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Samuel J. Litualy
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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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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.
Digital Gaming and Informal English Language Acquisition: Identity, Interaction, and Fluency Development among Indonesian Youth Santosa, Rika; Pratama, Muhammad Rizky
Jurnal Tahuri Vol 22 No 2 (2025): August 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue2page83-101

Abstract

This study explores how international online gaming communities serve as informal spaces for English language learning among Indonesian adolescents, focusing on communicative practices, fluency development, and linguistic identity formation. The study is motivated by the limited opportunities for authentic communication in Indonesian secondary schools, where English learning remains predominantly grammar- and exam-oriented. Employing a qualitative case study design, the research involved ten high school students in Jakarta who were active members of the Airaworlf gaming community. Data were collected through participant observation during international gaming sessions, voice chat recordings, chat log analysis, and in-depth interviews exploring participants’ experiences and perceptions of language learning through gaming. Thematic analysis was applied to identify communicative patterns, linguistic strategies, and socio-technological factors influencing language acquisition. The findings reveal that online gaming fosters spontaneous, contextual, and collaborative use of English. Participants demonstrated improvements in fluency, mastery of technical vocabulary, and intercultural communicative competence. English was used not only for strategic coordination but also to build team solidarity and negotiate identities in global digital spaces. Key enabling factors include intrinsic motivation, real communicative needs, international exposure, and supportive peer environments, while challenges involve exposure to impolite language and the absence of pedagogical guidance. The study highlights international gaming communities as authentic ecosystems for informal language learning in Indonesia, revealing the emergence of hybrid linguistic identities. It contributes to applied linguistics and foreign language education, particularly within Computer-Assisted Language Learning (CALL) and digital informal learning.
Revisiting Indonesia’s English Curriculum: Policy Gaps and Classroom Realities Rizky, Alif Alfian; Amal, Fattah
Jurnal Tahuri Vol 22 No 2 (2025): August 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue2page102-119

Abstract

This study examines the gap between Indonesia’s national English curriculum policies and actual classroom practices in two distinct secondary school contexts: an urban vocational school and a semi-urban general school. While the Merdeka Curriculum emphasizes communicative competence and active learning approaches, classroom realities reveal a clear misalignment between policy intentions and pedagogical practices. Employing a qualitative descriptive–interpretative approach through a multisite case study design, the research was conducted at SMKN 7 Surabaya (urban, vocational) and SMAN 5 Tegal (semi-urban, general). Data were collected through policy document analysis, classroom observations, and in-depth interviews with six English teachers and thirty students. Thematic and contextual comparative analyses were applied to identify patterns of policy–practice gaps and their underlying factors. Findings indicate that teachers at SMKN 7 Surabaya tend to adapt the curriculum to vocational needs but face constraints of time and workplace competency demands, resulting in suboptimal communicative teaching. In contrast, teachers at SMAN 5 Tegal face limited resources and training, leading to lecture-based and exam-oriented instruction. Across both sites, teachers demonstrate limited understanding of the Merdeka Curriculum principles, while exam orientation and institutional structures hinder communicative implementation. The study’s novelty lies in its cross-contextual analysis and policy–practice interface approach. It contributes to language education policy studies in developing contexts and recommends context-sensitive teacher training, flexible policies, and more responsive curriculum implementation mechanisms.
Perceived Standardness and Local Language Features in Academic Writing: A Sociolinguistic Study of Ambonese Students in Indonesia Afdhal, Afdhal
Jurnal Tahuri Vol 22 No 2 (2025): August 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue2page120-136

Abstract

This study investigates how local linguistic features and perceptions of standardness influence academic writing among university students in eastern Indonesia. Although Indonesian functions as the national academic language regulated by KBBI and PUEBI, the local Malay variety—Bahasa Melayu Ambon—retains strong social and cognitive functions in higher education. The research examines the linguistic characteristics of this variety in students’ academic texts, explores students’ perceptions of their language use, and analyzes the sociolinguistic implications of the gap between national norms and local practices. Using a qualitative descriptive approach within a sociolinguistic and language ideology framework, data were drawn from 15 academic texts and 10 interviews with Sociology students at a state university in Ambon. Analysis identified systematic lexical, morphological, syntactic, and orthographic features (e.g., beta, katong, dong, su, mo, seng ada) and applied Woolard and Schieffelin’s framework to interpret language beliefs. Findings reveal that students internalize local forms as standard Indonesian, reflecting a “local standard ideology” reinforced by limited academic writing instruction and dominant local norms. The study contributes theoretically by expanding sociolinguistic inquiry to written academic texts, methodologically by combining textual and perceptual data, and practically by informing localized academic literacy programs in multilingual settings.
Mobile-Assisted Vocabulary Learning through Duolingo: Insights from Indonesian University Students across Disciplines Puspitasari, Rina; Ramadhan, Muhammad Reza; Fadli, Ahmad; Nurhaliza, Siti
Jurnal Tahuri Vol 22 No 2 (2025): August 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue2page137-156

