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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Anisa Nur’aini
Nahdlatul Wathan University, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Integrating Lombok’s Local and Islamic Literature into Bilingual Digital Storytelling for Culturally Responsive Learning Materials Anisa Nur’aini; Sukardi Sukardi; Nurul Wahidah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.18105

Abstract

This study examines the early-stage adaptation of Lombok’s local and Islamic literature into bilingual digital storytelling materials to strengthen children’s literacy. Responding to the persistent gap between students’ cultural backgrounds and the limited availability of engaging digital reading resources, this research aims to identify culturally grounded narratives and to design an initial model of a bilingual storytelling application. Employing a qualitative descriptive design within the ADDIE (Analysis–Design) framework, data were collected over three months from six English teachers, thirty students from elementary and Islamic schools, and twelve cultural informants, including storytellers, religious figures, and librarians. The data were obtained through interviews, participatory observations, and documentation of oral and written traditions. A total of fourteen literary works, including Princess of Mandalika, Cupak Gerantang, Tegodek Godek, The Legend of Masbagik, as well as stories of Prophet Ibrahim and Prophet Yusuf, were analyzed and adapted into simplified bilingual scripts. Thematic analysis was employed to examine narrative content and pedagogical relevance, while data validity was ensured through source triangulation, method triangulation, and expert validation involving literacy specialists and local cultural guardians. The findings reveal strong enthusiasm among students toward culturally familiar stories, with approximately seventy percent demonstrating improved comprehension indicators, vocabulary recall, and engagement during bilingual reading sessions. Teachers also reported increased participation and motivation when digital and visual elements were introduced. The study concludes that integrating local and Islamic literature into bilingual digital storytelling offers a culturally sustaining pathway for curriculum development, supporting literacy development, character education, and cultural identity reinforcement through contextually relevant digital media.
Integrating Lombok’s Cultural Heritage through Digital Storytelling to Enhance EFL Students’ Speaking Skills Rospin Hidayati; Marham Jupri Hadi; Anisa Nur’aini
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.18168

Abstract

Many EFL learners experience difficulty speaking fluently and confidently, particularly in assessment-driven learning environments. This study examined whether digital storytelling grounded in Lombok’s cultural heritage could enhance students’ speaking performance and influence their affective outcomes. Employing a mixed-methods one-group pretest–posttest design, the study involved 15 undergraduate students who participated in a four to five-week instructional intervention. Speaking performance was evaluated through digital storytelling tasks using a five-aspect analytic rubric encompassing fluency, pronunciation, grammar, vocabulary, and closing remarks. To capture learners’ experiences, qualitative data were gathered from reflective journals, focus group discussions, and field notes. The results demonstrated statistically significant improvements across all speaking dimensions. Fluency showed the greatest gain, followed by vocabulary, pronunciation, grammar, and closing remarks. Qualitative findings indicated that these improvements were supported by iterative rehearsal cycles, increased audience awareness, and culturally grounded inquiry, which facilitated more accurate lexical choices, sustained engagement, and greater confidence. The study provides empirical evidence that locally anchored digital storytelling functions not merely as contextual enrichment but as a pedagogical design principle for speaking instruction. Theoretically, the findings are framed through an integrated perspective drawing on Communicative Language Teaching, Sociocultural Theory, and Self-Determination Theory. Pedagogically, the study recommends adopting culturally grounded digital storytelling as a core speaking cycle, supported by targeted focus-on-form activities and calibrated analytic assessment rubrics.
Co-Authors Marham Jupri Hadi Nurul Wahidah Rospin Hidayati Sukardi Sukardi