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Abstract
This study investigates the effectiveness of English Language Teaching (ELT) materials incorporating Sasak local wisdom in enhancing learners' intercultural competence and speaking skills, aligning with the Pancasila learners' profiles. The research adopts a mixed-method concurrent embedded design, combining both quantitative and qualitative approaches. The experimental aspect utilizes a pretest-posttest control group design, where learners' speaking skills and intercultural competence are assessed before and after the implementation of the local wisdom-based materials. Quantitative data were analyzed using statistical methods, while qualitative data from learner feedback and observations were analyzed thematically. The findings reveal that integrating Sasak local wisdom into ELT materials significantly enhances learners’ communication skills, particularly in speaking classes. The cultural relevance of the materials engages students more deeply, allowing them to relate to the content and express themselves more fluently. Additionally, learners demonstrate improved intercultural competence, gaining a broader understanding of both local and global cultures. Learner feedback highlights the positive impact of cultural integration, with many students expressing that the materials’ relatability fosters a more enjoyable and meaningful learning experience. The implications of these findings suggest that local culture-based ELT materials should be more widely incorporated into EFL curricula to create engaging, culturally relevant learning environments. This approach not only improves language proficiency but also fosters intercultural awareness, preparing learners to navigate cross-cultural communication more effectively. Integrating local cultural elements in the curriculum enriches learners’ language learning experience and promotes a more inclusive, globally informed perspective.
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Copyright (c) 2024 Gusti Bagus Adri Yogha Reformana, Haerazi Haerazi, Lalu Ari Irawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Sasaq Local Wisdom-Based ELT Materials in Improving Intercultural Competences and Speaking Skills as Pancasila Learners’ Profiles. (2024). Journal of English Education and Teaching, 8(4), 764–782. https://doi.org/10.33369/jeet.8.4.764-782
References
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Afifah, N., & Devana, T. (2020). Speaking Skill through Task Based Learning in English Foreign Language Classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135. https://doi.org/10.33394/jo-elt.v7i2.3109
Akmalia, F., & Laila Zulfa, Y. (2022). From study abroad to education abroad: Language proficiency, intercultural competence, and diversity: by Senta Goertler and Theresa Schenker, London, Routledge, 2021, 292 pp., £36.99 (pbk), ISBN 9780367259860. Intercultural Education, 33(6), 647–648. https://doi.org/10.1080/14675986.2022.2154956
Al-Sabbagh, K. W., Bradley, L., & Bartram, L. (2019). Mobile language learning applications for Arabic speaking migrants: A usability perspective. Language Learning in Higher Education, 9(1), 71–95. https://doi.org/10.1515/cercles-2019-0004
Anabel, T. W. V., & Simanjuntak, D. C. (2022). Obtaining Preferences from a Hybrid Learning System to Promote English-Speaking Ability Through Focus Group Discussion. Journal of Languages and Language Teaching, 10(2), 118. https://doi.org/10.33394/jollt.v10i2.4994
Aristiawan, D. (2018). Multilingual Code Mixing in Sasak Language in Karang Buyuk Ampenan. Journal of Languages and Language Teaching, 6(1), 61. https://doi.org/10.33394/jollt.v6i1.814
Bose, P., & Gao, X. (2022). Cultural representations in indian English language teaching textbooks. SAGE Open, 12(1), 1–10. https://doi.org/10.1177/21582440221082102
Burns, L. V. F., & García, M. R. (2022). Intercultural and Linguistic Competences for Engineering ESP Classes: A Didactic Framework Proposal Through Problem‐Based Learning. International Journal of Applied Linguistics, 32(1), 3–24. https://doi.org/10.1111/ijal.12370
Chan, J. Y. H. (2020). Towards English as an International Language: The Evolving ELT Curricula and Textbooks in Hong Kong. International Journal of Applied Linguistics, 30(2), 244–263. https://doi.org/10.1111/ijal.12277
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet.’ Asian Englishes, 19(2), 148–159. https://doi.org/10.1080/13488678.2017.1279763
