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All Journal JEELS (Journal of English Education and Linguistics Studies) Simple: International Journal of English Education
Nuraeningsih
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Education Languange, Linguistic, Communication & Media

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Incorporating Indigenous Content to Develop English Materials for Primary School Levels: The Teachers' Voices Nuraeningsih; Rusiana; Sulistyowati, Titis; Hidayati, Richma
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5025

Abstract

The present research explores primary school teachers’ perceptions of the possibility of integrating indigenous content in English instruction in Indonesia. The current curriculum, Kurikulum Merdeka, allows teachers to develop materials related to essential content. With that image in mind, this research tried to shed light on the opportunities and challenges of incorporating indigenous content, such as local folktales, songs, games, and traditions, to develop English materials. The research employs a qualitative research method. The participants were five teachers from different subdistricts in Kudus, Central Java, Indonesia. They were purposively selected and voluntarily participated in the research. A focus group discussion was carried out to gain the teachers’ insights. The questions address three main points: the objectives of English teaching in primary schools, the incorporation of indigenous content into English materials, and the challenges faced when integrating this content into those materials. The triangulation was conducted by collecting the teachers’ written responses on the same topic with more detailed questions. Thematic analysis was used to analyse the data. The research findings reveal that teachers have a positive view of the inclusion of indigenous content in English instruction, as it is relevant to students’ real-life contexts. The challenges that might emerge are limited resources, insufficient training, and lack of experts and authority.  support. Practically, teachers can introduce indigenous content into the teaching materials. In wider contexts, curriculum designers are recommended to consider addressing indigenous content in the English curriculum for primary school students.
Persepsi Mahasiswa terhadap Penggunaan Platform Readlang Berbasis Web untuk Pembelajaran Kosakata pada Mahasiswa Pendidikan Bahasa Inggris Semester Pertama di Universitas Muria Kudus Al Zidan, Ahmad Abdul Ghofar; ANGGITA, IKA WIDYA; Mustofa, Muhammad Taufik Ali; Mardiah, Alyatul; Nuraeningsih
SIMPLE: International Journal of English Education Vol. 4 No. 1 (2026): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v4i1.17073

Abstract

This study investigated students’ perceptions of the use of the web-based Readlang platform for vocabulary learning among first-semester English Education students at Universitas Muria Kudus. A descriptive quantitative research design was employed using a close-ended questionnaire consisting of 20 items based on four indicators: perceived usefulness, perceived ease of use, engagement, and vocabulary learning support. The participants were 33 students selected through purposive sampling, and the data were analyzed using descriptive statistical techniques, including mean and percentage scores. The findings revealed that students generally had positive perceptions toward the use of Readlang for vocabulary learning, with all indicators falling within positive perception categories. Engagement and vocabulary learning support obtained the highest scores, while perceived usefulness showed the lowest score but remained within a positive category. Overall, the results suggest that Readlang is perceived as an engaging, easy-to-use, and supportive platform for vocabulary learning and has the potential to be integrated into vocabulary learning activities in higher education contexts.
Co-Authors Abdul Rasheed Agung Dwi Nurcahyo Al Zidan, Ahmad Abdul Ghofar ANGGITA, IKA WIDYA Farid Noor Romadlon Mardiah, Alyatul Mustofa, Muhammad Taufik Ali Richma Hidayati Rusiana Titis Sulistyowati Yaqqob, Nur Syafiqah