2026-04-15T12:37:50Z https://ojs3.unpatti.ac.id/index.php/huele/oai

oai:ojs3.unpatti.ac.id:article/3110 2024-12-27T07:13:58Z huele:RBF

Students’ Peer Feedback in EFL Writing Class of English Study Program Saptenno, William Y. Souisa, Threesje R. 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/3110 10.30598/huele.v1.i1.p01-16 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 01-16 2775-5703 10.30598/huele.v1.i1.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/3110/2532 Copyright (c) 2021 William Y. Saptenno, Threesje R. Souisa http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/3111 2024-12-27T07:13:38Z huele:RBF

Students’ Perception toward the Use of Note-Taking Strategy in Listening Class Soumokil, Jeclyn Claudia Nikijuluw, Renata C. G. V. Lekatompessy, Felicia Miranda 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/3111 10.30598/huele.v1.i1.p17-32 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 17-32 2775-5703 10.30598/huele.v1.i1.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/3111/2533 Copyright (c) 2021 Jeclyn Claudia Soumokil, Renata C. G. V. Nikijuluw, Felicia Miranda Lekatompessy http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/3112 2024-12-27T07:13:25Z huele:RBF

Developing L2 Learners Metacognitive Strategies through Reading Group Activities Loppies, Hellien J. Lekatompessy, Jeny 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/3112 10.30598/huele.v1.i1.p33-40 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 33-40 2775-5703 10.30598/huele.v1.i1.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/3112/2534 Copyright (c) 2021 Hellien J. Loppies, Jeny Lekatompessy http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/3113 2024-12-27T07:13:14Z huele:RBF

Code-Switching on Advertisement: A Case of Food Advertisements in Indonesia Mainake, Eugenie 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 Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/3113 10.30598/huele.v1.i1.p41-52 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 41-52 2775-5703 10.30598/huele.v1.i1.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/3113/2536 Copyright (c) 2021 Eugenie Mainake http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/3114 2024-12-27T06:49:35Z huele:RBF

Building Students' Interaction by Using Talking Chips Technique: A Classroom Action Research Warahuwena, Susan Rijoly, Helena M. 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/3114 10.30598/huele.v1.i1.p53-68 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 1 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 53-68 2775-5703 10.30598/huele.v1.i1.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/3114/2535 Copyright (c) 2021 Susan Warahuwena, Helena M. Rijoly http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/3155 2021-02-08T03:49:35Z huele:RBF

oai:ojs3.unpatti.ac.id:article/3859 2025-11-13T16:29:52Z huele:RBF

Preserving Alune Language in Neniari Village from Becoming Endangered Language Pattiasina, Stevany Florence Wendy 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-11-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/3859 10.30598/huele.v1.i2.p112-122 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 112-122 2775-5703 10.30598/huele.v1.i2.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/3859/9705

oai:ojs3.unpatti.ac.id:article/3879 2025-04-19T02:13:54Z huele:RBF

A Descriptive Qualitative Study on Types of Teachers' Questions in Classroom Interaction Kakerissa, Wenda Marlin 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-11-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/3879 10.30598/huele.v1.i2.p101-111 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 101-111 2775-5703 10.30598/huele.v1.i2.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/3879/3389 Copyright (c) 2021 Wenda Marlin Kakerissa http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/4150 2025-11-13T16:28:41Z huele:RBF

Application of Mime and Pictionary Game Methods on Students' German Vocabulary Mastering Fadirsair, Paullex Serpara, Henderika Akihary, Wilma 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.  Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-11-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/4150 10.30598/huele.v1.i2.p93-100 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 93-100 2775-5703 10.30598/huele.v1.i2.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/4150/3388 Copyright (c) 2021 Paullex Fadirsair, Henderika Serpara, Wilma Akihary http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/4151 2024-12-27T07:10:43Z huele:RBF

The Survey of EFL Students' Learning Styles at English Education Study Program Latuheru, Henry 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-11-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/4151 10.30598/huele.v1.i2.p69-80 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 69-80 2775-5703 10.30598/huele.v1.i2.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/4151/3385 Copyright (c) 2021 Henry Latuheru http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/4165 2025-04-19T02:10:24Z huele:RBF

A Pragmatic Analysis of Deixis and Reference on Billie Eilish Song: Bad Guy & When the Party's Over Kakiay, Theresa Welma Maitimu, Laura Sansa 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 Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2021-11-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/4165 10.30598/huele.v1.i2.p81-92 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 1 No 2 (2021): Huele: Journal of Applied Linguistics, Literature and Culture; 81-92 2775-5703 10.30598/huele.v1.i2.y2021 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/4165/3386 Copyright (c) 2021 Theresa Welma Kakiay, Laura Sansa Maitimu http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/15952 2025-11-13T16:03:09Z huele:TCBPF

The Importance of Intangible Reward in English Language Learning Alfat, Ayu Ariska Que, Stella Rose 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/15952 10.30598/huele.v2.i1.p1-13 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 1-13 2775-5703 10.30598/huele.v2.i1.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/15952/9047 Copyright (c) 2022 Ayu Ariska Alfat, Stella Rose Que http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/15954 2024-12-27T07:09:19Z huele:TCBPF

The Implementation of EFL Online Learning de Fretes, Delila Lekawael, Rosina F. J. 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/15954 10.30598/huele.v2.i1.p14-24 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 14-24 2775-5703 10.30598/huele.v2.i1.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/15954/9050 Copyright (c) 2022 Delila de Fretes, Rosina F. J. Lekawael http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/15956 2025-12-20T13:59:07Z huele:TCBPF

