Critical Discourse Analysis of Greta Thunberg's

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CRITICAL DISCOURSE ANALYSIS OF GRETA THUNBERG’S “YOU’RE ACTING LIKE SPOILED, IRRESPONSIBLE CHILDREN”

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By STEFANNY LAUWREN Student Number: 174214099

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2021 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CRITICAL DISCOURSE ANALYSIS OF GRETA THUNBERG’S “YOU’RE ACTING LIKE SPOILED, IRRESPONSIBLE CHILDREN”

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By STEFANNY LAUWREN Student Number: 174214099

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2021

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RAGE, RAGE AGAINST THE DYING OF

THE LIGHT

- Dylan Thomas

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FOR MY BELOVED PARENTS AND BROTHER

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ACKNOWLEDGEMENTS

First of all, I would like to express my gratefulness to God Almighty, for

His blessings that help me finish my undergraduate thesis through the hard times studying at home. Through His blessings, I can stay healthy and write this undergraduate thesis.

Secondly, I would like to thank my beloved thesis advisor, Arina Isti’anah,

S.Pd., M.Hum. whose encouragement and guidance pull me through the difficult time writing this undergraduate thesis. I would like to thank my co-advisor, Anna

Fitriati, S.Pd., M.Hum., who has given corrections and suggestions for my undergraduate thesis.

My deepest gratitude goes to my parents, Susilo Andi and Tjoe Xiao Mei, and my younger brother Alexander Jason Lauwren, who always support and encourage me to finish this undergraduate thesis. My special thanks are for my friends; Nandha, Shafira, Elin, Arin, Ardelia, Kat, and all my friends in English

Letters who I cannot mention one by one. Their accompaniment, support, and care through the process of writing this thesis and studying in this university are my greatest fortune and happiness.

Stefanny Lauwren

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TABLE OF CONTENTS TITLE PAGE ...... ii APPROVAL PAGE ...... iii ACCEPTANCE PAGE ...... iv STATEMENT OF ORIGINALITY ...... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH .. vi MOTTO PAGE ...... vii DEDICATION PAGE ...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS ...... x LIST OF TABLES ...... xii ABSTRACT ...... xiii ABSTRAK ...... xiv

CHAPTER I: INTRODUCTION ...... 1 A. Background of the Study ...... 1 B. Problem Formulation ...... 6 C. Objectives of the Study ...... 6 D. Definition of Terms ...... 6 CHAPTER II: REVIEW ON LITERATURE ...... 8 A. Review of Related Studies ...... 8 B. Review of Related Theories ...... 12 1. Critical Discourse Analysis ...... 12 2. Systemic Functional Grammar ...... 15 a. Ideational Metafunction ...... 15 i. Material Process ...... 16 ii. Mental Process ...... 16 iii. Verbal Process ...... 17 iv. Relational Process ...... 18 v. Behavioural Process ...... 19 vi. Existential Process ...... 19 b. Interpersonal Metafunction ...... 20 c. Textual Metafunction ...... 22 3. Language, Power, and Ideology ...... 23 C. Theoretical Framework ...... 25 CHAPTER III: METHODOLOGY ...... 26 A. Object of the Study...... 26

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B. Approach of the Study ...... 27 C. Method of the Study ...... 28 1. Data Collection ...... 28 2. Data Analysis...... 29 CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ...... 32 A. Metafunction Features Used in Thunberg’s You’re Acting Like Spoiled, Irresponsible Children ...... 32 1. Ideational Metafunction...... 32 a. Relational Process ...... 33 b. Material Process ...... 36 c. Mental Process ...... 37 d. Verbal Process ...... 39 e. Existential Process ...... 39 f. Behavioural Process ...... 40 2. Interpersonal Metafunction ...... 41 a. Mood and Speech Function ...... 41 b. Modality ...... 44 c. Pronouns ...... 47 3. Textual Metafunction ...... 50 a. Topical Theme ...... 51 b. Interpersonal Theme ...... 55 c. Textual Theme ...... 56 B. Ideology Revealed Through the Metafunctions In Thunberg’s Speech..... 57 1. Interpretation of the Metafunctions (Processing Analysis) ...... 57 a. Field (Ideational Metafunction) ...... 58 b. Tenor (Interpersonal Metafunction)...... 63 c. Mode (Textual Metafunction) ...... 66 2. Ideology of the Speech (Social Analysis) ...... 67 a. Depoliticization of Climate Change ...... 69 b. Children as The Center of Climate Activism...... 73 CHAPTER V: CONCLUSION ...... 77 REFERENCES ...... 80 APPENDICES ...... 86

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LIST OF TABLES

No. Table Page

1. Table 1. Example of Material Process 16 2. Table 2. Example of Mental Process 16 3. Table 3. Example of Verbal Process 17 4. Table 4. Example of Relational Process 18 5. Table 5. Example of Behavioural Process 19 6. Table 6. Example of Existential Process 20 7. Table 7. Example of Mood System 22 8. Table 8. Distribution of Transitivity Analysis 32 9. Table 9. Distribution of Mode and Type of Relation in Relational Process 33 10. Table 10. Distribution of Type of Mental Process 37 11. Table 11. Summary of Mood 40 12. Table 12. Summary of Modality 45 13. Table 13. Summary of Pronouns 47 14. Table 14. Summary of Theme 51 15. Table 15. Summary of Theme Types 51

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ABSTRACT

LAUWREN, STEFANNY (2021). Critical Discourse Analysis of Greta Thunberg’s “You’re Acting Like Spoiled, Irresponsible Children”. Yogyakarta: Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.

The relation between adults and children has always been in the state of imbalance. Adults generally have power over children and children are expected to live in a structured system that is already shaped by adults. Recently, a youth climate activist, Greta Thunberg, went viral with her school strike, rally and conference speeches. Her activism reaped severe reactions from political leaders, such as Donald Trump and Vladimir Putin, who claimed she was manipulated, poorly informed, and should chill down, taking away her agency as a human being and make her “powerless”. On February 21, 2019, Thunberg delivers a speech in the event “Civil Society for rEUnaissance” entitled “You’re Acting Like Spoiled, Irresponsible Children”. She managed to convince the European Union to pledge billions of euros to mitigate climate change. There are two research questions that are observed in this study. The first research question is how the metafunction features are used in Thunberg’s speech “You’re Acting Like Spoiled, Irresponsible Children”. Furthermore, the second research question is to find out the ideologies that are revealed by the use of metafunctions. The study employed a descriptive qualitative method to collect the data. Seventy-one independent clauses were collected and analyzed through Fairclough’s Critical Discourse Analysis’ three-dimentional analysis, that is text analysis, processing analysis, and social analysis, employing Hallidayan Systemic Functional Grammar transitivity, mood system, and theme analysis. The first stage deals with the description of metafunction features found in the speech. The second stage deals with the interpretation of the metafunction features, linking them to the situational context of field, tenor, and mode. The third stage deals with the explanation that linked the metafunction features to the social event or non- linguistic context of the speech. The findings from the text analysis reveal the relational and material processes dominate the transitivity, while the declarative clause functioning as statement dominates the Mood. The speech only utilized ten modalities, and the pronouns that appears the most is exclusive “we”. The unmarked topical Theme occurs more compared to marked Theme. Through the processing and social analysis, the study discovers two ideologies in Thunberg speech that is the depoliticization of climate change and children as the center of climate activism.

Keywords: Critical Discourse Analysis, Systemic Functional Grammar, Greta Thunberg’s speech, ideology

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ABSTRAK

LAUWREN, STEFANNY (2021). Critical Discourse Analysis of Greta Thunberg’s “You’re Acting Like Spoiled, Irresponsible Children”. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma

Relasi orang dewasa dan anak-anak selalu dalam kondisi yang tidak seimbang. Orang dewasa pada umumnya memiliki kekuasaan atas anak, dan anak diharapkan hidup dalam sistem terstruktur yang dibentuk oleh orang dewasa. Baru- baru ini, aktivis iklim remaja, Greta Thunberg, menjadi viral dengan aksi mogok sekolah, demonstrasi, dan pidato konferensi. Aktivismenya menuai reaksi keras dari pemimpin politik, seperti Donald Trump dan Vladimir Putin, yang mengklaim dia dimanipulasi, kurang informasi, dan perlu menenangkan diri, mengambil agensinya sebagai manusia dan membuatnya "tidak berdaya". Pada tanggal 21 Februari 2019, Thunberg berpidato dalam acara “Civil Society for rEUnaissance” yang bertajuk “You’re Acting Like Spoiled, Irresponsible Children”. Dia berhasil meyakinkan Uni Eropa untuk menjanjikan miliaran euro guna mengatasi perubahan iklim. Terdapat dua pertanyaan penelitian yang diamati dalam penelitian ini. Pertanyaan penelitian pertama adalah bagaimana fitur metafungsi digunakan dalam pidato Thunberg "You’re Acting Like Spoiled, Irresponsible Children". Selanjutnya, pertanyaan penelitian kedua adalah untuk mengetahui ideologi yang diungkap melalui penggunaan metafungsi. Pengumpulan data dilakukan dengan metode deskriptif kualitatif. 71 klausa independen dikumpulkan dan dianalisis melalui tiga dimensi yang diusulkan oleh Analisis Wacana Kritis Fairclough, yaitu analisis teks, proses, dan sosial, menggunakan transitivitas, sistem mood, dan analisis tema dari Systemic Functional Grammar. Tahap pertama berkaitan dengan deskripsi fitur metafungsi yang ditemukan dalam pidato, tahap kedua berkaitan dengan interpretasi fitur metafungsi, menghubungkannya dengan konteks situasional, yaitu field, tenor, dan mode, dan tahap ketiga berkaitan dengan penjelasan yang menghubungkan fitur metafungsi dengan peristiwa sosial atau konteks non-linguistik dari pidato. Hasil analisis teks menunjukkan bahwa proses relasional dan material mendominasi transitivitas, sedangkan klausa deklaratif yang berfungsi sebagai pernyataan mendominasi Mood. Pidato tersebut hanya menggunakan sepuluh modalitas, dan kata ganti yang paling banyak muncul adalah “kami”. Tema topikal unmarked muncul lebih banyak dibandingkan dengan Tema marked. Melalui analisis permrosesan dan sosial, penelitian ini menemukan dua ideologi dalam pidato Thunberg yaitu depolitisasi perubahan iklim dan anak-anak sebagai inti dari aktivisme iklim.

Kata kunci: Critical Discourse Analysis, Systemic Functional Grammar, Greta Thunberg’s speech, ideology

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CHAPTER I

INTRODUCTION

A. Background of the Study

The relation between adults and children has always been in the state of imbalance. Regarding age, power, physical and emotional capabilities, adults usually win in all aspects compared to children. Adults have power over children.

As the concept of childhood is permeated with theoretical assumptions based on adult views of what is right and wrong (Martens, 2015) there is already an established expectation of the child’s position and standing in society. Children are expected to live in a system that is already shaped by the adults where they are somehow encouraged and even forced to pull back from the public into the private spaces of life (Tesar, 2016). It makes children's voice and opinion are dismissed and regarded as not as necessary as adults, even though children have the same rights as adults.

Recently, a young climate activist went viral with her school strike, rally speeches, and conference speeches. Her name is Greta Thunberg. She is a young student, only fifteen when she first started going on a school strike. Her speech often contains criticism for the world leader's inaction on climate change. It reaped refutations from several world leaders, namely Donald Trump and Vladimir Putin, who claimed that Greta was manipulated, poorly informed, and should chill down

(Levin, 2020; Press, 2019; Snuggs, 2019). By claiming that she and many other child-activists are manipulated, the adults erase their agency as human beings who can freely think; thus, they become "powerless". However, this does not stop

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Thunberg in her activism, which inspires and educates people of climate change.

According to Havel, “power of the powerless”, thus Thunberg’s, creates the chance to exert pressure, produce an anomaly, and resist the systems and structure (Tesar,

2016).

On February 21, 2019, Greta Thunberg delivers a speech, entitled "You're

Acting Like Spoiled, Irresponsible Children" in the event “Civil Society for rEUnaissance" of the European Economic and Social Committee (EESC). She was invited by the EESC President, Luca Jahier, to inspire organized civil society representatives and awaken their conscience (European Economic and Social

Committee, 2019). The speech was recorded and uploaded to the European

Economic and Social Committee YouTube Channel. The speech transcript is published in Greta Thunberg's book "No One Is Too Small to Make a Difference," which consists of the eleven speeches that she has written and delivered during her activism. In her speech, Thunberg criticizes the political leaders, mentioning that they have wasted decades on inaction and denial of climate change. In the very same speech, she also mentions and refutes the conspiracy theory that she and the other children that are climate activists are puppets. The speech was delivered in a room full of European Union Policy Makers. In response to her speech, the

European Union's chief executive pledged to spend hundreds of euro billions to combat climate change (Roth, 2019).

Language creates power and has a role in transforming power into right and obedience into duty, the arena where the concepts of right, whether it is in the sense of entitlement or morally acceptable, and duty are created, as well as the place

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where power is exercised (Wareing, 2004). As Mooney and Evans (2015) argue, a person does not need to have an obvious position of power to be able to have influence over language and influence over people through language. The language use in the form of speech will contain the speaker's value, belief, way of thinking, and perspective, and at the same time, contain the speaker’s purpose and hidden speaker meaning or ideology. The use of language in speech tends to imply rhetoric contribution to succeed in the speaker's goal (Jones & Peccei, 2004).

To discover the ideologies in the speech, Critical Discourse Analysis will be employed. Critical Discourse Analysis, according to Fairclough (1995), means an analytical framework to analyze the relation between power, language, and ideology. The analytical framework has three dimensions which require three analytical processes, text analysis (description), processing analysis

(interpretation), and social analysis (explanation). Fairclough (1995) argues that

CDA follows Hallidayan SFG in assuming that language functions in ideationally, interpersonally, and textually in the representation of experience, social interaction, tying parts of a text to be coherent, and linking texts to situational context. The orientation towards situational, generic, and ideological context from Hallidayan

Systemic Functional Grammar fits to be used as a theory to analyze texts in Critical

Discourse Analysis (Leonard A. Koussouhon & Dossoumou, 2015).

Systemic Functional Grammar provides a detailed and systematic description of language patterns. It consists of three metafunctions; textual, ideational, and interpersonal. Each metafunction construes a distinctive meaning

(Halliday & Matthiessen, 2014). Textual metafunction means clause as a message,

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utilizing the theme system to analyze theme and rheme within the clause to build relevance to the context. Ideational metafunction, or sometimes called experiential metafunction, uses the transitivity system, analyzing the clause's participants to construe a model of experience, as the clause of representation. Interpersonal metafunction is clauses as an exchange. The clause is organized as an interactive event and exchange which involves speakers and audience. The principal grammatical system of interpersonal metafunction is the mood system, including mood, modality, and personal-possessive pronoun.

Analysis of speech using Critical Discourse Analysis through Systemic

Functional Grammar has been done by researchers before. A number of studies have been conducted utilizing three metafunctions (Charina, 2019; Chen, 2018;

Liang & Shin, 2019), two metafunctions (Hasanah, Alek, & Hidayat, 2019; Leonard

A. Koussouhon & Dossoumou, 2014; Tewarat & Triyono, 2019), the ideational metafunction (Alaei & Ahangari, 2016; He, 2019; Sameer & Dilaimy, 2020; Shi &

Fan, 2019), the interpersonal metafunction (Ezeifeka, 2014; Léonard A.

Koussouhon & Dossoumou, 2015; Nur, 2019; Surjowati, 2016), the textual metafunction (Aworo-Okoroh, 2016; Isti’anah, 2019).

The high number of studies using Systemic Functional Grammar to be utilized in Critical Discourse Analysis proves that this method is highly suitable for analyzing texts and discovering the relations between language, power, and ideology. Previous studies tended to analyze the speech of political figures, literature texts, or news headlines. This study is unique in the sense that it analyzes a speech of Greta Thunberg, a young climate activist who is not a political figure

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and on the side of the "oppressed," which, to the best of the researcher's knowledge, has never been analyzed using this method before.

