Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal JURNAL PENDIDIKAN BAHASA Young Journal of Social Sciences and Humanities
Erick Saut Maruli Sihombing
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Architecture of Meaning: A Linguistic Analysis of Metaphors and Idioms Erick Saut Maruli Sihombing; 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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Abstract

This study investigates the cognitive and cultural mechanisms underlying the use of metaphors and idioms to understand their role in constructing linguistic meaning. Using a qualitative approach grounded in linguistic and psycholinguistic analysis, the findings indicate that metaphors involve conceptual mapping between source and target domains, demanding greater cognitive effort, particularly when novel. In contrast, idioms function as fixed expressions stored in memory, allowing rapid retrieval and comprehension when conventionalized. Both reflect cultural values and collective experiences, forming an architecture of meaning that connects individual mental processes with social identity. These findings offer academic implications for linguistic, psycholinguistic, and cultural discourse studies, particularly in understanding the role of figurative language in social interaction.
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 Calvyn Sepanya Siregar Damanik , Bernieke Anggita Ristia Daniel Saputra Guring Daniel Saputra Gurning Dumaris Silalahi Ezra Saragih Kesmi Veronika Simanjuntak Partohap S. R Sihombing, Partohap S. R