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Integrating local wisdom into EFL reading materials: A needs analysis of vocational students in Eastern Indonesia Sukun, Dwi Sri Julianie; Fatsah, Hasanuddin; Ibrahim, Moh Syahrun; Miolo, Sartin T.; Katili, Adriansyah Abu; Mukadji, Muziatun
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7103

Background: Vocational students often struggle to understand English texts that are complex and not related to their daily lives. In Eastern Indonesia, the lack of culturally relevant materials can reduce engagement and comprehension. Integrating local wisdom into reading materials can bridge this gap by connecting learning with students’ experiences, supported by schema theory and culturally responsive pedagogy. Aims: This study aimed to identify vocational students’ needs for English reading materials incorporating local wisdom in Banggai Laut, Central Sulawesi, and to examine how cultural elements relate to students’ reading challenges, learning needs, and preferences. Methods: This study employed a descriptive quantitative approach using a descriptive survey design within a needs analysis framework. The analysis of target needs (lacks, needs, and wants) was informed by Hutchinson and Waters, while learning needs (input, procedures, teacher roles, learner roles, and settings) were based on Nunan. Twenty students from SMK Al-Hajar and SMK Negeri 2 Banggai participated during the 2024/2025 academic year. Data were collected through a 33-item Likert-scale online questionnaire. The data were analyzed using mean scores and percentages to identify dominant response patterns. Results: The findings revealed that students experienced difficulties with complex sentence structures, technical vocabulary, and factual texts lacking cultural relevance. They reported strong needs for vocabulary support, culturally familiar topics, visual aids, and teacher guidance. Students preferred reading materials related to local folktales, coastal life, traditions, and regional history, and favored activities such as independent reading, small-group discussion, summarizing, highlighting keywords, and strategy modeling. Implications: Mapping students’ target and learning needs prior to material development is essential for vocational contexts. Incorporating local wisdom can support more engaging, comprehensible, and contextually relevant English learning aligned with students’ cultural backgrounds.

Integrating local wisdom into EFL reading materials: A needs analysis of vocational students in Eastern Indonesia Sukun, Dwi Sri Julianie; Fatsah, Hasanuddin; Ibrahim, Moh Syahrun; Miolo, Sartin T.; Katili, Adriansyah Abu; Mukadji, Muziatun
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7103

Background: Vocational students often struggle to understand English texts that are complex and not related to their daily lives. In Eastern Indonesia, the lack of culturally relevant materials can reduce engagement and comprehension. Integrating local wisdom into reading materials can bridge this gap by connecting learning with students’ experiences, supported by schema theory and culturally responsive pedagogy. Aims: This study aimed to identify vocational students’ needs for English reading materials incorporating local wisdom in Banggai Laut, Central Sulawesi, and to examine how cultural elements relate to students’ reading challenges, learning needs, and preferences. Methods: This study employed a descriptive quantitative approach using a descriptive survey design within a needs analysis framework. The analysis of target needs (lacks, needs, and wants) was informed by Hutchinson and Waters, while learning needs (input, procedures, teacher roles, learner roles, and settings) were based on Nunan. Twenty students from SMK Al-Hajar and SMK Negeri 2 Banggai participated during the 2024/2025 academic year. Data were collected through a 33-item Likert-scale online questionnaire. The data were analyzed using mean scores and percentages to identify dominant response patterns. Results: The findings revealed that students experienced difficulties with complex sentence structures, technical vocabulary, and factual texts lacking cultural relevance. They reported strong needs for vocabulary support, culturally familiar topics, visual aids, and teacher guidance. Students preferred reading materials related to local folktales, coastal life, traditions, and regional history, and favored activities such as independent reading, small-group discussion, summarizing, highlighting keywords, and strategy modeling. Implications: Mapping students’ target and learning needs prior to material development is essential for vocational contexts. Incorporating local wisdom can support more engaging, comprehensible, and contextually relevant English learning aligned with students’ cultural backgrounds.

Technology-Mediated Strategies for Managing Writing Anxiety across Extrovert and Introvert EFL Students Bay, Indri Wirahmi; Basalama, Nonny; Miolo, Sartin; Dako, Rahman Taufiqrianto
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.322

