CRITICAL DISCOURSE ANALYSIS : A NEW PASSAGE (Life Story of The Prophet Muhamad SAW) FOR TEACHING STUDENTS’ ENGLISH AT SCHOOL

ABSTRACT

 
    In Teaching English the teacher should be active, creative, and innovative. As a teacher we have to be selective in giving the material for example, in giving the passage for students reading and writing. the passage should be educated. We may not give the haphazardly passage. Many un educated passage in English text books for example passage about two people in love. It is indirectly teach a relation to the students and it is unappropriate lesson for Indonesian students. Here is one of the new passage teacher  may use for teaching  students’ writing and reading in the school.
Key Words: Critical Discourse Analysis, A new passage for teaching students’ English at school, Discourse analysis, Teaching students’ Reading and Writing.

1.    INTRODUCTION
Learning English cannot be separated from education in Indonesia. English is learned as a foreign language and there are four language skills in English: Reading, Listening, Speaking, writing. In daily activities, reading is a complex activity which is used consciously or unconsciously. As Kalayo (2007) states that reading is an activity with purpose to help persons to gain information or verify exiting knowledge and it can be used to criticize the ideas of writer in texts. While, Teaching writing can be difficult for some teachers and also for the students, writing is difficult. Buyung in Harmer (2004:41), when helping students to become better writers, the teachers have a number of crucial tasks to perform. It means teachers have hard work and an important role in teaching writing. They have to motivate or influence their students to be a good writer. Writing is not a product, but is process. It means that we have to try to write everytime. So, in teaching English as a teacher we should be creative and innovative, while we are teaching we should be consider with the material would we give. The material should be relevant, appropriate , and educated. So, this is the new passage and the analysis teacher can use to teach reading and writing in the school. 

2.    PURPOSE AND INCENTIVE
The aims of this article are: a) to present the critical discourse analysis of “ the Life Story of The Prophet Muhammad SAW”  to analyze the component of  passage, the characteristics, goal, advantages and disadvantages also the weakness and the power..  b) to discuss whether the passage is appropriate or not for teaching students’ writing and reading in the school.

3.    METHODOLOGY
This study is a kind of qualitative study which uses Critical Discourse Analysis as the metholodgy.

4.    DISCUSSION 

                                       Life Story of The Prophet Muhammad SAW

 
When the inhabitants of mecca in a state of darkness and losing their grip, it was born in the midst of that society, a baby named Muhammad, who will be the role model and straighten their aqeedah and life from the error into a true way and being blessed by Allah. Muhammad was born by a mother named Aminah on 12 Early Rabi’ul in the elephant or on April 20, 571 A. his father, Abdullah, had passed away when Muhammad was 7 months in his mother’s womb

It already became a custom of the Arabs of Mecca that they entrusted their children and breastfed them to Badiyah women so that the baby could enjoy fresh air and could speak the language fluently. As well as Muhammad who has nobility descendant of Quraysh, he had been commended and breastfed by HalimahAsSa’diyah.

After he was five years old, Halimah chaperoned Muhammad to Mecca. Halimah returned him to his mother, Siti Aminah . A yearlater, Aminah passed away. After that, Muhammad was fostered by his grandfather, Abdul Mutholib. The next two years, Muhammad,s grandfather also passed away. After that, he was fostered by his uncle, Abu Tholib. While he was growing up to be adult, the prophet Muhammad SAW started his life independently and he did not depend on his uncle anymore. He was well-known as an honest and kind man among his friends and also older people because he never said lie and bad things. Due to his good character and behavior, a rich widow entrusted her merchandise to the prophet Muhammad SAW to be sold in Syams Land. That woman was Khadijah.
After his arrival from Syams, there was a marriage proposal from Khadijah to the Prophet Muhammad SAW through Khadijah’s uncle. The wedding was held after two of them agreed. The prophet Muhammad SAW was 25 years old when he got married, meanwhile Khadijah was 40 years old.

As the next leader of human being in the world the Prophet Muhammad SAW had many attitudes, big soul, smart thought, sharp brain, soft feeling, strong memory, quick response, strong mentality. He knew his society’s sadness and the collapse of their religion. Therefore, he went to Hira’s cave to illuminate his thoughts and prepare himself to face those problems.

On Romadhon 17 th, or it was same as August 6, 610 AD, Jibril angel came to the prophet Muhammad SAW who was still in Hira Cave. At that place, the prophet Muhammad SAW accepted the first revelation. The next half and two years, the prophet SAW accepted the second revelation.

After the second revelation was accepted, the prophet Muhammad SAW began his da’wah secretly. He started from his family and best friends in order ti leave their pagan religion. He asked them to only worship Allah. He did it for about three years. After that da’wah openly infront of public.

His struggle in da’wah got many obstacles and rejection. However, he was still patient, spiritful, and not easily giving up. He always asked protection from Allah SWT.
On Rajab 27, the elevent year after Muhammad SAW was appointed as the prophet, Isra’ Mi’raj happened. At the time, the prophet Muhammad SAW accepted a command to pray five times from Allah SWT.

The prophet Muhammad SAW passed away because of fever on 12 early Rabi’ul 11 Hijriyah or it is same as June 8th, 632 AD. He was 63 years old when he passed away. During his 23 year being the prophet, he struggled hard in da’wah for Islam. He didn’t leave his people properties or throne, but Al-Quran and Hadith to be the Guidance in having and doing things in their life.

           As the result, the writer has found some significant points to be discussed:

a.  Powerness
Muhammad SAW appointed as the Prophet, the messenger of Allah. As the next leader of human being in the world the Prophet Muhammad SAW had many attitudes, big soul, smart thought, sharp brain, soft feeling, strong memory, quick response, strong mentality. 

b.  Context
Cook in Aris Badara (2012: 30) explained that The context of communication depends on who does communication, to whom and why; in what situation; what media and how . Thus, the passage talk about the life story of the Prophet Muhammad SAW, it is start from his birth, his life, until his death.

c.  Ideology
The author belief  is that the prophet Muhammad SAW is the leader of human being and the messenger of Allah. The prophet accepted the revelation from Jibril angel it is indicate that the Prophet Muhammad SAW is the Messenger of Allah. 

d.  Action
The action from the passage is the aim of the passage  to show, to influence the reader that we should belief to the Prophet Muhammad SAW which the Prophet Muhammad SAW is the leader of the human being and the messenger of Allah. We have to obey all his commands and instructions (Hadith). 

e.  History
According to the story, it happend when the inhabitant of Mecca in astate of darkness and losing their grip, it was born in the midst of that society, a baby named Muhammad who will be the role model and strenghten their aqeedah and life from the error into a true way and  being blessed by Allah. 

5.    CONCLUSION, SUGGESTION, AND TEACHER RECOMENDATION
    “ The Life Story of The Prophet Muhammad SAW” is the newest text for students’ English material in the school. It is very good material because it is integrated between English text and religion. students’ can learn and take the value from the text. It is appropriate for the school especially who has islamic religion principle like Islamic School. But, it is unappropriate for school who un islamic religion principle. The teacher should able to persuade the students’ by the text. So, the students able to understand the meaning and get the value from the text and also apply it in their daily life.
    By : Ustadzah Misnatin Badriyah, M.Pd

References 

Griifin, Emory A. 2003. A First Look at Communication Theory. New York: McGraw

Kalayo Hasibuan and Muhammad Fauzan Asyari.2007. Teaching English as a Foreign Language TEFL. Pekanbaru; Alfa Riau Graha Unri.

Other resources(Siroh Nabi) from the history of Prophet Muhammad Sallallahu’alaihiwasallam.