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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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Mobile-Assisted Language Learning for Vocabulary Development: Insights from Indonesian Pre-Service English Teachers Using HelloTalk Handayani, Vina; Damayanti, Irma
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/tahurivol19issue2page99-114

Abstract

The rapid advancement of digital technology has brought significant transformation to language learning, including through Mobile-Assisted Language Learning (MALL). One of the major challenges for English as a Foreign Language (EFL) learners in Indonesia is vocabulary acquisition. This study aims to describe the use of the HelloTalk application by seventh-semester students of the English Education Program at Universitas Negeri Jakarta (UNJ) to develop their vocabulary mastery, identify the learning strategies they employed, and analyze how their MALL experiences contributed to their teaching practices during the Teaching Practicum (PKM) in Jakarta’s secondary schools. A qualitative exploratory case study design was adopted, involving 12 students who actively used HelloTalk during their practicum. Data were collected through in-depth interviews, indirect observation of HelloTalk chat histories, teaching reflection journals, and supporting documentation. Thematic analysis was conducted to identify patterns in vocabulary learning strategies and the connection between MALL experiences and classroom practices. The findings reveal that students employed various strategies, including contextual inference, paraphrasing, translanguaging, and digital note-taking to enhance word retention. Authentic interaction with native speakers enriched their exposure to idiomatic and contextual expressions, which were later adapted into classroom role plays and simulated conversations. However, learning effectiveness was influenced by time constraints, consistency, and limited integration into lesson plans. This study offers a novel perspective by highlighting the link between MALL experiences and pre-service teachers’ pedagogical practices, an area underexplored in the Indonesian context. Theoretically, it extends applied linguistics discourse on technology-based vocabulary learning; practically, it provides curriculum development insights for 21st-century English teacher education.
Integrating Traditional Performing Arts and Translanguaging Pedagogy: A Sociocultural Approach to Teaching English through Randai in Indonesia Miftahurrahmi, Miftahurrahmi; Nurhabibah, Siti
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/tahurivol19issue2page115-132

Abstract

This study investigates the integration of Randai, a traditional Minangkabau performing art, into English as a Foreign Language (EFL) instruction through a translanguaging pedagogy framed within a sociocultural perspective. The research aims to (1) describe the pedagogical strategies employed by lecturers, (2) analyze translanguaging practices in bilingual (Minangkabau–English) performances, (3) examine students’ perceptions of learning English through local performing arts, and (4) identify contextual enablers and constraints. Using a qualitative ethnographic case study in the English Education Department of Universitas Negeri Padang, data were collected through participant observation, in-depth interviews with lecturers and students, performance and video analysis, and document review of course syllabi and bilingual Randai scripts. Thematic analysis examined pedagogical strategies and perceptions, while discourse analysis explored translanguaging patterns. Findings reveal that Randai was creatively integrated as a medium for performance-based learning, particularly in speaking, storytelling, and intercultural communication. Translanguaging emerged as both a natural and strategic practice that enhanced dramatic expression, conveyed cultural meanings, and facilitated bilingual negotiation. This approach increased student engagement, boosted speaking confidence, and strengthened cultural identity. However, challenges included limited curricular guidelines, rehearsal time constraints, and conservative attitudes toward unconventional pedagogy. The study’s novelty lies in demonstrating how traditional performing arts combined with translanguaging pedagogy create a unique sociocultural model of language learning where linguistic, cultural, and artistic dimensions intersect. The research contributes to educational and linguistic scholarship by broadening translanguaging studies into performing arts and advocating culturally responsive, arts-based EFL pedagogy in Indonesian higher education.
Language Ideologies and Educational Inequality: Linguistic Hierarchies in an Elite Multilingual School in Jakarta Asmi, Nur; Vania, Naomi; Asdi, Wansari
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/tahurivol19issue2page133-151

