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Samuel J. Litualy
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INDONESIA
JURNAL TAHURI
Published by Universitas Pattimura
ISSN : 16937481     EISSN : 26854198     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal "Tahuri" diambil dari nama salah satu media adat di Maluku yang menggunakan "bia terompet" (triton = nama latin) untuk memanggil atau menginformasikan sesuatu berita dari pemangku adat atau pemerintah desa kepada masyarakat dalam hubungannya dengan kegiatan desa (kegiatan-kegiatan penting yang diselenggarakan di desa). Penggunaan nama "Tahuri" pada jurnal ini adaiah untuk memaknai betapa pentingnya penggunaan "bia terompet" bagi perkembangan pembangunan di Maluku di masa lampau, yang saat ini telah hilang nilai dan manfaatnya karena kemajuan ilmu pengetahuan dan teknologi.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 19 No 2 (2022): August 2022" : 5 Documents clear
Practices, Challenges, and Needs: Language Assessment Literacy among English Teachers in Islamic Secondary Schools Indrasanti, Lutfi; Wita, Fitri Rahma
Jurnal Tahuri Vol 19 No 2 (2022): August 2022
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol19issue2page67-82

Abstract

This study investigates English teachers’ Language Assessment Literacy (LAL) within Islamic secondary schools, focusing on MTs and MA Muhammadiyah Tanjung Bonai. In these contexts, teachers play a crucial role in evaluating students’ language abilities but often face limited formal training, scarce resources, and curricula dominated by written-test orientations. This research aims to describe teachers’ assessment practices, identify the challenges they face, and explore their professional development needs in LAL. Employing a qualitative multiple case study design, data were collected through semi-structured interviews with 4–6 English teachers and school principals, classroom observations, and document analysis of lesson plans, test instruments, rubrics, and assessment policies. Thematic analysis with source triangulation ensured validity. Findings reveal that teachers rely predominantly on traditional written assessments focusing on grammar and vocabulary, with limited understanding of communicative, valid, and reliable assessment principles. Key challenges include the absence of LAL-focused training, insufficient time for formative assessment, resource constraints, and tensions between national exam demands and communicative pedagogy. Despite this, teachers demonstrate growing awareness of authentic, performance-based assessment and feedback practices. The study highlights the unique Islamic school context, contributing novel insights into LAL in rural Indonesia and recommending context-sensitive professional development to enhance assessment competence and equity.
Translanguaging as a Pedagogical Strategy in Multilingual English Classrooms: A Qualitative Study from Indonesia Ramadhan, Ridho; Kurnia, Yona; Safitri, Ririn
Jurnal Tahuri Vol 19 No 2 (2022): August 2022
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol19issue2page83-98

Abstract

This study explores translanguaging practices as a pedagogical strategy in English language teaching within multilingual classrooms in Indonesia, focusing on public schools that reflect local linguistic diversity. In Indonesian English education, an “English-only” approach remains dominant despite students’ heterogeneous sociolinguistic realities. Conducted at SMP Negeri 5 Pekanbaru, Riau, where students use Minangkabau, Malay, and Indonesian in daily interaction, this qualitative case study collected data through four classroom observations, semi-structured interviews with one English teacher and twelve students, and document analysis of teaching materials and school policies. Thematic analysis was applied to identify patterns of translanguaging practices, students’ perceptions, and supporting and inhibiting factors. Findings reveal that translanguaging occurs in three structured and contextualized forms: (1) using local and national languages to mediate complex vocabulary and grammar concepts, (2) managing classroom instruction and discussions through combined use of Minangkabau, Malay, and Indonesian to ensure equitable understanding, and (3) linking local cultural examples to explain English idioms and expressions. Students responded positively, as these practices enhanced comprehension, linguistic inclusion, and participation. Key enablers included linguistic diversity as a learning resource, teacher flexibility, and cultural proximity; barriers included rigid “English-only” policies, limited teacher training, and conservative views toward local language use. The study’s novelty lies in documenting a tri-lingual classroom context (Minangkabau–Malay–Indonesian), expanding translanguaging research beyond typical bilingual settings. Conceptually and practically, this study contributes to education and applied linguistics by offering a context-responsive pedagogical model and advocating for more flexible language policies in Indonesian classrooms.
Mobile-Assisted Language Learning for Vocabulary Development: Insights from Indonesian Pre-Service English Teachers Using HelloTalk Handayani, Vina; Damayanti, Irma
Jurnal Tahuri Vol 19 No 2 (2022): August 2022
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol19issue2page99-114

