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All Journal Young Journal of Social Sciences and Humanities
Calvyn Sepanya Siregar
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Humanities Social Sciences

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Enhancing English Learners’ Comprehension Through Semantic Strategies in Classroom Discourse Calvyn Sepanya Siregar; Damanik , Bernieke Anggita Ristia
Young Journal of Social Sciences and Humanities Vol. 1 No. 3 (2025): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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This paper investigates how semantic strategies employed in instructional discourse influence English learners’ comprehension. Grounded in theories of speech acts, semantics, and sociolinguistics, the study explores how meaning is both conveyed and negotiated through classroom interaction. Through a qualitative, library-based analysis, it identifies core semantic patterns such as cohesive devices, modality, referential expressions, and clarification techniques that enhance the meaning-making process. The study also highlights how teachers' semantic awareness can scaffold learner engagement and support deeper comprehension. Findings underscore the importance of purposeful language planning, suggesting that explicit focus on semantic strategies can lead to more meaningful and effective English instruction. The study further identifies practical implications for English teachers, highlighting the benefits of fostering semantic awareness in classroom talk to improve learner autonomy and interpretive skills.
Menjadi Calon Guru: Studi Naratif Multitugas Mahasiswa PPL di SMP Negeri 12 Pematangsiantar Dumaris E. Silalahi; Indah Anastasya Togatorop; Helena Zepania Samosir; Calvyn Sepanya Siregar; Cintya Pinta Nainggolan; Angelina Agustina Br Turnip; Falty Bastian Samosir; Cindy Yani Simorangkir; Kevin Christian Siagian
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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This research aims to describe in-depth the dialectical process of professional identity formation among pre-service teachers through multidimensional involvement in partner schools. Teaching practicum (PPL) is often narrowly perceived as a mere instructional exercise; however, field realities reveal a complex and systemic multidimensional involvement. Utilizing a qualitative method with a narrative inquiry approach, this study explores the subjective experiences of a student teacher at SMP Negeri 12 Pematangsiantar. Data were collected through participant observation, practicum reports, and narrative reflections compiled over a twelve-week period. The results indicate that the student undergoes a process of "becoming a teacher" through a dialectic between the pedagogical idealism of the university and the structural pragmatism of the school. Involvement extending beyond classroom boundaries—encompassing character internalization, administrative management, and learning resource organization—functions as an authentic laboratory for constructing professional identity. The study concludes that multi-tasking demands are not merely technical obstacles but transformative instruments that mature the self-efficacy and ethical commitment of future educators. The implications of this research emphasize the importance of repositioning teaching practicum programs as dynamic spaces for identity negotiation in facing the complexities of the educational ecosystem.
The Role of Language in Shaping Power Relations in Educational Settings Calvyn Sepanya Siregar; Erick Saut Maruli Sihombing; Daniel Saputra Gurning; Partohap Saut Raja Sihombing
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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In educational environments, language is essential not only as a teaching tool but also as a means of establishing, upholding, and occasionally contesting power dynamics. This article investigates how language use in educational settings affects participation, authority, control, and identity. The study employs a qualitative research design grounded in Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA) to uncover implicit power relations present in educational discourse. Data were gathered through non-participant observations and audio recordings of English classroom interactions at a public junior high school in Pematangsiantar, North Sumatra. The findings reveal that teacher talk significantly dominates classroom interaction, utilizing imperative forms, closed-ended questioning, and the Initiation–Response–Feedback (IRF) sequence to maintain institutional authority. This dominance positions the teacher as the primary authority while limiting students’ opportunities to initiate interaction or negotiate meaning. The study concludes that understanding linguistic power is vital for supporting more inclusive and equitable teaching methods that redistribute power more effectively.
Co-Authors Angelina Agustina Br Turnip Cindy Yani Simorangkir Cintya Pinta Nainggolan Damanik , Bernieke Anggita Ristia Daniel Saputra Gurning Dumaris, Atri Erick Saut Maruli Sihombing Falty Bastian Samosir Helena Zepania Samosir Indah Anastasya Togatorop Kevin Christian Siagian Partohap S. R Sihombing, Partohap S. R