Abstract

This study investigates how language ideologies shape and reproduce educational inequality in an elite multilingual school in Jakarta. In Indonesia’s multilingual context, where Bahasa Indonesia functions as the national language alongside hundreds of local languages, English has assumed a dominant role in elite private schools adopting international curricula such as Cambridge. Within this setting, English serves as the primary medium of instruction, Bahasa Indonesia is used mainly for informal communication, and local languages are virtually absent. The research explores how linguistic hierarchies are constructed, practiced, and legitimized through classroom discourse and institutional policy, and how these hierarchies affect students’ learning experiences and access to educational opportunities. Using a qualitative design, data were collected through classroom observations, semi-structured interviews with teachers, students, and administrators, and document analysis of language policies, syllabi, and promotional materials. Data were analyzed using Critical Discourse Analysis (CDA) within the frameworks of Language Ideology Theory and Bourdieu’s linguistic capital. Findings reveal that English functions as high-status linguistic capital associated with intelligence, global citizenship, and socioeconomic privilege, while Bahasa Indonesia occupies a pragmatic and subordinate role. Students from non-English-speaking backgrounds face subtle linguistic and social barriers, reinforcing educational stratification. The study contributes to Southeast Asian sociolinguistics by highlighting how elite multilingual education sustains symbolic inequality and calls for more inclusive language policies balancing global and national identities.
Bridging Home and School Literacies: A Sociocultural Analysis of Early Literacy Practices in Rural Indonesia Afdhal, Afdhal
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page1-20

Abstract

This study examines the sociocultural dimensions of early literacy practices in rural Indonesia, addressing the limited understanding of how home and community literacies intersect with formal schooling in marginalized contexts. Despite national efforts promoting standardized literacy instruction in Bahasa Indonesia, children’s literacy development in Negeri Suli, Central Maluku, remains deeply shaped by the social, cultural, and religious life of the community. The study aims to explore how home, church, and school literacy events interact and how these interactions influence children’s early reading and writing experiences. Employing a qualitative ethnographic design, data were gathered through classroom and home observations, semi-structured interviews with teachers, parents, and Sunday school leaders, and analysis of local literacy artifacts. The findings reveal that literacy learning in Suli is primarily cultivated through religious and communal activities such as home prayers and church gatherings, which contrast sharply with the print-based, decontextualized literacy valued in schools. This discontinuity marginalizes children’s home literacies and limits their classroom engagement. The study’s novelty lies in situating sociocultural literacy theory within a non-Javanese, rural Christian community, highlighting faith and collective life as mediating forces in literacy development. Theoretically, it expands global understandings of literacy as a culturally situated practice, and practically, it informs inclusive, community-based pedagogical models for literacy education in diverse Indonesian contexts.
Local Culture-Based Literacy Instruction and Its Impact on Students’ Critical Reading Skills in Eastern Indonesia Sangaji, Chairun M.; Ashar, Ibnu Khairul; Syah, Intan Kirani
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page21-39

Abstract

This study explores how local culture-based literacy instruction enhances students’ critical reading skills in English as a Foreign Language (EFL) classrooms in three secondary schools in Ternate, Eastern Indonesia—SMAN 5 Ternate, SMAN 8 Ternate, and MAN 1 Ternate. The research addresses the dominance of conventional, text-centered literacy practices that confine learners to literal comprehension and hinder interpretive engagement. Drawing on Ternate’s oral traditions, royal histories, and maritime folklore, the study examines how integrating local narratives into reading activities promotes deeper, culturally grounded literacy. Using a qualitative multiple-case design, data were collected through classroom observations, interviews, and analysis of students’ reading journals. Thematic analysis combined critical literacy theory with sociocultural literacy perspectives to capture how learners negotiated meaning. Findings reveal that embedding local cultural content fosters inferential thinking, contextual understanding, and critical reflection, while increasing motivation and dialogic participation. However, constraints such as teachers’ limited capacity for culturally responsive pedagogy and the pressure of standardized assessments remain. The study’s novelty lies in formulating the Culturally Situated Critical Reading Framework, positioning reading as a socially mediated act linking identity, culture, and cognition. The research contributes to advancing critical literacy pedagogy, promoting culturally relevant language education, and expanding sociocultural perspectives in literacy studies.
Reading Comprehension Strategies in EFL Classrooms: A Cognitive and Sociolinguistic Approach in Indonesian Schools Utami, Ema; Rahmat, Rahmat
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page40-58

