Integrating Papuan Local Cultural Content in English Narrative Reading Instruction: Strategies, Challenges, and Frameworks for Oral Tradition in EFL Contexts
DOI:
https://doi.org/10.29408/veles.v9i2.30827Keywords:
Local content, cultural integration, English language teaching, Papua Indonesia, teaching strategiesAbstract
English language teaching in Papua faces distinctive challenges due to its multilingual environment, geographical isolation, and reliance on undocumented oral traditions, yet limited research has examined how these realities shape culturally responsive pedagogy in EFL contexts. This study aimed to explore how English teachers at junior high, senior high, and university levels in Jayapura integrate Papuan local cultural content into narrative reading instruction, and to identify challenges in implementing such instruction when source materials are largely oral and undocumented. Guided by culturally responsive pedagogy and using a narrative inquiry design, three purposefully selected teachers participated in in-depth interviews, classroom observations, document analysis, and maintained reflective journals over three months. Data were analyzed thematically with cross-case comparison. Findings revealed six interrelated strategies, contextual substitution, community engagement, project-based cultural documentation, trilingual and bilingual vocabulary methods, and student-centered cultural knowledge exchange, through which teachers enhanced reading comprehension, cultural relevance, and student engagement. These strategies, however, were constrained by six persistent challenges: scarcity of documented materials, high individual material development burden, time constraints, cultural sensitivity and protocol requirements, curriculum rigidity, and professional isolation. The study offers an empirically grounded framework for integrating indigenous oral traditions into English reading instruction and highlights the need for institutional support, collaborative networks, and curriculum flexibility to preserve oral cultural heritage while strengthening students’ linguistic and cultural identities.
References
Abacioglu, C. S., Epskamp, S., Fischer, A. H., & Volman, M. (2023). Effects of multicultural education on student engagement in low- and high-concentration classrooms: The mediating role of student relationships. Learning Environments Research, 26(3), 951–975. https://doi.org/10.1007/s10984-023-09462-0
Agustin, D. T., Dang, T. K. A., & Scull, J. (2022). Ideology-In-Activity: Indonesian EFL teachers’ English language Ideological Transformation during English Language instruction. Journal of Language Identity & Education, 1–18. https://doi.org/10.1080/15348458.2022.2104723
Ahmad, K. S., Aisyah, S., Prasetyo, Y., & Putranto, H. R. (2023). Handmade flashcards for developing English Comprehension of Rural EFL Young Learners. Academy of Education Journal, 15(1), 176–187. https://doi.org/10.47200/aoej.v15i1.2127
Alharbi, N. S. (2024). Exploring the perspectives of cross-cultural instructors on integrating 21st century skills into EFL university courses. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1302608
Alakrash, H., Edam, B., Bustan, E., Armnazi, M., Enayat, A., & Bustan, T. (2021). Developing English language skills and confidence using Local Culture-Based Materials in EFL curriculum. Linguistica Antverpiensia, 548–564.
