The English Teacher Vol.

XLI(2) December 2012

SITUATING LOCAL CULTURE IN ELT MATERIAL

DESIGN IN THE INDONESIAN EFL CONTEXT

Dana Yudha Kristiawan

Universitas 17 Agustus 1945 Banyuwangi, Indonesia
ABSTRACT
The teaching of English using materials that adopts the target culture has been
hotly debated in the last decades. Most ELT materials adopt the target culture
without weighing how local cultures enrich the materials. This makes it difficult
for students to understand the English materials as they encounter linguistic
resources and social practices that are alien to the students. This article addresses
how local cultures can be integrated into ELT materials in the Indonesian EFL
context. It briefly discusses four critical issues in integrating local cultures into
ELT materials, including: (1) topic selection, (2) the use of visual aids, (3)
learning tasks, and (4) materials evaluation. The article also discusses the
implementation of incorporating local cultures into classroom materials, and
provides some step-by-step guidelines for local culture oriented ELT material
design. The study argues that when learning a target language (e.g., English),
students need to be aware of how their local cultures enrich their linguistic
resources and social practices, thereby making their language learning more
meaningful.
Keywords: ELT, local culture, material design, EFL, Indonesia

Introduction
EFL learning and teaching should ideally be allied to the context of real life
through the presentation of culture in which students are immersed. Alpetekin
(1993) argues that in learning a language, schematic knowledge is socially and
culturally acquired and situated. He elaborates that schematic knowledge of
foreign language learners, for instance, is affected by the culture of their mother
tongue. For example, children in Middle East cannot say that a dog is a mans
best friend, but they would prefer to say that a dog is a dirty and dangerous
animal, and also they cannot touch this animal because of their cultural norms.
Teaching EFL adopting the target culture makes it difficult for students to
understand the material as they find unfamiliar lexical as well as cultural items
which are alien to them. In line with this, Post and Rathet (1996) argue that

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The English Teacher Vol. XLI(2) December 2012

number in the brackets and then describe Ider Barong Bumi Ritual festival
with your partner.
Work in pairs.
(.)
(.)

(.)

(.)

Figure 2: Pictures as visual aids

As noted earlier in the use of visual aids, such visual aids can enhance students
level of understanding the material presented, and they can be used to reinforce
the cultural message, clarify points and create interest. By using visual aids,
students can re-memorize the events or things that students already know. Task 3
aims to ask students to reorder and describe Ider Barong Bumi festival. The
students are asked to describe the festival to their partners. Working
cooperatively allows students to help their peers who may experience difficulty
in finding the right word or in constructing ideas. The nature of the task is similar
to Task 1 and Task 2. Task 3 can be used for while- and post-reading tasks
Task 4: Descriptive Writing Task
Write a letter on the postcard below to your friend in another country. Tell a
story about the Festival of Ider Barong Bumi Ritual you have experienced so that
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