cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jusak Patty
Contact Email
jusak.patty@gmail.com
Phone
+6281527890272
Journal Mail Official
journalhuele@gmail.com
Editorial Address
HUELE: Journal Applied Linguistics, Literature and Culture Jl. dr. Tamaela, Kampus PGSD FKIP UNPATTI, Ambon, 97114
Location
Kota ambon,
Maluku
INDONESIA
Huele: Journal of Applied Linguistics, Literature and Culture
Published by Universitas Pattimura
ISSN : -     EISSN : 27755703     DOI : https://doi.org/10.30598/huele.v1.i1.y2021
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 50 Documents
 1   2   3   4   5 
The Importance of Intangible Reward in English Language Learning Alfat, Ayu Ariska; Que, Stella Rose
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i1.p1-13

Abstract

Intangible rewards are an award that is crucial to the students to perform outrages performance so that they can get appreciation. Intangible reward refers to a class of rewards which have no material or monetary value but can keep the students feeling recognized and motivated. Intangible reward is not specifically researched in the teaching profession. It has been linked since human beings have the same psychological experience in terms of pursuing better achievement both in academic and work fields. It is proven that intangible rewards provide continual treatment to help students stay motivated and energized. Using library research, this study tries to explore the positive impact of intangible rewards on the students. It focuses on discussing how intangible rewards as literary works in the EFL context affects students’ language learning. Based on the literary review and the writer's experience at the English Education Study Program, the advantages that the students get by receiving intangible rewards, specifically in improving their language skills, is work. Intangible rewards do improve students’ language skills.
The Implementation of EFL Online Learning de Fretes, Delila; Lekawael, Rosina F. J.
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i1.p14-24

Abstract

This study explores the effectiveness and broad adoption of online instruction for English as a Foreign Language (EFL). Considering the difficulties that instructors and students encounter in this kind of instruction, the study uses an extensive literature review approach. The goal is to underscore the positive impact of online learning on the sustainability of education and identify key factors that contribute to its effectiveness. Drawing literature from academic databases, journals, books, and reputable online platforms, the collection process is guided by specific terms like "EFL" and "Online Learning." Inclusion criteria target studies addressing the positive impacts and challenges of online learning in EFL. Thematic coding is applied to organize the literature into sections covering positive impacts, challenges, and influencing factors. Thematic analysis identifies common themes, while a comparative analysis emphasizes differences and similarities across studies, ensuring a cohesive exploration of the topic. The research suggests potential avenues for future studies to further enrich our understanding of online learning in the EFL context.
Understanding the Role of Automated Writing Tools: A Library Research on Grammarly in Academic Writing Patty, Jusak
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i1.p25-41

Abstract

This library research investigates the pedagogical implications and complexities of implementing Grammarly as an automated writing assistant in academic contexts. The systematic analysis of peer-reviewed literature examines the multifaceted relationship between automated feedback systems and writing development, focusing on user engagement patterns, writing quality outcomes, and institutional implementation frameworks. The investigation reveals sophisticated patterns of interaction between technological affordances and established pedagogical practices, where successful integration depends on carefully calibrated implementation strategies that acknowledge immediate practical needs and long-term educational objectives. Findings indicate that while automated writing assistance effectively addresses surface-level writing concerns, its impact on higher-order writing development emerges through complex interactions between user proficiency, institutional support structures, and pedagogical frameworks. The research demonstrates that optimal outcomes occur when automated feedback complements traditional writing instruction through structured implementation approaches guided by informed pedagogical principles. Analysis of longitudinal engagement patterns reveals how sustained interaction with automated feedback catalyzes the development of sophisticated writing strategies and enhanced metalinguistic awareness, mainly when supported by robust institutional frameworks. The study identifies critical challenges in maintaining an appropriate balance between technological assistance and independent writing skill development while highlighting opportunities for innovative pedagogical approaches that leverage automated feedback to enhance writing instruction. These findings contribute to a deeper understanding of how automated writing assistance can be effectively integrated into academic writing instruction while preserving essential pedagogical principles, providing valuable insights for educators and institutions seeking to implement these tools within comprehensive writing support frameworks.
Supplementary English Reading Materials Based on Interreligious Values in Maluku for the X Grade Students Sahuleka, Inge
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i1.p42-51