The speech is worth studying because it garnered attention and criticism from political leaders, and manage to get the pledge to spend hundreds of billions of euro to combat climate change. The particular speech of Greta Thunberg is chosen because despite being less viral compared to her speech at United Nations

Climate Actions Summit, her speech at EESC directly addresses the conspiracies, insults, disapproval of some adults and politicians. The speech also receives applause from the conference audience, which consists of some presidents of the

European institutions and national economic and social councils, leaders, and or representatives of civil society organizations. Her speech became headlines in several prominent media and roused a massive youth-led climate rally that is said to be the biggest environmental protest ever happened. Her book in which this speech is included in will win her the award of "Author of the Year" by

Waterstones.

Through Critical Discourse Analysis and analysis of Systemic Functional

Grammar's metafunctions, the researcher identifies the metafunctions used in the speech and discovers the ideologies that are revealed by the use of the metafunctions in Greta Thunberg’s speech. The benefit of this research is to find out more about the relation of language, speech, and ideologies and the language used in a particular context, especially linguistic features and critical discourse analysis.

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B. Problem Formulation

Based on the research background, there are two problems addressed in this study, which are:

1. How are metafunction features used in Thunberg’s You’re Acting Like

Spoiled, Irresponsible Children?

2. How do the metafunctions reveal the ideology in Thunberg’s speech?

C. Objectives of the Study

The study concerns the use of metafunction in Greta Thunberg’s speech titled You’re Acting Like Spoiled, Irresponsible Children. The writer proposes two objectives in this study. First, the study aims to identify how the metafunction features through transitivity, mood system, and theme are used in the speech.

Second, the study attempts to discover the ideologies revealed by the use of metafunctions in Greta Thunberg’s speech.

D. Definition of Terms

The following are the description of some terms used, which may help the readers have a clear picture of this research. First, Critical Discourse Analysis is an analytical framework used to analyze the relation between power, language, and ideology (Fairclough, 1995). It has three dimensions, which require three analytical processes, text analysis (description), processing analysis (interpretation), and social analysis (explanation).

The next term is Systemic Functional Grammar. It is a model that views language as “choices made in context, text comparison helps you to see the patterns

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of choices that were made in one text but not in the other, and relate the differences to the context” (Thompson, 2013, p. 133).

Metafunction is a set of principles governing the functions of language to understand meaning and to explain how language works and the organization of the semantic system of language (Halliday & Matthiessen, 2014). It consists of three different equal metafunctions; ideational, interpersonal, and textual.

Speech is a way to communicate between the addresser to the audience with the goal to express “the addresser’s viewpoint on things in the world, to elicit or change the audience’s attitudes and to arouse the audiences’ passion to share the same proposal of the addresser” (Ye, 2010, p. 147).

The other term that is used in this study is ideology. Ideology is a set of values and interests that represents reality of any kind, including sciences, metaphysics, and politics, without implying their status and reliability as guides to reality (Kress, as cited in Hawkins, 2001).

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CHAPTER II

REVIEW ON LITERATURE

To conduct this study, related studies and related theories are needed. The following chapter consists of review of related studies, review of related theories, and theoretical framework. This chapter discusses the studies related to critical discourse analysis in general and systemic functional grammar in specific, and the theories applied in the research. The review of related studies identifies the similarities and differences of the researches done previously, while the review of related theories discusses the theories relevant to the research.

A. Review of Related Studies

Studies related to Critical Discourse Analysis and Systemic Functional

Grammar have been done by scholars previously. The first related study is conducted by Charina (2019) employing Critical Discourse Analysis to investigate the ideologies behind Donald Trump’s Presidency Candidacy announcement speech. To reveal the ideologies that are exploited to achieve Trump’s goal in its relation to power, the research investigates the linguistic aspects and language use.

It finds out that the language is used to emphasize problem or crisis, contrasting him and his rival, as well as persuade people of his positive quality so that they will choose him as the next president. The ideologies that are found in Trump’s speech include populist ideology, white supremacy, discrimination/ascriptive tradition in the United States, and exploitation of nationalism.

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The following related study is done by Tewarat and Triyono (2019). It studies the Indonesian President Joko Widodo’s International Speech at the World

Economic ASEAN 2018. The study utilizes Fowler’s critical linguistic theory that focuses on the textual and ideational function of Systemic Functional Linguistics to describe the grammar use and its role in forming Joko Widodo’s and Indonesia self- image. The study discovers that the use of grammar on the word choice, the arrangement of clause and figure of speech can expose the meaning of the sentences based on the effect to the listeners. The word choice and sentence formation in Joko

Widodo’s speech strongly convey the meaning. Through appropriate word choice that describes today’s economic condition, he builds his self-image by delivering his industrial program and opinion.

The third study has been conducted by Yanthi (2017). The study analyzed the metafunctions in President of the United States, Donald Trump’s selected tweets based on the Hallidayan Systemic Functional Linguistics, utilizing Miles,

Huberman, and Saldana’s data collection method in the qualitative methodology.

The sixty-two clauses in the tweets are analyzed through the transitivity, mood and residue, and theme and rheme, the realization of the three metafunctions; ideational, interpersonal, and textual function. In ideational metafunction, it is dominated by material processes, followed by mental, relational, verbal, and existential process.

In interpersonal metafunction, declarative mood dominates the tweets. In textual metafunction, topical is the most frequently found theme, followed by textual theme.

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The fourth study is conducted by Nur (2019). The study investigates the prevalent linguistic and ideological patterns of the Bangabandhu Sheikh Mujibur

Rahman’s Historic 7th March Speech and how these patterns decide the socio- political context. Nur uses Hallidayan interpersonal metafunction of Systemic

Functional Linguistics and Fairclough’s Critical Discourse Analysis as the analytical framework. Through the three-dimensional analysis of CDA, the contextual, interpersonal metafunction, and ideological analysis, she discovers that the speech was adorned with linguistic and ideological strategies, showing the originality of the addresser’s leadership and rhetoric skill. The purpose is to communicate with its audience, make the audience realize West Pakistan’s suppression and domination, East Pakistan’s struggle, and provide confidence, leadership, and encouragement for the Bangladeshi people.

The fifth study by Isti’anah (2019) aims to discover how five South-East

Asian online newspaper present Rohingya in their headlines by analyzing how

Themes are used and their covert ideologies through Fairclough’s Critical

Discourse Analysis employing Hallidayan textual function. The data were taken during 2017 from The Jakarta Post, Malaysia Kini, Mmtimes, The Nation, and

Daily Star due to their country of origin’s proximity to where the Rohingyans stayed, Rakhine. The chosen twenty headlines from each newspaper were analyzed and categorized based on their theme type. The analysis finds out that the media had similarities in terms of reflected ideologies, responsibility and blame, and the types of employed Themes, and differences in the way each media portrayed ideologies. All media agreed that to achieve peace and harmony amongst South-

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East Asian countries; they should show their responsibility to end and solve the

Rohingya crisis. The research discovers that language choice in headlines can create various discursive effects to the readers, can unveil the media’s position, and is socially and politically influenced by the social context.

The sixth study is conducted by Putri (2020). The object of the study, the

Secretary-General of United Nations’ Opening Remark in Climate Action Summit

2019, is analyzed utilizing transitivity analysis from Systemic Functional Grammar.

The study is conducted to discover the transitivity patterns in the speech, employing discourse analysis to find out how the United Nations represented by the transitivity patterns, and applying ecolinguistics to categorize the discourse of the speech, either as destructive, ambivalent, or beneficial. The study discovers that the material and relational process, as well as the circumstance of time, purpose, quality and place, have the highest number. From the transitivity patterns, the study finds two representations of the United Nations; that is being a credible expert of environmental concerns and being an influential climate advocate. The speech is considered a beneficial discourse for promoting climate action and rising ecological awareness of the masses.

The previous studies discussed texts with topics such as politics, refugee, economy, and climate change. This study also examines a speech about climate change, the same as Putri’s (2020). However, the difference lies in the position of the speaker and the event of the speech. While the previous study’s speaker is the

Secretary-General of United Nations who speaks at a United Nations event, the speaker of this study is a young citizen who speaks in front of an audience that

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consists European Union Policy Makers, generally seen as figures of authority and power.

The previous studies provide comparisons and examples on how the theory was implemented to analyze texts. This study takes a similar approach as previous studies in utilizing the metafunctions of Systemic Functional Grammar and employs them to Critical Discourse Analysis. The studies as mentioned above use the approach to analyze political speeches (Charina, 2019; Nur, 2019; Tewarat &

Triyono, 2019), news headlines (Isti’anah, 2019), and texts from social media

(Yanthi, 2017), yet none of them talked about a non-political speech delivered by a teenage climate activist who has no political background. This study fills the gap of topics in the field of Critical Discourse Analysis and Systemic Functional

Grammar, providing a new outlook in the climate change topic from the victim’s point of view. Therefore, this study aims at providing further analysis of CDA by discussing Thunberg’s speech.

B. Review of Related Theories

The following reviews the theories applied in this research. Each research is elaborated and discussed to synthesize the theories beneficial for this study. It is imperative in research that a literature review must be done to provide a solid ground to solve the problems previously formulated in Chapter I.

1. Critical Discourse Analysis

Critical Discourse Analysis has been long used as an analytical framework to explore the covert ideology, the relation between text and discourse, power relations. Throughout the years, many scholars have their own approach to CDA

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research. Fairclough’s, Wodak and Meyer’s, and Van Dijk’s are three of the most popular approach to conducting CDA research.

Wodak and Meyer (2001) define CDA as an approach that concerns with analyzing the structural relationships of dominance, discrimination, power, and control in purpose to investigate critically social inequality through the approach of the discourse-historical method. It abides by a concept of social critique that comprises three inter-connected aspects: power and ideologies, historical, and interpretation, and is related to the dimension of action and cognition. Meanwhile,

Van Dijk’s socio-cognitive approach of CDA (2001) is conducted in three levels of social, cognitive and discourse analysis and make clear divide between Us-Them.

Critical Discourse Analysis, according to Fairclough (1995), means an analytical framework to analyze the relation between power, language, and ideology. Critical Discourse Analysis, therefore, is used to primarily analyze social problems and political issues. It focuses on the relations of power and dominance in society and the ways discourse structures challenge them.

Fairclough proposes three complementary ways of reading a complex social event or discursive event which refers to “text, discursive practice

(production and interpretation of the text), and social practice (including situational, institutional and societal practice)” (Wang, 2007, p. 65). He explains that each event has three dimensions; a spoken or written language text, an instance of discourse practice involving the production and interpretation of a text and social practice.

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The model for CDA consists of three inter-related processes of analysis tied to three inter-related dimensions of discourse. The three dimensions are the object of analysis (including verbal, visual or verbal and visual texts), the processes where the object is produced and received (writing/speaking/designing and reading/listening/viewing) by human subjects, the socio-historical conditions which govern these processes. Each of these dimensions requires a different kind of analysis; text analysis (description), processing analysis (interpretation), and social analysis (explanation).

In the first step of Critical Discourse Analysis, text analysis or description are required. It involves the linguistic description of the language text. The second step was the processing analysis or the interpretation stage. It focused on the relationship between text and the productive and interpretative processes, or more commonly called discursive process. This step sees the text as both a product of the process of production and a resource in the process of interpretation. The third step of Critical Discourse Analysis, social analysis, includes the explanation of the relationship between discursive processes that was discussed in the previous stage and the social processes.

CDA does not only focus on power relation and political problems. It also focuses on the social relations that occur between social actors, such as speaker- audience, social identity, and consciousness (Baker & Ellece, 2011). CDA also concerns how ideologies are constructed, contested, and restructured through discourse. Thus, this study chooses to focus on Fairclough’s CDA as it is the most compatible with the aim of this research in finding the ideology of the speech.

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Systemic Functional Grammar’s theoretical framework is considered as

“the most appropriate analytical model, a useful descriptive and interpretative framework for studying language as a social semiotic and as a text or discourse”

(Ezeifeka, 2014, p. 51). Therefore, it is very fitting to analyze the second dimension, the processes by means of which the object is produced and received by human subjects that need processing analysis by utilizing Systemic Functional Grammar.

2. Systemic Functional Grammar

Systemic Functional Grammar is a theory of grammar that focuses on meaning. By focusing on meaning, this approach of analyzing text helps to reveal the ideologies behind a text. Through analytical methodology, Systemic Functional

Grammar provides a detailed and systematic description of language patterns, making it fit to be used as a theory to analyze texts in Critical Discourse Analysis.

Systemic Functional Grammar is only one part of Systemic Functional Linguistics

(SFL). Analyzing text using Systemic Functional Grammar covers three metafunction analyses; ideational (clause as representation), interpersonal (clause as an exchange), and textual (clause as message) metafunctions. a. Ideational Metafunction

Ideational Metafunction is the function that construe human experience. It construes a quantum of change in the flow of events as a figure, or configuration of a process, participants involved in it and any attendant circumstances. The experiences about the world from ‘outer’ and ‘inner’ experiences are called transitivity system. According to Eggins (2004), in the transitivity system, there are three aspects of the clause; the verbal group, the participant, and the circumstances.

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The verbal group represents the processes, which are further divided into six processes; material, mental, behavioural, verbal, relational, and existential processes. The participants are the ones involved in the process, such as Actor,

Senser, Phenomenon, Behaver, Sayer. The last aspect is circumstance, such as manner, location, comparison, cause, range, extent, and accompaniment i. Material Process

Material clauses are the processes of doing and happening. They deal with the experiences that happen outside the consciousness. As the clauses of this process have to do with action, the participant of this process is typically construed as actor and goal.

Table 1. Examples of Material Process 1 Teddy throws a ball Actor Process Goal 2 Mickey catches the mouse quickly Actor Process Goal Circumstance

In the first clause, “Teddy” serves as the actor of the action “throws” which is the process that happens outside of the consciousness, and “a ball” serves as the goal of the action or the one which the action is done to. In the second clause, there is a slight difference in the participant that is involved. The Actor “Mickey” does the action of “catch” to the goal “the mouse”. The circumstance “quickly” is circumstance of manner which describe how the action gets done in that particular manner. ii. Mental Process

Mental clauses are the processes of sensing. The opposite of material clauses, mental clauses concern the experience inside the consciousness. The

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participant of the process that is “sensing” is called Senser or Sensor, while the participant that is sensed is called phenomenon. There are four types of mental process; perceptive, cognitive, desiderative and emotive.

Table 2. Examples of Mental Process 1 Lisa Likes ice cream Senser Process: emotive Phenomenon 2 Jeremy Understands the lesson Senser Process: cognitive Phenomenon 3 The girl can feel something on her hand Senser Process: perceptive Phenomenon

The first clause’s mental process is found in the word “likes”, indicates the feeling of affection from the Senser “Lisa” to the Phenomenon “ice cream”. In the second clause, the word “understands” indicate the mental process of understanding. The Senser “Jeremy” is the one who has the cognitive process of the

Phenomenon “the lesson”. In the third clause, the mental process of perception is indicated in the word “can feel”. The Senser “The girl” perceive the feeling of the phenomenon “something on her hand”. iii. Verbal Process

Verbal clauses are the processes of saying. The participant of the clause that are saying is considered the Sayer and the other side is the Receiver or Target.

Halliday considers verbal clauses as important resource in discourse as they contribute to create narrative by setting up dialogic passages.

Table 3. Examples of Verbal Process 1 Dani said something stupid Sayer Process Verbiage 2 He told me the truth Sayer Process Target Verbiage

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The verbal process that can be found in the first clause is “said” as it indicates a verbal action. The one who speaks is the Sayer, thus “Dani” is the Sayer of the verbiage “something stupid”. In the second clause, the word “told” indicates the verbal process. The difference in the second clause is the existence of the Target

“me”. The one who speaks the verbiage “the truth” is the Sayer “He”. iv. Relational Process

Relational clauses are the processes of being that characterize and identify.

The participants of relational processes are different, depending on the mode of relation which are categorized into three types. The attributive relational has the participant of carrier and attribute, which order cannot be reversed. The other two of the clauses are reversible which means that it may have passive form. The identifying participants are token and value or identified. The last category is the possessive, indicating ownership, which has possessor and possessed as the participants.