Understanding the Role of Automated Writing Tools: A Library Research on Grammarly in Academic Writing Patty, Jusak 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/15956 10.30598/huele.v2.i1.p25-41 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 25-41 2775-5703 10.30598/huele.v2.i1.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/15956/9471 Copyright (c) 2022 Jusak Patty http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/15957 2024-12-27T07:09:01Z huele:RBF

Supplementary English Reading Materials Based on Interreligious Values in Maluku for the X Grade Students Sahuleka, Inge 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/15957 10.30598/huele.v2.i1.p42-51 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 42-51 2775-5703 10.30598/huele.v2.i1.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/15957/9049 Copyright (c) 2022 Inge Sahuleka http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/15958 2024-12-27T07:08:55Z huele:RBF

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 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/15958 10.30598/huele.v2.i1.p52-64 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 1 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 52-64 2775-5703 10.30598/huele.v2.i1.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/15958/9048 Copyright (c) 2022 Safitri Ulath, Jeny Lekatompessy, Hellien Loppies http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16139 2024-12-27T07:08:45Z huele:TCBPF

Visual Media in Teaching English Vocabulary Wattimena, Berthy D. 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-07-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16139 10.30598/huele.v2.i2.p65-71 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 65-71 2775-5703 10.30598/huele.v2.i2.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16139/9157 Copyright (c) 2022 Berthy D. Wattimena http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16140 2024-12-27T07:07:41Z huele:RBF

Analyzing Students' Problems in Pronunciation During Their Self-Study in Pandemic Situation Jacob, Elizenda 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-07-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16140 10.30598/huele.v2.i2.p72-83 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 72-83 2775-5703 10.30598/huele.v2.i2.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16140/9158 Copyright (c) 2022 Elizenda Jacob http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16141 2024-12-27T07:07:31Z huele:RBF

The Correlation Between Listening Comprehension and Speaking Ability Among EFL Students Hasan, Erna 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-07-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16141 10.30598/huele.v2.i2.p84-92 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 84-92 2775-5703 10.30598/huele.v2.i2.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16141/9159 Copyright (c) 2022 Erna Hasan http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16142 2024-12-27T07:07:23Z huele:RBF

Developing English Vocabulary Materials Based on Moluccas Content for Elementary School Students Souhoka, Ingrid Bella 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-07-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16142 10.30598/huele.v2.i2.p93-101 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 93-101 2775-5703 10.30598/huele.v2.i2.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16142/9161 Copyright (c) 2022 Ingrid Bella Souhoka http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16143 2024-12-27T07:07:16Z huele:RBF

A Grammatical Reference Analysis of Bobby Mook's "FOMO" TED Talk Pane, Yuneth Johanna Latumahina, Gian Jelastha Madiuw, Jenifer Helena 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2022-07-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16143 10.30598/huele.v2.i2.p102-109 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 2 No 2 (2022): Huele: Journal of Applied Linguistics, Literature and Culture; 102-109 2775-5703 10.30598/huele.v2.i2.y2022 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16143/9160 Copyright (c) 2022 Yuneth Johanna Pane, Gian Jelastha Latumahina, Jenifer Helena Madiuw http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16321 2024-12-27T07:04:08Z huele:TCBPF

The Role and Development of Supplementary Reading Materials in EFL Teaching Ngabalin, Inaya This library research examines the theoretical foundations and practical implications of developing supplementary reading materials for English as a Foreign Language (EFL) teaching. Through comprehensive analysis of existing literature, this study investigates supplementary materials' characteristics, benefits, and implementation strategies in language classrooms. The findings reveal three key aspects of effective supplementary materials: their essential characteristics, including complementary function and learner-centered design; their benefits, particularly in promoting learner autonomy and motivation; and crucial considerations for their development and implementation. Research indicates that well-designed supplementary materials significantly enhance student engagement, facilitate independent learning, and improve overall language proficiency. The study demonstrates that successful supplementary materials maintain clear connections to core curriculum objectives while offering flexibility in application and implementation. Analysis of classroom implementations reveals that materials incorporating varied learning modalities and providing clear progression paths produce more consistent learning outcomes. This research contributes to the understanding of supplementary material development in language teaching and provides practical insights for material developers and educators in the EFL context. The findings emphasize the importance of systematic development approaches that consider both pedagogical principles and practical implementation concerns, suggesting the need for continued research into effective development and implementation strategies. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16321 10.30598/huele.v3.i1.p01-08 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 1 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 01-08 2775-5703 10.30598/huele.v3.i1.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16321/9279 Copyright (c) 2023 Inaya Ngabalin http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16322 2024-12-27T07:04:02Z huele:TCBPF

The Impact of Drama-Based Instruction on Language Skills Development in EFL Contexts Komul, Monita This article examines the effectiveness of drama-based instruction in developing language skills among English as Foreign Language (EFL) learners. Despite the recognized importance of English in global communication, EFL learners continue to face challenges in language acquisition, necessitating innovative teaching approaches. Through comprehensive library research analyzing scholarly works, this study investigates how dramatic activities contribute to the development of reading, writing, speaking, and listening skills. The findings reveal that drama enhances reading comprehension through script analysis and character interpretation, while collaborative scriptwriting improves writing skills by developing audience awareness and creativity. In speaking development, drama activities build confidence and improve pronunciation through role-play and performance-based tasks. Listening skills are strengthened through active engagement with authentic language input during rehearsals and performances. The research demonstrates that drama's effectiveness stems from its ability to provide contextualized, interactive learning experiences that engage students in authentic language use. Results indicate that drama-based instruction creates a supportive environment where students can practice language skills while developing confidence and motivation. The integration of dramatic activities in EFL contexts proves particularly valuable where opportunities for authentic language use are limited. This study contributes to the field by providing a comprehensive analysis of drama's role in language skill development and offers insights for educators implementing drama-based instruction in EFL classrooms. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16322 10.30598/huele.v3.i1.p09-17 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 1 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 09-17 2775-5703 10.30598/huele.v3.i1.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16322/9280 Copyright (c) 2023 Monita Komul http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16323 2024-12-27T12:56:28Z huele:TCBPF

