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Jusak Patty
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HUELE: Journal Applied Linguistics, Literature and Culture Jl. dr. Tamaela, Kampus PGSD FKIP UNPATTI, Ambon, 97114
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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
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Reducing EFL Students’ Speaking Anxiety Through Vlog in English Education Study Program at Pattimura University Meyer, Herman; Patty, Jusak
Huele: Journal of Applied Linguistics, Literature and Culture Vol 4 No 2 (2024): 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.v4.i2.p107-118

Abstract

This study explores the potential of video blogs (vlogs) as an innovative intervention for mitigating speaking anxiety among English as a Foreign Language (EFL) students. Grounded in contemporary language anxiety and technology-enhanced learning theories, the research addresses a critical gap in understanding digital strategies for anxiety reduction. Employing a convergent mixed-methods design, the study investigated 39 first-semester students at Pattimura University's English Education Program. Data were collected through a questionnaire and in-depth semi-structured interviews. Quantitative analysis revealed a significant reduction in speaking anxiety, with a mean effectiveness score of 3.28 (SD = 0.48), particularly in performance enhancement (M = 3.40, SD = 0.50). Qualitative insights illuminated students' psychological transformations, demonstrating vlogs' potential to create supportive, self-directed learning environments. While context-specific, the findings contribute empirical evidence to the emerging field of technology-mediated language learning and offer promising strategies for addressing speaking anxiety in EFL contexts.
Portrait of Women in Palito Ni Si Boru Toba Novel Gultom, Eva Solina
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 1 (2025): 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.v5.i1.p16-30

Abstract

This paper explores the portrayal of women in the novel "Palito Ni Si Boru Toba," highlighting the dynamics and struggles faced by women in Batak society under patriarchal norms. This topic is crucial to understand the broader implications of gender roles, social justice, and identity within cultural contexts. The analysis employs a thematic approach, focusing on character analysis and the representation of women's experiences. By examining the character of Si Boru Toba, the study reveals how women navigate societal pressures, asserting their rights and identities amidst marginalization. The findings illustrate the resilience of women who strive to balance family responsibilities with personal aspirations, emphasizing the importance of solidarity in overcoming challenges. This paper not only celebrates women's courage but also invites readers to reflect on the ongoing quest for justice and equality in contemporary society.
Translation Strategy for Idioms in “The Schools For Good and Evil” Ridwan, Nurhidayah; Putri, Astari Amalia
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 1 (2025): 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.v5.i1.p31-42

Abstract

This study aims to analyze and explain the translation strategy of the idioms used in the film "The Schools for Good and Evil" by Soman Chainani. The basic problem in this study is the difficulty of translating the idioms in the film, therefore the right strategy is needed in its translation. The research method used is a descriptive qualitative method. A total of 14 idioms were found in the film and then became data in this study. The results of the study indicate that, based on four translation strategies of Baker's theory, there are14 idioms using 3 main theories; namely 1). 6 idioms use translation strategy of idioms with similar meaning and form; 2). 5 idioms use translation strategy of idioms with similar meaning but dissimilar form, and the last one, 3). 3 idioms use paraphrasing translation strategy. The frequent use of the similar meaning and form strategy shows that a lot of idioms in the film have direct equivalents in Indonesian, making translation straightforward.
Language Policy in Indonesian Elementary Schools: Balancing National, Local, And Foreign Languages Matatula, Marles Yohannis; Tupalessy, Pricilia
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 1 (2025): 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.v5.i1.p52-57

Abstract

With its linguistic diversity, Indonesia faces unique challenges in implementing an effective language policy in basic education. With more than 700 regional languages and a commitment to national unity, cultural preservation, and global competitiveness, the country's language policy seeks to balance the roles of Bahasa Indonesia, regional languages, and foreign languages, mainly English. A qualitative literature review approach was used to analyze existing scholarly works, policy documents, and government reports. This method identifies patterns in language policy implementation and common challenges schools face. It also examines the successes and failures of language policies in promoting national unity, cultural preservation, and global competitiveness. A comprehensive multilingual approach is recommended, integrating local languages in early childhood education, using Bahasa Indonesia as the primary language of instruction, and gradually introducing foreign languages. The study advocates for curricula tailored to local needs, better teacher training, and equitable distribution of resources to address gaps. This approach is critical to ensuring the sustainability of Indonesia's linguistic diversity, preserving cultural heritage, strengthening national identity, and improving students' global readiness.
A Critical Discourse Analysis of Sara Mills on Popular Memes in Indonesia Almanar, Muhammad Abduh
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 1 (2025): 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.v5.i1.p43-51