Table 4. Example of Relational Process 1 She is clever Carrier Process: attributive Attribute 2 She is my favorite teacher Identified Process: identifying Identifier 3 She has a very cute dog Possessor Process: possessive Possessed

The first clause’s participants are Carrier “She” that carries a specific quality which is the Attribute “clever”. The participants in the second clause are

“She” as the Identified that is identified as “my favorite teacher”. As identifying clauses is reversible, it can be reversed into “my favorite teacher is her”. In the third

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clause, the one who own the Possessed “a very cute dog” is “She”, which indicates the Possessor. v. Behavioural Process

Behavioural clauses are the processes of behaving. The clauses typically use verbs that describe humans’ physiological and psychological behaviour. The participant in the clause who is ‘behaving’, is tagged Behaver and usually a conscious being.

Table 5. Example of Behavioural Process 1 He coughs uncontrollably Behaver Process Circumstance 2 She Laughs Behaver Process

In the first clause, the word “coughs” serves as the process, indicating the behavior of a behaver “He”. The circumstance “uncontrollably” is the circumstance of manner which denotes that the behaver coughs in a particular manner. In the second clause, the process is “laughs” and the one that behaves that way is the behaver “She”. vi. Existential Process

Existential clauses are the process of existing. The process is represented through the verb be and other verbs such as remain, arise, occur, exist, and happen.

The process typically started with there. This process is different from the others in that the process does not have participant. The word there is not considered as either participant or circumstance as it only serves to “indicate the feature of existence”

(Halliday & Matthiessen, 2014, p. 308).

Table 6. Example of Existential Process

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1 There is a small ball Process Existent 2 There was a big dog behind him Process Existent Circumstance

The existential process in the first clause is indicated by the verb “is” and the thing that exist is “a small ball”. In the second clause, the existential process is indicated by the verb “was” and the existing thing is “a big dog”. The circumstance

“behind him” is the circumstance of location which indicates that Existent exist in a certain place. b. Interpersonal Metafunction

The second metafunction in Systemic Functional Grammar is

Interpersonal Metafunction. Interpersonal meaning is clauses as an exchange. The clause is organized as an interactive event or exchange, involving speaker, or writer, and audience. According to Halliday and Matthiessen (2014, p. 134), “the speaker or writer adopts for himself a particular speech role, and in so doing assigns to the listener a complementary role that he wishes him to adopt in his turn”. The principal grammatical system of this metafunction is that of mood system, consisting of mood, modality, and personal and possessive pronouns.

The Mood element consists of two parts; the Subject, which is a nominal group, and the Finite operator, which is part of a verbal group. The Finite element is one of a small number of verbal operators expressing tense or modality. Based on the order of Subject and Finite, the mood element is divided into two general types; indicative and imperative mood. The indicative mood is further divided into declarative and interrogative, while the imperative mood consists of jussive and

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suggestive. The summarized structure of each mood is described as in the following figure:

Figure 1. Summary of Mood Structures in English (Thompson, 2013, p. 60)

Modality is represented through modal auxiliaries and modal adjuncts.

Based on the modal that is used, modality system is distinguished into two types; modalization, and modulation. The modalization concerns with probability and usuality, while modulation concerns with obligation and inclination. Modality concerns how “a language user can intrude on their message, expressing attitudes and judgement of various kinds” (Eggins, 2004, p. 172). Modality is also evaluated through its value, polarity, and responsibility. The higher the value means the more confidence and commitment to what the speaker is saying. The responsibility of the modal is expressed through either subjective or objective and explicit or implicit.

Aside from mood and modality, the use of personal and possessive pronoun in discourse show the relation between the speaker and the audience, especially in speech since it is a one-way communication. It reveals the speaker’s perspective on the relation between them and the listener and also the perspective

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on one held responsible of the proposal or proposition in the clause. Other than being a substitution, pronouns are used to “show inclusiveness, solidarity and unity of purpose as well as amongst the speaker and the audiences” (Nur, 2019, p. 111).

Table 7. Example of Mood System We eat sushi sometimes Modality: Usuality Subject Finite Complement Adjunct Mood: Declarative Residue

In the clause above, the Subject is “We” and the Finite is “eat” which has the structure of Subject preceding the Finite. The rest of the sentence is the complement “sushi” and the adjunct of frequency “sometimes” which is categorized as residue. The structure S^F indicates a declarative clause.

“Sometimes” is a modal adjunct that indicates modulation in the form of usuality, as sometimes indicates frequency of something happening. c. Textual Metafunction

Textual metafunction is the last out of three metafunction in Systemic

Functional Grammar. Textual metafunction means clause as a message. Halliday considers the clause “has the character of a message, or quantum of information in the flow of discourse”(2014, p. 88). In discovering ideology, textual metafunction is related to the internal organization and communicative nature of a text because it creates relevance to the context. Textual metafunction is analyzed through theme analysis which considers a clause is built of theme and rheme. The combination of theme and rheme build the thematic structure of the clause.

Theme consists of three types, topical, interpersonal, and textual. Topical theme is the clause element that is positioned first in a clause and can assign

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transitivity process. The topical theme thus consists of actor, sayer, behaver, carrier, sensor, and circumstance. Interpersonal theme is the first position constituent that mood can be assigned to. The constituents that are categorized as interpersonal theme are the unfused Finite and modal adjuncts. Textual theme relates the clause to its context and is divided into two main type; continuity and conjunctive adjuncts.

However, Eggins (2004) explains that it is much more common to find more than one theme in a clause in the form of sequence of theme before the obligatory typical theme.

Well, at least I think you buy the right sauce Adjunct: Adjunct: Adjunct: Subject Finite Complement continuity conjunctive Mood Textual Textual Interpersonal Topical Theme Rheme

The example above has the obligatory one Topical Theme in the Subject

“You”. Preceding the Subject, there are Continuity Adjunct “Well” and

Conjunctive Adjunct “at least” which categorize as Textual Theme. The Mood

Adjunct “I think” categorize as Interpersonal Theme.

3. Language, Power, and Ideology

Language does not only serve as a tool of communication and a vehicle to transfer ideas; it is also used as a tool to persuade and to influence the audience. As

Wareing (2004) argues, language creates power and has a role in transforming power into right and obedience into duty, the arena where the concepts of right, whether it is in the sense of entitlement or morally acceptable, and duty are created, as well as the place where power is exercised. Through language, the speaker can assert their standing, perspective and belief. Fairclough (1995, p. 1) defined power

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as “asymmetries between participants in discourse event”, meaning the speaker and audience in a speech. The speaker and audience generally hold different positions and different capacities to control how the text is received and produced, even though the speaker may close the distance between them for the sake of persuasive agenda.

Other than power, language also has a function in related to ideology.

Ideology has become a central notion in scholarly discourses on language’s critical studies (Errington, 1999). According to Hawkins (2001), Ideology means a set of values and interests that represents reality of any kind without implying their status and reliability as guides to reality. As every speaker has a purpose in delivering speech, the speech will contain the speaker's value, belief, way of thinking, and point of view. This will be used to steer people's thoughts on the way the speaker wants the listener to be. In a speech, it becomes possible to use language to manufacture an ideology that could steer the way people think. However, as

Mooney and Evans (2015) argue employing language to influence people is far more commonly achieved in less obvious and direct ways. Thus, speakers typically try to subtly influence the audience and convince them to agree with their ideology.

Thus, language, ideology, and power are inter-related. Language creates and represents ideological concerns; therefore, it is crucial to the ideology’s creation and maintenance which support power (Mooney & Evans, 2015). Through analyzing language critically, the oppressed and powerless can be protected and a good society can be built.

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C. Theoretical Framework

The theories mentioned above are utilized to answer the problems of this study. Critical Discourse Analysis is employed to scrutinize the speech since it focuses on social problems and the relations of power, language, and ideology. The analysis is conducted through its three-dimensional framework analysis. The first dimension requires a text analysis which is applied to answer the first problem; how the metafunction features are used in Thunberg’s speech. In this analysis, the researcher employs Systemic Functional Grammar to analyze the object ideationally, interpersonally, and textually through the three metafunction of

Hallidayan SFG.

The second and third analysis are the processing and social analyses, which are conducted to answer the second problem; how the metafunctions reveal the ideology in the speech. By using the interpretation of transitivity, mood system, and theme analysis, the second dimension which requires processing analysis can be achieved. In addition, to discover the ideology through the last dimension which requires social analysis, a knowledge of the relation of language, power, and ideology is essential.

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CHAPTER III

METHODOLOGY

The following consists of three parts of the research methodology; the object of the study, approach of the study, and methods of the study. The object of the study describes the source of the data that become the object of the study and the element of the data that will be the focus of the study. The approach of the study describes the approach that is applied in the study. Methods of the study explain how the data are collected and analyzed.

A. Object of the Study

The researcher studied a speech of Greta Thunberg that was delivered during the European Economic and Social Committee (EESC) event “Civil Society for rEUnaissance” on 21 February 2019. The event had two main purposes; to draw attention to Articles 2 and 3 of the Treaty on European Union, with the support of a number of civil society organizations, and to mobilize civil society at all levels in the run-up to the European elections. Greta Thunberg, as a well-known young climate activist who was personally invited by the President of EESC, became one of the youngest speakers between the other notable speakers in the morning session.

Her speech then spurred the European Union to pledge allocating budget of billions of euro to combat climate crisis. The speech entitled "You're Acting Like Spoiled,

Irresponsible Children" is included in her book No One Is Too Small to Make a

Difference consisting of eleven speeches that she had written and delivered on several different platforms during her activism, published by the Penguin Books.

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The researcher reviewed the transcription in the book and discovered that it was exactly the same as the speech that was delivered at the event.

The linguistic element utilized in this study is the independent clauses in

Thunberg’s speech, as independent clauses are the only clause where an analysis of the ideational, interpersonal, and textual metafunctions can be conducted. The text was treated as a discourse or language above the sentence or the clause. All independent clauses are utilized to reveal the ideology of the speech through the analysis of transitivity, mood system, and theme and relate them to the context of the speech, creating connection between the linguistic elements and the social context, such as the speaker, the audience, and the places, times, and things that are involved.

B. Approach of the Study

To reveal the covert ideology of a text, the three inter-related dimensions of discourse in CDA was employed. CDA ties the text to the situational context through the three dimensional analysis; text analysis with linguistic description of the language text, the processing analysis with interpretation of the relationship between the discursive processes and the text, and the social analysis through explanation of the relationship between the discursive processes and the social processes (Fairclough, 1995). To relate linguistic unit such as independent clauses and the situational context, Hallidayan Systemic Functional Grammar is employed.

The proposed use of Field, Tenor, and Mode in Hallidayan SFG defined the context of situation in the speech. SFG explored the grammar of the metafunctions of language and studied the potential meaning carried by the language. It analyzed the

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text ideationally, interpersonally, and textually which dealt with examining experience, social relationship, and cohesion which is directly related to the situational context.

C. Method of the Study

The method of the study consists of two parts which are data collection and data analysis. Data collection describes the characteristics of the research and how the data are collected and classified. Data analysis explains how the data are analyzed to be able to answer the problem formulations.

1. Data Collection

This study used a descriptive qualitative method to uncover the complexity and to provide a more in-depth examination of the connection between the linguistic and ideological context of Thunberg’s speech. The transcript of the speech was taken from Greta Thunberg's book No One Is Too Small to Make a Difference. The data of this research were the independent clauses in Thunberg's speech, because clauses are “the point of entry or domain or a number of simultaneous systems within the textual, interpersonal and experiential metafunctions” (Matthiessen,

Teruya, & Lam, 2010, p. 72). The length of the speech was 1083 words with seventy-one independent clauses. The text is treated as a discourse. Later, the researcher selected the independent clauses from the speech to be able to find out the metafunctions that was used, which was able to reveal the ideology in the speech.

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2. Data Analysis

After the independent clauses were selected, the clauses were analyzed by the metafunctions, based on Hallidayan Systemic Functional Grammar.

Fairclough’s Critical Discourse Analysis demanded three analytical process. The first analysis was the description step or the text analysis. In this step, the study collected the metafunctions in the text through three types of analysis; the

Transitivity, Mood system, and Theme.

In Transitivity analysis, the clauses were categorized and analyzed in terms of the three aspects of transitivity; the process, the participant, and the circumstance.

The process of the clause or the verbal group was realized in the form of verbs, and was categorized based on Hallidayan six types of transitivity process; material, relational, mental, verbal, behavioural, or existential. Afterwards, the participants are labelled based on the process types, as each type of process has different types of participant. The circumstance was categorized based on Halliday’s theory of circumstance types. The distribution of the process types was then summarized in percentage and displayed in the form of table to find out the frequency of each process type. The following is the example of the table. After the categorization of the process, some clauses were randomly chosen to be displayed and given a description to present how the data were categorized.

In the Mood system, the independent clauses were numbered and analyzed through the analysis of its Subject-Finite relations to find out the Mood and what is exchanged in the clause to find out the speech functions, the use of modal auxiliaries and modal adjuncts to find out the Modality, and the use of pronouns. Afterwards,

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the distribution of the Mood types and its speech functions are summarized in percentage and displayed in a table. The clauses that employed modality were selected to be categorized in terms of its type; modalization or modulation, and its degree; high, median, or low. Subsequently, the distributions were summarized in percentage through a table. The use of pronouns in the clause were collected and categorized by each pronoun’s frequency. The result was then summarized in percentage through a table. After the categorization, some clauses were randomly chosen to be displayed and given a description to present how the data were categorized.

The Theme was categorized and analyzed based on the types. The independent clauses are analyzed in terms of the Thematic element. After each clauses’ thematic element was labelled, whether it was topical, interpersonal, or textual Theme, the percentage numbers of the types of Theme were summarized in a table to reveal the frequency of each Theme types’ occurrence in the speech. After the categorization of the Theme, some clauses were chosen randomly to be displayed and given a description to present how the data were categorized.

The second step was the processing analysis or the interpretation stage. It focused on the relationship between text and interaction, seeing the text as both a product of the process of production and a resource in the process of interpretation.

The linguistic features were analyzed through the analysis of field (ideational metafunction), tenor (interpersonal metafunction), and mode (textual metafunction), in relation to the situational context of the speech or social settings, such as where the text was produced, who were involved in the situation and what

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relations that existed between the involved participants. Therefore, reference to particular settings surrounding the clauses that were analyzed was required. The linguistic features in this study were the metafunctions, thus the result from the first stage analysis was related to the context of Thunberg’s speech.

Social analysis as the final stage of CDA examines “the relationship between interaction and social context, considering the social effects of the processes of production and interpretation” (Baker & Ellece, 2011, p. 26). The situational context of the speech was the social event, the Civil Society for rEUnaissance, their objectives, the government, and the climate crisis in which

Thunberg’s speech were held. This stage explored the social practice that included productive activity and means of production, and involved identities and social relations; the relationship between the speaker and the audience. The analysis studied under what circumstances the speech was produced, who produced it, for what purposes and what constraints were placed on the production of the speech

(Baker & Ellece, 2011). Therefore, the situation surrounding the event, the news report, the response, and the cause of the event, including the background of the event, speaker, and the audience were collected and related to the previous findings; the text and processing analyses, to reveal the ideology in Thunberg’s speech.

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CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This chapter discusses the analysis in finding the ideology in Thunberg’s speech. The analysis consists of two parts. The first part reveals the metafunction features used in Thunberg’s speech entitled “You’re Acting Like Spoiled,

Irresponsible Children”. The second part discusses the ideology that is revealed by the use of metafunctions in Thunberg's speech.

A. Metafunction Features Used in Thunberg’s You’re Acting Like Spoiled,

Irresponsible Children

As Critical Discourse Analysis requires textual analysis, the types of metafunctions in the speech was identified. In this stage, the analysis is done by identifying and labelling the metafunction features of the text. The metafunctions feature includes transitivity analysis of ideational metafunction, mood system analysis of interpersonal metafunction, and theme analysis of textual metafunction.

1. Ideational Metafunction

The first metafunction in Systemic Functional Grammar, ideational metafunction, construes experience from ‘outer’ and ‘inner’ experiences and is realized by the transitivity system. The transitivity analysis consists of identifying and tagging the elements in the clause, including the participant, the process, and the circumstances.

