Bridging Cultures and Languages: Pedagogical Strategies for Local Language Use in EFL Learning
Main Article Content
Abstract
This qualitative case study investigates the implementation of multicultural-based English teaching in ninth-grade speaking classes at SMP Al Falah Jogorogo, involving ten teacher and student participants. Data were collected through classroom observations, interviews, and analysis of speaking materials. The findings show that tasks built around local traditions such as regional foods, festivals, and greetings, combined with global themes, make speaking activities meaningful, increase motivation and engagement, and help students feel less anxious, speak in longer stretches, and participate more actively. However, inconsistent classroom language policy, limited English exposure, and habitual alternation into Indonesian and Javanese reduce opportunities for sustained English use, increase cognitive load, and slow language development. Multicultural-based materials support gradual gains in vocabulary, fluency, and cultural awareness when accompanied by teacher modelling, group work, and space for students to draw on their cultural experiences. The study argues that culturally responsive EFL pedagogy in multilingual rural contexts requires explicit language-use guidelines, purposeful bilingual scaffolding, and systematically designed multicultural speaking materials. These insights offer a situated example of how multicultural principles can be operationalized in junior high school EFL classrooms and point to the need for further practice-oriented research on material design and classroom language management in Indonesia.
Article Details
How to Cite
RAHAYU, Arum Putri.
Bridging Cultures and Languages: Pedagogical Strategies for Local Language Use in EFL Learning.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 859-868, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3747>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3747.
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Articles
References
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Deiniatur, M., & Hasanah, U. (2024). Multicultural education of EFL classrooms in Indonesian islamic higher education: Challenges and strategies. Pedagogy : Journal of English Language Teaching, 12(2), 158–177. https://doi.org/10.32332/joelt.v12i2.9542
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Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. https://doi.org/10.1017/S0261444812000067
Hapsari, Y., Abdul Hamied, F., & Emilia, E. (2025). Comprehensibility of Indonesian teachers’ translanguaging: Insights from higher education English classrooms. Indonesian Journal of Applied Linguistics, 15(2), 261–274. https://doi.org/10.17509/ijal.v15.i2.208
Hiswara, A., Aziz, A. M., & Pujowati, Y. (2023). Cultural preservation in a globalized world: Strategies for sustaining heritage. West Science Social and Humanities Studies, 1(03), 98–106. https://doi.org/10.58812/wsshs.v1i03.250
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Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: The role of visuals. ELT Journal, 71(2), 186–196. https://doi.org/10.1093/elt/ccw072
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Kuncoroningtyas, F. S. A., Sumardi, S., & Putra, K. A. (2025). EFL students’ attitudes towards translanguaging practice: Its implications for willingness to communicate in Indonesian vocational classrooms. Journal of Languages and Language Teaching, 13(1), 255. https://doi.org/10.33394/jollt.v13i1.12711
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. In Sustainability (Switzerland) (Vol. 11, Issue 1). http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/305320484_SISTEM_PEMBETUNGAN_TERPUSAT_STRATEGI_MELESTARI
Luo, Y. (2019). Chinese university students’ perceptions of teacher code-switching in EFL speaking classrooms. English Language Teaching, 12(11), 119. https://doi.org/10.5539/elt.v12n11p119
Malović, N., & Vujica, K. (2021). Multicultural society as a challenge for coexistence in Europe. Religions, 12(8). https://doi.org/10.3390/rel12080615
Maqsood, M., Zahid, A., Asghar, T., Farooqi, S.-H., & Shahbaz, M. (2024). Issues in teaching English in a cultural context. Migration Letters, 21(S4), 1020–1027. https://doi.org/10.59670/ml.v21is4.7411
Mas’ud, A. R. (2021). Building a culture of peace and multiculturalism in the world of education. Psychology and Education Journal, 58(1), 5321–5328. https://doi.org/10.17762/pae.v58i1.1789
Mashuri, S., Futaqi, S., Hasanuddin, M. I., Yusuf, K., Rusdin, Takunas, R., Bahdar, Dwicahyanti, R., & Dwitama Haeba, I. (2024). The building sustainable peace through multicultural religious education in the contemporary era of Poso, Indonesia. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2389719
Megawati, M., & Prahmana, R. C. I. (2025). The Role of Character Education in Supporting Transformative Education in the Digital Era: A Systematic Review. Edu Cendikia: Jurnal Ilmiah Kependidikan, 4(03), 1489–1503. https://doi.org/10.47709/educendikia.v4i03.5337
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Murphy, V. A., Arndt, H., Briggs Baffoe-Djan, J., Chalmers, H., Macaro, E., Heath, R., Vanderplank, R., & Woore, R. (2020). Foreign language learning and its impact on wider academic outcomes: A rapid evidence assessment. July. https://educationendowmentfoundation.org.uk/public/files/Publications/Foreign_language_learning_and_its_impact_on_wider_academic_outcomes_-_A_rapid_evidence_assessment.pdf
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