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All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Aulad : Journal on Early Childhood JOLLT Journal of Languages and Language Teaching
Die, Chen
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Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Journal : JOLLT Journal of Languages and Language Teaching

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A Critical Discourse Analysis on a Teenager’s with Progeria to Share an Empowering Life Philosophy: A Case Study on TEDX Sirait, Asnita; Hermawan, Budi; Noorman, Safrina; Die, Chen
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17274

Abstract

This study aimed at investigating the strategy of a teenager with progeria to represent his identity and ideology through the analysis of transitivity and critical discourse analysis. This research applied a qualitative descriptive study. The data is taken from TEDx Talk https://www.youtube.com/watch?v=36m1o-tM05g entitled My philosophy for a happy life. The storyteller named Sam Bern told his life philosophy despite his disability due progeria disease. This study applied Fairclough’s approach (1989) on critical discourse analysis incorporating with Hallyday & Matthiessen’s SFL (2004) to the analysis of transitivity and discourse practice. The study found that the storyteller frequently used relational process with 39.79%, material process with 33.16%, and mental process with 24.62%. In relational process, the storyteller bravely defined himself, his condition, his sickness, and his struggle against progeria. Through material process, he represented himself as a dynamic and active person that even his disease or physical disability could not hinder him from doing what he could do. The study also found that Sam Bern showed his success in accepting himself as a child with progeria by trying to negotiate his identity and resilience. The implication of this study suggests that storytelling can be a powerful pedagogical resource for teachers and educators to promote resilience, identity formation, and positive values among students, particularly in contexts where personal challenges and diversity need to be addressed.
Co-Authors Aceng Ruhendi Syaifullah Budi Hermawan Gunawan Gunawan Isnendes, Chye Retty Safrina Noorman, Safrina sirait, asnita