The transitivity system consists of six processes; material, mental, verbal, relational, behavioural, and existential processes. According to Halliday (2014), the

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main types of processes used in a text are material, mental, and relational processes, with material and relational processes being significantly more frequent than mental processes. Conforming the theory, the data from this study also show that relational and material processes are the most dominant processes, followed by a mental process. Below is the summary of transitivity processes distribution.

Table 8. Distribution of Transitivity Analysis Process Frequency Percentage Relational 24 34% Material 22 30,9% Mental 16 22,5% Verbal 5 7% Existential 3 4,2% Behavioural 1 1,4% Total 71 100%

From the total seventy-one independent clauses in the data, the relational process occurs twenty-four times and is presented in 34% of the data, while the material process occurs twenty-two times and makes up 30,9%. The mental process occurs significantly less than the two major processes, occurred in sixteen clauses, and presented in 22,5% of the data. The verbal process is found in five clauses, presented in 7% of the data, followed by existential and behavioural processes.

Each of them presented in 4,2% and 1,4% of the data. a. Relational Process

The relational clause is the process of being and having. According to

Halliday (2014), Relational clauses are categorized based on its three types; intensive, possessive, and circumstantial, and its modes of being; attributive and identifying. The modes differ in their reversibility. While the participant in the relational clause with identifying mode can be reversed and still be systematically

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related, the ones with attributive mode are unable to be reversed. The attributive clause has two participants; Attribute, which is the class attributed to an entity, and

Carrier, the one with the attribute. Identifying clause has identified and identifier entities and the participants of Token and Value. Token and Value can be employed to identify either identified and identifier. Their difference lies in their order; Token is the lower expression, which brings specific qualities, while Value is the higher content.

Other than the modes, the relational process is also analyzed based on its type of relationship. The three types of relationship are intensive, circumstantial, and possessive. According to Thompson (2013, p. 125), the intensive relationship is “the most familiar” as the Carrier has an attribute. Thus it is easier to identify in attributive clauses. In circumstantial type, the circumstance in the clause, such as extent, location, manner, cause, contingency, accompaniment, role, matter, and angle, relates the entities. The possessive type entities are related in terms of ownership, of one entity possess the other or vice versa.

The relational process dominates the data, occurring in twenty-four clauses, and is presented in 34% of the data. The distribution of the mode and type of relational process is depicted in the following table.

Table 9. Distribution of Mode and Type of Relation in Relational Process Mode Intensive Circumstantial Possessive Type Freq. % freq. % freq. % Identifying 10 41,7% - - - - Attributive 9 37,5% 4 16,6% 1 4,2% Total 19 79,2% 4 16,6% 1 4,2%

The table shows that intensive relationship dominates the data by occurring in nineteen out of twenty-four clauses. Circumstantial relationship occurs in four

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clauses, while the possessive relationship occurs only in one clause. Below is an example of an intensive identifying relational clause from the data.

My name Is Greta Thunberg Token Process: Relational Value

The process in the above clause is realized in the verb “is”. As the clause's participants are reversible and still manage to be systematically related, the clause is categorized as an identifying relational process. The Identifier “Greta Thunberg” identifies “My name”. As the Identifier is the higher content, it is assigned as the

Value, creating a decoding clause.

Below is another example of a relational clause which shows an intensive relationship in attributive type.

But that is not enough Carrier Process: Relational Attribute

The clause above gets into the category of attributive type since the participants are irreversible. The subject “that” refers to new politics and economics that show up in the previous clause. The intensive relationship shows that the new politics and economics referred to by “that” is the Carrier, as it attributes “not enough”. The verb “is” indicates the relational process and attaches the Attribute to the Carrier.

The following is another example of a relational process with attributive type and circumstantial relationship.

The actions required are beyond manifestos or any party politics Carrier Process: Relational Attribute

The clause above falls to the category of the attributive relational clause since its participants are irreversible. The subject that is the noun phrase “The actions

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required” is the Carrier participant, since the Attribute “beyond manifestos or any other party politics” is ascribed to it. The Attribute gives information on the degree of how much the Carrier exceeds manifestos or any party politics.

Below is another example of a relational process of attributive type with a possessive relationship.

We don’t have any other manifestos or demands Carrier Process: Relational Attribute

The example above shows the process of having since the verb “have” indicates possessive relationship. The clause above uses “don’t have” which indicates the lack of ownership. The Carrier “we” that refers to the speaker and other child climate activists does not own the Attribute “any other manifestos or demands”. b. Material Process

Material Process is the process of doing and happening, which deals with the experience outside of the consciousness. The participant of a material clause is

Actor, Goal, Scope, Recipient, and Client. Actor is the doer or the one who does the process, while Goal is the one that is affected by the process. Contrary to Goal that occurs only in transitive clauses, Scope is a participant in the clause that is not affected by the action or process and commonly occurs in intransitive clauses. The recipient is the participant that receives the given goods, while the Client is the participant that receives the services. The material process occurs in twenty-two clauses that make up 30,9% of the data. Below is an example of a material clause.

We are school-striking because we have done our homework Actor Process: Material Circumstance: Reason

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The Actor in the example is “we” which refers to the speaker and other child climate activists. The Actor “we” do the process “are school-striking” which shows the process of doing. The rest of the clause is attributed to circumstance adds information that describes why the actor is doing the process; that is, they have done their homework.

You Unite behind the science Actor Process: Material Scope

In the clause above, the Actor is realized in the pronoun “You” that refers to the speech's audience. The process is presented in the intransitive verb “unite”, in which the process of doing is realized. The adjunct “behind the science” is not affected by the process. Therefore, it is labelled as the scope. c. Mental Process

Mental process is the process of sensing and concerns the experience within the consciousness. The participant of mental processes is Senser, who senses, and Phenomenon, the one that is sensed. The process has four types of sensing; perceptive (verb of seeing, hearing), cognitive (verb of thinking, knowing, understanding), desiderative (verb of wanting), and emotive (verb of liking, disliking, fearing). The mental process occurs sixteen times and is presented in

22,5% of the data. The distribution of the types is depicted in the table below

Table 10. Distribution of Type of Mental Process Mental Process Frequency Percentage Desiderative 12 75% Cognitive 4 25% Total 16 100%

The types of mental processes that are found in the data are desiderative and cognitive. Cognitive mental processes are able to project proposition by quoting or

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reporting, while desiderative mental processes project proposals (Astari, 2017). As seen from the table above, the desiderative type occurs more compared to the cognitive type. Being the verb of wanting, the high number of desiderative mental processes indicates Thunberg’s expectations for the audience. Desiderative clauses are presented in verbs such as need, want, and decide, while the cognitive clauses are presented in verbs such as know, realize, and remember. Below is an example of a cognitive mental clause.

We know that most politicians don’t want to talk to us Senser Process: Mental Phenomenon

The mental process is realized in the verb “know” and labeled as the cognitive mental cause since it has to do with cognition. The participant who senses the process “know” is the Senser “we” that refers to the speaker and other child climate- activists, while the Phenomenon that is sensed by the Senser is the phrase “that the most politicians don’t want to talk to us”. Other than the cognitive type of mental clause, the other type found in the data is the desiderative type. Below is an example of a desiderative mental clause.

We need a whole new way of thinking Senser Process: Mental Phenomenon

The mental process in the clause above is realized in the verb “need” that indicates the sense of “want”. Therefore, it is considered a desiderative type. The one who senses the process of “need” is Senser “we” which refers to the speaker and audience. The one that is sensed is the Phenomenon “a whole new way of thinking”, which is realized in the phrase.

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d. Verbal Process

Verbal Process is the verb of “saying” and is the intermediate between mental and relational processes. According to Halliday (2014), verbal clauses are essential in their creation of narrative, which can set up dialogic passages. The participants in verbal processes involve Sayer, Receiver, Verbiage, and Target.

Sayer is the speaker or the one who does the act of saying, while the Receiver is the one to whom the saying is directed to. Target is the targeted entity of the process of saying. Verbiage is the corresponding function to what is said. The verbal Process occurred five times and presented in 7% of the data. Below is an example of a verbal clause.

People always tell us that they are so hopeful Sayer Circumstance Process: Verbal Receiver Verbiage

The process in the above clause shows the process of “tell”. The one who does the act of saying is the Sayer “People” that conform to the usual verbal clauses, where

Sayer is human. The Receiver is “us” that refers to the speaker and other child climate activists. The phrase “that they are so hopeful” functions as the Verbiage as it corresponds to what is said in the clause. Thus, the Sayer “People” does the process of telling to Receiver “us” about the Verbiage “that they are so hopeful”. e. Existential Process

Existential Process is the process of “existing” that expresses something happens or exists, and lies in the borderline between material and relational processes. It is usually indicated by the use of “there” which is not considered a participant or a circumstance as it has no representational function in transitivity.

Participants of the existential process are Existent which is the entity or event that

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is being said to exist or happen. Existential is not a common process to be employed in a discourse, only makes up for 3 to 4 percent of all clauses in the text. (Halliday

& Matthiessen, 2014). Conforming to Halliday’s theory, the number of existential clauses in the data is presented in 4,2%, which occurred in three clauses. Below is an example of the existential process.

There is still time Process: Existential Existent

The process in the above clause is presented in the verb “is” that is considered typical for existential clauses. The subject is “There” and it has the circumstantial element of time “still time” that is the being that exists. Thus it is labeled as Existent. f. Behavioural Process

Behavioural process lies in the borderline between material and mental because it is the process of “physiological and psychological behaviour” (Halliday

& Matthiessen, 2014, p. 301). Generally, the pattern of the behavioural process only consists of Behaver and the process. The behavioural process is the least distinct among the six processes. It occurs once and presented in 1,4% of the data. Below is an example of the behavioural process.

Listen to them because we are just repeating what they are saying and have been saying for decades Process: Behavioural Phenomenon Circumstance: Reason

In the example above, there is an absence of the Behaver. The clause consists of a

Phenomenon “to them” instead. The process “Listen” is considered as a behavioural clause that ranges in “near mental”. The circumstance of reason answers the question of “why”, and provides the reason for the clause.

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2. Interpersonal Metafunction

The second metafunction that was analyzed is the interpersonal metafunction. Interpersonal metafunction treats the clause as an exchange, scrutinizing the exchange of information or good and services. The interpersonal metafunction was analyzed through the use of mood, modality, and pronouns. a. Mood and Speech Function

The Mood element was identified and labeled based on its order of Subject and Finite. Following Hallidayan Systemic Functional Grammar, there are two main types of Mood; indicative and imperative. Indicative branch to declarative and interrogative, where the Subject precedes the Finite. At the same time, imperative mood is the opposite, where Finite precedes the Subject. As Mood carries the exchange of information or goods and services, the speech function can be identified, either as a statement, offer, command, or question. The distribution of

Mood in the speech is listed in the table below.

Table 11. Summary of Mood Function Statement Offer Command Mood freq. Percentage freq. Percentage freq. Percentage Declarative 55 77,5% 1 1,4% 11 15,5% Imperative - - 2 2,8% 2 2,8& total 55 77,5% 3 4,2% 13 18,3%

From the total of seventy-one independent clauses, sixty-seven of them are declarative clauses, presented in 94,4% of the data, while imperative clauses, which occur four times, are presented in 5,6% of the data. There are no interrogative clauses found in the data. The speech function identified from the Mood system's declarative clauses is the statement, offer, and command. The declarative clause functioning as a statement has the highest 77,5%, occurring in fifty-five clauses.

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The declarative clause that functions as an offer only occurs once, presented in 1,4% of the data, while declarative clauses that function as command occurs eleven times, presented in 15,5% of the data. The example of declarative clause functioning as a statement is below:

I am a climate activist from Sweden Subject Finite Complement Adjunct Mood Residue

In the example, the Subject “I” precedes the Finite “am”, which complies with the structure of declarative clause (S^F). The complement “a climate activist” is realized as a noun phrase (NP) and the adjunct “from Sweden” answers the question of “where” making it the adjunct of place. Both the complement and the adjunct are part of the reside. The declarative clause above gives information on who the

Subject is; therefore, it is an exchange of information. Thus, the clause above is categorized as a declarative clause that functions as a statement. Other than functioning as a statement, the declarative clause also functions as an offer. Below is an example of a declarative clause with the function of an offer.

We suggest that you take our place in the streets striking from your work Subject Finite Complement Mood Residue

In the example, Subject and Finite's order is S^F, making it a declarative clause, realized in the Subject “We” that precedes the Finite “suggest”. The Mood is followed by complement, which is categorized as the Residue. The complement consists of the subject's suggestion to the audience to take their place protesting in the streets and striking from their work. The suggestion is taken as a form of giving

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services, thus considered as an offer. Below is another example of a declarative clause functioning as a command.

That must come to an end Subject Finite Predicator Adjunct Mood Residue

In the example above, the order of the Subject “That” and the Finite “must” is the

Subject precedes the Finite, creating a structure of S^F, indicating a declarative clause. The Subject “that” refers to the cheating and fighting for power that the politicians do. The rest of the clause is categorized as Residue, consisted of a

Predicator and an adjunct. The clause's speech function is to exchange by demanding services, asking that the actions come to an end, thus categorized as a command.

The other type of Mood in this speech is the imperative clause in four clauses out of seventy-one. The structure of F^S marks the imperative clause, the opposite of the declarative clause as the order is Finite precedes the Subject. The imperative clause functions as a command or offer in the speech, with two clauses function as commands, and two clauses function as offers, each presented in 2,8% of the data. Below is an example of an imperative clause functioning as an offer.

Then let me remind you that our political leaders have wasted decades through denial and inaction Conjunctive Predicator Subject Complement Adjunct Residue Mood Residue

In the above structure, the Mood is located between the Residue. The Mood is realized in the form of Predicator and Subject. The Predicator “Let” precedes

Subject “Me”, indicating an imperative clause. The rest of the clause acted as the

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Residue. The Residue in the initial of the clause is realized in the form of a conjunctive adjunct. In contrast, the Residue following the Mood is realized in the form of Complement that answers the question of what. The clause is categorized as an imperative clause functioning as an offer since it creates an exchange through giving services in the form of a reminder for the audience that their political leaders have wasted decades through denial and inaction. As mentioned before, the imperative clause also functions as a command. An example of an imperative clause functioning as a command is written below.

Listen to them because we are just repeating what they are saying and have been saying for decades. Predicator Complement Adjunct Mood Residue

The above structure is absent of Subject and Finite, and the Mood is realized in the Predicator “Listen to”. The rest of the clause is realized as Residue, realized in the form of complement and adjunct. The complement answers the question of who, while the adjunct answers the question of why. The clause demands listening to the scientists from the audience because the speaker repeated what the scientists were saying and had been saying for decades. The clause demands services; thus, it is categorized as an imperative clause functioning as a command. b. Modality

Modality indicates the speaker’s commitment, attitude, and judgment, and it is realized by the use of modal auxiliaries and modal adjuncts. Based on its type, modality is divided into modalization and modulation. While modalization is realized in usuality, which concerns the frequency of prepositions and the

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probability of prepositions, modulation argues on either the inclination or the proposal's obligation. Based on its value, modality is divided into the degree of high, median, or low. In the seventy-one clauses of Thunberg’s speech, ten clauses contain modality. The summary of the distribution is listed in the table below.

Table 12. Summary of Modality Value Low Median High Modality freq. percentage freq. percentage freq. percentage Probability 1 10% 4 40% 1 10% Obligation - - - - 3 30% Usuality - - - - 1 10% total 1 10% 4 40% 5 50%

Based on the above table, the modalization type, which consists of probability and usuality, dominates the data, occurring seven times. The majority of the modality is of the probability type, occurring in six clauses out of ten, presented in 60% of the data. The usuality occurs only once in the speech, presented in 10% of the data. The modulation type is only represented by obligation modality that occurs three times, presented in 30% of the data, as no inclination modality is used in the speech.

According to Thompson (2013), probability is the modal that concerns how valid the information is being presented regarding how likely it is to be true.

Either modal auxiliaries or modal adjuncts indicate it. The probability occurs six times, the highest number compared to other modalities. The value that dominates the data is median, occurring four times. The low and high values occur only once in the data. Below is an example of a probability modal of low value in a sentence from the speech.