Writing anxiety remains a persistent challenge for EFL university students, shaping their cognitive, affective, and behavioral engagement with academic writing. While digital and AI-assisted tools are increasingly used to support writing development, little is known about how learners with different personality traits particularly extroverts and introverts employ technology to manage writing-related anxiety. This article reports the qualitative component of an explanatory sequential mixed-methods study that examined levels, types, causes, and coping strategies of English writing anxiety among Indonesian EFL undergraduates. Building on quantitative findings derived from the EPQ, SLWAI, and CWAI, semi-structured interviews were conducted with 20 purposefully selected students (10 extroverts; 10 introverts) to explore their technology-mediated coping strategies. Thematic analysis revealed clear personality-based distinctions. Extrovert students relied on stimulation-rich, interactive, and feedback-oriented technologies including YouTube tutorials, social media videos, writing applications, and AI tools to boost motivation, model writing processes, and reduce fear of errors. Technology served as an external scaffold that energized their writing engagement. In contrast, introvert students preferred quiet, private, and self-paced digital environments. They used calming media, reference-based tutorials, translation tools, vocabulary apps, and AI feedback to regulate emotions, clarify ideas, and resolve linguistic uncertainties in low-pressure settings. Technology functioned as an internal regulator that supported cognitive clarity and emotional steadiness. These findings underscore that technology-mediated coping is personality-sensitive, highlighting the need for flexible, personalized digital interventions to support diverse emotional and cognitive needs in EFL writing contexts.

Learning English Words through Art & Craft: Pengenalan Kosakata Bahasa Inggris melalui Kerajinan Kreatif Fahria Malabar; Sartin Miolo
Dedikasi Mandiri Nusantara Vol. 1 No. 1 (2025): Dedikasi Mandiri Nusantara - Desember 2025
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18603374

Kosakata merupakan komponen dasar dalam pembelajaran bahasa Inggris di sekolah dasar, namun penguasaannya masih sering terkendala oleh metode pembelajaran yang kurang variatif dan tidak sesuai dengan karakteristik belajar anak usia dini. Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk memperkenalkan kosakata bahasa Inggris dasar kepada siswa kelas 3 sekolah dasar melalui pendekatan pembelajaran kreatif berbasis art & craft. Metode pengabdian dilakukan dengan pendekatan learning by doing melalui kegiatan tematik seperti coloring craft, paper folding, dan vocabulary tree yang diintegrasikan dengan latihan listen and repeat. Kegiatan dilaksanakan secara langsung di kelas dengan pendampingan tim pengabdian dan guru kelas. Hasil kegiatan menunjukkan bahwa siswa terlibat aktif dalam pembelajaran, mampu mengikuti instruksi, serta menunjukkan peningkatan keberanian dalam menyebutkan dan melafalkan kosakata bahasa Inggris. Selain memberikan pengalaman belajar yang menyenangkan dan kontekstual bagi siswa, kegiatan ini juga memberikan manfaat bagi guru melalui pembelajaran kreatif yang aplikatif serta bagi mahasiswa melalui penguatan keterampilan mengajar bahasa Inggris untuk anak usia dini. Pendekatan berbasis art & craft dinilai relevan sebagai alternatif pembelajaran kosakata yang efektif dan berkelanjutan di sekolah dasar.

Learning English Words through Art & Craft: Pengenalan Kosakata Bahasa Inggris melalui Kerajinan Kreatif Malabar, Fahria; Miolo, Sartin
Dedikasi Mandiri Nusantara Vol. 1 No. 1 (2025): Dedikasi Mandiri Nusantara - Desember 2025
Publisher : Dedikasi Mandiri Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18603374

Kosakata merupakan komponen dasar dalam pembelajaran bahasa Inggris di sekolah dasar, namun penguasaannya masih sering terkendala oleh metode pembelajaran yang kurang variatif dan tidak sesuai dengan karakteristik belajar anak usia dini. Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk memperkenalkan kosakata bahasa Inggris dasar kepada siswa kelas 3 sekolah dasar melalui pendekatan pembelajaran kreatif berbasis art & craft. Metode pengabdian dilakukan dengan pendekatan learning by doing melalui kegiatan tematik seperti coloring craft, paper folding, dan vocabulary tree yang diintegrasikan dengan latihan listen and repeat. Kegiatan dilaksanakan secara langsung di kelas dengan pendampingan tim pengabdian dan guru kelas. Hasil kegiatan menunjukkan bahwa siswa terlibat aktif dalam pembelajaran, mampu mengikuti instruksi, serta menunjukkan peningkatan keberanian dalam menyebutkan dan melafalkan kosakata bahasa Inggris. Selain memberikan pengalaman belajar yang menyenangkan dan kontekstual bagi siswa, kegiatan ini juga memberikan manfaat bagi guru melalui pembelajaran kreatif yang aplikatif serta bagi mahasiswa melalui penguatan keterampilan mengajar bahasa Inggris untuk anak usia dini. Pendekatan berbasis art & craft dinilai relevan sebagai alternatif pembelajaran kosakata yang efektif dan berkelanjutan di sekolah dasar.

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