<![CDATA[This study examined how Blora local wisdom was integrated into culturally responsive EFL, how it shaped communicative engagement, and which factors supported or constrained implementation among third-semester Islamic Early Childhood Education students. Methods: Guided by Yin’s qualitative single-case study methodology, the study involved one English lecturer and ten students. Evidence came from classroom observations, semi-structured interviews, and analysis of teaching materials and student artifacts. Data were organized in a case database, coded thematically, compared across sources, and interpreted through pattern matching. Results: Blora traditions, culinary heritage, Barongan art, Samin culture, and related values were embedded in discussions, presentations, group work, media creation, and teaching practice. Familiar cultural content helped students generate ideas and participate in questioning, responding, presenting, and using English. Engagement nevertheless remained uneven because of limited vocabulary, pronunciation difficulties, nervousness, fear of mistakes, and dominant peers. Research Implications: Local wisdom can provide a culturally meaningful entry point for communication when tasks are supported by language scaffolding, peer collaboration, feedback, equitable participation structures, and a psychologically safe classroom climate.]]>
Copyrights © 2026