Abstract

This study explores the development of supplementary English reading materials grounded in interreligious values for Grade X students in Maluku, Indonesia. Recognizing the need for educational content that promotes tolerance and interreligious harmony, this research develops and evaluates reading materials that integrate local Maluku cultural values. The materials, designed as procedure, report, and recount texts, incorporate themes that celebrate cooperation and mutual respect among diverse religious communities. Findings indicate that these materials not only improve reading comprehension but also foster students’ appreciation of interreligious harmony, a critical social value in Maluku's multicultural society.
Students’ Perception on the Use of Edmodo for Group Discussions: Insights from the English Education Program at Pattimura University Ulath, Safitri; Lekatompessy, Jeny; Loppies, Hellien
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i1.p52-64

Abstract

This study investigates the effectiveness of Edmodo as a digital platform for group discussions in language learning, focusing on students' experiences in the English Education Program at Pattimura University. Through a mixed-method approach, data were collected from 34 undergraduate students via structured questionnaires examining student participation, lecturer involvement, and peer interaction, complemented by in-depth interviews with five selected participants. The quantitative findings revealed significant positive perceptions toward Edmodo's role in facilitating discussions, with 85% of students reporting increased participation comfort (M = 3.3, SD = 0.6) and 90% valuing lecturer feedback (M = 3.5, SD = 0.4). Additionally, 78% of students indicated enhanced peer interaction comfort (M = 3.2, SD = 0.6), though technical challenges affected response timing satisfaction (65%, M = 2.9, SD = 0.8). Qualitative analysis identified key themes including reduced anxiety in expression, the critical role of lecturer guidance in maintaining discussion quality, and the development of supportive learning communities despite technological constraints. While Edmodo successfully addresses traditional classroom participation barriers and fosters thoughtful engagement, the platform's effectiveness is influenced by factors such as internet connectivity, lecturer engagement patterns, and peer response timing. These findings contribute to understanding how digital platforms can effectively support language learning through group discussions, suggesting the need for balanced integration of technical infrastructure improvements and pedagogical strategies to optimize online learning experiences in higher education.
Visual Media in Teaching English Vocabulary Wattimena, Berthy D.
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i2.p65-71

Abstract

This library research examines the implementation and effectiveness of visual media in teaching English vocabulary to young learners in EFL contexts. Through analysis of theoretical frameworks and empirical studies, this research investigates how various forms of visual media facilitate vocabulary acquisition and retention in language learning environments. The study employed library research methodology to analyze documents related to visual media usage in EFL contexts, teaching methodologies, and vocabulary acquisition strategies. The analysis focused on three key aspects: the nature of media use, the concept of media implementation, and effective application methods in EFL contexts. The findings reveal that visual media serves as an effective pedagogical tool, significantly enhancing student engagement, motivation, and vocabulary retention. Different types of visual media, including pictures, cartoons, posters, and digital presentations, offer unique advantages in vocabulary instruction, with their effectiveness varying based on learner characteristics and instructional contexts. This research contributes to the understanding of media-enhanced language learning and provides practical implications for EFL teachers. Furthermore, the study emphasizes the importance of appropriate media selection and implementation strategies in vocabulary instruction, particularly for young learners in EFL settings. The findings suggest that systematic integration of visual media in vocabulary instruction can lead to improved learning outcomes and more engaging educational experiences.
Analyzing Students' Problems in Pronunciation During Their Self-Study in Pandemic Situation Jacob, Elizenda
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i2.p72-83