Abstract

This study analyzes students’ reading comprehension strategies in the context of English as a Foreign Language (EFL) instruction in Indonesian schools through a cognitive and sociolinguistic approach. It focuses on how Indonesian learners interpret English texts when their linguistic proficiency is limited and when the sociocultural context of the text differs from their local experiences. Employing a qualitative multiple-case study design, the research was conducted in three secondary schools in Bandung Regency. Data were collected through classroom observations, teacher and student interviews, and analysis of students’ reading exercises and written reflections. The analysis integrated the framework of cognitive reading strategies, metacognition, inference, prediction, and self-monitoring, with the sociolinguistic perspective of literacy events to explore the relationship between individual cognitive processes and the social context of learning. The findings reveal that students who actively employ predicting, questioning, and summarizing strategies demonstrate deeper textual understanding. Linking reading materials to local sociocultural contexts, such as environmental issues or community traditions, significantly enhances motivation and engagement. However, a gap remains between teacher-centered instruction and students’ social experiences of meaning-making. The study introduces the Cognitive-Sociolinguistic Reading Framework, which integrates cognitive and sociolinguistic theories to reconceptualize reading comprehension as both a mental and sociocultural practice, contributing theoretical and pedagogical insights for EFL education in Southeast Asia.
Multilingualism and Language Ideologies in Post-Decentralization Indonesia: Implications for Language-in-Education Policy Mataraw, Maria Kewa; Adriansyah, Hendri
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page59-79

Abstract

This study investigates the interplay between multilingualism and language ideologies in post-decentralization Indonesia, focusing on how local autonomy shapes language-in-education policies and practices in Nusa Tenggara Barat (NTB). It examines how teachers, students, and administrators negotiate the meanings and functions of Bahasa Indonesia, English, Arabic, and local languages, Bahasa Sasak, Bahasa Samawa, and Bahasa Mbojo, within diverse school settings. Using a qualitative multi-site case study that combines critical ethnography and language policy ethnography, the research was conducted across a junior high school, a senior high school, and a Madrasah Aliyah. Data were gathered through interviews, focus group discussions, classroom observations, and policy document analysis. Findings reveal that multilingual practices in NTB schools are structured by hierarchical ideologies in which Bahasa Indonesia and English represent academic and economic capital, Arabic symbolizes religious authority, and local languages are symbolically acknowledged yet marginalized. Although decentralization grants limited autonomy, policy implementation remains ideologically centralized. Teachers and students navigate these hierarchies ambivalently, balancing local identity with dominant discourses of modernity. The study introduces the Ideological Ecology of Multilingual Education (IEME) Framework, conceptualizing schools as ideological ecosystems where global, national, and local linguistic values intersect. It advances critical sociolinguistic theory and offers policy insights toward inclusive, context-sensitive multilingual education in postcolonial Indonesia.
Reimagining Literacy Practices in Indonesian Classrooms: Translanguaging Pedagogies in Multilingual Contexts Wulandari, Rini; Hidayat, Ahmad; Amalia, Rika; Fadli, Muhammad
Jurnal Tahuri Vol 20 No 1 (2023): February 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue1page80-98

