This study examines how three Arabic-language news organizations, namely Al Jazeera Arabic, Asharq Al-Awsat, and Okaz, report protests in Indonesia. The study uses Norman Fairclough's Critical Discourse Analysis (CDA) method to analyze news through the lens of social practices that reinforce ideology and power relations, rather than as an objective portrayal of reality. News collected from the official websites of each media outlet and analyzed at the textual, discourse, and social levels forms the research data. Qualitative linguistic analysis is used as the methodology in this study. The findings indicate that these media outlets have very different ideologies. By presenting the social grievances of the protesters and being careful not to criticize the state, Al Jazeera Arabic succeeds in providing a fairly diverse narrative. While Asharq Al-Awsat relies on official sources to highlight the themes of order and security, Okaz uses symbolic delegitimization to portray the protests as a threat to national stability. Studies like this reinforce the idea that the ideological leanings and political agendas of different Arab media influence how the public perceives political protests in Indonesia.

This study aims to examine violations of the Maxim of Quality in discussions featured on the YouTube program Bocah-Bocah Kosong X Indy Barends based on Grice’s Maxim Theory (1975). The analysis focuses on utterances that lack evidential support and those that are hyperbolic, metaphorical, imaginative, or fantastical in nature. Adopting a qualitative pragmatic approach, the data were analyzed through content analysis, supported by the calculation of intercoder reliability using Krippendorff’s alpha and multimodal triangulation. The findings reveal that the most dominant forms of violation are hyperbolic humor (38%), absurd metaphors (22%), false identity claims (18%), and supernatural or fantasy-related statements (12%). These results indicate that violations of the Maxim of Quality do not merely represent communicative errors; rather, they function as performative strategies employed by Generation Z to construct humor, social solidarity, and creative, imaginative speaker identities within digital spaces. Theoretically, this study contributes to contemporary pragmatic scholarship by positioning maxim violations as meaningful communicative practices in digital culture. Nevertheless, the study is limited by the narrow scope of data, which is confined to a single episode with a relatively small number of utterances, as well as by the potential for performativity bias due to the entertainment-oriented nature of the content. Accordingly, future research is recommended to expand the data corpus, compare diverse contexts of Generation Z digital communication, and develop cross-maxim analyses of Grice’s framework in order to achieve a more comprehensive understanding of the pragmatic strategies of the digital generation.

Passive voice remains a key grammatical structure for English learners, particularly in academic writing, yet many students struggle to use it accurately. This study analyzes the types of passive voice errors made by 19 fifth-semester students in the English Education Study Program at Tadulako University. Specifically, it addresses two questions: (1) How do classroom interaction patterns such as teacher-centered grammar instruction, limited student negotiation of meaning, or feedback practices shape students’ understanding and use of passive voice, and to what extent might these dynamics contribute to the dominance of developmental errors? (2) In what ways do students’ sociocultural backgrounds, prior educational experiences, and exposure to English outside the classroom influence their difficulties with auxiliary verbs and tense agreement, and how do these factors mediate tensions between Indonesian linguistic norms and English academic writing conventions? A quantitative design was employed, with a test focusing on passive constructions in present continuous, past continuous, and past perfect tenses. Students’ responses were categorized using Dulay et al.'s (1982) comparative taxonomy of developmental and interlingual errors. Results revealed developmental errors as the most prevalent (89.9%), mainly involving incorrect auxiliary verbs (is, am, are, being, been), past participle formation, and tense agreement. These findings highlight the need for targeted grammar instruction on auxiliary patterns and participles, alongside enhanced practice, corrective feedback, and adjustments to classroom interactions and sociocultural considerations to boost accuracy.

This research aims to examine the Turn-Taking Mechanism and Power Relations that emerged in the 2024 United States Presidential Debate between Donald Trump and Kamala Harris. This research uses a qualitative method with the theory of Turn-Taking Mechanism proposed by Jacob L Mey and Michel Foucault’s theory of power, which places power as something that is spread in a network of social relations and manifested through language. Turn-Taking Mechanism in political debates serves as an important mechanism to reveal the dynamic of power relations between candidates. Data were obtained from official transcripts and video recordings on the ABC News debate YouTube Channel, then analyzed to identify patterns of the Turn-Taking Mechanism, such as Taking the Floor, Holding the Floor, and Yielding the Floor. The analysis showed that the Turn-Taking Mechanism in this debate was not as orderly as it should be in cooperative communication. Through Foucault’s candidate perspective, power relations in this debate can be seen through the way candidates organize and distribute discourse in the public communication space. The research also found that moderator interventions, which aim to maintain the rules of Turn-Taking in the course of the debate, were often undermined by the candidates’ discursive power practices, thus showing that power in debates is fluid, resistive and constantly shifting depending on the dynamic of interaction. Moreover, this research is expected to contribute to the development of Linguistic studies, especially Pragmatics in the field of politics, as well as explore further the relation between discourse analysis and power relations.

Family is the basic unit of society, and communication conflicts among family members have a great influence on their psychological state and the relationship of the entire family. The parent-child relationship, in particular, often faces tensions arising from communicative differences and misunderstandings. Drawing on Conversation Analysis, this critical case study aims to explore how impoliteness is realized through speech acts in family conflicts between a mother and daughter participating in a mediation show ‘金牌调解’ (Jin Pai Tiao Jie). Findings reveal that high-frequency speech acts like insult and sarcasm significantly escalate mother-daughter tensions, while low-frequency but high-impact acts (e.g., threat and criticism) further damage their relationship; moreover, avoidant speech acts, such as disassociation, fail to resolve conflicts and instead mask deep-seated issues, exacerbating the discord. This study advances the under-researched field of family communication by showing how impoliteness escalates conflicts. This study contributes to offering practical insights for parents and children to recognize and mitigate harmful interactions in daily communication.

