This study focuses on flouting maxim uttered by characters in “UP!” movie. This study is aimed at analyzing types of flouting maxims performed by the characters and describing strategies of flouting maxims uttered by characters in the movie. In analyzing the types and strategies of flouting maxims of characters, Cutting’s theory (2002) is used. The researcher also employed qualitative research method to collect the data. The result showed two important findings. First, it was found that there are four types of flouting maxims in the movie. They are flouting maxims of quantity, quality, relation and manner. Flouting maxims of quality was rank first because the characters deliberately say something that is believed to be false. Second, there are ten strategies of flouting maxims found in the movie. They are giving too little information, giving too much information, hyperbole, metaphor, irony, banter, sarcasm, being irrelevant, changing the topic and being obscure. The occurrence of the strategy that mostly used to flout maxims was giving too much information. It happened because the characters always give too much information than what is required.

This study aims to investigate the use of speech act and its possible purpose performed by two main characters, Judy Hopps and Nick Wilde in the Zootopia movie. Qualitative method was utilized to explain the function of speech act performed by the characters. Searle’s theory is used as the main theory to answer the two problems formulation regarding speech act classifications and their purposes of using speech act. The research result showed that all of the speech acts was used by Hopps. On the other hand, Wilde used just half of the speech act classification, namely directive, expressive, and commissive. Meanwhile, her purposes of using speech acts are to tell what she believed (assertives), to ask someone to do (directives), to express the feeling (expressive), to promise (commissives), and to bring a change (declarations).

The aim of this study is to identify the type and the meaning of presupposition found in Maleficent movie. The writer used qualitative research method to analyze this movie. The data was taken from the characters utterance in the movie and English script for supporting data. The writer applied the theory of presupposition and context that was developed by Yule (1996) to do the analysis of presupposition from the characters in Maleficent movie. This research tried to classify the utterance based on the six types of presupposition and the implied meaning behind it. The writer discovered that there were six types of presupposition found in Maleficent movie which are 67 existential presupposition, 22 structural presupposition, 8 factive presupposition, 6 lexical presupposition, 3 counterfactual presupposition, 2 non-factive presupposition. Existential become the most used presupposition because the characters in the Maleficent movie often talk about the existence of something, such as person, thing, and place. The writer also discovered that the utterance that consist presupposition have implied meaning that is not stated by the speaker.

The purpose of the research is to obtain empirical data and analyze about whether or not there are the effects of grammar mastery and critical thinking on students’ speaking skill. The reseach was conducted at the state senior high school in Serang. The research method was survey with multiple-correlation technique. 80 students out of the state senior high school, grade X were chosen to be samples. Data collections include 1 questionnaire and 2 multiple-choice tests. The scale used for questionnaire was Likert Scale. The validity was calculated by using Person-Product Moment, and reliability obtained from Cronbach Alpha is 0.713. Research findings show three points. Firstly, there are significant effects of grammar mastery and critical thinking towards students’ speaking skill where multiple-correlation coefficient (R) is 0.696 in significance grade 5% ( = 0,05) further Fobserved is higher than Ftable (36.202 > 2.735). Secondly, there was a significant effect of grammar mastery and students’ speaking skill even though the effect is slightly weak where ry1 is 0.365, tobserved=3.725>ttable=1.994 with Sig score is lower than significance grade (0.000 < 0.05). Thirdly, there is a significant effect of critical thinking and students’ speaking skill where ry2 is 0.626, tobserved=7.242>ttable=1.994 with Sig score lower than the significance value (0.000 < 0.05).