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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam LET: Linguistics, Literature and English Teaching Journal Indonesian Journal of English Language Teaching and Applied Linguistics Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Al-Iftah: Journal of Islamic studies and society Proceeding International Conference on Education Indonesian Journal of English Language Teaching and Applied Linguistics
Irlina, Andi
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Reinterpreting Indonesian Folklore in EFL Education: Symbolic Meaning, Local Wisdom and Generation Z Perspectives Irlina, Andi; Nor, Hidayah; Nisa, Thaibatun
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 11, No 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v11i1.2601

Abstract

This qualitative study explores how Indonesian local folklore can function as a literary and pedagogical resource in English as a Foreign Language (EFL) education by examining symbolic meanings, educational values, and generational reinterpretation. Focusing on the legends of Princess Mayangsari from the Banjar community and Princess Tadampalik from the Bugis tradition, the study integrates Symbolic Interactionism and Value Theory (Western and Islamic) to analyze how moral, cultural, and spiritual values are constructed and transformed. Data were collected through content analysis and in-depth interviews with 20 Generation Z participants, and analyzed using thematic coding. The findings reveal that traditional symbols such as the sacred sword, mirror, white buffalo, and heirloom kris are reinterpreted by Generation Z within contemporary frameworks of rationality, gender equality, ethical leadership, and digital creativity. Rather than perceiving folklore as sacred and static, participants engage with these narratives as reflective texts that support identity formation and moral reasoning. From an EFL perspective, the study demonstrates that local folklore provides authentic narrative materials that enhance narrative literacy, cultural awareness, and character education. The integration of symbolic analysis and digital storytelling further highlights the potential of folklore-based pedagogy to support critical reading, interpretation, and intercultural competence in language learning contexts.
Reinterpreting Indonesian Folklore in EFL Education: Symbolic Meaning, Local Wisdom and Generation Z Perspectives Irlina, Andi; Nor, Hidayah; Nisa, Thaibatun
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 11, No 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v11i1.2601

Abstract

This qualitative study explores how Indonesian local folklore can function as a literary and pedagogical resource in English as a Foreign Language (EFL) education by examining symbolic meanings, educational values, and generational reinterpretation. Focusing on the legends of Princess Mayangsari from the Banjar community and Princess Tadampalik from the Bugis tradition, the study integrates Symbolic Interactionism and Value Theory (Western and Islamic) to analyze how moral, cultural, and spiritual values are constructed and transformed. Data were collected through content analysis and in-depth interviews with 20 Generation Z participants, and analyzed using thematic coding. The findings reveal that traditional symbols such as the sacred sword, mirror, white buffalo, and heirloom kris are reinterpreted by Generation Z within contemporary frameworks of rationality, gender equality, ethical leadership, and digital creativity. Rather than perceiving folklore as sacred and static, participants engage with these narratives as reflective texts that support identity formation and moral reasoning. From an EFL perspective, the study demonstrates that local folklore provides authentic narrative materials that enhance narrative literacy, cultural awareness, and character education. The integration of symbolic analysis and digital storytelling further highlights the potential of folklore-based pedagogy to support critical reading, interpretation, and intercultural competence in language learning contexts.
Co-Authors Ahmad Ahmad Ahmad, Ahmad Basir, Abd. Dina Hermina Djamalie, Zulfa Elli, Elli Hidayah Nor, Hidayah Khairuddin Khairunnisa Khairunnisa Mahyuddin Barni, Mahyuddin Muhammad Iqbal Noor Nisa, Thaibatun Nuril Huda Zulkifli, Iqbal