leeuwen (1993) introduces 13 ways to represent actions and reactions in English discourse. They are activation, deactivation (objectivation or descriptivization), agentialization, deagentialization (eventuation, existentialization, or naturalization), abstraction (generalization or distillation), single determination, and overdetermination (symbolization or inversion). These classifications of how the action and reaction can be represented are associated with specific grammatical realizations.

2.9.3 Objectivation and Descriptivization

Actions and reactions can be activated or deactivated (Van Leeuwen, 1993). The former refers to the representation of actions dynamically, as actions. The later refers to the representation of actions statically, as though they are entities or qualities. When the actions are activated, they are realized by a verbal group of a non-embedded

Deactivated representation of actions may be objectivated or descriptivized (Van Leeuwen, 2008). Objectivated actions are realized by nominalizations or process nouns. They are presented as though they were things. Objectivation can also be presented metonymically, such as substituting the time of the action (temporalization) or the space of the action (spatialization). When an action or reaction objectivated, the representation make it lower to give priority to something else. Frequently, the use of objectivation functions to add purposes or legitimations.

In the case of descriptivization, the actions are represented as permanent qualities of social actors or of other elements of the practice that is being represented. Usually, they are realized by ‘epithets’ or ‘attributes.’

2.9.4 Deagentialization

Actions and reactions can also be agentialized or deagentialized (Van Leeuwen, 1993). An agentialized action or reaction is represented as caused by agents. A deagentialized action or reaction is represented as produced in ways that are not influenced by a human agent. Van Leeuwen (1993) distinguishes three types of deagentialization: eventuation, existentialization, and naturalization.

Eventuation represents an action or reaction as an event or something that just happens, without any involvement of human agency. It can take a material process representing involuntarily action.

Another way to represent an eventuation is by the use of verbs like “happen” or “occur.”

In the case of existensialization, an action or reaction is represented as something that “simply exists” (Van Leeuwen, 2005). This representation usually presents an existential process of Halliday’s transitivity; it frequently begins with “there is …,” or “there exists ….” Another way of expressing existentialization is through the nominalizations like “existence.”

In naturalization, an action or reaction is represented as a natural process. It uses abstract material processes, such as “vary,” “expand,” “develop,” etc. The abstract material processes link action or reaction to specific interpretation of material processes-to discourse of birth and date; of change and development and evolution; of fusion and disintegration.

2.9.5 Generalization and Abstraction

According to Van Leeuwen (2008), there are two forms of abstraction usually used in a discourse: generalization and distillation. Actions and reactions may be generalized meaning they abstract away from the more specific actions that comprise a practice; they label the practice or episode as a whole. However, it is difficult to state the linguistic criteria for generalization. Generalization becomes easier to find only in the analysis of the semantic relations between different representations of the same social action and reactions in one text or in comparing texts.

Distillation, on the other hand, abstracts qualities from actions or reactions. In this case, a quality is used to name a whole. Distillations realize purposes and legitimations: purposes which are presented in the kind of qualities highlighted and legitimations or delegitimations that may establish the reference to action and reaction (Van Leeuwen, 2008).

2.9.6 Overdetermination

Overdetermination refers to two specific types of representation where a certain social practice signifies more than itself. There are two forms of overdetermination: symbolization and inversion. In symbolization, often found in fictional text, a social practice stands for a number of social practices.

To differentiate symbolizations from naturalization or abstraction, symbolization uses concrete material processes which can take only human agents. If the concrete material processes are used with non-human agents; they “humanize the natural world, rather than naturalizing the human social world” (Van Leeuwen, 2008:71). In the case of inversion, one or more elements of social practice are changed into its opposite (Van Leeuwen, 2008).

This present study also employs the representation of actions and reactions in the chosen online news article. Actions and actors are inseparable parts in analyzing the construction of fear (Hall, 1997, Bell, 2003, Altheid, 1997). So, they must be included in the analysis. As a result, the analysis of actions and reaction together with the analysis present a complete portrayal of how fear is constructed in the discourse. The construction, then, leads to the notion of power relation, hidden values and ideologies of fear in Indonesia national disaster online news.

