Interpreting Spoken Meaning and Emotional Expressions in Let It Go Song Lyrics by Idina Menzel

Pramitha, Fitri (2026) Interpreting Spoken Meaning and Emotional Expressions in Let It Go Song Lyrics by Idina Menzel. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Keywords: spoken meaning, emotional expressions, semantics, pragmatics, song interpretation Songs carry meaning not only through written lyrics but also through emotional expressions in performance, including speakers' intention, listeners' inference, and situational context. However, previous studies have mainly focused on figurative language, speech acts, or translation strategies as separate concerns, while limited attention has been paid to integrating spoken meaning and emotional expressions as context in constructing pragmatic meaning. To address this gap, this study examined Let It Go performed by Idina Menzel from Disney's Frozen, aimed to describe spoken meanings conveyed through the lyrics and to analyze how emotional expressions construct pragmatic meaning in performance. Two research questions were addressed: how are spoken meanings conveyed through the lyrics, and how are pragmatic meanings constructed through emotional expressions and contextual performance. A descriptive qualitative design was employed because the study aimed to describe and interpret meaning through language and performance rather than measure or quantify it. Data consisted of the official lyrics and audiovisual performance from DisneyMusicVEVO, analyzed through data condensation, data display, and conclusion drawing following Miles, Huberman, and Saldaña (2014). The findings revealed various spoken meanings describing Elsa's situations, emotions, and transformation. Emotional expressions served as situational context connecting speakers' intention and listeners' inference of conveyed meanings. Lines such as "Let It Go," "Conceal, don't feel," and "The cold never bothered me anyway" carried conveyed meanings related to emotional repression, self- liberation, and self-acceptance. Spoken meaning served as the semantic foundation while pragmatic meaning enriched interpretation through contextual and emotional elements. These findings suggest that songs can serve as EFL pedagogical resources, helping learners develop linguistic competence and interpret conveyed meanings in real communicative situations.

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