Abstract

This study reimagines classroom literacy practices in Indonesian multilingual contexts by examining how translanguaging, dynamic alternation between languages to build meaning, can function as a pedagogical strategy that bridges the gap between students’ home literacies and the monolingual practices of formal schooling. Employing a qualitative multiple case study with light classroom ethnography, the research was conducted in five secondary schools in Garut, West Java. Data were collected through classroom observations involving reading, text discussions, and writing activities; semi-structured interviews with teachers and students; and analysis of instructional documents. Discourse analysis was used to identify the forms and functions of translanguaging in classroom interaction, while thematic analysis explored participants’ perceptions and experiences. The findings reveal that translanguaging naturally emerges in various classroom interactions, particularly during group discussions and concept explanations, enhancing students’ conceptual understanding, encouraging active participation, and bridging home–school literacy practices. Teachers and students flexibly used Sundanese, Indonesian, and English to construct more inclusive meanings, yet curricular policies that emphasize formal Indonesian remain a key constraint. This study offers new empirical evidence of translanguaging in Indonesian secondary literacy classrooms and proposes a conceptual model grounded in local practices, contributing to educational, linguistic, and applied language studies by highlighting the need for pedagogies that are linguistically responsive and socially contextualized.
Intersecting Voices: Gender, Religion, and Language Practices among University Students in Eastern Indonesia Afdhal, Afdhal
Jurnal Tahuri Vol 20 No 2 (2023): August 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue2page173-184

Abstract

Language functions not merely as a means of communication but as a social arena where gender and religious identities are continuously negotiated and redefined. This study analyzes how language practices among students at Pattimura University reflect and construct social ideologies related to gender and religion within academic and everyday interactions. Using a Critical Discourse Analysis (CDA) approach within a sociocultural linguistics framework, data were collected through classroom observations, informal conversations in campus public spaces, social media interactions, and in-depth interviews. The analysis followed three stages: textual analysis, discursive practice analysis, and social practice analysis. Findings reveal that address terms and religious expressions, such as “abang/babang” and “bung/bu” for male students, “caca” and “ussy” for female students, and faith-based utterances in daily interactions, serve as linguistic markers of intercommunity identity. These practices demonstrate linguistic accommodation as a strategy for maintaining social harmony while preserving symbolic boundaries between groups. Moreover, gendered positioning emerges as male students often dominate conversational spaces, whereas female students negotiate social positioning through more subtle discursive strategies. The study’s novelty lies in introducing the concept of Interfaith Gendered Discourse, which highlights the simultaneous intersection of gender and religion in linguistic practice. It calls for strengthening critical cross-identity literacy in higher education and expanding sociolinguistic inquiry into multicultural contexts of Eastern Indonesia.
Language, Religion, and Identity Negotiation in Indonesian Islamic Boarding Schools: A Sociolinguistic Ethnography Indrasanti, Lutfi; Wita, Fitri Rahma
Jurnal Tahuri Vol 20 No 2 (2023): August 2023
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol20issue2page155-172

Abstract

This study aims to examine how language is used and negotiated by students (santri) in shaping their religious and social identities at Pondok Pesantren Modern Terpadu Al-Kautsar Al-Akbar, West Sumatra. The pesantren represents a complex multilingual social space where Arabic, Indonesian, and Minangkabau are alternately used across religious, academic, and everyday domains. Adopting a sociolinguistic ethnographic approach, the research employed participant observation, natural interaction recordings, and in-depth interviews with students, teachers, and administrators. Critical discourse analysis was applied to interpret how linguistic practices reflect ideologies, authority, and identity negotiations within the pesantren setting. The findings reveal that Arabic functions as a symbol of piety and religious authority, Indonesian serves as a medium of rationality and academic communication, while Minangkabau affirms intimacy and local identity. Code-switching and code-mixing among these languages are not random but reflect strategic positioning within the intersecting demands of religiosity, institutional discipline, and social solidarity. The study introduces the concept of linguistic piety negotiation, referring to the balancing process between religious devotion and national belonging through language use. This research contributes to sociolinguistic studies of identity by uncovering the interplay between religious and national language ideologies in modern Islamic education, an area rarely explored in Indonesia, and offers insights for understanding the ideological and unifying roles of language in multilingual Muslim communities.

Page 9 of 10 | Total Record : 93

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