The study of the functions of discourse particles in the African languages has received much attention from various scholars, although not from a pragmatic perspective. A good understanding of the pragmatic functions of discourse particles in African languages can benefit language users. However, limited knowledge in this field has affected communication of ideas more clearly and concisely. This paper explores the pragmatic functions of these discourse particles in Lutsotso conversations within the Relevance Theory (RT) structure by Sperber and Wilson (1995). A combined method of native speakers’ intuition and data extraction from Lutsotso conversations were used to collect data. After that, a descriptive research design was used to analyze the collected data. The findings revealed that in Lutsotso conversations, discourse particles play the following pragmatic functions depending on the context: cutting in politely, initiating a new topic, highlighting of a hypothesis that immediately follows, capturing the attention of the listeners, holding the flow and keeping one’s turn, and disagreeing politely.

Critical Thinking (Hereafter, CT) significantly correlates to the EFL students' speaking ability; students with high critical thinking perform better than students with low critical thinking. Several strategies can be implemented for initiating CT in the classroom. One of them is using language style conveyed by the teachers. However, few studies concern about this pragma-stylistic usage in the teaching-learning process. Therefore, this current study aims to analyze (1) types of pragma-stylistics strategies used by teachers in initiating the EFL university students' CT in oral mode; (2) the ways teachers use pragma-stylistics strategies in initiating the EFL university students' CT in oral mode; and (3) the teachers' perception of the students' response towards initiating the CT in oral mode. Qualitative descriptive using Interview was conducted to collect the data. The result showed that teachers prefer using Assertive-Stating, Assertive-Suggesting, Directive-Advising and Prolepsis strategies to initiate students' CT in their speaking classroom. They implement those strategies through some activities during the class, such as giving stimulus (text, audio, and video) in a particular theme, conducting group discussions or speaking club, providing instructions or questions, and giving feedback. Besides, the teachers pointed out that most students positively respond to the strategies that they have utilized. The strategies effectively motivate and encourage the students to enhance their CT. Furthermore, this study suggests language teachers initiate their students' CT through the pragma-stylistic strategies mentioned. Finally, further researchers are expected to discuss the same field in more comprehensive scopes with different language skills.

Rethinking the realization of expressive speech acts in the comments section of YouTube channels offers an opportunity to delve deeper into the evolving dynamics of online communication and community engagement. This research explores expressive speech acts in One Direction's YouTube's comments section, examining how users express emotions, opinions, and reactions to video content. It explores new perspectives, emerging trends, and the ever-changing digital landscape of digital interactions. This research methodology is a descriptive qualitative method, and the data source was compiled from the comments section on One Direction's YouTube channel. Therefore, the researcher concludes there were seven types of expressive speech acts from fifty-one comments. There were 26 expressions of sorrow, four expressions of congratulating, two expressions of thanking, 13 expressions of praising, four expressions of happiness, and one expression for blaming and regretting. The most dominant expression used in the comments section on One Direction's YouTube Channel is the expression of sorrow. This expression appeared 26 times, out of 51 expression speech act listed. The researcher concludes that sorrow is the expression that is mainly used in the comments section.

Implicature, a fundamental aspect of pragmatics, plays a significant role in effective communication. Investigating the implicature competence in the realm of English as a Foreign Language (EFL) education, the present paper aims at exploring the relationship between implicature competence and English academic success of EFL students across gender. The study included 60 EFL learners aged between 13 and 22, comprising both male and female students enrolled in Jahad Daneshgahi Department of Foreign Languages in West Azerbaijan, Urmia. To investigate the relationship, a quantitative correlation design was employed, utilizing MCDCT (Multiple-Choice Discourse Completion Test) to measure implicature competence of the students. The results revealed a positive correlation between implicature competence and academic success of EFL students. However, the correlation was more significant in male students than their female counterparts. These findings emphasize the importance of explicit teaching of pragmatics along with other linguistics skills in EFL curricula.

Culture as the basis of speech acts can encourage the speaker and the listener to realize their goals in communication activities. The reasons are that culture can make listeners want to hear more about the speaker's information, can be media for listeners to illustrate the implicature, and can make them respond quickly. However, no specific research describes the culture, implicature, and response in the illocutionary speech acts to realize the effectiveness of communication. Based on this problem, it is important to do further research. The first purpose is to describe the illocutionary speech acts in Ustaz Salim A. Fillah's lecture video, especially in the Culture edition. The second purpose is to describe how culture, as part of illocutionary speech acts to realize the effectiveness of communication. The research used a descriptive qualitative method. The analysis data technique refers to the four simultaneous processes by Miles, Huberman, and Saldana, which consist of data collection, data reduction, data display, and conclusion. Speech acts are found to consist of assertive (identification, prediction, or description), directive (invocation, suggestion, or instruction), commissive (something is a must be conducted), expressive (expression of feeling), and declarative (acknowledgment of status or condition). All of those speech acts can make listeners want to hear more information, to be media to illustrate the implicature, and make them easier to remember the utterance of Ustaz Salim A. Fillah speech acts.