<![CDATA[The ability to write report texts in English learning at the senior high school level remains challenging for many students, particularly in generating ideas and organizing information systematically. One of the contributing factors is the use of teaching materials that are still general and less connected to students’ cultural and social contexts. Meanwhile, local wisdom as a valuable contextual resource has not been optimally integrated into English writing materials, creating a gap between contextual learning needs and the availability of relevant instructional resources. This study aims to explore how local wisdom is integrated into teaching materials for report text writing through a literature review approach. The research applies a qualitative design by examining various academic sources, including journal articles and related scholarly publications. The data were analyzed using content analysis through the processes of organizing, categorizing, interpreting, and synthesizing information. The findings show that local wisdom commonly integrated into report text materials includes regional traditions, traditional foods, local tourism sites, folklore, traditional houses, and cultural ceremonies. These topics help students generate ideas more easily because they are closely related to their daily experiences and cultural backgrounds. Several studies reviewed also reported improvements in students’ writing organization, vocabulary development, classroom participation, and motivation when local wisdom-based materials were implemented through teaching modules, worksheets, and project-based learning activities. In addition, students demonstrated better understanding in developing factual and descriptive information within report texts. However, the implementation still faces several challenges, such as limited teaching resources, insufficient teacher competence in developing contextual materials, and restricted instructional time. Overall, integrating local wisdom into report text teaching materials is considered an effective and meaningful strategy for improving students’ writing skills while simultaneously promoting cultural awareness and contextualized English learning experiences.]]>
