ISSN / EISSN : 1693-7481 / 2685-4198
Current Publisher: Faculty of Law Pattimura University (10.30598)
Total articles ≅ 15
Latest articles in this journal
JURNAL TAHURI, Volume 17, pp 96-110; doi:10.30598/tahurivol17issue2page96-110
The present study investigated the implementation of various strategies performed by Indonesian EFL learners. Sixty students of English Education Study Program at Teachers Training and Educational Sciences Faculty of Pattimura University in Ambon were studied on their use of various listening strategies. The result of the study shows that most of these students applied social/affective strategies (76.6%) and metacognitive strategies (46.6%). The use of these strategies were favored by the students as listening strategy preferences due to their effectiveness in facilitating comprehension. The students’ perception on various strategies was identified and implication for teaching listening is further discussed in the article
JURNAL TAHURI, Volume 17, pp 63-71; doi:10.30598/tahurivol17issue2page63-71
The problems always occur in teaching and learning English as a foreign language, and these depend on teachers and students as the center of that process. The teachers have to use appropriate strategy in order to engage the students to achieve their aims of learning.In teaching writing, the teachers always use conventional way such as give the topic and ask the students to write and collect it. There is not any feedback from teachers to students’ work. Small group discussion plays important role since it helps the students to help one another to produce good quality of writing product. It also helps the students to have confidence, and the students will get sense of social values in their life.
JURNAL TAHURI, Volume 17, pp 72-83; doi:10.30598/tahurivol17issue2page72-83
The works of literature greatly contribute to a nation's characteristics and personality. Understanding a literary work means being able to grasp moral values or messages that are useful for social life. However, understanding a literary text is not as easy as understanding a non-literary text. The main reason is that the literary text bound to several forming conventions such as the language convention, literature, and cultural conventions. To understand this, students must be trained through education and teaching. Literary learning which can produce a good understanding should prioritize the process to familiarize students with the conventions that bind literary works through heuristic and hermeneutic reading. The 2013 curriculum, requires a change in the paradigm of the teacher's thinking towards planning and implementing learning based on a scientific approach. The important point that should be understood by the teachers is literary learning, according to any curriculum, aims to provide literary knowledge understanding and appreciation to the students. It indicates that literary learning should be designed not only to improve literary knowledge but also to express the values that contained. The application of semiotic analysis methods in literary learning including short stories or poetry can be adapted to the steps of teaching based on the scientific approach known as 5 principles, which are observing, questioning, exploring, associating, and communicating/presenting as required by 2013 curriculum. In this context, the expression of the meaning of literary texts is done through observing, reading, repeating, comparing texts (heuristic readings), and continued by exploring and tracing the meaning of texts (hermeneutic readings) and drawing conclusions as a whole
JURNAL TAHURI, Volume 17, pp 53-62; doi:10.30598/tahurivol17issue2page53-62
As diversity is one of heated issues emerging in English teaching learning circumstance in Indonesia, teachers have to initiate strategies to restrain the probability of fragment among the students which can furthermost impact on their ability to communicate among cultures. Intercultural listening activities conducted at a university in West Java has evidently proven its contribution in consolidating the students’ cultural awareness. Through reflective journals and focused-group interviews, it is found that the students are able to discover, understand, and compare their own culture and others, realize the similarities and differences, and respect the existing gaps in between. Thus, they are presumed to be more ready to take part in the intercultural communication
JURNAL TAHURI, Volume 17, pp 84-95; doi:10.30598/tahurivol17issue2page84-95
Providing young learners with variety story books to develop their literacy is importance to be done by considering their interest and learning preferences, and mrany of children storybook written in English in nowadays. Therefore young learners like to read English children story book since they are in the early stage. Unfortunately in the EFL frame, many children story book less to touch local content materials. Folklore is one of the oral traditions that are told for young learners with the purpose that they will know about their culture and tradition and it can be preserved with meaningful ways in EFL teaching and learning process. Much folklore are written in English and mostly talked about the culture of that language because it is believed that young learners can acquire this language easy both in spoken and written language. Unfortunately those folklores lack to present the local content of EFL context. One of the ways to facilitate young learners loves their culture by inserting local content materials in picture story books. Through reading vary children story books can arise young learners’ interest to master this language naturally. Diglot picture story book is a kind of children story book contain two languages and supporting with interesting pictures. It is believed as one of the meaningful ways that young learners can engage and explore deeply about the story with their own experiences .This study is aimed at describing diglot picture story book based on Maluku content and its relevance for young learners’ literacy.