The Implementation of Short Animation Films to Enhance Students' English-Speaking Performance Mantulameten, Wenny E. This library research examines the implementation of short animation films as an instructional medium for developing EFL students' speaking performance. Through analysis of theoretical foundations and empirical studies, this research investigates three key aspects: the impact of animation films on speaking skills, effective implementation strategies, and solutions to common challenges in classroom practice. Findings indicate that animation films significantly enhance speaking performance through improved pronunciation accuracy, vocabulary acquisition, and speaking confidence when implemented systematically. Successful implementation requires careful consideration of pre-viewing preparation, structured viewing activities, and post-viewing tasks that maximize speaking practice. While technical constraints and pedagogical challenges exist, these can be effectively addressed through proper resource management and structured teaching frameworks. This study contributes to the understanding of multimedia integration in language teaching by providing evidence-based insights for practitioners implementing animation films in speaking instruction. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16323 10.30598/huele.v3.i1.p18-25 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 1 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 18-25 2775-5703 10.30598/huele.v3.i1.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16323/9281 Copyright (c) 2023 Wenny E. Mantulameten http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16324 2024-12-27T12:58:41Z huele:RBF

An Analysis of Lexical Cohesion Found in "Red" Song Lyrics Putirulan, Mauren Mauritsya Cahya, Rahmat Adi Latuihamallo, Cindy Itamar This study examines patterns of lexical cohesion in Taylor Swift's song "RED" through systematic discourse analysis. Following Halliday and Hasan's (1976) framework for lexical cohesion, supplemented by contemporary approaches to discourse analysis, we analyzed how various cohesive devices contribute to the song's narrative structure and emotional impact. Our qualitative analysis identified three primary types of lexical cohesion: repetition (56.3%), antonymy (25%), and synonymy (18.7%). The findings demonstrate sophisticated use of repetition patterns, particularly in emotional expressions using gerund forms, creating parallel structures that emphasize emotional progression. The study identifies a complex system of color-based cohesion, with color terms serving both referential and symbolic functions throughout the narrative. Strategic placement of antonymic pairs creates emotional dimensionality, while the use of near-synonymy allows for nuanced emotional expression. These findings contribute to our understanding of how contemporary songwriters use linguistic devices to create emotional impact and maintain narrative coherence. The research advances both theoretical understanding of lexical cohesion and practical insights into effective songwriting techniques, while suggesting new approaches to analyzing popular music lyrics. The study's limitations, including its focus on a single text, suggest directions for future research examining these patterns across a broader corpus of contemporary songwriting. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16324 10.30598/huele.v3.i1.p26-34 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 1 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 26-34 2775-5703 10.30598/huele.v3.i1.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16324/9282 Copyright (c) 2023 Mauren Mauritsya Putirulan, Rahmat Adi Cahya, Cindy Itamar Latuihamallo http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16326 2024-12-27T12:57:35Z huele:RBF

Teaching Strategies in Virtual Public Speaking During the COVID-19 Pandemic Rupidara, Nining N. The COVID-19 pandemic precipitated an unprecedented shift to online learning, particularly affecting public speaking courses that traditionally rely on face-to-face interaction. This qualitative study investigates the teaching strategies employed by lecturers in online public speaking courses at Pattimura University's English Education Study Program. Using Fortune's (2000) observation checklist, the research examined twelve teaching sessions conducted by two lecturers teaching forty students over one semester. Data collection involved classroom observations, lecturer interviews, and document analysis. The findings revealed five primary teaching strategies successfully adapted for online delivery: brainstorming, group discussions, writing tasks, picture descriptions, and presentations/talks. Analysis of implementation patterns showed varying degrees of effectiveness across different strategies, with technical challenges significantly impacting delivery. The study documented specific patterns in strategy application across three observation periods, with brainstorming predominantly used in initial sessions, group discussions and writing tasks in intermediate stages, and picture descriptions and presentations in later sessions. Technical difficulties, particularly internet connectivity and platform stability, emerged as persistent challenges, affecting both strategy implementation and student participation. The research also highlighted the evolution of assessment methods to accommodate online delivery constraints while maintaining pedagogical effectiveness. These findings contribute to the growing body of knowledge about online teaching methodologies and provide practical insights for educators adapting public speaking instruction to virtual environments. The study concludes with recommendations for improving online public speaking instruction through enhanced technical infrastructure, professional development, and balanced activity design. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16326 10.30598/huele.v3.i1.p35-48 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 1 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 35-48 2775-5703 10.30598/huele.v3.i1.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16326/9283 Copyright (c) 2023 Nining N. Rupidara http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16621 2024-12-27T12:52:12Z huele:RBF

