Articles
<![CDATA[The Survey of EFL Students' Learning Styles at English Education Study Program ]]>
<![CDATA[Latuheru, Henry]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i2.p69-80
<![CDATA[The existing literatures on the significance of learning styles and how they can be utilized to help students in their learning process. The present study was designed to survey the existence of EFL students learning styles in English Education Study Program. Moreover, to explore learning styles of students coming from different genders and academic years. The theoretical framework of this study used VARK learning styles by Fleming. In this study, survey methodology was used using VARK questionnaire The findings showed that students preferred multimodal ways of learning in which most of them were VARK learners. In addition, the difference learning style preferences between genders suggested that males were more uni-modal and bi-modal, while females were more tri-modal, yet both genders also scored high for quad-modal. On top of that, among active academic years the preference showed that juniors tend to have single preference in comparison to the seniors who were quad-modal learners. Lastly, this study has widened the study of VARK in the EFL context by providing information for teachers and curriculum designer to better aware of the existing varieties of learning styles in their pupils. Hence, they can design learning activities that can helps learners in classroom.]]>
<![CDATA[The Implementation of Pre-Reading Activities to Improve Senior High Schools Students’ Reading Comprehension ]]>
<![CDATA[Letwory, Noura C]]>;
<![CDATA[Latuheru, Henry]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v4.i2.p84-94
<![CDATA[This study aims to describe the implementation of pre-reading activities in class X-3 SMA Negeri 2 Ambon to improve students’ reading comprehension. This research is a Classroom Action Research (CAR) which was conducted in several stages, such as; (1) planning the action (2) implementing the action, (3) Evaluation, and (4) Reflection. The subjects in this study were 36 students in class X-3 of SMA Negeri 2 Ambon. Instruments used in the form of observation, Study report, and questionnaire. The analysis used is qualitative analysis and quantitative analysis. The indicator of success in this research is when students are able to reach the indicator of success where 70 % of students get the score between 70-100. The results of this study indicate that Pre-reading activities help students to improve their reading comprehension towards a text and students give positive response toward the implementation of pre-reading activities.]]>
<![CDATA[The Implementation of Mind Mapping Technique in Improving Students’ Writing Skill at SMA Negeri 2 Ambon ]]>
<![CDATA[Nahuway, Vivian]]>;
<![CDATA[Gaspersz, Merylin B. A.]]>;
<![CDATA[Latuheru, Henry]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v4.i2.p95-106
<![CDATA[This research is focused on the implementation of mind mapping technique in improving students’ writing skill. This research is aimed to describe the improvement of students’ writing skill by implementing mind mapping technique and to see the students’ response towards the implementation of mind mapping technique. Mind mapping can simply define as a creative technique involving lines, colors, keywords, and images which connected each other. The research design is classroom action research that consist of preliminary study and one cycle. There are four activities, there are planning, acting, observing, and reflecting. This research focus on report text materials and supporting instruments were used to help the researcher to collect and analyze the data such as questionnaire and test. The result of this research showed that students’ responses were positive for the implementation of mind mapping technique and this is also support by the post test of writing report text where most of students got high score above the criteria of minimum mastery (KKM).]]>
<![CDATA[Belajar Bahasa Inggris Lewat Permainan Tradisional: Integrasi Budaya Lokal dalam Pembelajaran Kosakata ]]>
<![CDATA[Latuheru, Henry]]>;
<![CDATA[Abdullah, Ayu Aprilya Sari]]>
<![CDATA[ Abdimas Indonesian Journal Vol. 5 No. 1 (2025) ]]>
Publisher : <![CDATA[Civiliza Publishing ]]>
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DOI: 10.59525/aij.v5i1.691
<![CDATA[Traditional games offer valuable potential to support English vocabulary learning in ways that are interactive, culturally relevant, and enjoyable. This community service initiative aimed to introduce and model the use of local games—specifically Snakes and Ladders and Vocabulary Domino—as tools to enrich English language learning among students. The program targeted English teachers and pre-service teachers in Ambon, with 40 participants attending a two-hour workshop. The methods combined short lectures with hands-on practice, allowing participants to experience the adapted games directly. The content of the games focused on daily activity vocabulary and was presented in both English and Indonesian. A post-workshop questionnaire indicated that participants found the approach engaging, practical, and applicable to their teaching contexts. Many expressed interests in developing similar games based on local wisdom. These findings support the idea that integrating game-based learning with local content can promote contextualized teaching, enhance learner motivation, and preserve cultural identity in the classroom.]]>