JURNAL TAHURI, Volume 17, pp 38-52; doi:10.30598/tahurivol17issue1page38-52
As one of productive skill in the foreign language context, writing skill can be figured as the most difficult skill for EFL learners. Therefore EFL teachers should implement meaningful teaching technique to help learners improve their writing skill. One of the techniques that recommended by the experts is collaborative writing. It is the teaching technique which is focused on work collaborative in writing process. This technique is adapted from the collaborative learning strategy in which this technique is useful to treat students to work collaboratively in writing process. The collaborative works can be done in pairs or in a group. Therefore, this study is aimed at describing the useful of implementing collaborative writing technique in improving the students’ writing skill. The research consists of the subject from SMA Pertiwi Ambon comprised of 13 students in XI-Science class. The data was collected from classroom observation and field notes, test, questionnaire and interview. The research methodology that used in this research was classroom action research under mix method qualitative-quantitative design. The findings of the study revealed that by implementing the collaborative writing technique, the students can improve their writing skill and it can be shown through the result of their writing paragraphs. Through the implementation of this technique, the students can share their ideas, organize their ideas, write the outline and develop their writing after they work both in pairs or in a group. They also did a peer feedback, revise and write their final product of their writing. Moreover, they have positive respond towards this technique and build a good interaction in working on their writing paragraphs. As the conclusion, this technique is useful to be implemented in classroom writing activities. To implement this technique optimally, teachers need to consider the characteristics of students background knowledge on writing in English, the given topic and the time for learners to practice their writing skill. The more the students have chance to work collaborative the better they produce their writing skill.
JURNAL TAHURI, Volume 17, pp 16-25; doi:10.30598/tahurivol17issue1page16-25
There have been couples of studies reporting on English students-teachers’ writing anxiety. However, there has been little information on what factors contribute to Indonesian EFL Pre-service teachers’ writing anxiety and how they overcome it. This study aimed at figuring out the facts of related causes of anxiety and alleviating strategies that English student-teachers in English teachers at Pattimura University Ambon employ when they write in English language. The research design is both quantitative and qualitative methods. The data were collected from questionnaires and in-depth interview. The results reveal some contributing factors to participants’ writing anxiety including linguistic difficulties, time pressure, lack of writing practices, instructors’ evaluation and pressure for a perfect work. Furthermore, to overcome their problems, the participants utilize the rethorical, cognitive and socio-affective strategies. The study, then, concludes that by recognizing the causes of writing anxiety, the participants may work better on applying strategies that can reduce their level of writing anxiety.
