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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya EXPOSURE JOURNAL ELLITE: Journal of English Language, Literature, and Teaching Jambura Journal of English Teaching and Literature INTERACTION: Jurnal Pendidikan Bahasa Akrab Juara : Jurnal Ilmu-ilmu Sosial JOLLT Journal of Languages and Language Teaching JAPI: Jurnal Akses Pengabdian Indonesia E-CLUE Journal of English Culture, Language, Literature and Education INTERACTION: Jurnal Pendidikan Bahasa
Nurteteng, Nurteteng
Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Other

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Adapting Contextualized ELT Materials in Sorong Regency: Teachers’ Perspectives and Pedagogical Implications Nurteteng Nurteteng; Agus Setiawan; Tri Devi Dian Lestari
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.1.2025.106-131

Abstract

Material adaptation is a pivotal aspect of English Language Teaching (ELT), particularly in culturally and linguistically diverse settings. This study examines the perceptions of junior high school teachers in Sorong Regency, Southwest Papua, regarding contextualized ELT material adaptation, with a focus on challenges encountered and perceived impacts on student engagement and learning. Employing a qualitative descriptive design, data were collected from five experienced ELT teachers through semi-structured interviews. The findings indicate that teachers actively contextualize materials by integrating local culture, environmental themes, and student experiences to enhance relevance and motivation. Despite notable challenges such as varied proficiency levels, limited resources, and technological gaps, teachers observed improvements in comprehension, participation, and academic performance. The study underscores the importance of culturally responsive pedagogy and calls for targeted professional development and resource allocation to support ELT in underrepresented regions.
Co-Authors Agus Setiawan Al Jumroh, Siti Fatihaturrahmah Al. Jumroh, Siti Fatihaturrahmah Aswa, Suci Silviana Ayuningtyas, Puteri Nafdila Dewi Nopitasari Elisabeth Yanwarin Febrianti Falensia Gwasgwas Fergina Lengkoan Fergina Lengkoan Galfry Patty Galuh Novita Sari Howay, Musa Seblom Ihram Ihram Ihram, Ihram Karolina Feni Kolin Kolin, Karolina Feni Lidya Lorenza Septina Zalukhu Maria Monika Balinayan Matahari, Matahari Melanie Bobert Natali Widya Pasca Tarigan Nopitasari, Dewi Nursalim Nursalim Nursalim Nursalim Oraple, Ezri Trifena Patty, Galfry Puteri Nafdila Ayuningtyas Putri, Ferla Yulia Kamandani Rizqi Claudia Wardani Royani Situmorang Sari, Galuh Novita Situmorang, Royani Sriayu Suci Silviana Aswa Sudibyo, Doni Sumarji Sumarji Sumarji Sunra, La Syarifuddin Dollah Tarigan, Natali Widya Pasca Tirta, Riskiah Tri Devi Dian Lestari Wardani, Rizqi Claudia Winarsih Winarsih Witdianti, Yeni Yanwarin, Elisabeth Zalukhu, Lidya Lorenza Septina