Adapting Contextualized ELT Materials in Sorong Regency: Teachers’ Perspectives and Pedagogical Implications
(1) Universitas Pendidikan Muhammadiyah Sorong
(2) Universitas Pendidikan Muhammadiyah Sorong
(3) Universitas Pendidikan Muhammadiyah Sorong
(*) Corresponding Author
Abstract
Material adaptation is a pivotal aspect of English Language Teaching (ELT), particularly in culturally and linguistically diverse settings. This study examines the perceptions of junior high school teachers in Sorong Regency, Southwest Papua, regarding contextualized ELT material adaptation, with a focus on challenges encountered and perceived impacts on student engagement and learning. Employing a qualitative descriptive design, data were collected from five experienced ELT teachers through semi-structured interviews. The findings indicate that teachers actively contextualize materials by integrating local culture, environmental themes, and student experiences to enhance relevance and motivation. Despite notable challenges such as varied proficiency levels, limited resources, and technological gaps, teachers observed improvements in comprehension, participation, and academic performance. The study underscores the importance of culturally responsive pedagogy and calls for targeted professional development and resource allocation to support ELT in underrepresented regions.
Full Text:
PDFReferences
Anyichie, A., & Butler, D. (2023). Examining culturally diverse learners' motivation and engagement processes in the context of a complex task. Sec. Educational Psychology, 8. https://doi.org/10.3389/feduc.2023.1041946
Attaviriyanupap, K. (2025). Bridging Borders with a Project-based Approach to Enhance Bidirectional Cultural Awareness in Foreign Language Teaching and Learning. LEARN Journal: Language Education and Acquisition Research Network. https://doi.org/10.70730/tkdn1569
Basnet, M. (2024). Cultural Diversity and Curriculum. Panauti Journal. https://doi.org/10.3126/panauti.v2i1.66500
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., &
Struyven, K. (2020). Differentiated instruction: the diversity of teachers' philosophy and praxis to adapt teaching to students' interests, readiness, and learning profiles. International Journal of Inclusive Education, 26, 1383–1400. https://doi.org/10.1080/13603116.2020.1812739
Gumbo, M. (2020). Teaching Technology in “Poorly Resourced” Contexts. 283–296. https://doi.org/10.1007/978-3-030-41548-8_15
Hanifa, R., & Yusra, S. (2023). Tailoring EFL lessons through materials adaptation: A look into an Acehnese teacher’s experiences. LingTera. https://doi.org/10.21831/lt.v10i1.58035
Heald, J., Lengyel, M., & Wolpert, D. (2022). Contextual inference in learning and memory. Trends in Cognitive Sciences, 27, 43–64. https://doi.org/10.1016/j.tics.2022.10.004
Howard, J., Bureau, J., Guay, F., Chong, J., & Ryan, R. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives on Psychological Science, 16, 1300–1323. https://doi.org/10.1177/1745691620966789
Jaekel, N., Ritter, M., & Jaekel, J. (2023). Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills. Studies in Second Language Acquisition, 45, 1287–1309. https://doi.org/10.1017/S0272263123000268
Kim, D., Kim, S. L., & Barnett, M. (2021). “That Makes Sense Now!": Bicultural Middle School Students’ Learning in a Culturally Relevant Science Classroom. International Journal of Multicultural Education. https://doi.org/10.18251/ijme.v23i2.2595
Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198–206. https://doi.org/10.1016/J.TATE.2016.01.014
Lestari, E., & Sukarni, S. (2024). A Holistic Needs Analysis for Developing Critical Reading Material to Enhance EFL Reading Proficiency. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 14(1), 24–38. https://doi.org/10.26714/lensa.14.1.2024.24-38
Malaikosa, C. A., & Taopan, L. L. (2020). Teaching English at Junior High School in Indonesian Rural Area : The Implementation of Scientific Approach. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 10(2), 206–217. https://doi.org/10.26714/lensa.10.2.2020.206-217
Maqsood, M., Zahid, A., Asghar, T., Farooqi, S.-H., & Shahbaz, M. (2024). Issues In Teaching English In A Cultural Context. Migration Letters. https://doi.org/10.59670/ml.v21is4.7411