Abstract

This study aimed to analyze the elements within memes and critique the hidden messages that appeared on the internet and social media. Employing a critical discourse analysis method from Sara Mills' approach, the researcher examined two selected memes to be analyzed and reviewed. Key aspects of this analysis included power dynamics, identity, linguistic structure, intertextuality, and ideology of the memes. The result of the study revealed that the first meme highlighted a critique of technological advancements in the learning process. The first meme revealed that the students' misuse of AI (Artificial Intelligence) tools like ChatGPT led to increasing dependency on technology for the study. Academic integrity builds essential skills such as creativity, collaboration, and problem-solving that AI cannot replace. The need for balanced and proper technology use toward technology in education has become a social critique and stakeholder’s concern for technology integration in education. On the other side, academic pressure also fostered students to an over-reliance on technology. Furthermore, the researcher found that technological innovation significantly challenged academic integrity in learning. Besides, the following meme issues illustrated two different orientation practices for new students. Inappropriate academic practice during orientation day showed ideological gaps and psychological impacts on students, such as trauma, fear, and low self-esteem. Employing humor with an element of sarcasm and satire, a clear message aiming stakeholders in higher academics to stop inappropriate practices over the years.
Politeness in Digital Interaction: A Pragmatic Analysis in Genshin Impact Discord Chats Amelia, Virna; Utami, Silvia; Maspufah, Maspufah
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): 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.v5.i2.p58-77

Abstract

Politeness plays a key role in maintaining smooth communication, especially in chat rooms where tone and intent can be easily misunderstood. This research aimed to identify politeness strategies in Genshin Impact players' messages on the Discord server and identify factors influencing their use by adopting (Brown & Levinson, 1987) theory. This research analyzed chat transcripts from various players in the Genshin Impact Discord server by using a descriptive qualitative method. The findings revealed 113 total utterances that occurred in the politeness strategies: 15 of bald on-record, 65 of positive politeness, 21 of negative politeness, and 12 of off-record politeness. Positive politeness strategies were mostly used in the discord to maintain the close relationship between players. Two main factors that influence politeness in Discord were payoffs (priori consideration) and circumstances of sociological variables. These findings highlight the importance of understanding politeness strategies in shaping respectful and effective communication in online gaming communities.
Illocutionary Speech Acts in Song Lyrics Golden by HUNTR/X Nursanti, Rachmi Retno; Fienta, Annery; Toisuta, Emanuela Giovanni
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): 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.v5.i2.p78-91

Abstract

The 2025 Netflix film K-Pop: Demon Hunters and its chart-topping single “Golden” mark a new milestone in the globalization of the Korean Wave, exemplifying Western media’s creation of authentic, hybrid K-pop content for a global audience. This study seeks to elucidate the linguistic strategies underlying the song’s success by identifying, classifying, and analyzing the illocutionary speech acts in its lyrics. Employing a descriptive qualitative approach and Searle’s five categories of illocutionary acts, the research conducts a close reading to determine the pragmatic function of each utterance. The findings show that, of the 39 utterances analyzed, expressive acts are the most prevalent type (44%), followed by commissive acts (36%). Representative (13%), directive (5%), and declarative (3%) acts appear more sparingly to establish the narrative and mark pivotal shifts. The dominance of expressive and commissive acts suggests that the song’s communicative force derives primarily from articulating psychological states and committing to future actions, rather than merely recounting events. This linguistic emphasis on emotional transformation and empowerment is central to how “Golden” convincingly performs an authentic K-pop identity despite its English lyrics and Western production.
Content and Language Integrated Learning as a Strategy for Enhancing Speaking Skills: A Narrative Literature Review Binnendyk, Sophia
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): 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.v5.i2.p92-101