Amerian, M., & Tajabadi, A. (2020). The role of culture in foreign language teaching textbooks: an evaluation ofNew Headwayseries from an intercultural perspective. Intercultural Education, 31(6), 623–644. https://doi.org/10.1080/14675986.2020.1747291
Anderson, J. E. (2015). Indigenous knowledge and intellectual property rights. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 769-778). Elsevier Inc.. https://doi.org/10.1016/B978-0-08-097086-8.64078-3
Azhary, L., & Fatimah, S. (2024). The integration of local cultures in English teaching materials in promoting culturally responsive Teaching. AL-ISHLAH Jurnal Pendidikan, 16(2). https://doi.org/10.35445/alishlah.v16i2.4998
Azizah, N., Inderawati, R., & Vianty, M. (2021). Developing descriptive reading materials in EFL classes by utilizing the local culture. Studies in English Language and Education, 8(2), 596–621. https://doi.org/10.24815/siele.v8i2.18562
Babaii, E. (2022). ELT as necessary evil: resisting Western cultural dominance in foreign language policy in the context of Iran. Critical Inquiry in Language Studies, 19(4), 355–376. https://doi.org/10.1080/15427587.2022.2090363
Battiste, M. (2019). Decolonizing education: Nourishing the learning spirit. University of British Columbia Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bui, Y. N., & Fagan, Y. M. (2013). The effects of an integrated reading comprehension strategy: A culturally responsive teaching approach for Fifth-Grade students’ reading comprehension. Preventing School Failure Alternative Education for Children and Youth, 57(2), 59–69. https://doi.org/10.1080/1045988x.2012.664581
Cho, B.-Y., Afflerbach, P., & Han, H. (2018). Strategic processing in accessing, comprehending, and using multiple sources online. In Braasch, J.L.G., Bråten, I., & McCrudden, M.T. (Eds.). (2018). Handbook of multiple source use (1st ed.). Routledge. https://doi.org/10.4324/9781315627496-8
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative Inquiry. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 477–487). Lawrence Erlbaum Associates Publishers.
Creswell, J.W. and Poth, C.N. (2018) Qualitative inquiry and research design choosing among five approaches. 4th Edition, SAGE Publications, Inc., Thousand Oaks.
Deroncele-Acosta, A., & Ellis, A. (2024). Overcoming challenges and Promoting positive education in inclusive Schools: a Multi-Country study. Education Sciences, 14(11), 1169. https://doi.org/10.3390/educsci14111169
Ernawati, H., Syahlani, S. P., Siswomihardjo, S. W., & Dewi, I. J. (2024). Rooted in tradition: Exploring the integration of local wisdom with sustainability and education for future research. Asian Journal of Education and Social Studies, 50(12), 347–356. https://doi.org/10.9734/ajess/2024/v50i121703
García, O., & Wei, L. (2014). Translanguaging. London: Palgrave Macmillan UK.
Gashi, L. (2021). Intercultural awareness through English language teaching: The case of Kosovo. Interchange, 52(3), 357–375. https://doi.org/10.1007/s10780-021-09441-5
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice, (3rd ed.). Teachers College Press.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press.
Gobert, M. (2015). Taboo topics in the ESL/EFL classroom in the gulf region. In: Raddawi, R. (eds) Intercultural communication with Arabs. Springer,
Grecu, M. (2024). The importance of narrative texts in teaching and learning activities in primary school. analele universității din craiova seria științe filologice limbi străine aplicate, 2024(1), 197–202. https://doi.org/10.52744/aucsflsa.2024.01.22
Harsono, I., Sutanto, H., Purwadinata, S., Astuti, E., & Wafik, A. Z. (2024). The effect of economic factors, health conditions, and access to education on social inequality and poverty in West Papua. West Science Social and Humanities Studies, 2(01), 174–181. https://doi.org/10.58812/wsshs.v2i01.624
Herdi, H., Eriyanti, N. R. W., & Huda, N. A. M. (2023). Teacher’s strategies in the classroom setting: Integrating local culture into english language teaching. ELT-Lectura, 10(2), 105–114. https://doi.org/10.31849/elt-lectura.v10i2.15092
Hossain, K. I. (2023). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781
Karpava, S. (2024). EFL teachers’ perceptions of linguistically and culturally responsive pedagogy. In: Gabryś-Barker, D., Vetter, E. (eds) Modern Approaches to Researching Multilingualism. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-52371-7_6
Khoir, A., Jessenianta, A. K., & Rohmana, W. I. M. (2024). Utilizing narrative text as a means of incorporating literature into English language teaching to enhance students’ listening and speaking skills. JETLEE Journal of English Language Teaching Linguistics and Literature, 4(1), 68–77. https://doi.org/10.47766/jetlee.v4i1.2251
Kumaravadivelu, B. (2012). Language teacher education for a global society. Routledge.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351–354. https://doi.org/10.1080/00131725.2021.1957632
Lee, L., & Szczerbinski, M. (2021). Paired reading as a method of reading intervention in Irish primary schools: an evaluation. Irish Educational Studies, 40(3), 589–610. https://doi.org/10.1080/03323315.2021.1927797
Lincoln, Y.S. and Guba, E.G. (1985) Naturalistic inquiry. SAGE, Thousand Oaks.
