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A STUDY OF SPEECH ACTS: PERLOCUTIONARY ACTS IN “THE THURSDAY MURDER CLUB” MOVIE Stefanie Hasianna Natania Sagala; Rizka Amalia; Amelia Az-zahra Dalimunthe; Hikmah Alya
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 1 (2025): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i1.78300

Abstract

Language plays a crucial role not only in conveying information but also in influencing others through speech, which makes the study of speech acts essential in understanding communication both in real life and in fictional contexts. While previous studies have widely examined locutionary and illocutionary acts, research focusing on perlocutionary acts, particularly in film dialogue, remains limited, leaving a gap in understanding how language in media elicits emotional or behavioral responses from audiences and characters. Therefore, this study aims to analyze the types of perlocutionary acts used in the movie The Thursday Murder Club based on Austin’s Speech Act Theory and Leech’s classification of perlocutionary effects. Using a qualitative descriptive method, the researchers identified and categorized selected utterances from the film’s dialogues into six perlocutionary types: persuade, encourage, irritate, deceive, attract action, and embarrass. The results show that persuasive acts are the most dominant, followed by irritation and encouragement, indicating that most dialogues are designed to influence and evoke emotional reactions among characters while maintaining the movie’s crime-comedy tone. These findings reveal that perlocutionary acts serve not only as linguistic expressions but also as narrative devices that enhance characterization, tension, and humor. In conclusion, this study underscores that language in film functions as a powerful medium for persuasion, emotion, and engagement, bridging the gap between linguistic theory and cinematic storytelling
Framing Of Disability Representation in Story Books Chuskit Goes To School (2011) Imelda Sari Manalu; Mutiara Balqista Nurazmi; Diva Dea Wildani; Hikmah Alya; Muhammad Yusuf
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 3 (2026): JURNAL BASTRA EDISI JULI 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i3.2854

Abstract

This study examines the representation of disability in the children’s storybook Chuskit Goes to School by Sujatha Padmanabhan. The study is grounded in the importance of children’s literature as a medium for shaping understanding of inclusion, educational rights, and acceptance of diversity. This research aims to describe how disability is framed in the story and how such framing contributes to the understanding of inclusive education. This study used a qualitative method with Gamson and Modigliani’s framing analysis model. The data consisted of dialogues, narratives, and visual elements related to disability, educational access, social responses, and Chuskit’s environment. The data were analyzed through framing devices and reasoning devices. The findings show that the story initially presents disability through limitation and exclusion, but gradually shifts toward an inclusive perspective by emphasizing Chuskit’s abilities, equal rights, and participation in education. The main barrier is not Chuskit’s physical condition, but an inaccessible environment. This study implies that the story reflects the social model of disability and presents inclusion as a shared responsibility.