The Perception and Challenges of Airport Ground Staff Towards the Use of English Language at Pattimura International Airport Siwa, Arleyd Zamer Marcelino This study investigates the perceptions and challenges of airport ground staff regarding English language usage at Pattimura International Airport, Indonesia. Using an explanatory sequential mixed-methods design, data were collected from 30 front-line airport staff through questionnaires and in-depth interviews. The quantitative analysis revealed unanimous recognition (100%) of English as essential for airport operations, while qualitative findings provided deeper insights into implementation challenges. Key findings indicate that despite positive perceptions toward English usage, staff face significant challenges in speaking (60% reporting anxiety) and listening comprehension (40% reporting language conversion difficulties). The absence of formal language training (reported by 100% of participants) has led to reliance on self-directed learning strategies. Staff primarily utilize informal methods such as watching movies with subtitles and listening to English songs to improve their language skills. This study highlights a critical gap between institutional requirements and support systems in English language development at the airport. These findings have important implications for aviation language training policies and suggest the need for structured institutional support to enhance staff English proficiency and confidence in professional communication. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-07-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16621 10.30598/huele.v3.i2.p49-60 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 2 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 49-60 2775-5703 10.30598/huele.v3.i2.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16621/9394 Copyright (c) 2023 Arleyd Zamer Marcelino Siwa http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16622 2024-12-27T12:52:33Z huele:RBF

A Speech Act Analysis of Teacher-Student Interactions in Educational Cinema: A Case Study of "Freedom Writers" Wailissa, Halimah Rismawaty This study examines the speech acts employed by the protagonist Erin Gruwell in the film "Freedom Writers" to understand the linguistic patterns in teacher-student interactions within challenging educational contexts. Using discourse analysis methodology, the research specifically analyzes illocutionary acts and their pedagogical implications for English as a Foreign Language (EFL) teaching situations. The study systematically analyzed 126 utterances from the main character's dialogue, employing Miles and Huberman's interactive model for data analysis. The findings reveal a predominant use of directive speech acts (40.5%), followed by representative acts (33.3%), with minimal deployment of commissive (3.2%) and declarative acts (0.8%). This distribution suggests a teaching approach that balances instructional authority with authentic communication and student engagement. The analysis demonstrates that effective teaching in diverse classroom environments requires strategic integration of different speech act types, with particular emphasis on combining directive and representative acts for optimal pedagogical outcomes. These findings contribute to our understanding of educational linguistics by illuminating how speech act theory can inform practical teaching strategies, particularly in challenging and diverse classroom environments. The research provides valuable insights for teacher training and professional development, especially in preparing educators to work effectively in multicultural educational settings. The conclusions drawn from this study offer practical implications for improving teacher-student communication and enhancing educational outcomes in diverse classroom contexts. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-07-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16622 10.30598/huele.v3.i2.p61-72 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 2 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 61-72 2775-5703 10.30598/huele.v3.i2.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16622/9395 Copyright (c) 2023 Halimah Rismawaty Wailissa http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16623 2024-12-27T07:00:19Z huele:RBF

Language Maintenance Challenges and Successes: A Butonesse Student’s Story in the English Department at Pattimura University Matatula, Marles Yohannis Tupalessy, Pricilia This study explores the challenges and strategies of Buton students in maintaining their local language in the academic environment. This study was conducted on January 7, 2023, at the English Education Study Program, Pattimura University, using a semi-structured interview method with a Buton student. The results showed that students faced obstacles such as the dominance of English and Indonesian on campus, the lack of peers with the same cultural background, and the lack of use of the Buton language in academic activities. The student used several strategies to overcome these challenges, such as speaking with family in Buton during phone calls or visits, teaching younger siblings traditional songs and phrases, and listening to local stories and songs. She also utilizes social media to share buton words or proverbs, so that the language remains in a modern context. This research shows that minority language preservation requires the support of families, communities, and educational institutions. Campuses can support these efforts by providing space for cultural activities, seminars, or linguistic communities. The maintenance of the Buton language helps students maintain their cultural identity while enriching diversity in the academic environment. This collaborative support is important to ensure the survival of language and culture in globalization. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-07-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16623 10.30598/huele.v3.i2.p73-88 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 2 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 73-88 2775-5703 10.30598/huele.v3.i2.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16623/9396 Copyright (c) 2023 Marles Yohannis Matatula, Pricilia Tupalessy http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16624 2024-12-27T06:59:45Z huele:RBF

Academic Reading Challenges and Coping Strategies: A Mixed-Methods Study of Indonesian EFL Undergraduate Students Kelderak, Samawati This study investigates academic reading difficulties and coping strategies among undergraduate English as Foreign Language (EFL) students in the English Education Study Program at Pattimura University, Indonesia. Using a mixed-methods case study design, data were collected from 40 undergraduate students through questionnaires and group interviews. Quantitative analysis revealed three primary challenges: understanding specialist vocabulary (M=3.8), taking brief and relevant notes (M=3.8), and working out meanings of difficult words (M=4.0). Qualitative findings identified four main coping strategies: technology utilization, systematic note-taking, text rereading, and mind mapping techniques. The results indicate that while students face significant vocabulary-related challenges in academic reading, they have developed sophisticated strategies to overcome these difficulties. This study contributes to understanding EFL students' academic reading experiences in Indonesian higher education contexts and provides insights for developing targeted pedagogical interventions. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-07-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16624 10.30598/huele.v3.i2.p89-99 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 2 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 89-99 2775-5703 10.30598/huele.v3.i2.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16624/9397 Copyright (c) 2023 Samawati Kelderak http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16625 2024-12-27T06:59:05Z huele:TCBPF

