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Samuel J. Litualy
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Kota ambon,
Maluku
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 20 No 1 (2023): February 2023" : 5 Documents clear
Bridging Home and School Literacies: A Sociocultural Analysis of Early Literacy Practices in Rural Indonesia Afdhal, Afdhal
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page1-20

Abstract

This study examines the sociocultural dimensions of early literacy practices in rural Indonesia, addressing the limited understanding of how home and community literacies intersect with formal schooling in marginalized contexts. Despite national efforts promoting standardized literacy instruction in Bahasa Indonesia, children’s literacy development in Negeri Suli, Central Maluku, remains deeply shaped by the social, cultural, and religious life of the community. The study aims to explore how home, church, and school literacy events interact and how these interactions influence children’s early reading and writing experiences. Employing a qualitative ethnographic design, data were gathered through classroom and home observations, semi-structured interviews with teachers, parents, and Sunday school leaders, and analysis of local literacy artifacts. The findings reveal that literacy learning in Suli is primarily cultivated through religious and communal activities such as home prayers and church gatherings, which contrast sharply with the print-based, decontextualized literacy valued in schools. This discontinuity marginalizes children’s home literacies and limits their classroom engagement. The study’s novelty lies in situating sociocultural literacy theory within a non-Javanese, rural Christian community, highlighting faith and collective life as mediating forces in literacy development. Theoretically, it expands global understandings of literacy as a culturally situated practice, and practically, it informs inclusive, community-based pedagogical models for literacy education in diverse Indonesian contexts.
Local Culture-Based Literacy Instruction and Its Impact on Students’ Critical Reading Skills in Eastern Indonesia Sangaji, Chairun M.; Ashar, Ibnu Khairul; Syah, Intan Kirani
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page21-39

Abstract

This study explores how local culture-based literacy instruction enhances students’ critical reading skills in English as a Foreign Language (EFL) classrooms in three secondary schools in Ternate, Eastern Indonesia—SMAN 5 Ternate, SMAN 8 Ternate, and MAN 1 Ternate. The research addresses the dominance of conventional, text-centered literacy practices that confine learners to literal comprehension and hinder interpretive engagement. Drawing on Ternate’s oral traditions, royal histories, and maritime folklore, the study examines how integrating local narratives into reading activities promotes deeper, culturally grounded literacy. Using a qualitative multiple-case design, data were collected through classroom observations, interviews, and analysis of students’ reading journals. Thematic analysis combined critical literacy theory with sociocultural literacy perspectives to capture how learners negotiated meaning. Findings reveal that embedding local cultural content fosters inferential thinking, contextual understanding, and critical reflection, while increasing motivation and dialogic participation. However, constraints such as teachers’ limited capacity for culturally responsive pedagogy and the pressure of standardized assessments remain. The study’s novelty lies in formulating the Culturally Situated Critical Reading Framework, positioning reading as a socially mediated act linking identity, culture, and cognition. The research contributes to advancing critical literacy pedagogy, promoting culturally relevant language education, and expanding sociocultural perspectives in literacy studies.
Reading Comprehension Strategies in EFL Classrooms: A Cognitive and Sociolinguistic Approach in Indonesian Schools Utami, Ema; Rahmat, Rahmat
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page40-58

Abstract

This study analyzes students’ reading comprehension strategies in the context of English as a Foreign Language (EFL) instruction in Indonesian schools through a cognitive and sociolinguistic approach. It focuses on how Indonesian learners interpret English texts when their linguistic proficiency is limited and when the sociocultural context of the text differs from their local experiences. Employing a qualitative multiple-case study design, the research was conducted in three secondary schools in Bandung Regency. Data were collected through classroom observations, teacher and student interviews, and analysis of students’ reading exercises and written reflections. The analysis integrated the framework of cognitive reading strategies, metacognition, inference, prediction, and self-monitoring, with the sociolinguistic perspective of literacy events to explore the relationship between individual cognitive processes and the social context of learning. The findings reveal that students who actively employ predicting, questioning, and summarizing strategies demonstrate deeper textual understanding. Linking reading materials to local sociocultural contexts, such as environmental issues or community traditions, significantly enhances motivation and engagement. However, a gap remains between teacher-centered instruction and students’ social experiences of meaning-making. The study introduces the Cognitive-Sociolinguistic Reading Framework, which integrates cognitive and sociolinguistic theories to reconceptualize reading comprehension as both a mental and sociocultural practice, contributing theoretical and pedagogical insights for EFL education in Southeast Asia.
Multilingualism and Language Ideologies in Post-Decentralization Indonesia: Implications for Language-in-Education Policy Mataraw, Maria Kewa; Adriansyah, Hendri
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page59-79

Abstract

This study investigates the interplay between multilingualism and language ideologies in post-decentralization Indonesia, focusing on how local autonomy shapes language-in-education policies and practices in Nusa Tenggara Barat (NTB). It examines how teachers, students, and administrators negotiate the meanings and functions of Bahasa Indonesia, English, Arabic, and local languages, Bahasa Sasak, Bahasa Samawa, and Bahasa Mbojo, within diverse school settings. Using a qualitative multi-site case study that combines critical ethnography and language policy ethnography, the research was conducted across a junior high school, a senior high school, and a Madrasah Aliyah. Data were gathered through interviews, focus group discussions, classroom observations, and policy document analysis. Findings reveal that multilingual practices in NTB schools are structured by hierarchical ideologies in which Bahasa Indonesia and English represent academic and economic capital, Arabic symbolizes religious authority, and local languages are symbolically acknowledged yet marginalized. Although decentralization grants limited autonomy, policy implementation remains ideologically centralized. Teachers and students navigate these hierarchies ambivalently, balancing local identity with dominant discourses of modernity. The study introduces the Ideological Ecology of Multilingual Education (IEME) Framework, conceptualizing schools as ideological ecosystems where global, national, and local linguistic values intersect. It advances critical sociolinguistic theory and offers policy insights toward inclusive, context-sensitive multilingual education in postcolonial Indonesia.
Reimagining Literacy Practices in Indonesian Classrooms: Translanguaging Pedagogies in Multilingual Contexts Wulandari, Rini; Hidayat, Ahmad; Amalia, Rika; Fadli, Muhammad
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page80-98

Abstract

This study reimagines classroom literacy practices in Indonesian multilingual contexts by examining how translanguaging, dynamic alternation between languages to build meaning, can function as a pedagogical strategy that bridges the gap between students’ home literacies and the monolingual practices of formal schooling. Employing a qualitative multiple case study with light classroom ethnography, the research was conducted in five secondary schools in Garut, West Java. Data were collected through classroom observations involving reading, text discussions, and writing activities; semi-structured interviews with teachers and students; and analysis of instructional documents. Discourse analysis was used to identify the forms and functions of translanguaging in classroom interaction, while thematic analysis explored participants’ perceptions and experiences. The findings reveal that translanguaging naturally emerges in various classroom interactions, particularly during group discussions and concept explanations, enhancing students’ conceptual understanding, encouraging active participation, and bridging home–school literacy practices. Teachers and students flexibly used Sundanese, Indonesian, and English to construct more inclusive meanings, yet curricular policies that emphasize formal Indonesian remain a key constraint. This study offers new empirical evidence of translanguaging in Indonesian secondary literacy classrooms and proposes a conceptual model grounded in local practices, contributing to educational, linguistic, and applied language studies by highlighting the need for pedagogies that are linguistically responsive and socially contextualized.

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