The SPEECH ACT ANALYSIS IN “THE SCHOOL FOR GOOD AND EVIL” MOVIE: A PRAGMATIC APPROACH
DOI:
https://doi.org/10.24252/elstic-ij.v5i02.57980Abstract
Language serves not only as a means of conveying information but also as a tool for building relationships, expressing emotions, and influencing others. This study explores the use of illocutionary speech acts in the film The School for Good and Evil (2022) by applying Searle’s classification: representative, directive, expressive, commissive, and declarative. Using a qualitative descriptive method, this research identifies the types and functions of speech acts in the dialogue of the main characters, particularly Sophie, Agatha, and the principal. The findings show that representative speech acts are most dominant, reflecting characters’ beliefs and perceptions. Meanwhile, directive, expressive, commissive, and declarative acts are used contextually to express emotion, exert influence, demonstrate loyalty, and enact decisions. The study highlights the significant role of speech acts in character development and narrative construction, offering insights into how pragmatic theory applies to multimodal discourse in film.
Keywords: Speech Act, Pragmatics, Illocution, Film Analysis, The School for Good and Evil
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