Abstract

The rapid advancement of digital technology has brought significant transformation to language learning, including through Mobile-Assisted Language Learning (MALL). One of the major challenges for English as a Foreign Language (EFL) learners in Indonesia is vocabulary acquisition. This study aims to describe the use of the HelloTalk application by seventh-semester students of the English Education Program at Universitas Negeri Jakarta (UNJ) to develop their vocabulary mastery, identify the learning strategies they employed, and analyze how their MALL experiences contributed to their teaching practices during the Teaching Practicum (PKM) in Jakarta’s secondary schools. A qualitative exploratory case study design was adopted, involving 12 students who actively used HelloTalk during their practicum. Data were collected through in-depth interviews, indirect observation of HelloTalk chat histories, teaching reflection journals, and supporting documentation. Thematic analysis was conducted to identify patterns in vocabulary learning strategies and the connection between MALL experiences and classroom practices. The findings reveal that students employed various strategies, including contextual inference, paraphrasing, translanguaging, and digital note-taking to enhance word retention. Authentic interaction with native speakers enriched their exposure to idiomatic and contextual expressions, which were later adapted into classroom role plays and simulated conversations. However, learning effectiveness was influenced by time constraints, consistency, and limited integration into lesson plans. This study offers a novel perspective by highlighting the link between MALL experiences and pre-service teachers’ pedagogical practices, an area underexplored in the Indonesian context. Theoretically, it extends applied linguistics discourse on technology-based vocabulary learning; practically, it provides curriculum development insights for 21st-century English teacher education.
Integrating Traditional Performing Arts and Translanguaging Pedagogy: A Sociocultural Approach to Teaching English through Randai in Indonesia Miftahurrahmi, Miftahurrahmi; Nurhabibah, Siti
Jurnal Tahuri Vol 19 No 2 (2022): August 2022
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol19issue2page115-132

Abstract

This study investigates the integration of Randai, a traditional Minangkabau performing art, into English as a Foreign Language (EFL) instruction through a translanguaging pedagogy framed within a sociocultural perspective. The research aims to (1) describe the pedagogical strategies employed by lecturers, (2) analyze translanguaging practices in bilingual (Minangkabau–English) performances, (3) examine students’ perceptions of learning English through local performing arts, and (4) identify contextual enablers and constraints. Using a qualitative ethnographic case study in the English Education Department of Universitas Negeri Padang, data were collected through participant observation, in-depth interviews with lecturers and students, performance and video analysis, and document review of course syllabi and bilingual Randai scripts. Thematic analysis examined pedagogical strategies and perceptions, while discourse analysis explored translanguaging patterns. Findings reveal that Randai was creatively integrated as a medium for performance-based learning, particularly in speaking, storytelling, and intercultural communication. Translanguaging emerged as both a natural and strategic practice that enhanced dramatic expression, conveyed cultural meanings, and facilitated bilingual negotiation. This approach increased student engagement, boosted speaking confidence, and strengthened cultural identity. However, challenges included limited curricular guidelines, rehearsal time constraints, and conservative attitudes toward unconventional pedagogy. The study’s novelty lies in demonstrating how traditional performing arts combined with translanguaging pedagogy create a unique sociocultural model of language learning where linguistic, cultural, and artistic dimensions intersect. The research contributes to educational and linguistic scholarship by broadening translanguaging studies into performing arts and advocating culturally responsive, arts-based EFL pedagogy in Indonesian higher education.
Language Ideologies and Educational Inequality: Linguistic Hierarchies in an Elite Multilingual School in Jakarta Asmi, Nur; Vania, Naomi; Asdi, Wansari
Jurnal Tahuri Vol 19 No 2 (2022): August 2022
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol19issue2page133-151

Abstract

This study investigates how language ideologies shape and reproduce educational inequality in an elite multilingual school in Jakarta. In Indonesia’s multilingual context, where Bahasa Indonesia functions as the national language alongside hundreds of local languages, English has assumed a dominant role in elite private schools adopting international curricula such as Cambridge. Within this setting, English serves as the primary medium of instruction, Bahasa Indonesia is used mainly for informal communication, and local languages are virtually absent. The research explores how linguistic hierarchies are constructed, practiced, and legitimized through classroom discourse and institutional policy, and how these hierarchies affect students’ learning experiences and access to educational opportunities. Using a qualitative design, data were collected through classroom observations, semi-structured interviews with teachers, students, and administrators, and document analysis of language policies, syllabi, and promotional materials. Data were analyzed using Critical Discourse Analysis (CDA) within the frameworks of Language Ideology Theory and Bourdieu’s linguistic capital. Findings reveal that English functions as high-status linguistic capital associated with intelligence, global citizenship, and socioeconomic privilege, while Bahasa Indonesia occupies a pragmatic and subordinate role. Students from non-English-speaking backgrounds face subtle linguistic and social barriers, reinforcing educational stratification. The study contributes to Southeast Asian sociolinguistics by highlighting how elite multilingual education sustains symbolic inequality and calls for more inclusive language policies balancing global and national identities.

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