Huele: Journal of Applied Linguistics, Literature and Culture
The HUELE Journal of Applied Linguistics, Literature, and Culture focuses on the multifaceted dimensions of language education and its interconnections with literature and culture. We aim to provide a comprehensive platform for scholars and practitioners to share innovative research, theoretical frameworks, and practical applications in the following areas: Language Learning and Teaching: Exploration of effective methodologies, strategies, and practices in language acquisition and pedagogy. Language Curriculum and Materials Development: Research on the design, implementation, and evaluation of language curricula and educational materials that enhance language learning experiences. Language Assessment and Evaluation: Investigating assessment tools and evaluation methods that accurately measure language proficiency and learning outcomes. Language Teacher Education: Studies focused on the preparation, professional development, and ongoing support of language educators. Instructional Design in Language Teaching: Innovative approaches to instructional design that promote effective language teaching and learning environments. Literature in Language Teaching: The role of literature as a pedagogical tool in language education, including its impact on language skills and cultural understanding. Culture and Language Teaching: Examination of the interplay between culture and language instruction, highlighting the importance of cultural competence in language education. Psychology and Language Teaching: Insights into the psychological factors that influence language learning and teaching, including motivation, cognitive processes, and learner differences. Sociolinguistics and Language Teaching: Exploration of sociolinguistic theories and their implications for language teaching practices in diverse contexts. TESOL (Teaching English to Speakers of Other Languages): Research and practices specifically related to teaching English to non-native speakers, addressing the unique challenges and opportunities in this field. TEAL (Teaching English as an Additional Language): Focus on methodologies and practices for teaching English as an additional language, emphasizing inclusive and effective approaches for multilingual learners.
Articles
50 Documents
<![CDATA[Students’ Peer Feedback in EFL Writing Class of English Study Program ]]>
<![CDATA[Saptenno, William Y.]]>;
<![CDATA[Souisa, Threesje R.]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i1.p01-16
<![CDATA[As a part of writing process, feedback in writing place as the significant role and peer feedback is one type of feedback in classroom activities. This study was intended to find out the facts and expectation on peer feedback in writing classroom. A classroom-based research was employed as the research design and the participants were the students in writing 2 and writing 4 courses. Furthermore, Classroom observation, in-depth interview and review of related documents were designed to collect the data. The findings revealed that the application of peer feedback was not properly applied; it was more focused on the surface areas (grammatical errors, spelling and error punctuation) and neglected to the content and organization of writings. It could happen because the students lack of trainings and unavailability of rubric and guidelines provided in the writing classroom activities. For that reason, the students didn’t know the ways to provide meaningful and constructive feedback. They also have negative point of view about the peer feedback in writing courses. The students expected that providing writing rubric containing content and organization aspects precisely in giving feedback and guiding them step by step in taking and giving peer feedback should be considered by the lecturers for better improvement in the future.]]>
<![CDATA[Students’ Perception toward the Use of Note-Taking Strategy in Listening Class ]]>
<![CDATA[Soumokil, Jeclyn Claudia]]>;
<![CDATA[Nikijuluw, Renata C. G. V.]]>;
<![CDATA[Lekatompessy, Felicia Miranda]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i1.p17-32
<![CDATA[As one of the receptive English skills, listening has a significant role as a primary skill for daily communication. Despite its importance, the requirement for doing listening tasks in an academic context has to lead the students to use more practical and effective listening strategies to improve their listening skills and competence, as well. The purposes of this study were to investigate students’ perception towards Note-Taking used in doing a listening activity at listening class, also to find out the benefits and difficulties of note-taking for students. This study used a survey research design by integrating a mixed-method, in which the data was analyzed in qualitative and quantitative ways. The participant of the study was students of English Education Study Program of Pattimura University in the academic year 2017. Classroom observation, a questionnaire, and interview were employed as the techniques in collecting the data. The result showed that 90% of the students have a positive attitude that note taking is important for them to gain information easily. Besides, to see the benefit and difficulties, students’ response that they get more benefits than difficulties in using note-taking enable the students to do the listening activities as being required.]]>
