Incorporating Local Culture in English Teaching Material for Undergraduate Students

Mahardika, I Gusti Ngurah Agung Wijaya

doi:10.1051/shsconf/20184200080

Cited by 15 publications

(11 citation statements)

References 14 publications

(17 reference statements)

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“…Students know their culture fairly well and are thus able to use this knowledge to produce ideas for their tasks, resulting in willingness to share their knowledge in writing. Integrating the local culture into writing tasks motivates these students as they generate more ideas on familiar topics and issues to harness in their writings (Mahardika 2018).…”

Section: Local Culture and Development Of Skillsmentioning

confidence: 99%

Impact of Local Culture-Based Reading Materials on Students' Skill Development and Confidence in English

Nambiar¹,

Ibrahim²,

Hashim³

et al. 2020

ujer

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This paper discusses the impact of a local culture-based longitudinal English language reading program on secondary school students' skill development and confidence. This program named as Your Language My Culture (YLMC) was the brainchild of a team of local university researchers from secondary schools in the state of Terengganu in Malaysia. Its main objective was to help in improving English competency while instilling local culture awareness among Malaysian youth. The underlying premise was that familiarity with cultural elements (in this case local culture) would provide the schema to facilitate learning and communicating in English. Three supplementary reading modules focusing on local culture and content were developed for use among students from Forms One to Three. After three years of exposure to the local content, a survey was carried out among teachers and students to examine the impact on students' skill development and confidence in using English language. Furthermore, focus group interviews with teachers and students were carried out concomitantly throughout the three-year period. The findings revealed an enhanced understanding regarding the manner in which the module utilization impacted the development of reading, writing, listening, and speaking skills in English amongst these students. The responses obtained from the teachers and students alike depicted the students' skills that were sharpened, attributable mainly to their increased level of confidence.

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Section: Local Culture and Development Of Skillsmentioning

confidence: 99%

Impact of Local Culture-Based Reading Materials on Students' Skill Development and Confidence in English

Nambiar¹,

Ibrahim²,

Hashim³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Developing materials has caught the attention of a plethora of researchers. Some studies had been conducted by Inderawati et al (2018), Mahardika (2018), Erfiani et al (2019), Monica and Vianty (2019), Sopian et al (2019), Elviana et al (2020), Nafiah (2020, and Surdyanto and Kurniawan (2020). Those previous studies aimed to develop materials for EFL classes, especially for reading materials.…”

Section: Introductionmentioning

confidence: 99%

Developing descriptive reading materials in EFL classes by utilizing the local culture

Azizah¹,

Inderawati

Vianty

2021

SiELE

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This study aimed to develop instructional descriptive reading materials of Bangka local culture in Indonesia, which are valid, practical and have a potential effect for Tour and Travel Study Program students at a vocational school in Bangka Belitung Province. The developed product would be used as supplementary materials to fulfill the students’ needs. This study used the research design proposed by Akker (1999), covering the phases of analysis, design, evaluation, and revision modified by Tessmer (1993). The data were collected through questionnaires, semi-structured interviews, and a reading comprehension test. The data were analyzed quantitatively and qualitatively. In order to determine the validity, practicality, and potential effect of the developed product, a formative evaluation was conducted. Validity was evaluated in experts review related to the content, language, and instructional design. The result showed that the developed product reached a very high validity category with the average score of all aspects evaluated; it was 3.57. The practicality evaluated in one-to-one and small group evaluations were categorized as very high practicality since the average scores of both evaluations were 3.71 and 3.58. After trying out the field test, the developed product was considered to have a high potential effect since 73.91% of the students achieved the required passing grade. Therefore, it could be concluded that it is possible to use the developed product as supplementary materials for teaching reading for the intended students.

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“…Then, Kusuma (2016) developed contextual and applicable cultural-based reading materials which aimed to support and enlarge students' understanding in English. Mahardika (2018) confirms that the use of cultural material has decreased the foreign nuance of the material. It reduces the stress level of the students due to the familiarity of the material.…”

Section: Ministry Of National Education Decreementioning

confidence: 52%

Developing cultural – based English textbook based on total physical response method for elementary school students

Hikmawati

Handayani

2021

UAD TEFL Int. Conf.

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This study aimed to develop and provide an enjoyable, meaningful, and cultural – based English textbook for elementary school students on the coast of Kurau village, Bangka Belitung Province. The observation and interview were undertaken to acknowledge the needs of the students in improving and advancing their understanding of English as well as to afford them an expedient textbook to be explored. Lee and Owens (2004) model has been used for this research and development study in designing the book. Total physical response method was also implemented in some exercises within the book to engage students’ attention and comprehension towards English learning. The data gathered in this study were collected through questionnaires, pre-test, and post-test. Based on the data analysis, the research finding shows that the cultural-based English textbook for elementary students is feasible. Feasibility obtained from the book was very good. Percentage of assessment by the content expert reached 82 % and the media expert was 87%. The calculation of T-paired test showed that there was a difference in learning achievement between the pre-test and the post-test score, which was 70.00 to 78.00 or increased 15%. Thus, there is an increasing score and this cultural – based textbook is effective to be used by the elementary students.

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Incorporating Local Culture in English Teaching Material for Undergraduate Students

Cited by 15 publications

References 14 publications

Impact of Local Culture-Based Reading Materials on Students' Skill Development and Confidence in English

Impact of Local Culture-Based Reading Materials on Students' Skill Development and Confidence in English

Developing descriptive reading materials in EFL classes by utilizing the local culture

Developing cultural – based English textbook based on total physical response method for elementary school students

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