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(1) This may sound very naïve, but if you have done your homework then

you know that we don’t have any other choice.

In the clause above, the modal auxiliary “may” indicates the modality. The modal “may” expresses the chance of the information being correct since “may” can be interpreted as “it is possible that”. Thus, the modal auxiliary is considered a probability modal. The subject “This” refers to her previous sentence on protecting the biosphere, air, oceans, soil, and forests. According to Halliday (2014), the value of modal auxiliary “may” is low, meaning that the speaker’s judgment of the information is quite uncertain. Through the clause, the speaker judges that it is possible to sound naïve to insist on protecting the biosphere, the air, the oceans, the soil, and the forests.

Usuality is a modality that concerns how many times or the frequency of something happening or how frequently it is accurate and divided into high, median, and low value. In this data, there is only one usuality modal that occurs. Below is an example of a clause with a usuality modal.

(2) People always tell us that they are so hopeful

In the clause above, the modality used is usuality in the form of modal adjunct “always”. As the modal “always” means a high frequency of something happening, it is labeled as usuality modal of high value. The recipient “us” refers to the speaker and others who are not the audience. The subject and verb in the clause show the speaker’s judgement of the frequency of people telling her that they are hopeful.

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While modalization deals with propositions, modulation deals with proposals. Modulation is further divided into obligation and inclination. As there is no inclination modal in the data, the obligation becomes the only modal in modulation type. It occurs three times, presented in 30% of the data. Obligation modal concerns how commodities and services are exchanged and creates a space for the speaker to make a demand or command. The clause below is an example of employing an obligation modal.

(3) We must stop competing with each other

The clause above utilizes the modal auxiliary “must”, which is immediately followed by the verb “stop” and preceded by the subject “we”. The subject here refers to the speaker and the audience. As the modal “must” is considered high value (Eggins, 2004), it shows certainty of the speaker’s attitude and demand of service in the clause, which is the demand to stop competing. c. Pronouns

Pronouns have a wide variety of functions in communication. One of the most used functions is a substitution to avoid repetition in a text. However, pronouns are crucial tools in interpersonal metafunction as it is used not only to reflect the speaker’s perception of their relationship to the audience but also to establish a relationship and or distance between them. In the data, there are thirty- seven clauses that employ pronouns. The table below consists of the distribution of the pronouns used throughout the speech.

Table 13. Summary of Pronouns Pronoun Frequency Percentage We (Speaker and other as Subject) 12 32%

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They 9 24% We (Speaker and Audience) 8 22% You 5 14% I 2 5% My 1 3% Total 37 100%

The pronoun with the highest number of occurrences is “We” that refers to the speaker and others as Subject, excluding the audience. Hence, it is the exclusive “we”. The exclusive “we” occurs twelve times, presented in 32% of the data, followed by “they” that occurs eight times and presented in 24% of the data.

The “we” that refers to the speaker, and the audience is inclusive “we” and occur eight times, contributed 22% of the data. The pronoun “you” that address the audience presented in 14% of the data, occurring five times. The pronoun “I” and

“My” are used the least; each occurs only twice and once, presented in 5% and 3% of the data.

In the data, the pronoun “we” occurs with the most frequency. The pronoun

“we” is divided into exclusive and inclusive “we” with twenty clauses out of thirty- seven clauses with pronouns. The exclusive “we” which occurs more often, refers to the speaker, the one who delivers the speech, and the audience, the event's participant. Below are examples of the pronoun exclusive “we”.

(1) We are school-striking because we have done our homework.

(2) We want you to follow the Paris Agreement and the IPCC reports.

(3) We have started to clean up your mess

In the example above, the pronoun exclusive “we” is employed to refer to the speaker, Greta Thunberg, and other people who are in the same group as

Thunberg, namely the child climate activists that stood with her during her speech

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or anyone who feel included as a climate activist or climate activist supporter. The other function of the pronoun “we” in the speech is inclusive “we” that refers to the speaker and the audience. Below is the example of inclusive “we” employed in the clauses from the speech.

(4) We must stop competing with each other,

(5) We need a whole new way of thinking.

(6) According to the IPCC report we are about eleven years away from being

in a position where we set off an irreversible chain reaction beyond human

control.

The use of pronoun inclusive “we” in the text refers to the speaker, Greta

Thunberg, and the audience, the participant of the Civil Society for rEUnaissance in the room where she delivered her speech, and the general audience, whoever may listen to her speech. The pronoun with the next highest occurrence is the pronoun

“they” which occurs nine times, presented in 24% of the data.

(7) They are hopeful that the young people are going to save the world, but we

are not.

(8) They make up all sorts of conspiracies and call us puppets who cannot think

for ourselves.

(9) They are desperately trying to remove the focus from the climate crisis and

change the subject.

The pronoun “they” in Thunberg’s speech mainly refers to the older generation or the generation before hers. She mainly refers to the people who hold the authority to create law, such as politicians, world leaders, and policymakers,

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who also participated in the event. Other than the pronoun “they”, the pronoun

“you” is also a frequently employed pronoun choice, marked by 14% of the data.

Below is an example of the application of the pronoun “you” in the data. Thunberg utilized the pronoun “you” to directly address the audience, the participant of the event, or any audience in general.

(10) You can’t just sit around waiting for hope to come –

(11) you’re acting like spoiled, irresponsible children.

(12) You don’t seem to understand that hope is something you have to earn.

3. Textual Metafunction

Textual metafunction is the last metafunction that was analyzed. It is analyzed through theme analysis. According to Halliday (2014), textual metafunction treats clauses as a message that contains information in the flow of discourse. It creates relevance to context since, through the metafunction, a text's internal organization and communicative nature are scrutinized. The theme analysis was done by categorizing the types of Theme. Below is the table consisted of the summary of Theme.

According to Eggins (2004), there are three types of Theme; textual, interpersonal, and topical Theme. Each clause consists of one and only obligatory topical Theme, and assign the rest of the clause as the Rheme. Eggins also claims it is much more common to find clauses with multiple themes that occur before the obligatory topical Theme.

Table 14. Summary of Theme Theme Frequency Percentage Single Theme 49 69% Multiple Themes 22 31%

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Total 71 100%

Forty-nine clauses employ only one thematic element, presented in 69% of the data, while there are twenty-two clauses that utilize multiple themes, presented in 31% of the data. Despite Eggins’ claims that it is far more common for clauses to contain a sequence of themes, from the data, it is found that the use of only one thematic element is more prominent. The summary of the distribution of the Theme types is listed in the table below.

Table 15. Summary of Theme Types Theme Textual Continuity (2), Conjunctive (26) Interpersonal Modal Adjunct (1) Topical (Marked) Location: Time (6), Location: Space (1), Cause (1), Manner (1) Topical (Unmarked) Imperative (4), Declarative (58)

As each clause must consist of one obligatory topical theme, all seventy- one clauses contain a topical theme. The difference lies in the type of topical Theme, whether it is unmarked or marked. The unmarked topical theme is more widely used compared to a marked topical theme. Interpersonal Theme only occurs once in the data, while textual theme occurs in twenty-eight clauses. a. Topical Theme

Topical Theme is the experiential element of Theme at the beginning of the clause that can be assigned a Transitivity function. Each clause must contain one and only one topical Theme (Eggins, 2004). Topical Theme consists of two types, Marked or Unmarked. Unmarked Theme follows the standard mood structure and is realized in the subject's role in declarative clauses, finite in interrogative clauses, predicator in imperative clauses, or WH element in a WH-interrogative.

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The marked Theme is realized in theme other than the roles mentioned above, such as circumstantial adjunct.

Since each clause must contain one topical theme, it can be found in all seventy-one clauses of the data. The unmarked topical Theme occurs in sixty-two clauses, while the marked Theme occurs in nine clauses. The unmarked Themes are indicated by the use of predicator in the imperative clauses and the subject in declarative clauses. Below is an example of the analysis of the unmarked Theme in the declarative clause.

I am a climate activist from Sweden Subject Finite complement Adjunct: circumstantial MOOD RESIDUE Carrier Process: Relational Attributive Circumstance: location Topical Theme Rheme

The clause above only has one Theme that is realized in the word “I”. The word “I” can be assigned a Transitivity function as it is the carrier of the attribute

“a climate activist”; therefore, it is a topical Theme. As “I’ is in the subject's position in a declarative clause, it is categorized as an Unmarked Theme. The rest of the clause is assigned as the Rheme. Other than the subject in the declarative clause, the unmarked Theme is also indicated by predicator use in imperative clauses.

Below is the example of an unmarked Theme in an imperative clause.

Or better yet, join us so it can speed up the process Adjunct: Predicator Complement Adjunct: circumstantial continuity RESIDUE MOOD RESIDUE Process: Material Goal Circumstance: Purpose Textual Topical Theme Rheme

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In the clause above, the Theme is realized by the word “or better yet” and

“join”. The word “or better yet” serves as a continuity Adjunct that links the clause above and the clause before it. It is thus labeled as a textual Theme. The word “join” represents the material process in transitivity and is categorized as a topical Theme.

It has the predicator's role in the imperative clause; thus, it conforms to Mood's usual or ordinary structure and is classified as an unmarked Theme.

The marked Theme in the data is indicated by the use of circumstantial

Adjuncts, such as the circumstance of location, manner, and cause. The marked

Theme indicated by the circumstance of the location has the highest number, occurring seven times in the data. The example of the marked Theme can be seen in the following example.

According to the IPCC we Are about eleven years report … Adjunct: circumstantial Subject Finite Complement RESIDUE MOOD RESIDUE Circumstance: Manner Carrier Process: relational Attribute Topical Theme Rheme

In the clause above, the Theme is realized by the word “according to the

IPCC report”. The word “according to the IPCC report” has the role of circumstantial adjunct that explains the certain quality of manner answering the question of how. It is marked as the circumstance element of transitivity, thus labeled as topical Theme. Since it does not conform to Mood's typical or common structure, the Theme is classified as marked Theme.

To avoid that [actions] need to have taken within this coming unprecedented change in place decade, … all aspects of society,

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Adjunct: Subject Finite Complement Adjunct: circumstantial circumstantial RESIDUE MOOD RESIDUE Circumstance: Cause Senser Process: Phenomenon Circumstance: mental Extent Topical Theme Rheme

In the clause above, the Theme is indicated by the word “to avoid that unprecedented change in all aspects of society”. The word has the role of circumstantial adjunct that narrates a purpose, answering why or what for. It is recognized as the cause type of circumstance element in transitivity, thus classified as topical Theme. As it is not different from Mood's usual or common structure, the

Theme is classified as marked Theme.

In the new target, the EU is proposing to its greenhouse-gas reduce emissions Adjunct: circumstantial Subject Finite Complement RESIDUE MOOD RESIDUE Circumstance: Location Actor Process: material Goal Topical Theme

The Theme is realized by the word “in the new target”. It is a circumstantial adjunct that explains a place or location and answers the question of where. It is marked as the circumstance element of transitivity, therefore, is labeled as the topical Theme. It is categorized as a marked Theme, as it does not follow the typical Mood structure.

Once again, they sweep their mess under the for our carpet generation … Adjunct: Subject Finite Complement Adjunct Adjunct: circumstantial circumstantial RESIDUE MOOD RESIDUE Circumstance: Actor Process: Client Circumstance: Circumstance: Location Material Location Cause Topical

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Theme Rheme

In the clause above, the Theme is realized by the word “once again”. The word is a circumstantial adjunct that answers when and is categorized as the time from the location type of circumstance element in transitivity. It is marked as marked topical Theme, since it does not conform to Mood's usual or common structure. b. Interpersonal Theme

According to Eggins (2004), interpersonal Theme is a constituent at the beginning of a clause assigned a Mood label instead of a Transitivity label. Mood

Adjuncts, modal/comment Adjunct, Vocative Adjuncts, Polarity Adjuncts,

Comment Adjuncts, or Finite verbal operators in yes/no interrogative indicate interpersonal Theme. As interpersonal elements indicate interpersonal Theme, it sets up the speaker’s angle on assessing the clause as part of its local context. In the data, the interpersonal Theme only occurs in one clause.

And please note that those numbers … Adjunct: conjunctive modal adjunct Predicator Complement MOOD RESIDUE Textual Interpersonal Topical Theme Rheme

The Theme in the clause above is indicated by the word “and”, “please”, and “note”. The word “and” is a conjunctive Adjunct that links the clauses together.

Thus, it is labeled as a textual Theme. The word “please” has the meaning of request and relates to the exchange of commodity, service, and information. According to

Halliday (2014), “please” is considered a modal Adjunct of entreaty type. As a modal Adjunct, the word “please” is categorized as an interpersonal Theme. The

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word “note” is the predicator in the imperative clause. It follows a typical mood structure; thus, it is identified as an unmarked topical Theme. The rest of the clause that is the complement is categorized as Rheme. c. Textual Theme

Textual Theme is the textual element at the beginning of the clause that occurs before the one obligatory topical theme, which expresses other than interpersonal and ideational meaning. According to (Matthiessen et al., 2010), it is the cohesive conjunctive that relates the clause to previous discourse, structural conjunction, or a continuative. Textual Theme is realized in conjunctive adjunct, conjunction, continuative/continuity Adjunct.

In the twenty-eight textual Theme found in the data, there are twenty-six clauses in which textual Theme is realized in conjunctive adjunct or conjunction and two that is realized in continuity adjunct.

But That is not enough adjunct: conjunctive subject finite complement MOOD RESIDUE Textual Topical Theme Rheme

In the clause above, the Theme is realized in the word “but” and “that”.

The word “but” stands as paratactic conjunctions because it is used to link the clause

“Once you have done your homework you realize that we need new politics, we need new economics where everything is based on a rapidly declining and extremely limited remaining carbon budget” and “that is not enough”. The word

“that” serves as the Subject of the clause. Thus, it acts as the one obligatory topical

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Theme. The rest of the clause is the Finite “is” and the complement “not enough” and is labeled Rheme.

Good, We don’t want to talk to them either adjunct: continuity Subject finite predicator complement MOOD RESIDUE Textual Topical Theme Rheme

In the clause above, the Theme is realized in the word “Good” and “we”.

The word “Good” stands as a continuative adjunct since it signals move in the speech, in the form a response to Thunberg’s previous clause, “We know that most politicians don’t want to talk to us”. Thus, it is considered a textual Theme. The word “we” serves as the Subject of the clause, marking a typical Mood structure, and classified as unmarked topical Theme.

B. Ideology Revealed through the Metafunctions In Thunberg’s Speech

The second and third dimension, the interpretation and explanation stage, of Critical Discourse Analysis was explored in the following sections. The processing analysis to interpret of the ideational, interpersonal, and textual metafunctions found the speech was conducted to relate the linguistic element to the context of the situation; field, tenor, and mode. Afterwards, the explanation of social practice that included productive activity and means of production, and social relation that is the relationship between the speaker and the audience, and identities were conducted through the social analysis.

1. Interpretation of the Metafunctions (Processing Analysis)

The second stage in Critical Discourse Analysis is the interpretation or the processing analysis, which treats text as a discursive practice. According to

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O’Grady, (2019), Systemic Functional Grammar is suitable to be employed to interpret the text as a social practice through the use of ideational, interpersonal, and textual metafunctions which reflects the contextual value of field, tenor, and mood.

The field refers to the nature of the speech, “You’re Acting Like Spoiled,

Irresponsible Children” that takes place in “Civil Society for rEUnaissance” event.

Field concerns what is going on in the discourse, in the sense of the experience revealed from the process types of the ideational metafunction. Tenor concerns on the nature of who is involved in the speech, their roles, and statuses. Mode concerns the role of language in the speech and “how embedded the language event is in the context of situation” (O’Grady, 2019, p. 468). a. Field (Ideational Metafunction)

On February 21, 2019, the European Economic and Social Committee held an event called Civil Society for rEUnaissance, intending to mobilize the civil organizations at all levels. The event was held at Brussels, Belgium. The then- president of EESC, Luca Jahier, personally extend his invitation to a young climate activist named Greta Thunberg. Thunberg delivered a speech entitled “You’re

Acting Like Spoiled, Irresponsible Children”, which later on was published in her book. The six processes of transitivity were interpreted in order to link the linguistic element to the Field context. It was found that Thunberg mainly used material, relational, and mental processes as most texts do, while she rarely used verbal, behavioural, and existential processes. The usage of material and relational

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processes provides an objective tone, while mental process tends to make the speech sounds sincere and moving.