Internal and External Factors Affecting Children's Second Language Acquisition Ngadjen, Syahdania Aini Second Language Acquisition (SLA) in children is a complex interplay of internal and external factors that significantly influence learning outcomes. This study explores the multifaceted nature of SLA, emphasizing critical variables such as motivation, cognitive abilities, personality traits, age, and emotional states. External determinants, including instructional quality, sociocultural context, and family involvement, are also highlighted. Employing a library research methodology, the study synthesizes insights from diverse academic resources to identify how these factors collectively shape language acquisition trajectories. Findings underscore the dynamic interdependence of internal and external influences, emphasizing tailored instructional strategies and the importance of supportive learning environments. The implications extend to pedagogical practices, parental engagement, and the integration of sociocultural elements to foster effective SLA. The study concludes with recommendations for future research to empirically validate theoretical models and explore innovative approaches in language education. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2023-07-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16625 10.30598/huele.v3.i2.p100-107 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 3 No 2 (2023): Huele: Journal of Applied Linguistics, Literature and Culture; 100-107 2775-5703 10.30598/huele.v3.i2.y2023 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16625/9398 Copyright (c) 2023 Syahdania Aini Ngadjen http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16741 2024-12-27T06:58:33Z huele:RBF

Commonly Encountered Online EFL Learning from the Perspective of Students at PSDKU MBD Lewier, Christian Albert Meyer, Fredy The purpose of this study is to explore students' perception on problems and issues they encountered during the implementation of online learning. Students who live in remote areas at PSDKU MBD UNPATTI were frequently subject to unprecedented hardship in online study. This study employed qualitative descriptive research design where the data was collected through interview, observation and documentation. The result show that although they enjoyed online learning, these students expressed some challenges they faced in online teaching and learning process. The challenges were ranged from infrastructure to digital literacy. They stated that infrastructure factor has been the greatest challenge in their online learning activities. Lack of opportunities to interact with their lecturers have caused ineffectiveness in knowledge gain. These students also sounded the urgent needs for capacity building in regards to technology and digital literacy. These EFL learners are also facing the daunting dual task of learning the material while sharpening their digital capacity. The students who predominantly come from diverse remote areas in Southwest Maluku region are known to be less fortunate as compared to their counterpart students in main campus in Ambon city who have better teaching and learning facilities. Implication borne in the study will be further discussed in this study. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-01-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16741 10.30598/huele.v4.i1.p01-12 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 1 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 01-12 2775-5703 10.30598/huele.v4.i1.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16741/9406 Copyright (c) 2024 Christian Albert Lewier, Fredy Meyer http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16742 2024-12-27T06:58:10Z huele:RBF

The Impact of Kampus Mengajar Program on Teaching and Learning Ismail, Resti Slamat, Tri Anawiah H Wabula, Vidian The Kampus Mengajar Program, an integral component of Indonesia's Independent Campus initiative, represents a strategic approach to educational enhancement through university student involvement in elementary education. This qualitative study investigated teachers' perceptions regarding the role and impact of Kampus Mengajar students in facilitating the learning process at SD Negeri 84 Ambon. The research employed structured interviews with purposively selected participants, including classroom teachers from grades one through six, a shadow teacher, and the school principal, to gather comprehensive insights into the program's implementation and effectiveness. Data analysis followed a systematic qualitative approach, involving thorough transcription and thematic analysis of interview responses. The findings revealed four key dimensions of program impact: successful implementation of innovative teaching strategies, particularly through technology integration; significant enhancement of student learning outcomes, especially in literacy and digital competencies; development of effective teacher-student collaborative relationships; and improvement in school administrative processes. These outcomes demonstrate the program's effectiveness in enhancing educational quality through structured student involvement while providing valuable insights for future program implementation and educational policy development in Indonesia. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-01-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16742 10.30598/huele.v4.i1.p13-26 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 1 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 13-26 2775-5703 10.30598/huele.v4.i1.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16742/9407 Copyright (c) 2024 Resti Ismail, Tri Anawiah H Slamat, Vidian Wabula http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16743 2024-12-27T06:57:40Z huele:RBF

Teachers' Implementation of Authentic Speaking Assessment: A Case Study of Senior High Schools in Ambon Firdausi, Wirdah The present study investigates authentic assessment practices in speaking lessons at senior high schools in Ambon city, Indonesia. Using a qualitative descriptive approach, the research examined the types of authentic assessment tasks implemented by English as a Foreign Language (EFL) teachers and their perceptions regarding implementation. Data were collected through questionnaires, semi-structured interviews, and document analysis from seven experienced English teachers across three public senior high schools: SMA Negeri 2 Ambon, SMA Negeri 3 Ambon, and SMA Negeri 5 Ambon. The study employed Miles and Huberman's interactive model for data analysis, encompassing data reduction, data display, and conclusion drawing. Findings revealed that teachers utilized eight distinct authentic assessment tasks: oral interviews, picture-cued descriptions, video clips, information gaps, story/text retelling, role plays, oral reports, and debates. Role-play emerged as the most frequently implemented task, with all participating teachers incorporating it into their speaking assessments. Teachers demonstrated positive perceptions toward authentic assessment, acknowledging its benefits in enhancing student motivation, developing practical skills, and improving learning outcomes. However, implementation challenges persisted, including time constraints with large classes, resource limitations, varying student proficiency levels, and assessment complexity. Recommendations emphasize the need for targeted professional development in authentic assessment methodology, institutional support for resource allocation, and strategic approaches to overcome implementation challenges. This study contributes to the understanding of authentic assessment practices in EFL contexts and provides practical insights for educational stakeholders seeking to enhance speaking assessment methods. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-01-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16743 10.30598/huele.v4.i1.p27-39 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 1 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 27-39 2775-5703 10.30598/huele.v4.i1.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16743/9408 Copyright (c) 2024 Wirdah Firdausi http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16744 2025-12-20T13:58:45Z huele:TCBPF

