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Journal of Pragmatics and Discourse Research
Published by Perkumpulan Pengelola Jurnal Bahasa dan Sastra Indonesia serta Pengajarannya
ISSN : -     EISSN : 28284755     DOI : https://doi.org/10.51817/jpdr
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of Pragmatics and Discourse Research (JPDR) (2828-4755) is a peer reviewed international journal published January, and July by PPJB-SIP (Perkumpulan Pengelola Jurnal Bahasa dan Sastra Indonesia serta Pengajarannya). The journal aims to provide a venue for language researchers to share theories, views, and research results in areas of Pragmatics, Discourse Analysis, CDA, and Interlanguage Pragmatics. The journal covers emerging issues in Pragmatics and Discourse Analysis. Preference is given to well-researched papers that expand the frontiers of theoretical or empirical knowledge in these disciplines. It is interested in harnessing top-notched research in these fields worldwide and then making them available on open access to readers. The editorial board seeks to conduct high-quality research in Pragmatics and Discourse Analysis through a thoroughly blind peer-review process.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 82 Documents
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IMPLICATURE AND SOCIAL JUSTICE IN INDONESIAN ENTERTAINMENT SERIES: CONSTRUCTING TOLERANCE THROUGH THE PREMAN PENSIUN SERIES Setiawati, Beta; Winarti, Winarti
Journal of Pragmatics and Discourse Research Vol 6, No 1 (2026)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v6i1.1551

Abstract

This study examines how implicature in the Indonesian television series Preman Pensiun communicates social justice and tolerance values, situating the analysis within broader discourses in Asian media. Drawing on pragmatic theory, particularly Grice’s implicature framework, the research explores how indirect meanings embedded in dialogue convey moral and cultural lessons beyond explicit speech. Data were collected from selected episodes through qualitative discourse analysis, focusing on conversational exchanges highlighting themes of justice, fairness, and tolerance in everyday interactions. The findings reveal that implicatures often emerge through the deliberate flouting of conversational maxims, especially those of relevance and manner, generating hidden moral messages that resonate with audiences. These implicit lessons demonstrate how entertainment media do more than entertain; they actively shape public attitudes and cultural understandings of justice, tolerance, and community life. The representation of masculinity and solidarity in Preman Pensiun reflects local cultural values, particularly regarding authority, cooperation, and morality within Indonesian society. By situating the analysis within discourse studies, this research contributes to scholarship on Asian media by illustrating how popular culture embeds moral discourse within casual communication. At the same time, the study acknowledges its limitations, as the analysis remains largely descriptive. Stronger integration with critical discourse analysis would provide deeper insight into power, ideology, and representation issues, especially regarding gender roles and authority. Future research should expand the dataset, compare similar narrative strategies across Asian television, and explore intersections between local discourse, globalization, religion, and social change.
TEACHING, TECHNOLOGY, AND TRANSFORMATION: EXPLORING TEACHER IDENTITY THROUGH DISCOURSE AND DEVELOPMENT NARRATIVES IN NEPAL Bhandari, Laxman Prasad; Bhandari, Bhim Lal; Baguinat, Naomie S.; Tiwari, Eeba Raj
Journal of Pragmatics and Discourse Research Vol 6, No 1 (2026)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v6i1.1321

Abstract

This study explores secondary English teachers’ engagement in professional development (TPD) initiatives in semi-urban Nepal through a narrative and discourse lens. It investigates how teachers construct professional meaning and identity via their experiences with workshops, technology, peer learning, and classroom action research. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews and a focus group discussion with four purposively selected English teachers from public secondary schools in Butwal Sub-Metropolitan City, Nepal. Thematic analysis revealed five core areas shaping teacher development: workshops and formal training, collaborative learning, technology and AI integration, classroom teaching strategies, and personal academic activities such as reading and research. Teachers valued collaborative peer practices and technology use as transformative, while highlighting the limitations of top-down PD models and the lack of institutional follow-up. The discourse embedded in their narratives illustrates how they negotiate professional roles, pedagogical authority, and technological agency. The study emphasizes the importance of framing teacher development not only as training but as a dialogic and situated discourse shaped by institutional, technological, and socio-cultural dynamics. It recommends that policy initiatives integrate teacher narratives as discursive evidence to design more effective and inclusive PD models. The study contributes to understanding grassroots teacher development in resource-limited settings and how discourse and narrative shape professional identity. It also holds implications for teacher education programs and researchers interested in educational discourse and professional identity construction

Page 9 of 9 | Total Record : 82

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