Erickson, E. (2022). An analysis of writers’ errors in producing descriptive texts; intercultural studies. Journal of Languages and Language Teaching, 10(3), 444–452. https://doi.org/10.33394/jollt.v10i3.5389
Estaji, M., & Tabrizi, S. (2022). Teachers’ perceptions and strategies in the development of intercultural communicative competence: The case of international school teachers in Iran. Research in Comparative and International Education, 17(3), 528–545. https://doi.org/10.1177/17454999221077859
Etri, W. (2022). Intercultural Sensitivity and Its Effects on ELT Curricula – Teacher Insights. Higher Education Evaluation and Development, 16(1), 32–46. https://doi.org/10.1108/HEED-03-2021-0027
Habiburrahman, L. (2022). Locality vs Globality: Wayang Sasak’s Practice and Teaching in the World Literature. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(4), 1063. https://doi.org/10.33394/jk.v8i4.5834
Haerazi, H. (2023). MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence. Journal on English as a Foreign Language, 13(2), 581–609. https://doi.org/10.23971/jefl.v13i2.6536
Haerazi, H., & Irawan, L. A. (2020a). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., & Irawan, L. A. (2020b). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing english materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–551. https://doi.org/10.17507/jltr.0903.13
Haerazi, H., & Nunez, J. L. (2022). Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education: Intercultural Language Learning; English Textbooks. Journal of Language and Literature Studies, 1(2), 75–82. https://doi.org/10.36312/jolls.v1i2.610
Haerazi, Irawan, L. A., & Sotlikova, R. (2023). Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness. JEELS (Journal of English Education and Linguistics Studies), 10(2), 471–497. https://doi.org/10.30762/jeels.v10i2.1763
Hidayatullah, H., & Haerazi, H. (2022). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games. Journal of Language and Literature Studies, 1(2), 93–102. https://doi.org/10.36312/jolls.v1i2.614
Lewis, T., O’Rourke, B., & Dooly, M. (2016). Innovation in language learning and teaching – Online Intercultural Exchange. Innovation in Language Learning and Teaching, 10(1), 1–5. https://doi.org/10.1080/17501229.2015.1133541
Llinares, A. (2021). Discussion: Multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism, 1–6. https://doi.org/10.1080/13670050.2021.1918055
Lukman, L. (2024). Development of Contextual Learning Models to Improve Student’s Speaking Skills. Journal of Languages and Language Teaching, 12(1), 198. https://doi.org/10.33394/jollt.v12i1.9128
Moghaddam, M. M., & Tirnaz, M. H. (2023). Representation of Intercultural Communicative Competence in ELT Textbooks: Global Vs. Local Values. Journal of Intercultural Communication Research, 52(2), 191–215. https://doi.org/10.1080/17475759.2022.2152076
Mostafaei Alaei, M., & Aghblagh, M. M. (2020). Exploring the association between Iranian EFL learners’ intercultural contact and L2 motivational self system. Journal of Intercultural Communication Research, 49(6), 569–584. https://doi.org/10.1080/17475759.2020.1810741
Ookawa, K. (2015). Cultural education through the high school level English textbooks. Journal of Language and Cultural Education, 3(3), 95–103. https://doi.org/10.1515/jolace-2015-0023
Porto, M. (2014). Intercultural citizenship education in an EFL online project in Argentina. Language and Intercultural Communication, 14(2), 245–261. https://doi.org/10.1080/14708477.2014.890625
Raigón-Rodríguez, A. (2018). Analysing cultural aspects in EFL textbooks: A skill-based analysis. Journal of English Studies, 16, 281. https://doi.org/10.18172/jes.3478
Safitri, R., & Sugirin, S. (2019). Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context. EduLite: Journal of English Education, Literature and Culture, 4(2), 261. https://doi.org/10.30659/e.4.2.261-274
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
Shin, J., Eslami, Z. R., & Chen, W.-C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Tabatadze, S., Gorgadze, N., Gabunia, K., & Tinikashvili, D. (2020). Intercultural content and perspectives in school textbooks in Georgia. Intercultural Education, 31(4), 462–481. https://doi.org/10.1080/14675986.2020.1747290
Tavassoli, K., & Ghamoushi, M. (2023). Exploring Iranian EFL Teachers’ Cognition, Attitude, and Practice in Teaching Intercultural Issues. Interchange, 54(2), 173–201. https://doi.org/10.1007/s10780-023-09487-7