2.10. Visual Representation

In addition, Kress and Van Leeuwen’s theory on Reading Images (2006) is used to analyze the accompanying images in the news. It is applied to discover the messages behind visual representations. Kress and van Leeuwen (2006) explain that image is part of text and particularly non-verbal text. In addition, verbal texts help the visual text to create meaning (ibid). Kress and van Leeuwen (2006) reveal that non-verbal texts include a consideration of such images as newspaper cartoon, posters, advertising images, magazine photograph, and so on.

Moreover, they also differentiate two main processes based on the representation of participant; they are narrative and conceptual processes. Narrative processes involve ongoing actions or events, where actors are represented by means of vectors – either real or imaginary – doing something to or for each other. Meanwhile, conceptual processes entail a classification or analysis of participants in terms of their stable and timeless essence, for instance, graphics, and diagrams.

2.10.1 Participants

Images are deployed to perform two fundamental types of ‘image act’: demands and offers in the visual semiotics of Western cultures. According to Kress and van Leeuwen (2006) demands define that there is gaze from represented participant (model) to interact participant (viewer). It means that the model wants something from the viewer. Meanwhile, offers define the absence of model’s gaze to the viewer and which has the opposite meaning from demands.

Additionally, the image can have frontal angle which shows the involvement between represented participant and interactive participant. On the other side oblique angle shows the opposite meaning. While, social relations are presented by close shot, medium shot, and long shot. The shot used by the images affects the social relation between represented participant and interactive participant.

Finally, there are subjective and objective images. They show attitudes toward viewers’ point of view. Subjective only displays a particular point of view while objective displays everything to the viewers.

2.10.2 Compositional Layout

In terms of informative structure of messages between given and new, Kress and van Leeuwen (2006) argue that those elements taken by the viewer on the left side of the images are given information. On the other hand those perceived on the right side are rendered as new information. In addition, an ideal value presented by the image is in the top position. Thus, elements with a special salience in the composition on account of their size, color, distance, etc, are highlighted as well.

2.10.3 Modality in Images

Fairclough (2003, cited in Halliday, 2004) states the word modality. He argues that modality means the speaker’s judgment of the probabilities, or the obligations that are contained in the utterances. It implies that the speakers will make their own understanding about what they said. Related to the judgment from the speakers themselves in saying utterances.

Modality is not only found in the judgment of spoken language but also in written language. Kress and van Leeuwen (2006) claim that the speaker’s (or writer’s) judgment on the truth or ‘credibility’ of the representation or representation constrained in a clause. Additionally, an image also has modality (Kress and van Leeuwen, 2006). Images are interpreted as more or less ‘real’, or more or less ‘credible’. For instance, in terms of color used, the more that is taken away, abstracted from the colors of the representation, the lower the modality. On the other hand, the more the picture creates an illusion of touch and taste and smell, the higher the modality is, and so on.

The following table defines the degree of modality of visual images.

MODALITY MARKER

HIGHEST MODALITY

LOWEST MODALITY

Color Saturation

Neutral Saturation

Either full color saturation or black and white

Color Differentiation

Maximally diversified color range

Monochrome

Contextualization

Most detailed context

Absence of backround

Abstraction

Maximum representation of detail

Maximum Abstraction

Image Depth

Maximally depth perspective

Absence of depth

Illumination

Maximum representation of the play of light and shade

Absence of representation of the play of light and shade

Brightness

Maximum degree of different brightness

Just two degrees (black and white, two brightness values of the same color)

2.11. Previous Study on Media and Emotion (Fear, Risk and Mourning)

There have been studies that discuss how mass media becomes the contributor in constructing fear in the society. For example, Altheide et al (2001) revealed the multiple meanings of fear and victim in various news media to explore the substance of the news. The approach used in the study was Triangulated Qualitative Document Analysis (TQDA). It is an exploratory approach to discourse analysis.

The other studies by Altheide (2003, 2009) narrowed down the study of fear into a smaller aspect which is crime. These studies discovered that crime has been utilized by mass media in United States Newspaper and television news report as the source in creating fear and social control in the society.

While in other study of mass media and emotion, Wirth and Schramms (2005) conducted research on various emotions such emphaty, arousal, fear, etc in mass media. They employed psychological and linguistic methods in the study such as cognitive-transactional stress, appraisal and structural theory.