Critical Thinking Integration in Writing Development Patty, Jusak This study investigates the integration of critical thinking in writing education through library research design, focusing on the relationship between critical thinking strategies and writing quality enhancement. The research examines four key dimensions: the impact of critical thinking instruction on writing development, the challenges and opportunities in digital writing environments, the complexities of assessing critical thinking in writing, and the synergistic relationship between critical thinking and creativity. The findings reveal that specific critical thinking strategies—particularly argumentation, analysis, and synthesis—significantly enhance students' writing capabilities across educational levels. Digital writing environments, while presenting challenges in information evaluation and ethical considerations, offer valuable opportunities for collaborative learning and immediate feedback. The study also identifies limitations in traditional assessment methods, highlighting the need for alternative approaches such as portfolio-based evaluations and detailed rubrics. Furthermore, the research emphasizes the fundamental connection between critical and creative thinking processes in writing development, demonstrating how their integration fosters analytical rigor and innovative expression. These findings contribute to understanding effective writing instruction in contemporary educational contexts and provide insights for educators developing comprehensive writing programs incorporating critical thinking development. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-01-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16744 10.30598/huele.v4.i1.p40-48 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 1 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 40-48 2775-5703 10.30598/huele.v4.i1.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16744/9409 Copyright (c) 2024 Jusak Patty http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16745 2024-12-27T06:56:23Z huele:TCBPF

The Implementation of Kurikulum Merdeka in Indonesia Early Childhood Education (PAUD): A Literature Review Tupalessy, Pricilia This research explores the implementation of the Merdeka curriculum in early childhood education (PAUD) in Indonesia, which aims to promote holistic development by fostering creativity, critical thinking, and independence. Using a qualitative literature review, this research analyzes existing studies to evaluate the effectiveness, challenges, and impact of the curriculum. Findings show that the curriculum improves learning outcomes, especially in language and social skills, through flexible and adaptive teaching methods. However, challenges such as inadequate teacher training, resistance to change, and unequal access to technology hinder its implementation. This study recommends comprehensive teacher training, clear communication of the curriculum's benefits, and continuous evaluation to overcome these challenges and improve the quality of early childhood education in Indonesia. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-01-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16745 10.30598/huele.v4.i1.p49-54 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 1 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 49-54 2775-5703 10.30598/huele.v4.i1.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16745/9410 Copyright (c) 2024 Pricilia Tupalessy http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16751 2025-01-27T07:08:48Z huele:RBF

Analysing the Role of English Language Proficiency (TOEFL) in Increasing Job Opportunities in the Global Industry Sector Khoiruman, Muhamad Alfi Irawan, Doni Hadi This study aims to explore the role of English language proficiency, particularly TOEFL scores, in enhancing employment opportunities in the global industrial sector. Globalisation has driven major changes in the way companies operate, and English is now an international language used not only in everyday communication but also in business transactions, negotiations, and strategic decision-making. Along with this development, mastery of English has become one of the main requirements in the recruitment process of many international companies, especially those with operations in various countries. In the global industrial sector, multinational companies look for employees who can communicate well in English as they interact with various parties from different parts of the world. Therefore, good English proficiency, as measured through TOEFL scores, is considered an indicator of an individual's ability to adapt and work effectively in a multinational work environment. This study uses a qualitative approach with in-depth interviews with 25 professionals working in multinational companies operating in various industry sectors, such as technology, finance, and manufacturing. The results show that TOEFL scores are not only used as a parameter in job selection, but also as an important indicator in the assessment of communication skills required in cross-national and cultural interactions. Respondents revealed that a good command of English, as evidenced by a high TOEFL score, opens up more career opportunities, including the chance to get higher positions, greater responsibility, and more competitive salaries. Therefore, this study provides recommendations for individuals to further emphasise mastery of English through the TOEFL test as an effort to increase competitiveness in the global job market, as well as for educational institutions and companies to make more use of TOEFL scores in assessing the qualifications of prospective employees. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16751 10.30598/huele.v5.i1.p01-15 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 1 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 01-15 2775-5703 10.30598/huele.v5.i1.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16751/9466 Copyright (c) 2025 Muhamad Alfi Khoiruman, Doni Hadi Irawan http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16765 2024-12-27T06:55:01Z huele:RBF

Language Evolution in Bookish Social Media: A Netspeak Analysis of Booktok and Bookstagram Toisuta, Emanuela Giovanni This study investigates the evolution of language on Bookstagram and BookTok using digital ethnography to analyze posts from popular content creators. By employing content and thematic analysis, the research examines how Netspeak, consist of acronyms, emoticons, and abbreviations, reflects online language and identity. The findings reveal that #Bookstagram prefers emojis and a formal, literary style, while #BookTok adopts unique linguistic traits such as symbols and a lack of punctuation, reflecting a more conversational tone. These differences highlight the role of Netspeak in encouraging interaction, sharing literary experiences, and building a sense of community in online book discussions. The study shows the impact of internet culture on communication practices, illustrating the dynamics of identity and community in digital spaces. Ethical clearance was obtained, and permissions were secured from content creators, ensuring compliance with ethical standards and respect for intellectual property rights. This research provides valuable insights into how digital spaces shape language use and community building within online book communities. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-07-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16765 10.30598/huele.v4.i2.p55-70 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 55-70 2775-5703 10.30598/huele.v4.i2.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16765/9416 Copyright (c) 2024 Emanuela Giovanni Toisuta http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16766 2024-12-27T06:54:30Z huele:RBF

