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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 2 (2024): August 2024" : 5 Documents clear
Total Physical Response and Early Language Development: Integrating Motivation, Action, and Reward in Pandemic Pedagogy Malage, Gloria Risnawati; Mulyana, Indah
Jurnal Tahuri Vol 21 No 2 (2024): August 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue2page104-119

Abstract

This article examines the implementation of the Total Physical Response (TPR) method in early English language learning during the Covid-19 pandemic by integrating the Motivation–Action–Reward framework. The study addresses the pedagogical challenges caused by the abrupt transition to online learning, which often reduces children’s motivation, engagement, and vocabulary acquisition. Using a descriptive qualitative method with a mini classroom ethnography approach, the research involved 15 children aged 5–6 years at TK Kristen Caritas Ambon. Data were collected through participant observation, documentation (photos, videos, anecdotal records), and informal interviews with teachers and parents. Thematic coding, language development assessments aligned with the Indonesian early childhood curriculum, and data triangulation were applied for analysis. The findings reveal that integrating Motivation–Action–Reward within TPR sustains children’s enthusiasm, enhances participation, and supports early language development, particularly in mastering basic vocabulary such as prepositions of place. Children responded positively to physical instructions, enjoyed online Zoom activities, and experienced intrinsic satisfaction from simple verbal rewards. The study’s novelty lies in systematically integrating TPR with a motivational framework for young learners in eastern Indonesia, a context rarely explored in international scholarship. The research contributes to education, linguistics, and language studies by expanding adaptive movement-based pedagogies for distance learning, enriching second language acquisition research for early EFL learners, and providing practical recommendations for teachers and policymakers.
Code-Switching as a Mediational Tool in EFL Classrooms: Students’ Attitudes, Perceptions, and Learning Experiences Laimena, Marce; Fenanlampir, David L.; Binnendyk, Sophia
Jurnal Tahuri Vol 21 No 2 (2024): August 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue2page84-103

Abstract

This study investigates how local linguistic features and perceptions of This study examines code-switching as a mediational tool in English as a Foreign Language (EFL) classrooms by focusing on students’ attitudes, perceptions, and learning experiences. Although teacher code-switching between English and Bahasa Indonesia is prevalent in Indonesian EFL settings, previous research has largely emphasized teachers’ linguistic and pedagogical intentions, overlooking students’ perspectives as active participants in mediated learning. Using a mixed-method design, the study involved 100 students from grades X–XII at SMA PGRI 2 Kairatu, selected through simple random sampling. Quantitative data were gathered through questionnaires measuring cognitive, affective, and behavioral dimensions of attitudes and perceptions, analyzed using descriptive statistics, correlation tests, and regression via SPSS. Qualitative data were collected through semi-structured interviews with 10–15 purposively selected students and analyzed thematically with data triangulation. Findings indicate that students generally hold positive attitudes toward code-switching, viewing it as a facilitative tool that bridges comprehension gaps, reduces anxiety, and promotes engagement, while also expressing concern about potential overreliance on the mother tongue. Drawing on Vygotsky’s sociocultural theory, the study reframes code-switching as a cognitive and pedagogical scaffold. Conducted in eastern Indonesia, it contributes a rarely represented context to global EFL discourse, advances theoretical discussions on bilingual classroom interaction, and offers pedagogical and policy implications for functionally informed, context-sensitive code-switching practices.
Task-Based Language Teaching through Songs in Indonesian Secondary Schools Mubarokah, Syaima Lailatul; Harmeidiyanti, Sri
Jurnal Tahuri Vol 21 No 2 (2024): August 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue2page120-136

Abstract

English language teaching in Indonesian secondary schools remains largely grammar-focused, providing limited opportunities for communicative and creative engagement. This study investigates the implementation of Task-Based Language Teaching (TBLT) through songs as authentic learning materials in an Indonesian EFL classroom. Conducted at SMP Muhammadiyah 9 Jakarta, the research employed a qualitative descriptive–interpretative design involving one English teacher and approximately thirty eighth-grade students. Data were collected through classroom observations, in-depth interviews with the teacher and students, and documentation of teaching materials and student outputs. Thematic analysis focused on interactional patterns and their alignment with TBLT stages: pre-task, task cycle, and post-task. The findings indicate that the teacher effectively adapted TBLT by integrating English songs into meaningful language tasks, including vocabulary exploration, lyric completion, group discussion, and creative reflection. Students demonstrated higher participation, improved listening comprehension, and greater willingness to communicate. Songs also acted as affective filters, enhancing enjoyment and reducing anxiety. Supporting factors included the relevance of song choice and the teacher’s creativity, while time constraints and mixed proficiency levels posed challenges. This study contributes a locally responsive model of TBLT that positions songs as central communicative tasks, offering practical insights for teachers and policymakers aiming to foster communicative competence through creative pedagogies.
Learning Beyond the Classroom: English Clubs and Students’ Speaking Competence in an Indonesian EFL Context Aditya, Noval; Prayogo, Dimas; Anggara, Anggara
Jurnal Tahuri Vol 21 No 2 (2024): August 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue2page137-154

Abstract

This study investigates learning beyond the classroom by examining the role of English Clubs in enhancing students’ speaking competence within the Indonesian EFL context. It is motivated by the limited opportunities for authentic speaking practice in formal classrooms, which remain predominantly grammar- and exam-oriented. Focusing on the English Club at SMA 54 Jakarta, the research aims to describe its design and management, analyze how its activities support students’ speaking development, and identify supporting and inhibiting factors affecting its effectiveness. Adopting a qualitative descriptive–interpretative approach, data were collected through participant observation, in-depth interviews with the club advisor and 10–15 student members, and documentation of club activities and student outputs. Thematic analysis identified recurring patterns in learning practices, perceived progress, and influencing factors, supported by triangulation for credibility. Findings indicate that the English Club serves as an alternative, empowering learning space that complements formal instruction through communicative activities, debates, storytelling, public speaking, and games, that foster fluency, confidence, pronunciation, and interactional strategies. Key enablers include intrinsic motivation, peer solidarity, and teacher support, while time constraints and varied proficiency levels present challenges. The study contributes to understanding English Clubs as communities of practice that operationalize Communicative Language Teaching and Task-Based Learning, offering a replicable model for schools and policy support for student-led initiatives.
Code-Switching as a Communicative Strategy among Indonesian University Students on Social Media Nur’aini, Dini; Fitriana, Fitriana
Jurnal Tahuri Vol 21 No 2 (2024): August 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue2page155-172

Abstract

Code-switching, or the alternation between languages within a single discourse, is increasingly visible in Indonesian students’ digital communication. This study examines code-switching as a communicative strategy among bilingual students at Sultan Ageng Tirtayasa University (UNTIRTA), focusing on how and why they alternate between Indonesian and English on social media platforms. Using a qualitative descriptive approach, data were collected from captions, comments, and messages produced by 25 active student participants, complemented by in-depth interviews to explore the pragmatic motivations behind their linguistic choices. The analysis focused on identifying patterns of switching and communicative functions, supported by thematic triangulation. Findings reveal that intrasentential switching is the most frequent type, often used to emphasize ideas or convey emotional nuance. Code-switching also serves as a marker of bilingual identity, a signal of social closeness and humor, and a tool for shifting between formal and informal topics. Sociolinguistic factors such as English exposure, academic background, and online community norms strongly influence these practices. The study contributes to digital sociolinguistics by framing code-switching as a strategic communicative act that reflects identity construction, social alignment, and pragmatic adaptation in online interactions.

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