Pain through Lyrics: An Analysis of Implicature and Maxim Violations in Two DAY6 Sad Songs

Authors

  • Amalia Fathirunnisa Universitas Padjadjaran

DOI:

https://doi.org/10.30762/ireell.v3i2.5428

Keywords:

DAY6, social context, implicature, maxim violations, song lyrics

Abstract

Music primarily conveys emotion, most notably sadness, through unique expressive techniques. However, the social context built through the song lyrics can influence how the words are interpreted, which sometimes contrasts with their actual meaning. This research examines the use of implicature and maxim violations in DAY6’s sad songs titled Congratulations (English Version) and Zombie (English Version), which construct emotional meanings, by applying the pragmatic theory of social context, implicature, and maxim violations to analyze the lyrics of the songs. This study aims to identify how implicature and maxim violations appear in two DAY6’s songs and analyze the role of pragmatic deviations in expressing emotions. To accomplish these objectives, this study adapts a qualitative descriptive approach to show how implicature and maxim violations are used to create emotionally rich messages shaped by social context through a close reading of the lyrics. This research reveals that expressing feelings implicitly or indirectly evokes emotional resonance by stimulating listeners’ interpretation. Moreover, it also shows how language functions in song, specifically in conveying complex feelings without having to explicitly mention them. In addition, this study suggests that the Cooperative Principle can be adapted to various forms of communication and still remain effective in conveying the intended meaning.

Downloads

Download data is not yet available.

References

Allwright, D. (2005). From teaching points to learning opportunities and beyond. TESOL Quarterly, 39(1), 9–31. https://doi.org/10.2307/3588450

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1

Dou, A. (2024a). Approaches and instruments for needs analysis in English for specific purposes (ESP) in higher education. International Journal of New Developments in Education, 6(4).

Dou, A. (2024b). Intercultural communication in ESP education. Advances in Educational Technology and Psychology, 8(2), 170–176.

Dou, A. (2024c). Needs analysis of ESP courses from the perspective of students and teachers. Frontiers in Educational Research, 7(6), 132–138.

Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes. Cambridge University Press.

Flowerdew, L. (2012). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 325–346). Wiley-Blackwell.

Hibatulloh, M. F., Arganata, K. L., Latifah, C. N., & Kurniasari, U. (2024). The Implementation of Teaching Speaking Using Task-Based Approach in Indonesian Secondary School EFL Classes: The State of The Art. IREELL: Indonesian Review of English Education, Linguistics, and Literature , 2(1), 60–77. https://doi.org/10.30762/ireell.v2i1.2812

Huang, Y. P., Lin, L. C., & Tsou, W. (2024). Leveraging ESP teachers’ roles: EMI university teachers’ professional development in medical and healthcare fields. English for Specific Purposes, 74, 103–116. https://doi.org/10.1016/j.esp.2024.02.001

Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press.

Hyland, K. (2022). English for specific purposes: What is it and where is it taking us? ESP Today: Journal of English for Specific Purposes at Tertiary Level, 10(2), 202–220.

Kehal, M. (2024). Needs analysis: The cornerstone of effective ESP program development. Annals of Guelma University for Social and Human Sciences, 36. https://dspace.univ-guelma.dz/jspui/handle/123456789/15914

Kim, J., & Kim, V. (2024). Unraveling the connections: English proficiency, motivational orientations, and online community engagement among ESP students. English Teaching, 79(1), 25–48. https://doi.org/10.15858/engtea.79.1.202403.25

Long, M. H. (2005). Methodological issues in learner needs analysis. In M. H. Long (Ed.), Second language needs analysis (pp. 76–99). Cambridge University Press.

Pang, B., & Abd Majid, F. B. (2025). Systematic literature review on needs analysis in ESP within higher education: Implications for future research. Malaysian Journal of Social Sciences and Humanities (MJSSH), 10(1), e003162. https://doi.org/10.47405/mjssh.v10i1.3162

Rahman, M. (2015). English for specific purposes (ESP): A holistic review. Universal Journal of Educational Research, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104

Downloads

Published

27-10-2025

How to Cite

Fathirunnisa, A. (2025). Pain through Lyrics: An Analysis of Implicature and Maxim Violations in Two DAY6 Sad Songs. IREELL: Indonesian Review of English Education, Linguistics, and Literature , 3(2), 225–245. https://doi.org/10.30762/ireell.v3i2.5428