<![CDATA[PELATIHAN BAHASA INGGRIS UNTUK MENINGKATKAN KOMPETENSI GURU SD DAN SMP KRISTEN DI KLASIS PULAU AMBON ]]>
<![CDATA[Anaktototy, Karolis]]>;
<![CDATA[Patty, Jusak]]>;
<![CDATA[Latuheru , Henry]]>
<![CDATA[ Jurnal Abdi Insani Vol 12 No 9 (2025): Jurnal Abdi Insani ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/abdiinsani.v12i9.2912
<![CDATA[The Society 5.0 era positions English as a lingua franca that demands teacher competency in English-based classroom management. Elementary and junior high school Christian teachers in Ambon Island Classis face significant difficulties in using English to open lessons, give instructions, explain materials, and close learning sessions. The archipelagic geographical characteristics create special challenges in equitable access to quality teacher competency development programs. This activity aims to improve the competency of elementary and junior high school Christian teachers in Ambon Island Classis in using English for classroom management and equip teachers with the ability to develop bilingual lesson plans. The activity was conducted for five days (July 1-5, 2025) involving 20 teacher participants using Content and Language Integrated Learning (CLIL), microteaching, and collaborative professional development approaches. Training materials included techniques for opening and closing lessons, classroom management, and bilingual lesson plan development. Evaluation results showed a very satisfactory level with an average score of 3.56 on a 4.0 scale. All participants successfully developed bilingual lesson plans and demonstrated increased confidence and self-efficacy in using English for classroom management. Participants showed high commitment to implementing training results in their respective schools and initiating sustainable programs. The program successfully improved teachers' practical competency in using classroom English and can serve as a replication model for teacher competency development in other archipelagic regions.]]>
<![CDATA[Peningkatan Kapasitas Guru dalam Merancang Pembelajaran Mendalam Melalui Pelatihan Pemanfaatan Board Game di SMPN 49 Maluku Tengah ]]>
<![CDATA[Latuheru, Henry]]>;
<![CDATA[Monica, Monica]]>;
<![CDATA[Bilmona, Hanafi]]>;
<![CDATA[Ferdinandus, Marcy]]>;
<![CDATA[Lekatompessy, Felicia Miranda]]>;
<![CDATA[Lewier, Christian Albert]]>
<![CDATA[ Abdimas Indonesian Journal Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Civiliza Publishing ]]>
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DOI: 10.59525/aij.v5i2.1120
<![CDATA[The implementation of the Independent Curriculum requires teachers to create innovative and interactive learning processes, but the limitations of interesting media and strategies are often a challenge, especially in areas with limited access. This service activity aims to increase the professional capacity of 30 teachers from SMPN 49 and SMPN 53 Central Maluku in integrating board games as an effective learning medium and supporting the creation of Deep Learning. The method of implementing the activity is centralized training (hands-on workshop) and subject group assistance which is carried out for 1 day with a total duration of 3 hours. This training focused on sample board game analysis (My Favorite and Word Brick) and a prototype design mini-workshop by seven subject groups. The results of the evaluation showed a very satisfactory level of participant satisfaction with an average score of 3.75 out of a scale of 4.0, indicating that the applicable training method was in accordance with the needs of the teacher. In addition, 85% of participants stated that there was a significant increase in knowledge and self-efficacy on the potential of board games as a teaching medium. The concrete output produced is 7 board game prototypes that are ready to be implemented. The main benefit obtained is the diversification of teachers' learning strategies. In conclusion, this training successfully equips teachers with new skills in designing effective interactive media and makes a significant contribution to improving the quality of teaching at partner schools.]]>
<![CDATA[Peningkatan Kapasitas Guru dalam Merancang Pembelajaran Mendalam Melalui Pelatihan Pemanfaatan Board Game di SMPN 49 Maluku Tengah ]]>
<![CDATA[Latuheru, Henry]]>;
<![CDATA[Monica, Monica]]>;
<![CDATA[Bilmona, Hanafi]]>;
<![CDATA[Ferdinandus, Marcy]]>;
<![CDATA[Lekatompessy, Felicia Miranda]]>;
<![CDATA[Lewier, Christian Albert]]>
<![CDATA[ Abdimas Indonesian Journal Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Civiliza Publishing ]]>
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DOI: 10.59525/aij.v5i2.1120
