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Examining Language Power Through Lakoff’s Language Features Utilization in the Movie Before Sunrise

English Education Journal · Vol. 14 No. 1 (2024) · hlm. 149–159

DOI
10.15294/pag4mg44
Terbit
2024-03-15
Penerbit
English Education Journal
Bahasa
eng

Abstrak

This research investigates the use of language power by male and female characters in the movie Before Sunrise, directed by Richard Linklater. Utilizing Text-Oriented Discourse Analysis (TODA) in qualitative analysis, the study examines how Jesse and Celine assert language power, as categorized by Wareing (1999), through their language features, as identified by Lakoff (1975). The research aims to uncover patterns of language use that reflect gendered communication and power dynamics within the film. It explores the differences in the aims of language features utilization to assert power exhibited by the characters. The findings indicate that the linguistic features used by Jesse and Celine serve different goals, leading to shifts in power dynamics and promoting communicative strategies that support gender equality. These findings contrast with Ardener's muted group theory, which posits that marginalized groups, particularly women, often have their voices suppressed. In Before Sunrise, Celine's portrayal as a strong, independent, and assertive character challenges this notion by demonstrating that women can and do exercise significant language power. These insights contribute to a deeper understanding of how language functions as a tool for power assertion within cinematic contexts, offering perspectives on gendered communication patterns and the representation of language power in movie as the product of contemporary literature.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en">Examining Language Power Through Lakoff’s Language Features Utilization in the Movie Before Sunrise</dc:title>
	<dc:creator xml:lang="en">Anggraeni, Putri</dc:creator>
	<dc:creator xml:lang="en">Januarius Mujiyanto</dc:creator>
	<dc:creator xml:lang="en">Issy Yuliasri</dc:creator>
	<dc:subject xml:lang="en">Text-Oriented Discourse Analysis (TODA);Genders; Language Power; Movie.</dc:subject>
	<dc:description xml:lang="en">This research investigates the use of language power by male and female characters in the movie Before Sunrise, directed by Richard Linklater. Utilizing Text-Oriented Discourse Analysis (TODA) in qualitative analysis, the study examines how Jesse and Celine assert language power, as categorized by Wareing (1999), through their language features, as identified by Lakoff (1975). The research aims to uncover patterns of language use that reflect gendered communication and power dynamics within the film. It explores the differences in the aims of language features utilization to assert power exhibited by the characters. The findings indicate that the linguistic features used by Jesse and Celine serve different goals, leading to shifts in power dynamics and promoting communicative strategies that support gender equality. These findings contrast with Ardener's muted group theory, which posits that marginalized groups, particularly women, often have their voices suppressed. In Before Sunrise, Celine's portrayal as a strong, independent, and assertive character challenges this notion by demonstrating that women can and do exercise significant language power. These insights contribute to a deeper understanding of how language functions as a tool for power assertion within cinematic contexts, offering perspectives on gendered communication patterns and the representation of language power in movie as the product of contemporary literature.</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2024-03-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/8109</dc:identifier>
	<dc:identifier>10.15294/pag4mg44</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 14 No. 1 (2024): March 2024; 149-159</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/8109/1955</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 English Education Journal</dc:rights>
</oai_dc:dc>