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All Journal Young Journal of Social Sciences and Humanities
Angela Shakila Aurel Pane
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Humanities Social Sciences

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Constructing Meaning in Computer-Mediated Communication: A Speech Act Perspective Angela Shakila Aurel Pane; Damanik , Bernieke Anggita Ristia
Young Journal of Social Sciences and Humanities Vol. 1 No. 2 (2025): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

This study investigates how speech acts function in online communication, particularly in the absence of non-verbal cues such as tone of voice, gestures, and facial expressions. Adopting the framework of speech act theory by Austin and Searle, the research explores how users perform communicative actions like requesting, apologizing, and asserting using only text and platform-specific tools. Employing a qualitative approach, this research analyzes messages from online platforms to identify types of speech acts and strategies users apply to ensure their intent is understood. The findings reveal that users adapt language and utilize emojis, timing, punctuation, and politeness strategies to construct meaning and maintain interactional harmony. The study concludes that pragmatic competence and contextual awareness are critical to effective digital interaction. The implications of these findings highlight the importance of integrating digital pragmatics into language education, user training, and platform design to enhance the quality of online communication in various social and professional settings.
Melampaui Pembelajaran Konvensional: Analisis Dampak Pembelajaran Kolaboratif terhadap Keterlibatan Aktif Siswa Pendidikan Vokasi Andini Rivanka Harahap; Angela Shakila Aurel Pane; Elisabeth Sihombing; Lihardo Manik; Nasib H. Sihombing; Sunita Manalu; Tesalonika Simanjuntak; Setia T. Sitohang; Lydia Purba
Young Journal of Social Sciences and Humanities Vol. 2 No. 1 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Student learning activeness is a fundamental aspect of the learning process because it reflects students’ cognitive, affective, and psychomotor involvement. In classroom practice, many students remain passive, reluctant to participate in discussions, hesitant to ask questions, and lacking confidence to express their opinions. These conditions indicate that the learning process has not fully encouraged active student participation. Therefore, appropriate and effective teaching strategies are required to enhance student learning activeness. This study aims to conduct an in-depth analysis of teachers’ strategies in increasing student learning activeness through collaborative learning at SMK Swasta GKPI 2 Pematangsiantar. This study employs a descriptive qualitative approach, utilizing observation, interviews, and documentation as the primary data collection techniques. The results reveal that systematically designed and well-managed collaborative learning significantly improves student learning activeness. Improvements are evident in students’ participation in group discussions, confidence in asking questions, ability to express opinions, and active involvement in group work. Teacher strategies such as forming heterogeneous groups, assigning clear roles to group members, managing group discussions, and implementing process-based assessment are proven to be effective in creating active and interactive learning environments. Therefore, collaborative learning can be considered an effective instructional strategy to enhance student learning activeness in vocational high schools.
Using Picture Series to Improve Students' Narrative Reading Comprehension at SMK GKPI 2 Angela Shakila Aurel Pane; Selviana Napitupulu
Young Journal of Social Sciences and Humanities Vol. 2 No. 1 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Reading comprehension is a crucial skill in English as a Foreign Language (EFL) learning, particularly for students at the secondary school level. However, many students still experience difficulties in understanding narrative texts due to limited vocabulary, low motivation, and monotonous teaching media. This study aims to improve students’ reading comprehension of narrative texts through the use of Picture Series as an instructional medium. The research employed Classroom Action Research (CAR) with a quantitative approach and was conducted with tenth-grade students of a vocational high school. The research was implemented in two cycles, each consisting of planning, action, observation, and reflection stages. The data were collected through reading comprehension tests and classroom observations. The quantitative data were analyzed using descriptive statistics to determine the mean score and the percentage of students achieving the Minimum Mastery Criteria (KKM ≥ 75). The results showed that students’ reading comprehension improved significantly. In Cycle I, the mean score was 53 with only 6.67% of students achieving the KKM. After improvements were made in Cycle II through more systematic use of Picture Series, the mean score increased to 82, and 83.33% of students achieved the KKM. These findings indicate that Picture Series effectively support students in understanding narrative text structures and sequences of events. Therefore, Picture Series can be recommended as an effective instructional medium for teaching reading comprehension of narrative texts.
Co-Authors Andini Rivanka Harahap Damanik , Bernieke Anggita Ristia Elisabeth Sihombing Lihardo Manik Nasib H. Sihombing PURBA, LYDIA SELVIANA NAPITUPULU Setia T. Sitohang Sunita Manalu Tesalonika Simanjuntak