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All Journal PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal
Sadri, Idris
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Humanities Education Languange, Linguistic, Communication & Media Other

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Bringing the Past to Life: Teaching English Grammar Through Folklore and Visual Storytelling in Indonesian Classrooms Sadri, Idris; Alvindi, Alvindi
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2552

Abstract

Teaching English grammar, particularly tenses, presents a significant challenge in the Indonesian context, where traditional methods often fail to engage students effectively. This study investigates the use of Indonesian folklore combined with visual aids as a strategy for teaching the English simple past tense. The research explores the potential of integrating culturally relevant content with pictures to enhance grammar acquisition and student engagement. A mixed-methods approach was employed, consisting of pre- and post-tests, classroom observations, and student surveys. The findings reveal that students exposed to folklore and picture-based instruction showed a 24% improvement in grammar comprehension, significantly outperforming their peers in the control group, who received traditional grammar instruction. The experimental group also exhibited higher levels of engagement, with students demonstrating greater enthusiasm and active participation in learning activities. These results suggest that culturally contextualized materials, coupled with visual aids, foster a more interactive and enjoyable learning environment, ultimately improving students' ability to apply grammatical structures in real communication. This study highlights the potential of folklore as a pedagogical tool, offering valuable insights for enhancing grammar instruction and motivating learners in the Indonesian educational context.
HOMES OF MANY TONGUES: FAMILY LANGUAGE POLICY AND ENGLISH LITERACY IN MULTILINGUAL INDONESIA Sadri, Idris
Philosophica: Jurnal Bahasa, Sastra, dan Budaya Vol. 8 No. 2 (2025): December 2025
Publisher : English Literature Department, Faculty of Economics, Law, and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/pho.v8i2.4531

Abstract

This study investigates the ways in which Family Language Policy (FLP) and home-based literacy practices mediate children’s English literacy development in multilingual Indonesian households. While English Language Teaching (ELT) scholarship has traditionally privileged school-based instruction, the role of families—particularly in contexts where Bahasa Indonesia coexists with regional languages such as Javanese or Sundanese—remains insufficiently theorized. Drawing on simulated mixed-method data, the study delineates three recurrent FLP orientations: structured (30%), emergent (50%), and passive (20%). The findings suggest that rather than adopting uniform strategies, families develop fluid, ideologically motivated practices that are profoundly shaped by sociocultural values, socioeconomic positioning, and translanguaging repertoires. Parental attitudes—ranging from positive to ambivalent or resistant— emerge as decisive in determining both the frequency and quality of children’s English exposure. Notably, even families with limited material resources exhibit considerable linguistic agency, incorporating English through media, storytelling, and bilingual scaffolding. By challenging deficit-oriented perspectives, this study demonstrates that children’s English literacy trajectories are constituted through social interaction, cultural negotiation, and multilingual creativity rather than material access alone. It argues for a reconceptualization of ELT frameworks that foreground the household as a dynamic and generative site of language learning and identity formation.
Co-Authors Alvindi, Alvindi