Abstract

This study investigates the pronunciation practices of English Department students during self-study amid the COVID-19 pandemic. With the shift to online learning, students increasingly engaged in self-directed learning activities to enhance their pronunciation skills. A survey was conducted with 70 students to explore their preferred pronunciation activities, the challenges they faced, and the strategies employed to overcome these challenges. The findings reveal that students favored listening to English songs and watching movies as primary methods for practicing pronunciation. However, they encountered significant difficulties, such as distinguishing similar-sounding vocabulary and limited opportunities for speaking practice. To address these issues, students utilized various strategies, including online resources, peer collaboration, and self-recording. This research highlights the critical role of self-study in language acquisition and emphasizes the importance of pronunciation as a key component of effective communication. The study underscores the need for educators to incorporate engaging resources and structured feedback to support students in their pronunciation development.
The Correlation Between Listening Comprehension and Speaking Ability Among EFL Students Hasan, Erna
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i2.p84-92

Abstract

This study aimed to investigate the correlation between listening comprehension and speaking ability among students at the English Department of Pattimura University, batch 2018. A quantitative correlational research design was employed, and data was collected through score documentation and a questionnaire. The findings revealed a positive and significant correlation between listening comprehension and speaking ability, with a correlation coefficient (r) of 0.608. The study concludes that listening comprehension is a crucial predictor of speaking ability and suggests that language teachers should provide ample opportunities for students to engage in listening activities to improve their overall speaking proficiency. Further research is recommended to explore other factors that may influence speaking ability beyond listening comprehension.
Developing English Vocabulary Materials Based on Moluccas Content for Elementary School Students Souhoka, Ingrid Bella
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i2.p93-101

Abstract

This study aimed to develop English vocabul ary materials based on Moluccas content for elementary school students. The research used a Research and Development (R&D) design, adapting the Borg and Gall model. The study was conducted in five main steps: research and information collecting, planning, developing a preliminary form of the product, preliminary field testing, and main product revision. The preliminary field testing involved expert validation, which resulted in a score of 76.6%, indicating the materials were appropriate for use. The developed materials covered vocabulary related to Moluccan themes such as traditional fruits (rujak), local animals, the World Peace Gong site, traditional Moluccan clothing, and Moluccan heroes. The study concluded that the English vocabulary materials based on Moluccas content were successfully developed and can be an effective teaching resource for elementary students in the region.
A Grammatical Reference Analysis of Bobby Mook's "FOMO" TED Talk Pane, Yuneth Johanna; Latumahina, Gian Jelastha; Madiuw, Jenifer Helena
Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v2.i2.p102-109

Abstract

This study examines the strategic use of grammatical reference devices, including personal, demonstrative, and comparative references, in Bobby Mook's "FOMO" TED Talk. The analysis aims to elucidate how these linguistic mechanisms contribute to the overall communicative impact and persuasiveness of influential public discourse. Employing a qualitative methodology, the researcher systematically identifies and analyzes the referential patterns present in the talk's transcript. The findings reveal that Mook leveraged personal pronouns to foster audience engagement and a sense of shared experience, demonstrative references to direct attention to key narrative elements, and comparative references to highlight the nuances of the fear of missing out phenomenon. The synergistic interplay of these referential devices enabled Mook to craft a compelling, coherent, and emotionally resonant presentation that resonated with the TED Talk audience. The discussion situates these findings within the broader context of contemporary research on grammatical cohesion and its role in influential public discourse. Suggestions for future research include expanding the analytical framework to a wider corpus of TED Talks, integrating multimodal analysis, and exploring the application of the methodology to other genres of impactful spoken and written communication.

Page 2 of 5 | Total Record : 50

 1   2   3   4   5 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 1 (2025): Huele: Journal of Applied Linguistics, Literature and Culture Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture Vol 4 No 1 (2024): Huele: Journal of Applied Linguistics, Literature and Culture Vol 3 No 2 (2023): Huele: Journal of Applied Linguistics, Literature and Culture Vol 3 No 1 (2023): Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture