This study explores the use of non-verbal directive speech acts in the CODA movie and their implications for inclusive learning in regular classrooms, particularly those expressed through American Sign Language (ASL). Motivated by the challenges faced by deaf students in mainstream education, the research aims to provide foundational knowledge for inclusive teaching strategies. Employing a content analysis method, the study categorizes directive speech acts using John Searle’s (1975) classification framework. The findings reveal 48 instances of directive speech acts, including commands (40%), requests (10%), suggestions (23%), advice (2%), instructions (4%), warnings (4%), permissions (2%), and prohibitions (15%). The research concludes that non-verbal directives in CODA movie offer valuable insights into effective communication for inclusive education. It recommends integrating sign language instruction, multimodal teaching, and inclusive school culture to make regular classrooms more accessible and equitable, especially for students with hearing impairments.
Keywords : Non-verbal Communication, Directive Speech Acts, CODA