<![CDATA[Developing L2 Learners Metacognitive Strategies through Reading Group Activities ]]>
<![CDATA[Loppies, Hellien J.]]>;
<![CDATA[Lekatompessy, Jeny]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i1.p33-40
<![CDATA[The trend of teaching reading comprehension has shifted the gear from cognitive development to metacognitive orientation and Reading Group activity is one way to foster knowledge constructions and meaning-making in the scheme of metacognition. Reviewing the theoretical foundations of reading group activities, this article theoretically addresses how a reading group can promote individual L2 readers' metacognitive reading strategies. This article emphasizes the importance of implementing a reading group to support second language readers to self-regulate their metacognitive reading strategies by planning, monitoring, and evaluating an academic reading text. Further, this article elaborates on adapting principles in setting up reading group activities, based on the authors' L2 teaching practices. Finally, recommendations and directions for future studies are also provided.]]>
<![CDATA[Code-Switching on Advertisement: A Case of Food Advertisements in Indonesia ]]>
<![CDATA[Mainake, Eugenie]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i1.p41-52
<![CDATA[Code-switching is a natural linguistic phenomenon for individuals who understand and use two or more languages interchangeably. Grosjean (2010) argues that code-switching will likely occur to bilingual speakers’ speech. Hoffman (1991) confirms that a code-switching is a form of speech creativity of bilinguals. Recently, studies have shown that code-switching is also found on TV commercials in some multilingual countries. In Indonesia alone, Da Silva (2014) has investigated the frequency of English words in Indonesian TV advertisements and Sintya’s (2017) study also disseminated products whose advertisements were Indonesian-English code-switching. The present study further explored particular ads, food products for code-switching, and the types of code-switching used. The findings revealed Indonesian-English switches and demonstrated intra-sentential switching as the dominantly used switch in the advertisements. The study proposed to investigate the public perspective on such code-switching and the impacts towards the public interest of purchasing the products. Lastly, the author finds it important to view the]]>
<![CDATA[Building Students' Interaction by Using Talking Chips Technique: A Classroom Action Research ]]>
<![CDATA[Warahuwena, Susan]]>;
<![CDATA[Rijoly, Helena M.]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i1.p53-68
<![CDATA[This study focuses on building students' interaction by using the talking chips technique, and it aims to find out how the talking chips technique can be applied to build students' interaction and describe the responses toward the implementation of this test of this research was students of SMA Negeri 14 Ambon consisting of 26 students (4 groups) in XI-Science class. The data was collected from classroom observation, weekly observation, and questionnaires. The design was classroom action research. The study concludes that this technique is successfully applied to build students' interaction, and the students have a positive response towards the implementation of this technique. Applying the Talking Chips technique in the learning-teaching process gives students more opportunities to be actively involved and work cooperatively in learning activities. This technique also motivates students to speak or express their ideas; therefore, it has a good impact on the students in building their interaction in the classroom.]]>
<![CDATA[Preserving Alune Language in Neniari Village from Becoming Endangered Language ]]>
<![CDATA[Pattiasina, Stevany Florence Wendy]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i2.p112-122
<![CDATA[The major aim of this study is to comprehend the fact of how Alune can become endangered language in some years later, and to show the role of local agents in micro level to prevent Alune language from becoming endangered and even extinct. The local context of this research is Neniari Village, Maluku Province, Indonesia. The background of this study is based on phenomena in which Alune as the local language in Neniari has been very rare being used by young generation. The data are acquired library study such as journal article and articles on internet, and from observation and interview to children, parents and old people in Neniari. The result shows that historically Alune is the local or indigenous language that used by Alifuru ethnics who lived in Nunusaku mountain, but now it is facing the way to endangerment if the young generation keep reducing use of language in their daily conversation, the parents do not teach their children, and village government do not encourage the use of language in daily conversation. Therefore, local agents such as family, school, village government and even religious institution in Neniari have responsibility to maintain the language for all generations.]]>
<![CDATA[A Descriptive Qualitative Study on Types of Teachers' Questions in Classroom Interaction ]]>
<![CDATA[Kakerissa, Wenda Marlin]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i2.p101-111