In her speech, Thunberg mainly utilized the relational process. The relational process has the characteristics of being permanent and authoritative

(Chen, 2018). As the speaker in the event, Thunberg should be authoritative enough to be listened by the audience. The relational process is used to attribute and identify. The relational process is objective in evaluation and judgement, preparing the audience to receive the ideas conveyed by the speaker (Zhu & Li, 2018). Thus,

Thunberg employed relational processes to sound objective and to make the audience more receptive to what she said. Being objective, relational process present statement reflecting reality from the perspective of general people. Below is the example of relational clauses

(1) You don’t seem to understand that hope is something you have to earn

(2) all that will remain of our political leaders’ legacy will be the greatest

failure of human history.

(3) We don’t have any other manifestos or demands.

(4) They do, however, include negative emission techniques on a huge

planetary scale that is yet to be invented,

As shown in the example, Thunberg gave negative attribute to the older generation through relational process. The older generation is given attribute of being uncaring and lacking of knowledge in handling climate crisis by saying

“don’t seem to understand”. Thunberg claimed that they pushed the responsibility of tackling the global crisis to the future generation, and for that, Thunberg

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identified them as the “villain” and “failure”. The child climate-activists are given positive attribute, describing them as the ones who fights for climate justice without any other hidden motifs, unlike the politicians who politicize climate activism and divert the attention from the real problem. The relational process was also used to identify climate crisis as a global phenomenon that will affect the whole world if nothing were done. The use of relational process describes the dire situation of the global climate condition as the result of the generation’s inaction and denial.

Material process placed second in the most employed process in

Thunberg’s speech. It is used to recount experience (Leonard A. Koussouhon &

Dossoumou, 2014), to inform message and express dissatisfaction (Chen, 2018), and to reflect images of the Actors in the speaker’s mind (Shi & Fan, 2019). The example is in the clause below

(5) Tens of thousands of children or schools are striking for the climate

on the streets of Brussels

(6) we must stop competing with each other

(7) we are fighting for everyone’s future

(8) You cheat when you can because all that matters is to win, to get power

(9) You’re acting like spoiled, irresponsible children

As can be seen from the clauses above, Thunberg utilized material processes to recount her and other children’s experience as a climate activist and also as the young future generation who are burdened by the climate crisis and the responsibility to take care of it. The material clause also delivered the message to stop the competition that the political leaders had, and focus the attention on the

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ongoing climate problem instead. The Actor exclusive “we”, which refers to Greta

Thunberg and the other child climate activists, reflects their image in Thunberg’s perspective as the ones who are doing the action needed to raise attention to the problem. The Actor “you” in the clauses reflect the image of the audience, particularly the policymakers and world-leaders, as the cause and the one who should be held responsible, revealing the dissatisfaction of the younger generation of their inaction.

The mental process is the third most frequently used process in Thunberg speech. As the mental process is the verb of sense, it reflects the emotional tendency of the speaker (Shi & Fan, 2019).

(10) We need to cooperate and work together and to share the resources

of the planet in a fair way

(11) We know that most politicians don’t want to talk to us

(12) Once you have done your homework you realize that we need new

politics, we need new economics where everything is based on a

rapidly declining and extremely limited remaining carbon budget.

In her speech, Thunberg used desiderative and cognitive types, revealing the emotional tendency of needing, wanting, and understanding. Thunberg wants to express the need to start a new way of life that is sustainable, they have done their homework and understand that the politicians will not talk to them since it is not under their agenda, also to mention their lack of knowledge and attention on the global phenomenon.

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Verbal process, Existential process, and Behavioural process are the less employed processes. Together, they make up for 12,6% of the data. The verbal process is the process of saying, marked by verbs such as say and tell. The verbal process is used to quote the relevant people’s words, and then make comments to the speaker’s views (Shi & Fan, 2019).

(13) Some people say that we are fighting for our future but that is not

true

(14) Some people say that is good or that is ambitious. (But this new

target is still not enough to keep global warming below 1.5°C.)

Thunberg utilizes a verbal process to tell the audience of what she had been told and what other people have said, and add her views in the next clause or sentence. Thunberg expresses her experience in being told that the older generation is hopeful for the future generation to take away the problem from their hands. They want to pass the responsibility on to the future generation, who, according to

Thunberg, runs on limited time before the world becomes inhabitable. Thunberg refuted the older generation's claim that she and other child climate activists are fighting for their future. Thunberg repeatedly asserts that the fighting is done for the everyone, every generation, not just her own.

(15) There is simply not enough time to wait for us to grow up and

become the ones in charge

(16) Listen to them because we are just repeating what they are saying

and have been saying for decades.

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As the process of existing, Existential process in the speech was utilized to raise concern on the time that is left to handle the climate crisis that exists.

Behavioural process, which concerns on human behaviour, occurs only once in the data. It is employed to express the behaviour which Thunberg demanded from the audience. b. Tenor (Interpersonal Metafunction)

Tenor concerns on the participants in the discourse and the relations that exist between them. In systemic functional grammar, the interpretation of interpersonal metafunction links the linguistic element in the speech to the situational context of Tenor. The interpersonal metafunction was interpreted in terms of its Mood types, speech functions, modality, and pronouns.

The participants of the event are the leader of civil organizations, EU policymakers, such as President of the European Commission, President of the

Committee of the Regions, Presidents of national economic and social councils, and

EESC members. The speech was recorded and uploaded to the official YouTube channel of European Economic and Social Committee, while the speech’s transcription is available to be found on her book and across the internet, broadening the range of the audience of the speech.

Thunberg mainly employed declarative Mood functioning as statements, followed by declarative Mood functioning as commands. Utilizing declarative

Mood has several functions, such as explanation and description of what is currently happening and convincing the audience (Firmansyah, Setiawan, & Suharsono,

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2019). Especially declarative clauses functioning as a statement, it gives information, strength and factual ground of the speech to the audience (Nur, 2019;

Ye, 2010).

(17) According to the IPCC report we are about eleven years away from

being in a position where we set off an irreversible chain reaction

beyond human control.

(18) You cheat when you can, because all that matters is to win, to get

power.

(19) we must stop competing with each other,

Thunberg mainly used declarative clause as info-giver to describe the current situation of the climate crisis and also the action that has been done or has not been done, by the people who are supposed to take care of the danger of climate crisis. Despite the low number of imperative clauses which are supposed to indicate hierarchy (Nur, 2019), Thunberg also utilized declarative clauses as a command, creating a sense of subtle authority by indirectly requesting services from the audience. Thunberg status as the invited speaker in the event was supposed to give her equal status to the audience, despite the difference in age, power, and beliefs.

However, the lack of imperative clauses shows the sense of “politeness” and the distanced contact between her and the audience. There is a lack of interrogative clause in Thunberg’s speech. According to Ye (2010), the interrogative clause makes the speech less solemn, less convincing, and less persuasive. Therefore, the lack of interrogative clause in Thunberg’s speech creates a solemn, convincing, and persuasive atmosphere.

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Thunberg used very little modality throughout her speech, indicating her sureness, confidence, and the factual statement in the speech. The more modality a speaker use indicate less sureness and confidence (Sunardi, 2016). The majority of the modality that is used is of high value, showing that despite using modality, she still employed it to the highest degree, giving it strength and factual ground.

Moreover, the modality “will”, which is of median value, that is used in the clause

“and we will not stop until we are done.” indicates strong wish of determination.

Pronouns are also considered as part of interpersonal metafunction as the use of pronoun establish a relationship between the speaker of a speech and the audience (Ye, 2010). The most frequently employed pronouns in the speech are exclusive “we”, “they”, and inclusive “we”. The pronouns that are used in the speech indicates a sense of exclusiveness. Inclusiveness in a speech is generally more expected as speech tends to aim for unity between speaker and audience.

However, Thunberg employed a distanced approach by employing exclusive pronouns. She also avoided giving personal stances on the problem, proven by her lack of personal pronoun. The use of the pronouns that refers to the audience gives them the role as the perpetrators of the decline in climate.

(20) You can’t just sit around waiting for hope to come

(21) And they will be remembered as the greatest villains of all time,

because they have chosen not to listen and not to act.

The use of the pronoun “you” directly address the audience in the conference and the audience of the speech in general, calling them out for their inaction in handling the crisis. The use of the pronoun “they” indirectly address the audience in the

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conference and also the political leaders who chose to ignore the warning from scientists and not act immediately on the imminent global problem. c. Mode (Textual Metafunction)

Mode concerns the role of language in the speech and how the linguistic element is related to the context of the situation. Mode represents the Textual metafunction and refers to how the text is realized (Halliday as cited in Leckie-

Tarry, 1995). Mode also scrutinizes the planning, feedback, contextualization, and medium of the discourse. The planning concerns whether the discourse was planned or not, and the medium, whether it is spoken or written directly affect the planning.

The feedback refers to the Interpersonal distance between the participants, while contextualization refers to how related the text to the events surrounded it, whether the text is structured by the events or the events structured by the text.

The speech was delivered in English, which was not Thunberg’s native language. The speech was written, possibly edited, and then read out loud by

Thunberg in the event. The speech was delivered, and feedback from the audience was given after it was delivered. The feedback that was expected is an agreement, and that is what Thunberg got for the European Commission President, Jean-Claude

Juncker pledged to spend one-fourth of the EU budget for action to mitigate climate change (Conley, 2019).

As seen from the Theme that was employed, the unmarked Topical Theme dominated the data, compared to the marked. The use of topical Theme, which has transitivity label, reveals the experience that construct the message of the speech.

Marked Theme shows atypical events that were described and insistence on some

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particular details regarding the conditions in the text (Koutchadé, Datondji, &

Salami, 2018). The marked Theme is realized in the form of circumstances such as time, place, cause, and manner. The marked Theme reveals the emphasized message to the circumstances of the climate crisis and the situation of the world that needs action in order to last. Interpersonal Theme is employed to create a dialogue

(Koutchadé et al., 2018). There is only one interpersonal Theme employed in the speech for the reason that it is a monologue. No vocative was employed, creating a sense of alienation and difference of position. As Eggins (2004) claimed, textual

Theme is vital in their role, bringing cohesion and relating clauses to their context.

The conjunctive type that is more frequently employed compared to the continuity type indicates the relation between the clause and the preceding text, creating cohesion.

2. Ideology of the Speech (Social Analysis)

The third stage of Critical Discourse Analysis, the social analysis, involved explaining social practice that included productive activity, means of production, and social relationships between the speaker and the audience. This stage creates a link to the non-linguistic context, that is the social event.

European Economic and Social Committee is the voice of organized civil society in Europe that is active in social affairs, economy, energy and sustainability.

It consists of 369 members from countries across Europe, such as France, Germany,

Italy, Poland, Spain, Romania, Austria, Belgium, Bulgaria, the Czech Republic,

Greece, Hungary, the Netherlands, Portugal, Sweden, Croatia, Denmark, Finland,

Ireland, Lithuania, Slovakia, Latvia, Slovenia, Estonia, Cyprus, Luxembourg, and

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Malta. The EESC organized several annual events that focus on civil society; one of them was an event at February 21, 2019, named “Civil Society for rEUnaissance” to draw attention to Articles 2 and 3 of the Treaty on European Union with the support of civil society organizations, and to mobilize civil society at all levels in the run-up to the European elections.

Greta Thunberg was a young climate-activist from Sweden. She started her journey as a climate-activist by lone-striking from school, which then trigger the global movement. At the start of her journey, she was fifteen years old, and by the time she delivered the speech at the “Civil Society for rEUnaissance” event, she was sixteen years old. Thunberg and her outspoken behaviour create an enemy in the political leaders’ eye, such as President of the United States Donald Trump,

Secretary Treasury Stephen Mnuchin, Russian President Vladimir Putin, and several others. Her fights for climate justice was even met with threats of violence and abuse (Drewett, 2019). Her supposed “enemies” dismissed her as “just a child”.

At the age of sixteen, people commonly are not considered children; however, according to UNICEF, children are any person under the age of 18 or legal age.

Despite that, the European Economic and Social Event president still personally extend his invitation for Thunberg, believing she would bring inspiration. Generally, her speech was well-received from the people who organized the event, considering the pledge that was made by Jean-Claude Juncker.

However, several politicians still reacted severely, not on her climate messages but her person, accusing her as a puppet and controlled human being.

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a. Depoliticization of Climate Change

Climate crisis is an urgent global problem that needs actions to be done to control the spiralling down environmental condition and buy more time for it to heal. The politicization, depoliticization, and repoliticization of environmental laws and the laws surrounding the mitigation of climate change have been an issue of debates for years. As climate debates have been going on and on, the rise of politicization, call for depoliticization, and the surging demands of repoliticization of climate debates have been here for a long time.

Throughout the years, climate change has been influenced by many factors. However, since the beginning of industrialization, the greenhouse gases began to cause global warming (Hegerl et al., 2019). Other than that, natural disasters such as volcanic eruption and daily human activities also contribute to greenhouse gases. Through the climate change, humans suffer from the change of weather, the increasing temperatures, hurricanes, drought, heatwaves, the rise of sea level, the melting of permafrost and ice-free seasons (Jackson, 2020).

According to the IPCC report cited by Thunberg, humanity only has 11 more years before we reached the stage of an irreversible condition.

Despite Thunberg bringing factual statements and citing reports from scientists, dissension between the masses still going strong. The people who are against Thunberg tend to be people of the older generation, who does not feel the weight of the problem since it will not directly affect them and seemed like a problem in the far-fetched future. To Thunberg, this issue is such an urgent matter and seeing the politicians “play” the politics irritated her as it is her and her

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generation’s future that was threatened. However, Thunberg asserts that it is not only for her generation’s future that she fought, it also is for everyone’s future, as according to the scientists, the world only has some 11 years away from an irreversible situation, not that far into the future. Her speech was supported by Luca

Jahier and European Commission President Jean-Claude Juncker, as Juncker said

(as cited in Roth, 2019) that US President Donald Trump and his “friends” believe that climate change is something that has just been invented and is an ideological concept and their friends who deny climate change and try to politicize Climate

Change.

One of the reasons for the dissension is that the climate debate is mostly not actually about climate science, but a person’s political identity (Couch, 2017).

Believing in climate change or denying its existence has become the parameter of which party the person is in. It has become an issue of politics since people follow it closely. The politicians who endorse climate change might lose their followers, and vice versa. According to Feldman et al. (2017), the hostile media perceptions increase activism in liberals, while decreasing activism in conservatives, proving that views on climate change are conditioned by political ideology. Thus, climate crisis, the law, and policies that were made to mitigate it was highly politicized throughout history. The politicization of climate change was problematized and thought as an obstacle to collective action (Maeseele & Pepermans, 2017).

Therefore, in her speech, Thunberg calls for the depoliticization of climate change.

Depoliticization is the process where the approach to climate change is dominantly represented as scientific or social consensus, and those who disagree

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are excluded as enemies of the consensus (Pepermans & Maeseele, 2016). The ideological strategy of depoliticization presents a discourse that is not tainted by power and ideology. Depoliticization in the climate debate is the current rising dominant perspective. According to Han and Ahn (2020), children's collective action has managed to problematize global climate inaction and frame climate change from a justice perspective, a view which Thunberg also endorse.

The depoliticization starts from the reframing effort in climate mitigation through different labels. Since climate change has been politicized and turned into one of the political views, the effort to mitigate climate change has to be renamed into “save energy”, economic management”, and many other to create different branding that serves for “public interest” rather than climate change. Reframing climate change into these terms focuses on the impact of climate change solutions on human society rather than on the environment, focusing on helping the environment evolve into a politically contentious issue (Sreedhar, 2019). The rebranding creates a gap in acknowledging climate change, creating the sense that it is not real and it is only a hoax. As such, the reframing of climate change may take attention away from the climate crisis. It is also impossible to take care of every issue through this strategy. Thunberg expressed that the only way to mitigate climate crisis is to acknowledge its existence and create ways surrounding it.