In other aspect of media, Ling and Don (2010) investigated the fear factors in Malaysian Slimming Advertisements. They examined the fear tactics used in slimming advertisement in textual and visual presentation to represent the fat female body as the other and the skinny female body as the ideal. The visual semiotics framework by Van Leeuwen and Kress (1990) was employed as the tool of analysis in the research.

From the view of risk, Hamilton et all (2007) explore the meanings of ‘risk’: a view from corpus linguistics present and discuss some empirical data from linguistic corpora that elucidate what risk means in ordinary language. They analyze the word ‘risk’, as both noun and verb, with recourse to three corpora containing over a hundred million contemporary English words. They examine whether or not the meaning of ‘risk’ is stable and consistent across a variety of social contexts to test the commonplace view that ‘risk’ is at times manipulated in ideological ways.

The finding shows that from the semantics perspective, linguists found that at its core, as both a noun and a verb, ‘risk’ emphasized actions, agents or protagonists, and bad outcomes such as loss of a valuable asset. Given the similarity of core properties in both the noun ‘risk’ and the verb ‘risk’, they find it interesting that ‘risk’ is used much more often as a noun than as a verb in CONCODE. The Collins WordBanksOnline data revealed that ‘risk’ was often used in the context of health and illness, and their CONCODE data suggest that in this context the word has a negative semantic prosody even when that prosody seems neutral in other contexts.

Also, from other aspect of mass media and emotion, Martin (2004) has investigates the mass media and mourning. His study explores an interpersonal perspective on discourse, which focuses on the rhetorical power of language. In particular, it emphasizes the role of evaluation, and the constructive role it plays in organizing sociality – how we share feelings in order to belong. It considers in some detail the texture of an editorial from a Hong Kong lifestyle magazine published 10 days after 11 September 2001 (9/11), outlining the ways in which the editor negotiates solidarity with his expat readership, naturalizing a range of reading positions both within and between those readers.

2.12 Previous Study of The Representation of Disaster using CDA

Critical Discourse Analysis (CDA) has been used to investigate many kinds of discourse. The general perspective of CDA in which certain values underlying certain discourses can be revealed through a critical examination of the language used can be generally applied to various areas of discourse. It can be used to investigate the ideology behind a certain disaster discourse as well as examine the ideology behind a discourse of fear.

One of The studies that employ CDA in disaster discourse is Trckova’s Methaporical Representation of a natural phenomenon in News paper discourse on Natural Catastrophes (2012). She investigates the metaphoric conceptualization of a natural phenomenon employed in newspaper discourse on natural catastrophes through a data-driven analysis.

Trckova’s (2012) focus on the representation of the 2004 Indian Ocean tsunami and 2005 Hurricane Katrina in three newspapers published in Western English-speaking countries: The New York Times, The Guardian and The Globe and Mail. The major metaphoric themes discerned include the depiction of the natural phenomenon as an ANIMATE BEING, a MONSTER and a WARRIOR. By demonizing nature, such a representation reinforces Western nature-culture dualism, puts the blame for the catastrophe on the natural phenomenon and hides social and historical factors contributing to the disaster

2.13 Previous Study using Van Leeuwen’s Framework

One of studies that employ Van Leeuwen ‘s framework (2008) is Hobson (2004). Her dissertation entitled “A Discussion of the Representation of Masculinity and Femininity in Baden-Powell’s 1919 Handbooks for Scouts and Guides using the Frameworks of Theo van Leeuwen, within the Tradition of Critical Discourse Analysis,” was published in the official Web site of Lancaster University. He uses van Leeuwen’s framework in analyzing the representation of social actors and the descriptivized actions or reactions.

Here, she analyzed excerpts from the Scouts’ and Guides’ handbooks of 1919. She tried to investigate the representation and construction of gender identities within texts written by Robert Baden-Powell-the founder of Scouts and Guides movement. Specifically, she tried to investigate whether girls and boys are represented differently in the texts. In relation to the social action network, she found that boys are generally represented as the actors in more material and abstract material processes than are girls.

Another interesting finding that she found is that Baden-Powell descriptivized the action of doing good turn as a permanent quality of the girls. In doing so, he drew on the stereotypical image of femininity as embodying kindness and compassion. The result of her analysis is that the Boy Scouts and the Girl Guides were represented and addressed differently within their own handbooks.