Exploring Learning Desire: Students' Intrinsic Motivation in English Language Mastery Matatula, Marles Yohannis Tupalessy, Pricilia This study aimed to explore students' intrinsic motivation in learning English and identify the key factors that contribute to their motivation in the English Education Study Program at Pattimura University. The subject of the research was the 6th-semester students in the English Education Study Program at Pattimura University, academic year 2022/2023. The method of this study was descriptive quantitative. Data were collected using a questionnaire. The result showed that students’ intrinsic motivation for learning English was at a good level based on the responses. Motivation to learn English stems from various factors, such as fun in Learning English, Real-World Application, Increased Confidence, Language and Cultural Exploration, Passion to Complete Challenges, Relationship to Personal Growth, and Practical Implications. This research underscores the importance of creating a learning environment that is fun, practically relevant, and rich in cultural aspects to support students' intrinsic motivation. For future researchers, it is recommended to conduct a study on the Influence of Different Learning Environments. Further research could explore how different learning environments (e.g. online, face-to-face, or hybrid learning) affect students' intrinsic motivation in learning English, as well as how each approach can be optimized to support students' motivation and engagement. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-07-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16766 10.30598/huele.v4.i2.p71-83 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 71-83 2775-5703 10.30598/huele.v4.i2.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16766/9417 Copyright (c) 2024 Marles Yohannis Matatula, Pricilia Tupalessy http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16886 2024-12-27T06:54:05Z huele:RBF

The Implementation of Pre-Reading Activities to Improve Senior High Schools Students’ Reading Comprehension Letwory, Noura C Latuheru, Henry This study aims to describe the implementation of pre-reading activities in class X-3 SMA Negeri 2 Ambon to improve students’ reading comprehension. This research is a Classroom Action Research (CAR) which was conducted in several stages, such as; (1) planning the action (2) implementing the action, (3) Evaluation, and (4) Reflection. The subjects in this study were 36 students in class X-3 of SMA Negeri 2 Ambon. Instruments used in the form of observation, Study report, and questionnaire. The analysis used is qualitative analysis and quantitative analysis. The indicator of success in this research is when students are able to reach the indicator of success where 70 % of students get the score between 70-100. The results of this study indicate that Pre-reading activities help students to improve their reading comprehension towards a text and students give positive response toward the implementation of pre-reading activities. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-07-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16886 10.30598/huele.v4.i2.p84-94 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 84-94 2775-5703 10.30598/huele.v4.i2.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16886/9462 Copyright (c) 2024 Noura C. Letwory, Henry Latuheru http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16887 2024-12-27T06:53:37Z huele:RBF

The Implementation of Mind Mapping Technique in Improving Students’ Writing Skill at SMA Negeri 2 Ambon Nahuway, Vivian Gaspersz, Merylin B. A. Latuheru, Henry This research is focused on the implementation of mind mapping technique in improving students’ writing skill. This research is aimed to describe the improvement of students’ writing skill by implementing mind mapping technique and to see the students’ response towards the implementation of mind mapping technique. Mind mapping can simply define as a creative technique involving lines, colors, keywords, and images which connected each other. The research design is classroom action research that consist of preliminary study and one cycle. There are four activities, there are planning, acting, observing, and reflecting. This research focus on report text materials and supporting instruments were used to help the researcher to collect and analyze the data such as questionnaire and test. The result of this research showed that students’ responses were positive for the implementation of mind mapping technique and this is also support by the post test of writing report text where most of students got high score above the criteria of minimum mastery (KKM). Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-07-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16887 10.30598/huele.v4.i2.p95-106 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 95-106 2775-5703 10.30598/huele.v4.i2.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16887/9463 Copyright (c) 2024 Vivian Nahuway, Merylin B. A. Gaspersz, Henry Latuheru http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16889 2025-12-20T13:58:04Z huele:RBF

Reducing EFL Students’ Speaking Anxiety Through Vlog in English Education Study Program at Pattimura University Meyer, Herman Patty, Jusak 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2024-07-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16889 10.30598/huele.v4.i2.p107-118 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 4 No 2 (2024): Huele: Journal of Applied Linguistics, Literature and Culture; 107-118 2775-5703 10.30598/huele.v4.i2.y2024 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16889/9464 Copyright (c) 2024 Herman Meyer, Jusak Patty http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16974 2025-01-27T07:08:48Z huele:RBF

Portrait of Women in Palito Ni Si Boru Toba Novel Gultom, Eva Solina 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16974 10.30598/huele.v5.i1.p16-30 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 1 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 16-30 2775-5703 10.30598/huele.v5.i1.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16974/9617 Copyright (c) 2025 Eva Solina Gultom http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/16980 2025-01-27T07:08:48Z huele:TCBPF

Language Policy in Indonesian Elementary Schools: Balancing National, Local, And Foreign Languages Matatula, Marles Yohannis Tupalessy, Pricilia 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-01-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/16980 10.30598/huele.v5.i1.p52-57 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 1 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 52-57 2775-5703 10.30598/huele.v5.i1.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/16980/9654 Copyright (c) 2025 Marles Yohannis Matatula, Pricilia Tupalessy http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/17104 2025-12-20T13:41:08Z huele:RBF

Translation Strategy for Idioms in “The Schools for Good and Evil” Ridwan, Nurhidayah Putri, Astari Amalia 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-01-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/17104 10.30598/huele.v5.i1.p31-42 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 1 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 31-42 2775-5703 10.30598/huele.v5.i1.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/17104/9622 Copyright (c) 2025 Nurhidayah Ridwan, Astari Amalia Putri http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/17406 2025-01-27T07:08:48Z huele:RBF

A Critical Discourse Analysis of Sara Mills on Popular Memes in Indonesia Almanar, Muhammad Abduh 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-01-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/17406 10.30598/huele.v5.i1.p43-51 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 1 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 43-51 2775-5703 10.30598/huele.v5.i1.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/17406/9653 Copyright (c) 2025 Muhammad Abduh Almanar http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/20374 2025-12-16T04:07:17Z huele:RBF

