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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 93 Documents
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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.
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.
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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