<![CDATA[Teachers' questions have become a vital role in building a well classroom interaction. The aim of this study is to qualitatively describe about teachers' questions in building classroom interaction in teaching and learning process. A qualitative descriptive research design was done by analyzing a video recording and interview with classroom English teacher who was also one of the participants of this study. A framework that was used in this study in analyzing teachers' questions is display and referential questions and the other three types of questions (confirmation checks, comprehension checks, and clarification request) proposed by Long and Sato. The result revealed that the classroom teacher used five types of questions in building classroom interaction in teaching and learning process. Other researchers may conduct the further research on how students respond towards teachers' questions, and also to see a more detail about the influence of questioning strategy in motivating students to speak out fully in English.]]>
<![CDATA[Application of Mime and Pictionary Game Methods on Students' German Vocabulary Mastering ]]>
<![CDATA[Fadirsair, Paullex]]>;
<![CDATA[Serpara, Henderika]]>;
<![CDATA[Akihary, Wilma]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i2.p93-100
<![CDATA[This research aims to determine the application of using the Mime and Pictionary game methods on the mastery of German vocabulary at SMA Negeri 3 Ambon. This research was carried out at the SMA Negeri 3 Ambon, and the sample was the German learners from class XI MIPA SMA Negeri 3 Ambon, the academic year 2019/2020. This type of research is quasi-experimental research with used one-group pretest-posttest design. The data were analyzed using descriptive techniques and t-test. The results showed that there was an increase in the presentation of German vocabulary mastery before and after the application of the Mime and Pictionary game learning method, from 32% to 46% at an interval of 74-84. Meanwhile, the paired sample t-test results show that sig=0.000< α=0.05, which means that there are differences before and after applying the Mime and Pictionary game learning methods. Based on the outcome, it is suggested that this game method, Mime and Pictionary, should be used by German teachers in German lessons.]]>
<![CDATA[The Survey of EFL Students' Learning Styles at English Education Study Program ]]>
<![CDATA[Latuheru, Henry]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i2.p69-80
<![CDATA[The existing literatures on the significance of learning styles and how they can be utilized to help students in their learning process. The present study was designed to survey the existence of EFL students learning styles in English Education Study Program. Moreover, to explore learning styles of students coming from different genders and academic years. The theoretical framework of this study used VARK learning styles by Fleming. In this study, survey methodology was used using VARK questionnaire The findings showed that students preferred multimodal ways of learning in which most of them were VARK learners. In addition, the difference learning style preferences between genders suggested that males were more uni-modal and bi-modal, while females were more tri-modal, yet both genders also scored high for quad-modal. On top of that, among active academic years the preference showed that juniors tend to have single preference in comparison to the seniors who were quad-modal learners. Lastly, this study has widened the study of VARK in the EFL context by providing information for teachers and curriculum designer to better aware of the existing varieties of learning styles in their pupils. Hence, they can design learning activities that can helps learners in classroom.]]>
<![CDATA[A Pragmatic Analysis of Deixis and Reference on Billie Eilish Song: Bad Guy & When the Party's Over ]]>
<![CDATA[Kakiay, Theresa Welma]]>;
<![CDATA[Maitimu, Laura Sansa]]>
<![CDATA[ Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon ]]>
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DOI: 10.30598/huele.v1.i2.p81-92
<![CDATA[The aim of this Pragmatic study is to examine the different types of deixis from Cruse theory and references using pragmatic analysis in When The Party's over and Bad Guy songs under descriptive qualitative. The result found from the analysis that both songs use all five types of deixis. The personal deictic words occur first person that mostly refer to the singer or the songwriter, then second person is referring to the addressee that remarked by you and your and the last is third person It or she is referring to something or someone that become the main thing or character in songs. Furthermore, the use of spatial deixis is less for both of songs. only one projected term that included in both songs. Next, temporal deixis that appeared in both songs is different. Temporal deixis has two types of deixis but in Bad Guy only occur one type of temporal deixis which is verb tense while in When the party's over the pure deictic and verb tense occurred. The last, the social and discourse deixis with different deictic words occurred also in both songs. The result hopefully could be the reference for students in Linguistic Field in analyzing the written discourse with Pragmatic Approach. Keyword: deixis, pragmatic, reference, song]]>