Thunberg utilizes language as a tool to assert power and influence people to believe in the idea of climate debate for climate change sakes, no other further motif and agenda. Thunberg’s view on calling the politicians and world leaders who ignore or in climate denial, thus in extension, disagreed with her as the villain

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Thunberg’s show the ideology of depoliticization of climate debate. Thunberg demands by stating facts based on science and facts from scientist only takes away the politics from her climate movement. Thunberg demanded that the government set aside their differences, fight together, start acknowledging the truth of science, and devise a plan to mitigate the problem. Her statements, citing scientist and repeatedly deny any politic allegations and avoid recommending any law or policy, showing her resolve to take away politics from climate debate and focus only on the crisis and how to solve it. By demanding depoliticization of climate change,

Thunberg intends to take out political views from climate debate and depict climate change as “common sense” rather than a political identity.

The political leaders masked their interests to gain more power through the narrative that climate change is nonexistent, openly questioning or denying the climate crisis. The thought of the government rules to mitigate climate crisis is making people’s lives worse, making very little difference in the future shows just how much their attention and the lack of realization of the urgency of climate change. Despite being against climate change, Feldman et al.’s research (2017) discovered that the conservatives are responsive and might engage in climate activism just as much as the liberals if the government or the executives express concern and intend to mitigate climate change. Thus, Thunberg’s antagonizing of the older generation of political leaders will work splendidly if the politicians change their opinion in climate change. The change should begin now, and the head of the change are the politicians, as Thunberg remarked in her speech.

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Thunberg calling on a depoliticization of climate change does not necessarily mean that her movement is not political. Calling for an action from the masses, discussing and making agreement between people to build and repair the world is a political movement. Despite her insistence of being non-political,

Thunberg speech is considered as a social and political practice, as her speech affect the decisions of world leaders in budgeting the billions of euros for climate change mitigation. The fact that she was opposed by the conservative and tended to support the liberals proves that climate change and her ideology is still related to political identity. b. Children as the Center of Climate Activism

UNICEF defines children as any person below 18 years old and has the same rights as any other human being. Children’s position in society is structured to have less power than adults, enabling adults to wield more power over children, and as children face unequal power relations, they must negotiate more to assert their power and gain control over aspects of their lives (Punch, 2007). Adults have the power to steer children’s views, perceptions, and ways of thinking. The silencing of children tends to happen as any opinion from the child is considered uninformed, too young to understand, does not know how the world works, and many more. Adults outside of parents tend to think of outspoken children as manipulated, puppet, brainwashed, a victim of child abuse and neglect from their parents. People even blame the parents for not teaching their children “right”. All the accusations took away the child’s agency as a human being and silenced them.

Adults expect children to be silent, to go to school and study hard, thus in the future,

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children will be able to change the future for a better world. This supports inaction and ignorance, as this attitude deny the state of emergency in climate crisis.

As children are seen as the powerless, they have to walk around the structure line to bring change and gain more autonomy. The powerless have “the possibility to exert pressure, to produce an anomaly in, and to resist the governing structures and systems” (Havel as cited in Tesar, 2016, p. 3). In climate change, children are the ones at risk. They are the ones burdened by the hope and impossible, illogical expectation to tackle climate crisis with the decreasing time left. As a young climate activist, Thunberg was convinced that children are not supposed to take responsibility for the climate crisis when the crisis can be averted years before if only the older generation care more on the environment than the power struggle. Thus, children fight to raise awareness and attention, demanding change. The thoughts surrounding ideology, power relations, and resistance depict a situation where children subject themselves to society’s victims and supporters and are intertwined as they perform the intricacies of its power relations and ideology (Tesar, 2016).

Thunberg’s speech is seen as a reproduction of discourse as the oppressed threatened the power hierarchy structure between adult and child. The previous study on the themes in Thunberg’s speech also stated that Thunberg’s speeches

“qualify as resistance as they express clear opposition concerning an issue”

(Holmberg & Alvinius, 2020). The social structure of powerful adult and powerless children create a Thunberg that is seen as different from her peers, creating the image of an unruly and rebellious child. According to Hodgson (2020) on his

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writing on The Washington Post, it is prevalent and repeatedly done in the past, for an adult to dismiss and antagonize outspoken children, especially politically and environmentally outspoken as it is considered a threat to the authority of parents and adults. Thunberg employs language to build a distanced relationship with the older generation. The older generation tends to wish for leaving a legacy, paving the way for the future generation, and goes down written as heroes in the history books, dreams of creating a beautiful future for the younger generation. However, by their inaction and denial of climate change, Thunberg asserted that they would only be remembered as the worst villain. Through communication, children get the agency to resist, negotiate, influence, and evoke change (Sevón, 2015). By speaking up and deliver the speech, Thunberg brought change and an example for other children to claim their rights to speak and have an opinion.

In her speech title and in her speech, she especially used the pronoun “you” that refer to the audience to label them as “spoiled, irresponsible children”. As the politicians ignore the reality of climate crisis and its real danger to the world and humanity, they acted spoiled and irresponsibly, the exact negative attribute that they labelled to Thunberg and other child-activists. Thunberg use their exact same words against them, specifically showing that maturity is relative. Depending on the context, adults and children, the powerful and powerless, might exchange position.

The imbalance in power relations is still inherent, and would always be tilted towards the physically adults. However, through resistance and communication, the state of balance could be reached.

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The language employed in the speech brought a sincere, moving, compelling, and time-bound appeal to the audience. According to UNICEF (2014), an understanding of the cause and predicted effects of global warming to children would be the driving force of action, protecting children and future generation is the most shared value among the masses, capable of surpassing self-interest. Thus,

Thunberg’s speech, which contains information and data from scientists, and ubiquitous mention should bring change. By doing climate activism, Thunberg and other child-activists became the victim, the supporter of climate activism, and at the same time, the rebels of the structured adult-child power relationship, proving her ideology of children as the center of climate activism.

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CHAPTER V

CONCLUSION

This chapter provides a conclusion to the analysis of Greta Thunberg’s

“You’re Acting Like Spoiled, Irresponsible Children”, which is done through the

Critical Discourse Analysis utilizing Systemic Functional Grammar. The inherent imbalance in adult-child relationship silence the children and give them the position of the oppressed. While the oppressed are rendered powerless, they are given the chance to exert pressure, produce an anomaly, and resist the systems and structure.

Thunberg’s climate activism that was met with severe reactions and disapproval was the example of the oppression. Thus, her speech at the Civil Society for rEUnaissance become the resistance to the systems and structure. Thus, this study aimed to identify how the metafunction features through transitivity, mood system, and theme are used in the speech and to discover the ideologies revealed by the use of metafunctions in Greta Thunberg’s speech. The discussion presents two findings; the metafunctions feature found in the speech and the ideology that is revealed through the metafunction.

In the first problem, the metafunctions features used in the speech are identified. In the ideational metafunction, the relational process and material process dominate the data, followed by the mental process. The verbal, existential, and behavioural process appear in less than 13% of the data. In interpersonal metafunction, the declarative clauses make up for 94,4% of the data, while imperative clauses appear in 5,6% of the data. There are no interrogative clauses found in the data. Declarative clause functioning as a statement has the highest

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appearance, followed by declarative clause functioning as a command. The imperative clause functioning as a command and an offer both occur in two clauses, while declarative clause functioning as an offer only occurs once. The speech consists of only ten modalities dominated by the modalization type, which consists of probability and usuality. The modulation type's obligation modality occurs three times, while there is no inclination modality used in the speech. The pronoun with the highest number of occurrences is exclusive “we”, followed by “they” and inclusive “we”. The pronoun “you” presents in 14% of the data while the pronoun

“I” and “My” are used the least. In the textual metafunction, forty-nine clauses employ only one thematic element, while the twenty-two clauses utilize multiple themes. As each clause must consist of one obligatory topical theme, all seventy- one clauses contain a topical theme. The unmarked topical theme is more widely used compared to a marked topical theme. Interpersonal Theme only occurs once in the data, while the textual theme occurs in twenty-eight clauses.

In the second problem, the ideologies revealed through the metafunctions are discussed. To interpret the metafunction features that are found previously, they are linked to the situational context; field (ideational metafunction), tenor

(interpersonal metafunction), and mode (textual metafunction). The social analysis links the linguistic features to the social event or the non-linguistic contexts. The first ideology in Thunberg’s speech is the depoliticization of climate change.

Thunberg utilizes language as a tool to assert power and influence people to believe in the idea of climate debate for climate change sake, no other further motif and agenda. The second ideology is children as the center of climate activism. Thunberg

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and other child-activists became the victim supporter of the climate activism, and at the same time, the rebels of the structured adult-child power relationship.

This research gives contribution to CDA that analyze speech taken from the oppressed side and provides further insight into the power relation between adults and children as well as contributing to the current discourse of climate activism and children’s contribution to the activism. For further studies’ improvement, analyzing the speech from other perspective of discourse analysis, such as eco-critical, feminist-critical, and climate discourse analysis, is suggested.

The analysis of critical discourse analysis through other means, to compare the ideology that are found through different analysis, is also suggested.

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APPENDICES

Appendix 1: The Complete Categorization of Transitivity Analysis in Thunberg’s “You’re Acting Like Spoiled, Irresponsible Children” No Clause Process Circumstances Relational: Identifying, 1 [Token:] My name [Process:] is [Value:] Greta Thunberg, Intensive [Token:] I [Process:] am [Value:] a climate activist [Circumstance:] from Relational: Identifying, 2 Sweden Intensive Location: Place and [Circumstance:]1 today [Circumstance:]2 in this room there [Process:] are 1Location: Time [Circumstance:]3 also [[– if you can come up –]] [Existent:] Anuna, Adélaïde, 2Location: Place 3 Kyra, Gilles, Dries, Toon and Luisa. Existential 3Manner: Quality [Actor:] Tens of thousands of children or schools [Process:] are striking 1Cause: Purpose 4 [Circumstance:]1 for the climate [Circumstance:]2 on the streets of Brussels. Material 2Location: Place [Actor:] Hundreds of thousands [Process:] are doing [Goal:] the same 5 [Circumstance:] all over the world. Material Location: Place [Actor] We [Process:] are school-striking [Circumstance:] because we have 6 done our homework. Material Cause: Reason And [Carrier:] some of us [Process:] are [Attribute:] here [Circumstance:] Relational: Attributive, 7 today. Circumstantial Location: Time [Sayer:] People [Circumstance:] always [Process:] tell [Receiver:] us 8 [Verbiage:] that they are so hopeful. Verbal Extent: Frequency

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[Carrier:] They [Process:] are [Attribute:] hopeful [[that the young people are Relational: Attributive, 9 going to save the world, but we are not.]] Intensive There [Process:] is [Circumstance:] simply [Existent:] not enough time to wait 10 for us to grow up and become the ones in charge. Existential Manner: Quality Because [Circumstance:] by the year 2020 [Senser:] we [Process:] need 11 [Phenomenon:] to have bended the emissions curve steep downward. Mental: Desiderative Location: Time Relational: Attributive, 12 [Carrier:] That [Process:] is [Attribute:] next year. Intensive [Senser:] We [Process:] know [Phenomenon:] that most politicians don’t want 13 to talk to us. Mental: Cognitive Good, [Senser:] we [Process:] don’t want [Phenomenon:] to talk to them 14 either. Mental: Desiderative [Senser:] We [Process:] want [Phenomenon:] them to talk to the scientists 15 instead. Mental: Desiderative [Process:] Listen [Phenomenon:] to them, [Circumstance:] because we are just 16 repeating what they are saying and have been saying for decades. Behavioural Cause: Reason [Senser:] We [Process:] want [Phenomenon:] you to follow the Paris 17 Agreement and the IPCC reports. Mental: Desiderative [Carrier:] We [Process:] don’t have [Attribute:] any other manifestos or Relational: Attributive, 18 demands – Possessive 19 [Actor:] you [Process:] unite [Scope:] behind the science Material

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Relational: Identifying, 20 [Carrier:] that [Process:] is [Attribute:] our demand. Intensive [Circumstance:] [[When many politicians talk about the school strike for the climate,]] [Sayer:] they [Process:] talk [Verbiage:] about almost anything 21 except for the climate crisis. Verbal Location: time [Actor:] Many people [Process:] are trying [Goal:] to make the school strikes a question of whether we are promoting truancy or whether we should go back to 22 school or not. Material [Actor:] They [Process:] make up [Goal:] all sorts of conspiracies [[and call us 23 puppets who cannot think for ourselves.]] Material [Actor:] They [Process:] are [[Circumstance:]1 desperately] trying to [Goal:] 1Manner: Quality 24 remove the focus from the climate crisis and change the subject. Material 2Cause: Purpose [Senser:] They [Process:] don’t want [Phenomenon:] to talk about it 25 [Circumstance:] because they know they cannot win this fight. Mental: Desiderative Cause: Reason Because [Senser:] they [Process:] know [Phenomenon:] they haven’t done their 26 homework, but we have. Mental: Cognitive [Circumstance:] Once you have done your homework [Senser:] you [Process:] realize [Phenomenon:] that we need new politics, we need new economics where everything is based on a rapidly declining and extremely limited 27 remaining carbon budget. Mental: Cognitive Location: Time Relational: Attributive, 28 But [Carrier:] that [Process:] is not [Attribute:] enough. Intensive

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29 [Senser:] We [Process:] need [Phenomenon:] a whole new way of thinking. Mental: Desiderative [Token:] The political system that you have created [Process:] is [Value:] all Relational: Identifying, 30 about competition. Intensive [Actor:] You [Process:] cheat [Circumstance:]1 when you can, [Circumstance:]2 1Location: Time 31 because all that matters is to win, to get power. Material 2Cause: Reason 32 That [Process:] must come [Scope:] to an end, Material 33 [Actor:] we [Process:] must stop [Goal:] competing with each other, Material [Senser:] we [Process:] need [Phenomenon:] to cooperate and work together 34 and to share the resources of the planet in a fair way. Mental: Desiderative [Senser:] We [Process:] need [Phenomenon:] to start living within the planetary boundaries, focus on equity and take a few steps back for the sake of all living 35 species. Mental: Desiderative [Senser:] We [Process:] need [Phenomenon:] to protect the biosphere, the air, 36 the oceans, the soil, the forests. Mental: Desiderative [Carrier:] This [Process:] may sound [Attribute:] very naive, [[but if you have Relational: Attributive, 37 done your homework then you know that we don’t have any other choice.]] Intensive [Senser:] We [Process:] need [Phenomenon:] to focus every inch of our being on climate change, [Circumstance:] because if we fail to do so then all our 38 achievements and progress have been for nothing Mental: Desiderative Cause: Reason and [Token:] all that will remain of our political leaders’ legacy [Process:] will Relational: Identifying, 39 be [Value:] the greatest failure of human history. Intensive

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And [Senser:] they [Process:] will be remembered [Phenomenon:] as the greatest villains of all time, [Circumstance:] because they have chosen not to 40 listen and not to act. Mental: Cognitive Cause: Reason Relational: Identifying, 41 But [Token:] this [Process:] does not have to be. Intensive 42 There [Process:] is [Existent:] still time. Existential [Circumstance:] According to the IPCC report [Carrier:] we [Process:] are [Attribute:] about eleven years away from being in a position where we set off Relational: Attributive, 43 an irreversible chain reaction beyond human control. Circumstantial Manner: Quality [Circumstance:]1 To avoid that unprecedented change in all aspects of society, [Senser:] [actions] [Process:] need [Phenomenon:] to have taken place [Circumstance:]2 within this coming decade, [[including a reduction of our CO2 1Cause: Purpose 44 emissions by at least 50 per cent by the year 2030.]] Mental: Desiderative 2Extent: Duration And please [Process:] note [Goal:] that those numbers do not include the aspect of equity, which is absolutely necessary to make the Paris Agreement work on a global scale, [[nor do they include tipping points or feedback loops like the 45 extremely powerful methane gas released from the thawing Arctic permafrost.]] Material [Token:] They [Process:] do, however, include [Value:] negative emission Relational: Identifying, 46 techniques on a huge planetary scale that is yet to be invented, Intensive and [Carrier:] that many scientists fear [Process:] will never be [Attribute:] Relational: Attributive, 47 ready in time [[and will anyway be impossible to deliver at the scale assumed.]] Intensive

