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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 22 No 1 (2025): February 2025" : 5 Documents clear
Teaching Local Wisdom through Oral Literature: Insights from Teachers’ Beliefs and Practices on Minangkabau Petatah-Petitih Pratama, Rizki Haryadi; Yandra, Afikah
Jurnal Tahuri Vol 22 No 1 (2025): February 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue1page34-51

Abstract

This study investigates the teaching of local wisdom through oral literature by examining Minangkabau petatah-petitih (traditional proverbs) in relation to teachers’ beliefs and classroom practices. Indonesian literary education often prioritizes national and canonical texts while giving limited attention to local oral traditions that embody moral, cultural, and philosophical values. Using a qualitative case study approach at MAN 3 Batusangkar, West Sumatra, the research involved Indonesian language teachers and Grade XI students. Data were gathered through in-depth interviews, classroom observations, and analysis of instructional documents, and were analyzed thematically to identify patterns of belief, practice, and tension. Findings show that teachers value petatah-petitih as a pedagogical resource for fostering character education and cultural awareness, but face structural constraints from a nationally oriented curriculum that provides little space for local oral traditions. While some teachers integrate petatah-petitih into classroom activities, discrepancies often arise between their beliefs and instructional realities. The novelty of this study lies in shifting the discourse on petatah-petitih from cultural and textual analysis toward its application as a living educational resource. The research highlights the potential of oral traditions as tools for critical literacy, cultural identity reinforcement, and pedagogical innovation, underscoring the need for culturally responsive curricula and teacher training.
Humor and Critical Literacy: Exploring Stand-Up Comedy in Indonesian Language Education Azizah, Aisyah Nimatul; Maharani, Putri
Jurnal Tahuri Vol 22 No 1 (2025): February 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue1page1-16

Abstract

This study investigates the potential of stand-up comedy as a pedagogical strategy for enhancing critical literacy in Indonesian language classrooms. Unlike conventional literacy practices that emphasize technical reading and writing skills, stand-up comedy offers a space for students to combine humor, performance, and critique. Using a qualitative case study at a public senior high school in Indonesia, data were collected through classroom observations of student performances, interviews with teachers and students, and textual analysis of students’ written monologues. The findings show that stand-up comedy enables students to transform everyday experiences into critical commentary, express social critique in accessible and creative forms, and develop confidence in public speaking. Humor proved effective in stimulating reflective dialogue on sensitive issues, fostering peer engagement, and encouraging students to negotiate meanings beyond the textbook. The novelty of this study lies in positioning stand-up comedy as a form of multimodal literacy that integrates text, performance, and humor, highlighting its role as both linguistic practice and critical pedagogy. Challenges were identified in guiding humor responsibly, particularly when addressing sensitive or controversial topics. This research demonstrates the value of integrating popular culture into literacy education to cultivate students’ critical, contextual, and creative capacities.
Code-Switching, Critical Pedagogy, and Religious Identity: Insights from Indonesian Islamic Boarding School Classrooms Assiddiqi, Muhammad Hasbi; Rahmi, Rahmi
Jurnal Tahuri Vol 22 No 1 (2025): February 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue1page17-33

Abstract

This study analyzes code-switching practices in pesantren classrooms, with a focus on Pesantren Darul Ulum in West Sumatra, and examines their pedagogical role in integrating religious values with academic subjects. A qualitative classroom ethnography was conducted, drawing on participatory and non-participatory observations across twelve lessons, in-depth interviews with teachers and students, and document analysis. Data were examined using thematic coding informed by sociolinguistic and critical pedagogy perspectives, with source and method triangulation employed to ensure validity. Findings reveal that code-switching between Indonesian, Arabic (Qur’anic verses, hadiths, religious terminology), and Minangkabau operates not only as a communicative tool but also as a pedagogical and ideological practice. Teachers strategically employ code-switching to connect modern academic knowledge with Islamic values, reinforcing students’ religious identities while fostering critical literacy. These insights challenge conventional views that position code-switching merely as pragmatic communication, highlighting instead its function as a medium of religiously grounded critical pedagogy. The novelty of this study lies in shifting the focus of code-switching research from pragmatic communication toward pedagogical, ideological, and identity-related dimensions within Islamic education. It offers a conceptual framework for understanding code-switching as an integrative tool bridging national curricula with religious values, thereby contributing to sociolinguistics, education, and the study of critical religious pedagogy.
Negotiating Language Policy and Local Practice: Multilingual Challenges in a Sundanese Classroom in Indonesia Fauziah, Dwi Aulia; Afdhal, Afdhal
Jurnal Tahuri Vol 22 No 1 (2025): February 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue1page52-67

Abstract

This article explores how Indonesia’s national language policy—which designates Bahasa Indonesia as the primary medium of instruction—is negotiated within local classroom practices in a Sundanese-speaking context. The study was conducted at SMP Negeri 3 Simpenan, Sukabumi, West Java, employing a qualitative case study design. Data were collected through classroom observations, in-depth interviews with teachers and students, and curriculum document analysis. Thematic analysis was applied to identify patterns of interaction between Bahasa Indonesia and Sundanese in the learning process. Findings reveal both tension and adaptation between formal policy and local practice. Teachers often relied on Sundanese to clarify complex materials, while official instructions remained in Bahasa Indonesia. Students were more responsive to Sundanese in everyday interactions but also acknowledged the importance of mastering Bahasa Indonesia. Translanguaging strategies—dynamic shifts between languages—proved effective in enhancing conceptual understanding while maintaining students’ linguistic identity. The study underscores that national policy is not rejected but rather adapted through context-sensitive local practices. The novelty of this research lies in its focus on the interaction between national and local languages in classroom settings, an underexplored area compared to studies emphasizing Bahasa Indonesia and foreign languages. By presenting the Sundanese context, the study highlights Indonesia’s broader multilingual realities and advocates for more flexible language policies. This research contributes to the fields of education, language, and literature by providing empirical evidence of translanguaging as a pedagogical strategy and recommending policies responsive to local linguistic needs.
Integrating Local Folklore into Language Education: A Case Study of the Danau Toba Narrative in Indonesian Secondary Schools Simbolon, Hotris; Mandalahi, Agustin Romasita
Jurnal Tahuri Vol 22 No 1 (2025): February 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue1page68-82

Abstract

This study examines the integration of local folklore into language education through the use of the Danau Toba narrative in Indonesian secondary schools. Motivated by the limited use of local folklore in classrooms despite its cultural richness, the research was conducted at SMP Negeri 1 Ronggurnihuta, Samosir Regency, North Sumatra, using a qualitative case study approach. Data were collected through classroom observations, in-depth interviews with teachers and students in grades VIII–IX, and analysis of instructional documents. Thematic analysis identified patterns of pedagogical practice, student responses, and emerging challenges. Findings reveal that teachers employ the Danau Toba narrative to teach narrative structure, moral values, and linguistic features, while fostering connections between text and students’ lived experiences. Students showed higher engagement and comprehension compared to national texts, supported by translanguaging practices combining Indonesian and Batak Toba languages. Challenges include the lack of official teaching resources, limited methodological guidance, and the constraints of the national curriculum. The study’s novelty lies in situating folklore as a pedagogical resource rather than solely a literary object, highlighting its role in literacy development and identity-based learning. The findings contribute theoretically to discourse on local knowledge in pedagogy, empirically to evidence of folklore’s educational impact, and practically to curriculum design supporting cultural relevance in language education.

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