STRATEGIES TO REFUTE THE MYTH OF ABLEISM IN SOLO COMEDIES BY INDONESIAN WOMEN WITH DISABILITIES: A SEMIOLOGICAL ANALYSIS BY ROLAND BARTHES

Authors

  • Farid Pribadi Universitas Airlangga
  • Septi Ariadi Universitas Airlangga
  • Bagong Suyanto Universitas Airlangga
  • Fitri Mutia Universitas Airlangga
  • Tuti Budirahayu Universitas Airlangga
  • Farid Pribadi Universitas Negeri Surabaya
  • Khusnul Khotimah Universitas Trunodjoyo Madura

DOI:

https://doi.org/10.21009/ishel.v2i1.58660

Keywords:

Representation, Roland Barthes' semiology, stand-up comedy, disability, Sociology of Inclusive Society

Abstract

This study analyzes the strategy of dismantling the myth of ableism in the comedy of Resti, a blind Indonesian female comedian. Departing from the gap between Law No. 8/2016 and the reality of stereotypical representation in the media, this study aims to identify the play of denotative and connotative signs as a strategy of resistance. Using an interpretive qualitative approach and Roland Barthes' semiology, data in the form of verbal texts are analyzed through units of meaning without reviewing the performative aspect. The findings reveal three strategies: the reversal of binary oppositions that undermine the normal-abnormal hierarchy, structural irony that criticizes the failure of state media institutions, and the reappropriation of stigma that takes over the narrative of identity. These three strategies prove that humor is not just entertainment, but a structured social critique. This study contributes to the Sociology of Inclusive Society by emphasizing that inclusion requires cultural transformation through language and discourse. The comedy stage has proven to be an effective space of resistance for marginalized groups.

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Published

2026-07-27

How to Cite

Pribadi, F., Ariadi, S., Suyanto, B., Mutia, F., Budirahayu, T., Pribadi, F., & Khotimah, K. (2026). STRATEGIES TO REFUTE THE MYTH OF ABLEISM IN SOLO COMEDIES BY INDONESIAN WOMEN WITH DISABILITIES: A SEMIOLOGICAL ANALYSIS BY ROLAND BARTHES. Proceeding of International Seminar on Humanity, Education, and Language, 2(1), 103–114. https://doi.org/10.21009/ishel.v2i1.58660

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