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[Receiver:] We [Process:] have been told [Verbiage:] that the EU intends to 48 improve its emission reduction targets. Verbal [Circumstance:]1 In the new target, [Actor:] the EU [Process:] is proposing [Goal:] to reduce its greenhouse-gas emissions to 45 per cent below 1990’s 1Location: Place 49 level [Circumstance:]2 by 2030. Material 2Location: Time [Sayer:] Some people [Process:] say [Verbiage:] that is good or that is 50 ambitious. Verbal But [Carrier:] this new target [Process:] is [Circumstance:]1 still [Attribute:] not Relational: Attributive, 1Location: Time 51 enough [Circumstance:]2 to keep global warming below 1.5°C. Intensive 2Cause: Purpose [Carrier:] This target [Process:] is not [Attribute:] sufficient [Circumstance:] to Relational: Attributive, 52 protect the future for children growing up today. Intensive [[If the EU is to make its fair contribution to staying within the carbon budget for the 2°C limit]], [Circumstance:] then [Token:] it [Process:] means [Value:] a minimum of 80 per cent reduction by 2030 and that includes aviation and Relational: Identifying, 53 shipping. Intensive So, [Carrier:] it [Process:] is [Attribute:] around twice as ambitious as the Relational: Attributive, 54 current proposal. Circumstantial [Carrier:] The actions required [Process:] are [Attribute:] beyond manifestos or Relational: Attributive, 55 any party politics. Circumstantial [Circumstance:]1 Once again, [Actor:] they [Process:] sweep [Client:] their mess [Circumstance:]2 under the carpet [[for our generation to clean up and 1Extent: Frequency 56 solve.]] Material 2Location: Place

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[Sayer:] Some people [Process:] say [Verbiage:] that we are fighting for our 57 future, [[but that is not true.]] Verbal 58 [Actor:] We [Process:] are not fighting [Circumstance:] for our future, Material Cause: Purpose 59 [Actor:] we [Process:] are fighting [Circumstance:] for everyone’s future Material Cause: Purpose And if you think that we should be in school instead, then we suggest that you 60 take our place in the streets striking from your work. Material Or better yet, [Process:] join [Goal:] us [Circumstance:] so it can speed up the 61 process. Material Cause: Purpose And [Carrier:] I [Process:] am [Attribute:] sorry, [[but saying everything will be Relational: Attributive, 62 all right while continuing doing nothing at all is just not hopeful to us.]] Intensive Relational: Identifying, 63 In fact, [Token:] it’[Process:] s [Value:] the opposite of hope. Intensive And yet [Token:] this [Process:] is [Circumstance:] exactly [Value:] what you Relational: Identifying, 64 keep doing. Intensive Manner: Quality [Actor:] You [Process:] can’t just sit [Attribute:] around [[waiting for hope to 65 come –]] Material Location: Place [Actor:] you’re [Process:] acting [Circumstance:] like spoiled, irresponsible Manner: 66 children. Material Comparison [Carrier:] You [Process:] don’t seem [Attribute:] to understand that hope is Relational: Attributive, 67 something you have to earn. Intensive

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[[And if you still say that we are wasting valuable lesson time]], [Circumstance:] then [Process:] let [Goal:] me [Scope:] remind you that our 68 political leaders have wasted decades through denial and inaction. Material Location: Time And [Circumstance:] since our time is running out [Senser:] we [Process:] have 69 decided [Phenomenon:] to take action. Mental: Desiderative Location: Time 70 [Actor:] We [Process:] have started [Goal:] to clean up your mess Material 71 and [Actor:] we [Process:] will not stop [Scope:] until we are done. Material

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Appendix 2: The Complete Categorization of Interpersonal Metafunction (Mood, Modality, and Pronouns) in Thunberg’s “You’re Acting Like Spoiled, Irresponsible Children”

Speech Modality No Clause Mood Function 1 My name is Greta Thunberg, declarative statement 2 I am a climate activist from Sweden declarative statement and today in this room there are also – if you can come up – Anuna, 3 Adélaïde, Kyra, Gilles, Dries, Toon and Luisa. declarative statement Tens of thousands of children or schools are striking for the climate on 4 the streets of Brussels. declarative statement 5 Hundreds of thousands are doing the same all over the world. declarative statement 6 We are school-striking because we have done our homework. declarative statement 7 And some of us are here today. declarative statement modalization; usuality, 8 People always tell us that they are so hopeful. declarative statement degree: high They are hopeful that the young people are going to save the world, 9 but we are not. declarative statement There is simply not enough time to wait for us to grow up and become 10 the ones in charge. declarative statement Because by the year 2020 we need to have bended the emissions curve 11 steep downward. declarative command

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12 That is next year. declarative statement 13 We know that most politicians don’t want to talk to us. declarative statement 14 Good, we don’t want to talk to them either. declarative statement 15 We want them to talk to the scientists instead. declarative command Listen to them, because we are just repeating what they are saying and 16 have been saying for decades. imperative command 17 We want you to follow the Paris Agreement and the IPCC reports. declarative command 18 We don’t have any other manifestos or demands – declarative statement 19 you unite behind the science declarative command 20 that is our demand. declarative statement When many politicians talk about the school strike for the climate, 21 they talk about almost anything except for the climate crisis. declarative statement Many people are trying to make the school strikes a question of whether we are promoting truancy or whether we should go back to 22 school or not. declarative statement They make up all sorts of conspiracies and call us puppets who cannot 23 think for ourselves. declarative statement They are desperately trying to remove the focus from the climate crisis 24 and change the subject. declarative statement They don’t want to talk about it because they know they cannot win 25 this fight. declarative statement

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26 Because they know they haven’t done their homework, but we have. declarative statement Once you have done your homework you realize that we need new politics, we need new economics where everything is based on a 27 rapidly declining and extremely limited remaining carbon budget. declarative statement 28 But that is not enough. declarative statement 29 We need a whole new way of thinking. declarative statement 30 The political system that you have created is all about competition. declarative statement You cheat when you can, because all that matters is to win, to get 31 power. declarative statement modulation; obligation, 32 That must come to an end, declarative command degree; high modulation; obligation, 33 we must stop competing with each other, declarative command degree; high we need to cooperate and work together and to share the resources of 34 the planet in a fair way. declarative command We need to start living within the planetary boundaries, focus on 35 equity and take a few steps back for the sake of all living species. declarative command We need to protect the biosphere, the air, the oceans, the soil, the 36 forests. declarative command This may sound very naive, but if you have done your homework then modalization; probability, 37 you know that we don’t have any other choice. declarative statement degree; low

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We need to focus every inch of our being on climate change, because if we fail to do so then all our achievements and progress have been for 38 nothing declarative command and all that will remain of our political leaders’ legacy will be the modalization; probability, 39 greatest failure of human history. declarative statement degree; median And they will be remembered as the greatest villains of all time, modalization; probability, 40 because they have chosen not to listen and not to act. declarative statement degree; median 41 But this does not have to be. declarative statement 42 There is still time. declarative statement According to the IPCC report we are about eleven years away from being in a position where we set off an irreversible chain reaction 43 beyond human control. declarative statement To avoid that unprecedented change in all aspects of society, [actions] need to have taken place within this coming decade, including a reduction of our CO2 emissions by at least 50 per cent by the year 44 2030. declarative command And please note that those numbers do not include the aspect of equity, which is absolutely necessary to make the Paris Agreement work on a global scale, nor do they include tipping points or feedback loops like the extremely powerful methane gas released from the thawing Arctic 45 permafrost. imperative command

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They do, however, include negative emission techniques on a huge 46 planetary scale that is yet to be invented, declarative statement and that many scientists fear will never be ready in time and will modalization; probability, 47 anyway be impossible to deliver at the scale assumed. declarative statement degree; median We have been told that the EU intends to improve its emission 48 reduction targets. declarative statement In the new target, the EU is proposing to reduce its greenhouse-gas 49 emissions to 45 per cent below 1990’s level by 2030. declarative statement 50 Some people say that is good or that is ambitious. declarative statement But this new target is still not enough to keep global warming below 51 1.5°C. declarative statement This target is not sufficient to protect the future for children growing 52 up today. declarative statement If the EU is to make its fair contribution to staying within the carbon budget for the 2°C limit, then it means a minimum of 80 per cent 53 reduction by 2030 and that includes aviation and shipping. declarative statement 54 So, it is around twice as ambitious as the current proposal. declarative statement 55 The actions required are beyond manifestos or any party politics. declarative statement Once again, they sweep their mess under the carpet for our generation 56 to clean up and solve. declarative statement 57 Some people say that we are fighting for our future, but that is not true. declarative statement 58 We are not fighting for our future, declarative statement

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59 we are fighting for everyone’s future declarative statement And if you think that we should be in school instead, then we suggest 60 that you take our place in the streets striking from your work. declarative offer 61 Or better yet, join us so it can speed up the process. imperative offer And I am sorry, but saying everything will be all right while 62 continuing doing nothing at all is just not hopeful to us. declarative statement 63 In fact, it’s the opposite of hope. declarative statement modalization; probability, 64 And yet this is exactly what you keep doing. declarative statement degree; high modulation; obligation, 65 You can’t just sit around waiting for hope to come – declarative statement degree; high 66 you’re acting like spoiled, irresponsible children. declarative statement 67 You don’t seem to understand that hope is something you have to earn. declarative statement And if you still say that we are wasting valuable lesson time, then let me remind you that our political leaders have wasted decades through 68 denial and inaction. imperative offer 69 And since our time is running out we have decided to take action. declarative statement 70 We have started to clean up your mess declarative statement modalization; probability, 71 and we will not stop until we are done. declarative statement degree; median

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Appendix 3: The Complete Categorization of Theme in Thunberg’s “You’re Acting Like Spoiled, Irresponsible Children”

Textual Interpersonal Topical No Clause Marked Unmarked 1 My name is Greta Thunberg, - - - Declarative 2 I am a climate activist from Sweden - - - Declarative and today in this room there are also – if you can Conjunctive - Location: Time - come up – Anuna, Adélaïde, Kyra, Gilles, Dries, 3 Toon and Luisa. Tens of thousands of children or schools are striking - - - Declarative 4 for the climate on the streets of Brussels. Hundreds of thousands are doing the same all over - - - Declarative 5 the world. We are school-striking because we have done our - - - Declarative 6 homework. 7 And some of us are here today. Conjunctive - - Declarative 8 People always tell us that they are so hopeful. - - - Declarative They are hopeful that the young people are going to - - - Declarative 9 save the world, but we are not. There is simply not enough time to wait for us to - - - Declarative 10 grow up and become the ones in charge.

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Because by the year 2020 we need to have bended the Conjunctive - Location: Time - 11 emissions curve steep downward. 12 That is next year. - - - Declarative We know that most politicians don’t want to talk to - - - Declarative 13 us. 14 Good, we don’t want to talk to them either. Continuity - - Declarative 15 We want them to talk to the scientists instead. - - - Declarative Listen to them, because we are just repeating what - - - Imperative 16 they are saying and have been saying for decades. We want you to follow the Paris Agreement and the - - - Declarative 17 IPCC reports. 18 We don’t have any other manifestos or demands – - - - Declarative 19 you unite behind the science - - - Declarative 20 that is our demand. - - - Declarative When many politicians talk about the school strike - - Location: Time - for the climate, they talk about almost anything 21 except for the climate crisis. Many people are trying to make the school strikes a - - - Declarative question of whether we are promoting truancy or 22 whether we should go back to school or not. They make up all sorts of conspiracies and call us - - - Declarative 23 puppets who cannot think for ourselves.

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They are desperately trying to remove the focus from - - - Declarative 24 the climate crisis and change the subject. They don’t want to talk about it because they know - - - Declarative 25 they cannot win this fight. Because they know they haven’t done their Conjunctive - - Declarative 26 homework, but we have. Once you have done your homework you realize that - - Location: Time - we need new politics, we need new economics where everything is based on a rapidly declining and 27 extremely limited remaining carbon budget. 28 But that is not enough. Conjunctive - - Declarative 29 We need a whole new way of thinking. - - - Declarative The political system that you have created is all about - - - Declarative 30 competition. You cheat when you can, because all that matters is - - - Declarative 31 to win, to get power. 32 That must come to an end, - - - Declarative 33 we must stop competing with each other, - - - Declarative we need to cooperate and work together and to share - - - Declarative 34 the resources of the planet in a fair way.

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We need to start living within the planetary - - - Declarative boundaries, focus on equity and take a few steps back 35 for the sake of all living species. We need to protect the biosphere, the air, the oceans, - - - Declarative 36 the soil, the forests. This may sound very naive, but if you have done your - - - Declarative homework then you know that we don’t have any 37 other choice. We need to focus every inch of our being on climate - - - Declarative change, because if we fail to do so then all our 38 achievements and progress have been for nothing and all that will remain of our political leaders’ Conjunctive - - Declarative 39 legacy will be the greatest failure of human history. And they will be remembered as the greatest villains Conjunctive - - Declarative of all time, because they have chosen not to listen and 40 not to act. 41 But this does not have to be. Conjunctive - - Declarative 42 There is still time. - - - Declarative According to the IPCC report we are about eleven - - Manner - years away from being in a position where we set off 43 an irreversible chain reaction beyond human control.

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To avoid that unprecedented change in all aspects of - - Cause - society, [actions] need to have taken place within this coming decade, including a reduction of our CO2 44 emissions by at least 50 per cent by the year 2030. And please note that those numbers do not include Conjunctive Modal Adjunct - Imperative the aspect of equity, which is absolutely necessary to make the Paris Agreement work on a global scale, nor do they include tipping points or feedback loops like the extremely powerful methane gas released 45 from the thawing Arctic permafrost. They do, however, include negative emission - - - Declarative techniques on a huge planetary scale that is yet to be 46 invented, and that many scientists fear will never be ready in Conjunctive, - - Declarative time and will anyway be impossible to deliver at the Conjunctive 47 scale assumed. We have been told that the EU intends to improve its - - - Declarative 48 emission reduction targets. In the new target, the EU is proposing to reduce its - - Location: Space - greenhouse-gas emissions to 45 per cent below 49 1990’s level by 2030. 50 Some people say that is good or that is ambitious. - - - Declarative

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But this new target is still not enough to keep global Conjunctive - Declarative 51 warming below 1.5°C. This target is not sufficient to protect the future for - - - Declarative 52 children growing up today. If the EU is to make its fair contribution to staying Conjunctive, - - Declarative within the carbon budget for the 2°C limit, then it Conjunctive means a minimum of 80 per cent reduction by 2030 53 and that includes aviation and shipping. So, it is around twice as ambitious as the current Conjunctive - - Declarative 54 proposal. The actions required are beyond manifestos or any - - - Declarative 55 party politics. Once again, they sweep their mess under the carpet - - Location: Time - 56 for our generation to clean up and solve. Some people say that we are fighting for our future, - - - Declarative 57 but that is not true. 58 We are not fighting for our future, - - - Declarative 59 we are fighting for everyone’s future - - - Declarative And if you think that we should be in school instead, Conjunctive, - - Declarative then we suggest that you take our place in the streets Conjunctive, 60 striking from your work. Conjunctive 61 Or better yet, join us so it can speed up the process. Continuity - - Imperative

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And I am sorry, but saying everything will be all right Conjunctive - - Declarative while continuing doing nothing at all is just not 62 hopeful to us. 63 In fact, it’s the opposite of hope. Conjunctive - - Declarative Conjunctive, - - Declarative 64 And yet this is exactly what you keep doing. Conjunctive 65 You can’t just sit around waiting for hope to come – - - - Declarative 66 you’re acting like spoiled, irresponsible children. - - - Declarative You don’t seem to understand that hope is something - - - Declarative 67 you have to earn. And if you still say that we are wasting valuable Conjunctive, - - Imperative lesson time, then let me remind you that our political Conjunctive, leaders have wasted decades through denial and Conjunctive 68 inaction. And since our time is running out we have decided to Conjunctive - Location: Time - 69 take action. 70 We have started to clean up your mess - - - Declarative 71 and we will not stop until we are done. Conjunctive - - Declarative