JURNAL TAHURI, Volume 17, pp 8-15; doi:10.30598/tahurivol17issue1page8-15
Nurgiantoro menyatakan bahwa berbicara adalah suatu aktivitas keterampilan berbahasa yang kedua setelah menyimak, yang menunjukkan kemampuan seseorang dalam mengucapkan kata-kata atau bunyi artikulasi untuk menyampikan buah pikiran atau gagasan. Keterampilan berbicara pada jenjang Sekolah Mengah Pertama, megajarkan siswa bagaimana mereka akan berani tampil untuk berbicara di depan umum. Langkah awal yang harus dilakukan guru adalah menerapkan berbagai ilmu pengetahuan tentang keterampilan berbicara, sehingga siswa memiliki pengetahuan yang luas akan apa yang akan disampaikan kepada orang lain. Informasi-informasi yang aktual dan faktual serta komuniaktif dapat disajikan siswa kepada orang lain, ketika mereka memiliki wawasan yang luas, yang diperoleh dari berbagai sumber. Ada empat metode yang dapat dipakai siswa dalam keterampilan berbicara. Salah satu metode yang paling sering dipakai banyak orang adalah metode ekstemporan. Metode ekstemporan ini, pembicara hanya menyiapkan garis-garis besar dari tema atau materi yang akan disampaikan kepada pendengar. Kemudian garis-garis besar itu, siswa kembangkan sendiri dengan kemampuan intelektual yang dimiliki siswa. Metode ekstemporan ini sangat bermanfaat bagi pengembangan kemampuan keterampilan siswa dalam berbicara. Faktor kebahasaan dan faktor nonkebahasaan juga sangat menunjang keefektifan siswa dalam berbicara. Sehingga faktor-faktor itu harus diperhatikan oleh siswa ketika berbicara di depan banyak orang
JURNAL TAHURI, Volume 17, pp 26-37; doi:10.30598/tahurivol17issue1page26-37
Penelitian yang menggunakan pendekatan kuantitaif dengan metode korelasional ini bertujuan untuk mengetahui (1) hubungan antara pengetahuan awal dengan keterampilan berbicara, (2) hubungan antara diksi dengan keterampilan berbicara, (3) hubungan antara pengetahuan awal dan diksi dengan keterampilan berbicara mahasiswa program studi pendidikan Bahasa Jerman Fakultas Keguruan dan Ilmu Pendidikan Universitas Pattimura Ambon.. Ada tiga variabel dalam penelitian ini,, yakni pengetahuan awal dan diksi yang adalah variabel bebas dan keterampilan berbicara bahasa Jerman sebagai variabel terikat. Data penelitian ini diperoleh melalui tes. Pertama–tama instrumen pengetahuan awal dan diksi diujicobakan untuk melihat validitas, reliabilitas, indeks kesukaran dan daya pembeda. Sementara data keterampilan berbicara diperoleh dari hasil akhir Sprechfertigkeit 4. Sebagai uji persyaratan analisis digunakan uji normalitas, homogenitas, regresi sederahana dan linieritas. Teknik analisis data menggunakan rumus Pearson Product Moment dengan taraf signifikan 0,05. Hasil penelitian menunjukkan bahwa (1) terdapat hubungan positif yang signifikan antara pengetahuan awal (X1) dengan keterampilan berbicara (Y) dengan rhitung 0,539 lebih besar dari rtabel dengan n=30 dan taraf signifikan α= 0,05 adalah 0,361, (2) terdapat hubungan positif yang signifikan antara diksi (X2) dengan keterampilan berbicara (Y) dengan rhitung 0,664 lebih besar dari rtabel dengan n=30 dan taraf signifikan α= 0,05 adalah 0,361 dan (3) terdapat hubungan positif yang signifikan antara pengetahuan awal (X1) dan diksi (X2) dengan keterampilan berbicara (Y) dengan rhitung 0,90 lebih besar dari rtabel dengan n=30 dan taraf signifikan α= 0,05 adalah 0,361. Sedangkan hasil analisis data dengan teknik regresi linier ganda menunjukkan bahwa secara bersama – sama pengetahuan awal (X1) dan diksi (X2) memberikan kontribusi dalam keterampilan berbicara (Y). Hal ini dibuktikan oleh persamaan regresi Ŷ = 42,9 + 0,13 + 0,61 dengan F sebesar 15,31. Penelitian ini menyimpulkan bahwa terdapat hubungan positif yang sangat signifikan antara pengetahuan awal dan diksi dengan keterampilan berbicara mahasiswa program studi pendidikan Bahasa Jerman Fakultas Keguruan dan Ilmu Pendidikan Universitas Pattimura Ambon.
JURNAL TAHURI, Volume 17, pp 1-7; doi:10.30598/tahurivol17issue1page1-7
The discussion of this article aims to the use of vocabulary journal strategy in teaching vocabulary for the students of junior high school. The topic discussion will cover the general concept of learning vocabulary, principle of teaching vocabulary, teaching vocabulary in junior high school, and teaching vocabulary using vocabulary journal. Basically vocabulary journal is a strategy to invite students for strengthen their word knowledge and internalize meaning for use throughout their lives. It is a great strategy to help students’ vocabulary as naturally. Furthermore, some experts suggest that vocabulary journal can be applied in high school levels with different treatment depend on students’ needs and their English proficiency.