Lorenz, E., Krulatz, A., & Torgersen, E. N. (2021). Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice. Teaching and Teacher Education, 105, 103428. https://doi.org/10.1016/j.tate.2021.103428
Madkur, A., As’ad, M. S., Prayogo, A., Sunarwan, A., Siregar, S., Harya, T. D., & Irwansyah, D. (2024). Context-responsive pedagogy in English language teaching in Indonesian Islamic boarding schools. Journal of Education and Learning (EduLearn), 18(3), 624–636. https://doi.org/10.11591/edulearn.v18i3.21085
Midi, H. La, Tahang, H., Akib, M., Fitriana, M., & Irjayanti, D. (2024). The use of choral reading strategy to improve students’ reading skill. Journal of Linguistic and English Studies, 1(2), 63–70. https://doi.org/10.33506/jole.v1i2.3391
Miles, M. B., Huberman, M. A., & Saldana, J. (2019). Qualitative data analysis (4th ed.). SAGE Publications.
Mishan, F. (2021). The global ELT coursebook: A case of Cinderella’s slipper? Language Teaching, 55(4), 490–505. https://doi.org/10.1017/s0261444820000646
Mishra, P., & Satpathy, S. (2020). Genre of folk Narratives as rich linguistic resource in acquiring English language competence for young learners. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(1). https://doi.org/10.21659/rupkatha.v12n1.08
Mora, P. a. F., & Coyle, Y. (2023). Storytelling in EFL primary education: Defining a sociocritical and participatory model with pre-service teachers. Thinking Skills and Creativity, 49, 101360. https://doi.org/10.1016/j.tsc.2023.101360
Munandar, M. I., & Newton, J. (2021). Indonesian EFL teachers’ pedagogic beliefs and classroom practices regarding culture and interculturality. Language and Intercultural Communication, 21(2), 158–173. https://doi.org/10.1080/14708477.2020.1867155
Munro, J. (2018). Dreams made small: The education of Papuan highlanders in Indonesia (Vol. 9). Berghahn Books.
Mustofa, A., & Hill, J. L. (2018). Understanding cultural context in responding to literature: researching the teaching of literature in EFL classroom context. English Language Teaching, 11(6), 108. https://doi.org/10.5539/elt.v11n6p108
Nieto, S. (2017). Language, culture, and teaching: critical perspectives, (3rd ed.). Routledge. https://doi.org/10.4324/9781315465692
Oktavia, S. S. N., & Sueb, S. (2024). The implementation of PORPE strategy for the teaching of descriptive reading text. Sintaksis: Publikasi Para Ahli Bahasa Dan Sastra Inggris, 2(4), 297–306. https://doi.org/10.61132/sintaksis.v2i4.942
Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press.
Papp, T., & Cottrell, M. (2021). Teacher professional learning, culturally responsive/sustaining practices, and indigenous students’ success: A comparative case-study of New Zealand and Saskatchewan, Canada. Alberta Journal of Educational Research, 67(2), 105–128. https://doi.org/10.55016/ojs/ajer.v67i2.58419
Parker, L., & Sudibyo, L. (2022). Why young people leave school early in Papua, Indonesia, and education policy options to address this problem. Compare a Journal of Comparative and International Education, 54(1), 146–162. https://doi.org/10.1080/03057925.2022.2084037
Patton, M. Q. (2015). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage.
Pennycook, A. (2017). The cultural politics of english as an international language (C. N. Candlin, Ed.). Routledge
Phillipson, R. (2013). Linguistic imperialism continued. Routledge.