Umar, F., Khosiyono, B. H. C., & Irfan, M. (2023). Bilingual-Based Digital Story Telling Innovation to Grow the Pancasila Student Profile for Primary School. Journal of Languages and Language Teaching, 11(4), 879. https://doi.org/10.33394/jollt.v11i4.8830
References
Afifah, N., & Devana, T. (2020). Speaking Skill through Task Based Learning in English Foreign Language Classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135. https://doi.org/10.33394/jo-elt.v7i2.3109
Akmalia, F., & Laila Zulfa, Y. (2022). From study abroad to education abroad: Language proficiency, intercultural competence, and diversity: by Senta Goertler and Theresa Schenker, London, Routledge, 2021, 292 pp., £36.99 (pbk), ISBN 9780367259860. Intercultural Education, 33(6), 647–648. https://doi.org/10.1080/14675986.2022.2154956
Al-Sabbagh, K. W., Bradley, L., & Bartram, L. (2019). Mobile language learning applications for Arabic speaking migrants: A usability perspective. Language Learning in Higher Education, 9(1), 71–95. https://doi.org/10.1515/cercles-2019-0004
Anabel, T. W. V., & Simanjuntak, D. C. (2022). Obtaining Preferences from a Hybrid Learning System to Promote English-Speaking Ability Through Focus Group Discussion. Journal of Languages and Language Teaching, 10(2), 118. https://doi.org/10.33394/jollt.v10i2.4994
Aristiawan, D. (2018). Multilingual Code Mixing in Sasak Language in Karang Buyuk Ampenan. Journal of Languages and Language Teaching, 6(1), 61. https://doi.org/10.33394/jollt.v6i1.814
Bose, P., & Gao, X. (2022). Cultural representations in indian English language teaching textbooks. SAGE Open, 12(1), 1–10. https://doi.org/10.1177/21582440221082102
Burns, L. V. F., & García, M. R. (2022). Intercultural and Linguistic Competences for Engineering ESP Classes: A Didactic Framework Proposal Through Problem‐Based Learning. International Journal of Applied Linguistics, 32(1), 3–24. https://doi.org/10.1111/ijal.12370
Chan, J. Y. H. (2020). Towards English as an International Language: The Evolving ELT Curricula and Textbooks in Hong Kong. International Journal of Applied Linguistics, 30(2), 244–263. https://doi.org/10.1111/ijal.12277
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet.’ Asian Englishes, 19(2), 148–159. https://doi.org/10.1080/13488678.2017.1279763
Erickson, E. (2022). An analysis of writers’ errors in producing descriptive texts; intercultural studies. Journal of Languages and Language Teaching, 10(3), 444–452. https://doi.org/10.33394/jollt.v10i3.5389
Estaji, M., & Tabrizi, S. (2022). Teachers’ perceptions and strategies in the development of intercultural communicative competence: The case of international school teachers in Iran. Research in Comparative and International Education, 17(3), 528–545. https://doi.org/10.1177/17454999221077859
Etri, W. (2022). Intercultural Sensitivity and Its Effects on ELT Curricula – Teacher Insights. Higher Education Evaluation and Development, 16(1), 32–46. https://doi.org/10.1108/HEED-03-2021-0027
Habiburrahman, L. (2022). Locality vs Globality: Wayang Sasak’s Practice and Teaching in the World Literature. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(4), 1063. https://doi.org/10.33394/jk.v8i4.5834
Haerazi, H. (2023). MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence. Journal on English as a Foreign Language, 13(2), 581–609. https://doi.org/10.23971/jefl.v13i2.6536
Haerazi, H., & Irawan, L. A. (2020a). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., & Irawan, L. A. (2020b). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing english materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–551. https://doi.org/10.17507/jltr.0903.13
Haerazi, H., & Nunez, J. L. (2022). Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education: Intercultural Language Learning; English Textbooks. Journal of Language and Literature Studies, 1(2), 75–82. https://doi.org/10.36312/jolls.v1i2.610
Haerazi, Irawan, L. A., & Sotlikova, R. (2023). Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness. JEELS (Journal of English Education and Linguistics Studies), 10(2), 471–497. https://doi.org/10.30762/jeels.v10i2.1763
Hidayatullah, H., & Haerazi, H. (2022). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games. Journal of Language and Literature Studies, 1(2), 93–102. https://doi.org/10.36312/jolls.v1i2.614
Lewis, T., O’Rourke, B., & Dooly, M. (2016). Innovation in language learning and teaching – Online Intercultural Exchange. Innovation in Language Learning and Teaching, 10(1), 1–5. https://doi.org/10.1080/17501229.2015.1133541