Abstract

This study investigates how students from different academic disciplines experience vocabulary learning through Duolingo, a mobile-assisted language learning (MALL) application. Unlike previous research that predominantly focuses on quantitative outcomes, this study foregrounds individual learning experiences and disciplinary variations among Indonesian university students, a context rarely explored in international scholarship. Using a qualitative multiple case study design, data were collected from ten students at Universitas Muhammadiyah Jakarta across five disciplines: Automotive and Heavy Equipment Engineering, Social Welfare, Communication, Primary School Teacher Education, and two postgraduate programs (Hospital Administration and Educational Technology). Data sources included four-week usage observations, activity logs, in-depth interviews, and reflective journals, analyzed thematically and comparatively across cases. Findings indicate that disciplinary background shapes engagement patterns and learning strategies. Engineering students display instrumental and goal-oriented behaviors, social science students engage interactively with gamified features, teacher education students integrate pedagogical perspectives, and postgraduate learners employ metacognitive strategies. Shared challenges include sustaining motivation, contextual limitations of vocabulary, and technical constraints. Overall, Duolingo enhances learner autonomy and provides flexible, personalized support that complements formal instruction. This study contributes to applied linguistics and educational technology by highlighting the role of disciplinary contexts in shaping MALL experiences and offering insights for curriculum design and language policy.
Code-Switching as Social Identity Marker among Chinese-Indonesian Students in Urban Educational Settings Gabriella, Regina; Rengkung, Frany Zelin
Jurnal Tahuri Vol 22 No 2 (2025): August 2025
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol22issue2page157-177

Abstract

This study investigates code-switching practices as markers of social identity among Chinese-Indonesian students in urban secondary education settings. While code-switching has been widely studied in Indonesian bilingual contexts, research focusing on its sociocultural dynamics and identity functions within secondary schools remains limited. The study was conducted at a private urban school in Jakarta with a predominantly Chinese-Indonesian student population. Using a qualitative sociolinguistic approach and an ethnographic case study design, data were collected through participant observation, recordings of spontaneous conversations, and in-depth interviews with 15 bilingual and multilingual students (Grades 10–12). The analysis involved classifying types of code-switching (intersentential, intrasentential, and tag-switching), identifying their social functions, and examining identity construction processes. Findings reveal that Indonesian–Mandarin–English code-switching operates as a strategic social practice. English is used to express prestige, intelligence, and global lifestyle; Mandarin functions as an ethnic solidarity marker; and Indonesian is employed in formal contexts, reflecting school hierarchies. These patterns are not random but serve as performative acts to negotiate social class, ethnicity, and global youth identity, reinforcing in-group boundaries. The study offers novel insights into multilingual identity construction among Chinese-Indonesian youths and contributes to sociolinguistic scholarship by linking language practices to social stratification and identity. Pedagogically, the findings inform more responsive language and curriculum policies for urban multilingual schools.
Practices, Challenges, and Needs: Language Assessment Literacy among English Teachers in Islamic Secondary Schools Indrasanti, Lutfi; Wita, Fitri Rahma
Jurnal Tahuri Vol 19 No 2 (2022): August 2022
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol19issue2page67-82

Abstract

This study investigates English teachers’ Language Assessment Literacy (LAL) within Islamic secondary schools, focusing on MTs and MA Muhammadiyah Tanjung Bonai. In these contexts, teachers play a crucial role in evaluating students’ language abilities but often face limited formal training, scarce resources, and curricula dominated by written-test orientations. This research aims to describe teachers’ assessment practices, identify the challenges they face, and explore their professional development needs in LAL. Employing a qualitative multiple case study design, data were collected through semi-structured interviews with 4–6 English teachers and school principals, classroom observations, and document analysis of lesson plans, test instruments, rubrics, and assessment policies. Thematic analysis with source triangulation ensured validity. Findings reveal that teachers rely predominantly on traditional written assessments focusing on grammar and vocabulary, with limited understanding of communicative, valid, and reliable assessment principles. Key challenges include the absence of LAL-focused training, insufficient time for formative assessment, resource constraints, and tensions between national exam demands and communicative pedagogy. Despite this, teachers demonstrate growing awareness of authentic, performance-based assessment and feedback practices. The study highlights the unique Islamic school context, contributing novel insights into LAL in rural Indonesia and recommending context-sensitive professional development to enhance assessment competence and equity.
Translanguaging as a Pedagogical Strategy in Multilingual English Classrooms: A Qualitative Study from Indonesia Ramadhan, Ridho; Kurnia, Yona; Safitri, Ririn
Jurnal Tahuri Vol 19 No 2 (2022): August 2022
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol19issue2page83-98

Abstract

This study explores translanguaging practices as a pedagogical strategy in English language teaching within multilingual classrooms in Indonesia, focusing on public schools that reflect local linguistic diversity. In Indonesian English education, an “English-only” approach remains dominant despite students’ heterogeneous sociolinguistic realities. Conducted at SMP Negeri 5 Pekanbaru, Riau, where students use Minangkabau, Malay, and Indonesian in daily interaction, this qualitative case study collected data through four classroom observations, semi-structured interviews with one English teacher and twelve students, and document analysis of teaching materials and school policies. Thematic analysis was applied to identify patterns of translanguaging practices, students’ perceptions, and supporting and inhibiting factors. Findings reveal that translanguaging occurs in three structured and contextualized forms: (1) using local and national languages to mediate complex vocabulary and grammar concepts, (2) managing classroom instruction and discussions through combined use of Minangkabau, Malay, and Indonesian to ensure equitable understanding, and (3) linking local cultural examples to explain English idioms and expressions. Students responded positively, as these practices enhanced comprehension, linguistic inclusion, and participation. Key enablers included linguistic diversity as a learning resource, teacher flexibility, and cultural proximity; barriers included rigid “English-only” policies, limited teacher training, and conservative views toward local language use. The study’s novelty lies in documenting a tri-lingual classroom context (Minangkabau–Malay–Indonesian), expanding translanguaging research beyond typical bilingual settings. Conceptually and practically, this study contributes to education and applied linguistics by offering a context-responsive pedagogical model and advocating for more flexible language policies in Indonesian classrooms.

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