Prastiwi, Y. (2013). Transmitting local cultural knowledge through English as Foreign Language (EFL) learning as a means of fostering “unity in diversity.” Academic Journal of Interdisciplinary Studies. https://doi.org/10.5901/ajis.2013.v2n3p507
Porto, M. (2013). A model for describing, analysing and investigating cultural understanding in EFL reading settings. Language Learning Journal, 41(3), 284–296. https://doi.org/10.1080/09571736.2013.836346
Ratri, D. P., Rachmajanti, S., Anugerahwati, M., Laksmi, E. D., & Gozali, A. (2024). Fostering cultural competence: Developing an English syllabus for young learners in the Indonesian EFL context with emphasis on local culture to maintain students’ identity. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2024.2440177
Riley, T., Meston, T., Cutler, C., Low-Choy, S., McCormack, B. A., Kim, E. A., Nakar, S., & Vasco, D. (2024). Weaving stories of strength: Ethically integrating indigenous content in teacher education and professional development programmes. Teaching and Teacher Education, 142, 104513. https://doi.org/10.1016/j.tate.2024.104513
Robinson, O. C. (2023). Probing in qualitative research interviews: Theory and practice. Qualitative Research in Psychology, 20(3), 382–397. https://doi.org/10.1080/14780887.2023.2238625
Sari, K. I., Astrid, A., & Salsabila, M. (2023). Improving students’ reading comprehension by using K-W-L (Know, Want to Know, Learned) strategy. Jadila: Journal of Development and Innovation in Language and Literature Education, 3(2), 183–194. https://doi.org/10.52690/jadila.v3i2.422
Seidman, I. (2019). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
Sukarno, S., & Riyadini, M. V. (2024). Enhancing learners’ character development: Insights from utilizing learning materials and teaching-learning activities in TEFLIN. Journal of Languages and Language Teaching, 12(3), 1100. https://doi.org/10.33394/jollt.v12i3.11191
Sun, Q., & Zhang, L. J. (2021). A sociocultural perspective on English-as-a-Foreign-Language (EFL) teachers’ cognitions about form-focused instruction. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.593172
Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2013). Effect of cultural adaptation on EFL reading comprehension: The role of narrative nativization and foreign language attitude. World Applied Sciences Journal, 21(11), 1587-1596.
Tineh, S., Rorintulus, O. A., & Wuntu, C. N. (2023). Integrated skill in english language learning: examining folklore-implemented teaching toward EFL students’ English skill. Edumaspul: Jurnal Pendidikan, 7(2), 3982–3994. https://doi.org/10.33487/edumaspul.v7i2.7054
Widodo, H. P. (2015). Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector. In Language policy (pp. 127–151). https://doi.org/10.1007/978-3-319-22464-0_6
Yan, M. (2022). EFL Learners’ attitude towards culture and Cultural learning. Journal of Contemporary Educational Research, 6(5), 81–87. https://doi.org/10.26689/jcer.v6i5.3845
Yektiningtyas-Modouw, W., & Karna, S. R. (2013). Using folktales to strengthen literacy in Papua. Australian and International Journal of Rural Education, 23(3), 83–93. https://doi.org/10.47381/aijre.v23i3.672
Yektiningtyas, N. W., & Gultom, N. M. (2018). Exploring Sentani Folktales of Papua as media to teach local language for children. Sino-US English Teaching, 15(5). https://doi.org/10.17265/1539-8072/2018.05.001
Yumnam, R. (2023). Using folktales in ESL classrooms. Journal of the Faculty of Education, 1(17), 27–36. https://doi.org/10.60037/edu.v1i17.1176
Zein, S. (2018). English, multilingualism and globalisation in Indonesia. English Today, 35(1), 48–53. https://doi.org/10.1017/s026607841800010x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Vina Vania Suhartawan, Nunung Suryati, Ahmad Heki Sujiatmoko
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with VELES agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors can enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as this can lead to productive exchanges and earlier and greater citations of published work.
VELES is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
