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Samuel J. Litualy
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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 21 No 1 (2024): February 2024" : 5 Documents clear
Building Confidence through Intrinsic Rewards: The ‘ASYIK’ Model in Early English Education Malage, Gloria Risnawati; Watini, Sri
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page54-68

Abstract

This study examines the implementation of an intrinsic reward model, “ASYIK,” in early English education to address low motivation and confidence among young learners in Indonesia. Conventional teacher-centered approaches and reliance on extrinsic rewards often limit engagement and long-term self-motivation in early childhood classrooms. Conducted at TK Kristen Caritas Ambon with 15 children aged 5–6, this qualitative descriptive study employed participatory observation, video documentation, and structured field notes. The ASYIK model was applied through three stages: Motivation (stimulating enthusiasm through rhymes and mini projects on prepositions of place), Action (interactive language practice), and Reward (self-praise in English such as “I can, I’m great, I succeed”). Thematic analysis focused on behavioral and linguistic changes. Findings show that the ASYIK model significantly enhanced children’s confidence, intrinsic motivation, and mastery of prepositions of place in contextual and playful ways. It also fostered positive classroom interactions and socio-emotional growth. The study’s novelty lies in integrating intrinsic self-praise expressions into English learning within a structured Motivation – Action – Reward framework. Theoretically, it contributes to education, language studies, and linguistics by linking intrinsic reward speech acts with character education, linguistic self-regulation, and affective engagement.
Code-Mixing in Multilingual Digital Spaces: Linguistic Patterns among Ambonese Social Media Users Hendrikus, Lely; Tuhulele, Yusman; Kora, Marlina
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page20-35

Abstract

The rapid expansion of social media has created multilingual and transnational communication spaces where users actively mix languages to express identity, build social connections, and participate in global digital culture. In Ambon, Indonesia , a multilingual region where Indonesian, Ambonese Malay, and English coexist , code-mixing is increasingly evident across platforms such as Facebook, Instagram, and TikTok. Yet, research on its linguistic patterns and social motivations in Eastern Indonesia remains scarce, with most studies centered on classrooms or major urban areas. This study analyzes the linguistic patterns of code-mixing among bilingual Ambonese social media users, identifies underlying motivations, and examines how local, national, and global languages interact to shape linguistic identity online. Adopting a descriptive–qualitative design, data were collected through purposive sampling from social media accounts of active bilingual users aged 17 and above. The corpus comprises status updates, comments, captions, and short video texts, supported by brief interviews. Analytical frameworks include Muysken’s typology and Myers-Scotton’s Matrix Language Frame Model. Findings show dominant use of word, phrase, clause, idiomatic, and hybrid insertions. Code-mixing serves to project cosmopolitan identity, enhance digital creativity, and negotiate belonging. This study contributes novel insights by situating code-mixing in Ambon’s multilingual context and integrating structural and functional analyses of online discourse.
Tracing Interlanguage through Grammatical Errors: An Analysis of Indonesian–English Translation by Junior High School Students Arsai, Alfons Napoleon; Arsai, Almendita Flora Wendelmood
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page69-83

Abstract

This study examines grammatical errors in Indonesian–English translation by junior high school students to trace interlanguage development during second language acquisition. In Indonesian EFL classrooms, grammatical errors persist as a key learning challenge, reflecting both limited linguistic mastery and the evolving interlanguage system in learners’ cognition. This mixed-method research integrates error analysis and interlanguage theory, involving 28 eighth-grade students who completed a short translation task followed by interviews. Errors were analyzed using the Surface Strategy Taxonomy, covering omission, addition, misformation, and misordering, and subsequently quantified and interpreted linguistically. Findings show that misformation and omission errors dominate, indicating transitional interlanguage stages shaped by literal translation strategies and structural transfer from Indonesian. The study highlights the cognitive and sociolinguistic factors influencing learners’ interlanguage, including instructional input and habitual language use. Its novelty lies in systematically linking grammatical errors in translation with interlanguage development at the junior high school level in Indonesia, an underexplored context. The study contributes to applied linguistics by extending interlanguage and error analysis frameworks to a Southeast Asian setting and offers pedagogical insights for grammar and translation instruction. Teachers are encouraged to design interlanguage-sensitive remedial strategies addressing dominant error types and bridging structural differences between Indonesian and English.
Safeguarding Linguistic Heritage: Policy, Education, and Community-Based Strategies for the Development and Protection of Maluku’s Local Languages Maspaitella, Martha; Afdhal, Afdhal
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page36-53

Abstract

This study examines the challenges and strategic opportunities in safeguarding Maluku’s local languages as essential cultural heritage and intergenerational knowledge systems. Despite their role as mother tongues and carriers of oral traditions, these languages face rapid decline due to shrinking numbers of active speakers, disrupted transmission processes, limited educational integration, and fragmented policy implementation. Adopting a qualitative approach that combines policy analysis and linguistic ethnography, the research focuses on selected Maluku communities representing varying levels of language vitality. Data were gathered through policy and curriculum document analysis, in-depth interviews with policymakers, educators, elders, and youth, and participant observation of language practices across formal and informal domains. The findings highlight a misalignment between national and regional language policies, inadequate educational implementation, and weak community involvement, collectively accelerating language shift toward Indonesian and foreign languages. Nevertheless, grassroots initiatives , such as school-based programs, community literacy activities, and adat-driven revitalization , offer promising foundations for preservation. The study proposes an integrated model involving policy reform, pedagogical innovation, and community-based strategies to strengthen language vitality. Its novelty lies in the multidimensional framework combining top-down and bottom-up approaches in Maluku, a linguistically rich but understudied region. The study contributes to sociolinguistics, language policy, education, and cultural sustainability scholarship.
Interplay Between Reading Strategies and Comprehension Challenges in Academic Reading: Insights from Indonesian EFL Learners Ferdinandus, Marcy Saartje; Simantuak, Jamaludin
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page1-19

Abstract

Reading academic texts in a second or foreign language involves substantial cognitive and linguistic demands, particularly for learners in English as a Foreign Language (EFL) contexts. Although various reading strategies, global, problem-solving, and support, have been widely theorized, their dynamic interaction with comprehension challenges remains underexplored, especially in Indonesian higher education. This study investigates the interplay between reading strategies and comprehension challenges among Indonesian EFL learners. Using a mixed-method design, 60 English Department students at Pattimura University were purposively selected. Quantitative data were collected through the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and a researcher-developed Reading Comprehension Challenges Inventory, while qualitative data were obtained via semi-structured interviews with 10 participants. Quantitative results showed that global and problem-solving strategies were most frequently used, with their effectiveness varying by challenge type. Correlation and regression analyses revealed that global strategies aided conceptual connections, whereas problem-solving strategies addressed lexical and syntactic barriers. Thematic analysis showed that support strategies often failed with abstract concepts. These findings highlight an interactive, rather than linear, relationship between strategy use and comprehension challenges. The study contributes to applied linguistics by proposing a strategy–challenge interplay model and demonstrates the value of integrated methodological approaches for informing pedagogical practices in academic reading instruction.

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