Politeness in Digital Interaction: A Pragmatic Analysis in Genshin Impact Discord Chats Amelia, Virna Utami, Silvia Maspufah, Maspufah Politeness is key in maintaining smooth communication, especially in digital discourse spaces where tone and intent can be easily misunderstood. This research aimed to identify politeness strategies in Genshin Impact participants’ messages on the Discord server and identify factors influencing their use by adopting Brown & Levinson's (1987) theory. This research analyzed discourse transcripts from various Genshin Impact Discord server participants using a descriptive qualitative method. The findings revealed 113 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 primarily used in the Discord to maintain the close relationship between participants. 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-07-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/20374 10.30598/huele.v5.i2.p58-77 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 58-77 2775-5703 10.30598/huele.v5.i2.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/20374/10957 Copyright (c) 2025 Virna Amelia, Silvia Utami, Maspufah Maspufah http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/22587 2025-11-05T02:45:58Z huele:RBF

Illocutionary Speech Acts in Song Lyrics Golden by HUNTR/X Nursanti, Rachmi Retno Fienta, Annery Toisuta, Emanuela Giovanni 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/22587 10.30598/huele.v5.i2.p78-91 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 78-91 2775-5703 10.30598/huele.v5.i2.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/22587/11695 Copyright (c) 2025 Rachmi Retno Nursanti, Annery Fienta, Emanuela Giovanni Toisuta http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/22612 2025-11-05T02:45:58Z huele:TCBPF

Content and Language Integrated Learning as a Strategy for Enhancing Speaking Skills: A Narrative Literature Review Binnendyk, Sophia Lewier, Christian Albert 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/22612 10.30598/huele.v5.i2.p92-101 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 92-101 2775-5703 10.30598/huele.v5.i2.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/22612/11694 Copyright (c) 2025 Sophia Binnendyk http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/22652 2025-11-05T02:45:58Z huele:TCBPF

Translanguaging and Formative Assessment Practices in Multilingual EFL Classrooms Lekatompessy, Felicia Miranda Lekatompessy, Jeny 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. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/22652 10.30598/huele.v5.i2.p102-122 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 102-122 2775-5703 10.30598/huele.v5.i2.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/22652/11693 Copyright (c) 2025 Felicia Miranda Lekatompessy, Jeny Lekatompessy http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/22688 2025-12-16T03:55:20Z huele:TCBPF

The Effectiveness and Implementation of Gamification in Higher Education English Learning Patty, Jusak Matatula, Marles Yohannis This study investigates the effectiveness of gamification in higher education English learning, drawing on empirical studies and systematic reviews. The analysis focuses on three dimensions: the impact of gamification across language skills, the role of design elements and platforms, and the theoretical and methodological issues that shape current findings. Results show that gamification is most consistently effective in vocabulary and pronunciation, where discrete, repetitive tasks align well with immediate feedback and spaced practice. Grammar, reading, and writing benefit motivation and engagement, but improvements in accuracy, comprehension, or rhetorical sophistication remain inconsistent. Immediate feedback,  progress tracking, and adaptive challenges emerge as the strongest design features, while points, badges, and leaderboards produce mixed outcomes. Platform comparisons reveal that Kahoot! is effective for synchronous participation, Quizizz supports asynchronous review, and Duolingo promotes independent learning, though none alone guarantees durable outcomes. Theoretical perspectives such as Self-Determination Theory, Flow Theory, and the ARCS model help explain motivational gains, but they are rarely tested comparatively, limiting their explanatory power. Methodological weaknesses—including short intervention durations, variable instruments, weak control-group designs, and geographic concentration in Asia—further constrain generalizability. The review concludes that gamification holds substantial, but context-dependent, promise for English language education and must be integrated strategically with pedagogical objectives to ensure sustainable learning outcomes. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2025-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/22688 10.30598/huele.v5.i2.p123-138 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture; 123-138 2775-5703 10.30598/huele.v5.i2.y2025 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/22688/11692 Copyright (c) 2025 Jusak Patty http://creativecommons.org/licenses/by-nc-sa/4.0

oai:ojs3.unpatti.ac.id:article/24621 2026-02-13T09:25:25Z huele:RBF

From Classroom to Chatbot: The Use of AI in Developing Speaking Proficiency Gultom, Eva Solina This study examines the use of ChatGPT as a conversational partner to support speaking practice among first-semester EFL students in a blended learning setting. Using a qualitative descriptive approach, data were collected through classroom observations, reflective responses, and informal interviews with sixty-five English Literature students. The findings show that AI-supported rehearsal mainly influenced students’ emotional readiness and willingness to participate rather than immediate linguistic improvement. Many learners used ChatGPT to practise privately, organise their ideas, and prepare for classroom interaction, which reduced the fear of judgement and encouraged more active participation. At the same time, students recognised that AI could not replace authentic peer communication, particularly during spontaneous discussions. The study suggests that conversational AI functions most effectively as a preparatory space that complements classroom speaking activities. These results contribute to ongoing discussions about the role of AI in EFL speaking development by highlighting how private rehearsal and collaborative interaction can work together to support early-stage university learners. Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon 2026-02-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs3.unpatti.ac.id/index.php/huele/article/view/24621 10.30598/huele.v6.i1.p01-12 Huele: Journal of Applied Linguistics, Literature and Culture; Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture (In Press); 01-12 2775-5703 10.30598/huele.v6.i1.y2026 eng https://ojs3.unpatti.ac.id/index.php/huele/article/view/24621/12514 Copyright (c) 2026 Eva Solina Gultom http://creativecommons.org/licenses/by-nc-sa/4.0