Abstract

Speaking remains one of the most challenging skills for foreign language learners, who often understand written and spoken texts but struggle to communicate fluently and accurately. Content and Language Integrated Learning (CLIL) has been introduced as an instructional approach that combines subject learning with target language use, creating authentic opportunities for oral production and interaction. This narrative review examines how CLIL contributes to speaking development, drawing on empirical studies conducted across different educational levels and contexts. Findings from the reviewed research show that CLIL consistently enhances fluency and vocabulary. Learners in CLIL programs tend to produce longer stretches of speech with fewer pauses and demonstrate broader lexical repertoires, particularly in academic vocabulary. Evidence on grammatical accuracy and pronunciation is more mixed: while learners often achieve intelligibility and communicative effectiveness, errors persist without explicit language support. Communicative competence emerges as a strong area of growth, as CLIL classrooms provide space for negotiation of meaning, turn-taking, and pragmatic use of language. The review also underscores the importance of implementation factors. Scaffolding, feedback, teacher training, and assessment practices significantly influence outcomes, while program intensity, duration, and learner motivation further shape the development of speaking skills. Although results vary across contexts, the overall evidence indicates that CLIL provides a productive environment for developing oral proficiency, offering learners both the need and the opportunity to use language meaningfully in the pursuit of content learning.
Translanguaging and Formative Assessment Practices in Multilingual EFL Classrooms Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): 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.v5.i2.p102-122

Abstract

This narrative literature review examines translanguaging as a pedagogical strategy and analyzes its implications for formative assessment practices in multilingual EFL contexts. The review synthesized empirical research from peer-reviewed journals accessed through ERIC, Scopus, Google Scholar, and JSTOR databases. Selection criteria focused on empirical studies reporting original data collection in multilingual classroom settings where translanguaging intersected with assessment practices. Analysis organized findings into three thematic categories: translanguaging pedagogical practices, formative assessment techniques, and implementation challenges. Results show that translanguaging supports comprehension, metalinguistic awareness, and learner confidence, while affirming multilingual identities. When integrated into formative assessment, translanguaging enables students to demonstrate knowledge through their complete linguistic repertoires, producing more valid evidence of learning than English-only assessment. Teachers gain accurate insights into student understanding, facilitating responsive instruction based on actual knowledge rather than language proficiency limitations. Students engage more actively in peer and self-assessment processes and develop stronger academic confidence. Implementation faces substantial barriers: contradictory language policies mandating English-only assessment despite multilingual classroom realities, high-stakes testing pressures restricting formative translanguaging practices, insufficient teacher preparation in both translanguaging pedagogy and assessment literacy, and practical challenges managing linguistically diverse classrooms. The review identifies critical research gaps requiring longitudinal investigation of learning outcomes, comparative studies examining context-specific effectiveness, and participatory research centering on student perspectives. The findings indicate that realizing translanguaging assessment's equity potential requires coordinated systemic change across policy frameworks, professional development models, teacher education curricula, and institutional support structures rather than isolated teacher-level innovations.
The Effectiveness and Implementation of Gamification in Higher Education English Learning Patty, Jusak
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): 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.v5.i2.p123-138

Abstract

This narrative literature review examines translanguaging as a pedagogical strategy and analyzes its implications for formative assessment practices in multilingual EFL contexts. The review synthesized empirical research from peer-reviewed journals accessed via ERIC, Scopus, Google Scholar, and JSTOR. Selection criteria focused on empirical studies reporting original data collection in multilingual classroom settings where translanguaging intersected with assessment practices. Analysis organized findings into three thematic categories: translanguaging pedagogical practices, formative assessment techniques, and implementation challenges. Results show that translanguaging supports comprehension, metalinguistic awareness, and learner confidence, while affirming multilingual identities. When integrated into formative assessment, translanguaging enables students to demonstrate knowledge through their complete linguistic repertoires, producing more valid evidence of learning than English-only assessment. Teachers gain accurate insights into student understanding, facilitating responsive instruction based on actual knowledge rather than language proficiency limitations. Students engage more actively in peer and self-assessment processes and develop stronger academic confidence. Implementation faces substantial barriers: contradictory language policies mandating English-only assessment despite multilingual classroom realities; high-stakes testing pressures that restrict formative translanguaging practices; insufficient teacher preparation in both translanguaging pedagogy and assessment literacy; and practical challenges in managing linguistically diverse classrooms. The review identifies critical research gaps that require longitudinal investigation of learning outcomes, comparative studies examining context-specific effectiveness, and participatory research centered on student perspectives. The findings indicate that realizing the equity potential of translanguaging assessment requires coordinated systemic change across policy frameworks, professional development models, teacher education curricula, and institutional support structures rather than isolated teacher-level innovations.

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