Marwa, M., Cahyono, B. Y., Latief, M. A., & Prayogo, J. A. (2017). Intercultural Topics in the Indonesian English Language Teaching Classroom: Contextualizing Local and Neutral Cultures to Target and Global Cultures. Journal of Intercultural Communication, 21(1), 34–45. https://doi.org/10.36923/jicc.v21i1.4
McConachy, T. (2018). Critically engaging with cultural representations in foreign language textbooks. Intercultural Education, 29, 77–88. https://doi.org/10.1080/14675986.2017.1404783
Muhamad Ario Setiawan, & Zaitun Qamariah. (2023). A Practical Guide in Designing Curriculum for Diverse Learners. PUSTAKA: Jurnal Bahasa Dan Pendidikan, 3(3), 260–275. https://doi.org/10.56910/pustaka.v3i3.741
Olanrewaju, A. E., & Omeghie, I. B. (2024). EFFECT OF CULTURALLY RESPONSIVE PRACTISES ON STUDENT’S MOTIVATION TO LEARNING. EPRA International Journal of Research & Development (IJRD). https://doi.org/10.36713/epra17883
Prastiyo, S. S., & Navisha, V. O. (2025a). Adapting Curriculum and Materials for Distance Learning: Strategies for Effective Distance Education. Journal Of Technology, Education & TEACHING (J-TECH). https://doi.org/10.62734/jtech.v1i2.420
Prastiyo, S. S., & Navisha, V. O. (2025b). Adapting Curriculum and Materials for Distance Learning: Strategies for Effective Distance Education. Journal of Technology, Education & TEACHING (J-TECH). https://doi.org/10.62734/jtech.v1i2.420
Reskyani, R., Dollah, S., Basri, M., Mustaqimah, M., & A, N. (2024). Students’ Motivation in Learning Speaking Using Culturally Responsive Teaching Approach in Higher Education. Exposure : Jurnal Pendidikan Bahasa Inggris. https://doi.org/10.26618/exposure.v13i2.15431
Rose, D., Pariscal, P., & Gonzales-Aboy, I. (2022). Practices in the Contextualization of the English Curriculum in the Public Secondary Schools. Technium Social Science Journal, 37(November), 60–75. www.techniumscience.com
Stahl, N., Armstrong, S., & Hewett, E. (2020). Contextualization Models for Community College Reading and Study Strategies: An Integrative Literature Review. Community College Journal of Research and Practice, 45, 735–755. https://doi.org/10.1080/10668926.2020.1785355
Toledo-Sandoval, F. (2020). Local culture and locally produced ELT textbooks: How do teachers bridge the gap? System, 95, 102362. https://doi.org/10.1016/J.SYSTEM.2020.102362
Wahyuningsih, F., Parnaningroem, R. R. D. W., Pujosusanto, A., Widyastuti, W., & Az Zahro’, D. F. (2024). Students’ Perceptions on Ice Breaking Techniques in the SchriftlicherAusdruck Course. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 14(2), 355–372. https://doi.org/10.26714/lensa.14.2.2024.355-372
Walenta, M. (2018). Balancing linguistic and extra-linguistic gains in CLIL: a case for content-based structured input. International Journal of Bilingual Education and Bilingualism, 21, 578–590. https://doi.org/10.1080/13670050.2018.1482257
Wicaksono, I., alGayyar, S. S., & Mohammad Hassan, A. H. (2024). The Role of Local Customs and Traditions in Maintaining Social Stability: A Case Study of. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 14(2), 271–291. http://jurnal.unimus.ac.id/index.php/lensa
Yaccob, N. S., Yunus, M. M., & Hashim, H. (2022). The Integration of Global Competence Into Malaysian English as a Second Language Lessons for Quality Education (Fourth United Nations Sustainable Development Goal). Frontiers in Psychology, Volume 13-2022. https://doi.org/10.3389/fpsyg.2022.848417
Zaidah, N., Nur Affini, L., Setyorini, A., & Aini, S. N. (2023). Cross-Cultural Adaptation of Darmasiswa International Students in Central Java Indonesia. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 13(2), 189–203. https://doi.org/10.26714/lensa.13.2.2023.189
Zhang, L., & Su, H. (2021). Applying local grammar in EAP teaching. Journal of English for Academic Purposes, 51, 100983. https://doi.org/10.1016/J.JEAP.2021.100983
Article Metrics
Abstract view : 23 timesPDF - 0 times
DOI: https://doi.org/10.26714/lensa.15.1.2025.106-131
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya (Lensa)
p-ISSN: 2086-6100; e-ISSN: 2503-328X
Published by: Faculty of Educational Science and Humanity,Universitas Muhammadiyah Semarang