<![CDATA[The implementation of the Independent Curriculum requires teachers to create innovative and interactive learning processes, but the limitations of interesting media and strategies are often a challenge, especially in areas with limited access. This service activity aims to increase the professional capacity of 30 teachers from SMPN 49 and SMPN 53 Central Maluku in integrating board games as an effective learning medium and supporting the creation of Deep Learning. The method of implementing the activity is centralized training (hands-on workshop) and subject group assistance which is carried out for 1 day with a total duration of 3 hours. This training focused on sample board game analysis (My Favorite and Word Brick) and a prototype design mini-workshop by seven subject groups. The results of the evaluation showed a very satisfactory level of participant satisfaction with an average score of 3.75 out of a scale of 4.0, indicating that the applicable training method was in accordance with the needs of the teacher. In addition, 85% of participants stated that there was a significant increase in knowledge and self-efficacy on the potential of board games as a teaching medium. The concrete output produced is 7 board game prototypes that are ready to be implemented. The main benefit obtained is the diversification of teachers' learning strategies. In conclusion, this training successfully equips teachers with new skills in designing effective interactive media and makes a significant contribution to improving the quality of teaching at partner schools.]]>
<![CDATA[Improving Students’ Mastery of Noun Phrases Through The 3-Dimensional Grammar Framework ]]>
<![CDATA[Hendrik Jacob Maruanaya]]>;
<![CDATA[Henry Latuheru]]>;
<![CDATA[Dian Natalia Usmany]]>
<![CDATA[ Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ) ]]>
Publisher : <![CDATA[Civiliza Publishing, Indonesia. ]]>
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DOI: 10.59525/gej.1626
<![CDATA[This study aims to explore the effectiveness of implementing the 3- Dimensional Grammar Framework in improving students’ maastery of noun phrases in the context of English as a Foreign Language (EFL) learning. The research was conducted at SMAN 5 Ambon using a Classroom Action Research (CAR) approach, which consisted of two cycles. Each cycle included the stages of planning, action, observation, and reflection. The participants of this study were 36 eleventh-grade students selected purposively. Research instruments included tests (pre-test and post-test), observation, and questionnaire. In conclusion, the systematic implementation of the 3D Grammar Framework in grammar instruction successfully enhanced students’ mastery to use noun phrases effectively. This approach is recommended as an alternative strategy in grammar teaching within EFL classrooms, as it emphasizes form, meaning, and contextual use in an integrated manner.]]>
<![CDATA[Pendampingan Komunikasi Bahasa Inggris bagi Pelaku Wisata Negeri Saleman melalui Pendekatan English for Specific Purposes (ESP) ]]>
<![CDATA[Henry Latuheru]]>;
<![CDATA[Ayu Aprilya Sari Abdullah]]>
<![CDATA[ Abdimas Indonesian Journal Vol. 6 No. 1 (2026) ]]>
Publisher : <![CDATA[Civiliza Publishing ]]>
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DOI: 10.59525/aij.1606
<![CDATA[Negeri Saleman, North Seram District, Central Maluku Regency, is one of the leading marine tourism destinations in Maluku Province, often referred to as 'Indonesia's Maldives'. The growing influx of international tourists to this area, including Belarisky Resort, presents a challenge in the form of limited English communication skills among staff. This community service program (PKM) aims to improve the English competence of Belarisky Resort staff through an English for Hospitality training program based on the English for Specific Purposes (ESP) approach. The methods employed include needs analysis, module development, interactive training using simulation and role-play techniques, and pre-test/post-test evaluation. The results indicate a significant improvement in participants' hospitality vocabulary and conversational skills, positively impacting their confidence and service quality toward international guests. This program is expected to serve as an ESP-based language training model for other tourism destinations in Maluku and Eastern Indonesia.]]>
<![CDATA[EFL Teachers’ TPACK Preparedness in Eastern Indonesia: Challenges and Strategies ]]>
<![CDATA[Henry Latuheru]]>;
<![CDATA[Hendrik Makaruku]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v6.i1.p49-62
<![CDATA[This study investigated junior high school EFL teachers' Technological Pedagogical Content Knowledge (TPACK) preparedness in Ambon, Eastern Indonesia, and examined the challenges they encountered and the strategies they employed during online teaching in 2021. Grounded in Koehler and Mishra's TPACK framework, this study adopted a sequential explanatory mixed-method design. Data were collected through a TPACK questionnaire administered to 51 EFL teachers and semi-structured interviews with seven selected participants. Quantitative findings revealed that participants self-reported a high level of TPACK preparedness, with Technological Knowledge emerging as the weakest domain. Qualitative findings identified two major challenges: engaging students in online learning and maintaining motivation in virtual classrooms. To address these, teachers employed digital learning media, technology-based assessment, interactive instructional design, and online classroom management strategies. The findings underscore the need for context-specific professional development targeting teachers' technological competencies in resource-limited educational settings in Eastern Indonesia.]]>