Llinares, A. (2021). Discussion: Multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism, 1–6. https://doi.org/10.1080/13670050.2021.1918055
Lukman, L. (2024). Development of Contextual Learning Models to Improve Student’s Speaking Skills. Journal of Languages and Language Teaching, 12(1), 198. https://doi.org/10.33394/jollt.v12i1.9128
Moghaddam, M. M., & Tirnaz, M. H. (2023). Representation of Intercultural Communicative Competence in ELT Textbooks: Global Vs. Local Values. Journal of Intercultural Communication Research, 52(2), 191–215. https://doi.org/10.1080/17475759.2022.2152076
Mostafaei Alaei, M., & Aghblagh, M. M. (2020). Exploring the association between Iranian EFL learners’ intercultural contact and L2 motivational self system. Journal of Intercultural Communication Research, 49(6), 569–584. https://doi.org/10.1080/17475759.2020.1810741
Ookawa, K. (2015). Cultural education through the high school level English textbooks. Journal of Language and Cultural Education, 3(3), 95–103. https://doi.org/10.1515/jolace-2015-0023
Porto, M. (2014). Intercultural citizenship education in an EFL online project in Argentina. Language and Intercultural Communication, 14(2), 245–261. https://doi.org/10.1080/14708477.2014.890625
Raigón-Rodríguez, A. (2018). Analysing cultural aspects in EFL textbooks: A skill-based analysis. Journal of English Studies, 16, 281. https://doi.org/10.18172/jes.3478
Safitri, R., & Sugirin, S. (2019). Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context. EduLite: Journal of English Education, Literature and Culture, 4(2), 261. https://doi.org/10.30659/e.4.2.261-274
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
Shin, J., Eslami, Z. R., & Chen, W.-C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Tabatadze, S., Gorgadze, N., Gabunia, K., & Tinikashvili, D. (2020). Intercultural content and perspectives in school textbooks in Georgia. Intercultural Education, 31(4), 462–481. https://doi.org/10.1080/14675986.2020.1747290
Tavassoli, K., & Ghamoushi, M. (2023). Exploring Iranian EFL Teachers’ Cognition, Attitude, and Practice in Teaching Intercultural Issues. Interchange, 54(2), 173–201. https://doi.org/10.1007/s10780-023-09487-7
Umar, F., Khosiyono, B. H. C., & Irfan, M. (2023). Bilingual-Based Digital Story Telling Innovation to Grow the Pancasila Student Profile for Primary School. Journal of Languages and Language Teaching, 11(4), 879. https://doi.org/10.33394/jollt.v11i4.8830
Akmalia, F., & Laila Zulfa, Y. (2022). From study abroad to education abroad: Language proficiency, intercultural competence, and diversity: by Senta Goertler and Theresa Schenker, London, Routledge, 2021, 292 pp., £36.99 (pbk), ISBN 9780367259860. Intercultural Education, 33(6), 647–648. https://doi.org/10.1080/14675986.2022.2154956
Al-Sabbagh, K. W., Bradley, L., & Bartram, L. (2019). Mobile language learning applications for Arabic speaking migrants: A usability perspective. Language Learning in Higher Education, 9(1), 71–95. https://doi.org/10.1515/cercles-2019-0004
Anabel, T. W. V., & Simanjuntak, D. C. (2022). Obtaining Preferences from a Hybrid Learning System to Promote English-Speaking Ability Through Focus Group Discussion. Journal of Languages and Language Teaching, 10(2), 118. https://doi.org/10.33394/jollt.v10i2.4994
Aristiawan, D. (2018). Multilingual Code Mixing in Sasak Language in Karang Buyuk Ampenan. Journal of Languages and Language Teaching, 6(1), 61. https://doi.org/10.33394/jollt.v6i1.814
Bose, P., & Gao, X. (2022). Cultural representations in indian English language teaching textbooks. SAGE Open, 12(1), 1–10. https://doi.org/10.1177/21582440221082102
Burns, L. V. F., & García, M. R. (2022). Intercultural and Linguistic Competences for Engineering ESP Classes: A Didactic Framework Proposal Through Problem‐Based Learning. International Journal of Applied Linguistics, 32(1), 3–24. https://doi.org/10.1111/ijal.12370
Chan, J. Y. H. (2020). Towards English as an International Language: The Evolving ELT Curricula and Textbooks in Hong Kong. International Journal of Applied Linguistics, 30(2), 244–263. https://doi.org/10.1111/ijal.12277
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet.’ Asian Englishes, 19(2), 148–159. https://doi.org/10.1080/13488678.2017.1279763
Erickson, E. (2022). An analysis of writers’ errors in producing descriptive texts; intercultural studies. Journal of Languages and Language Teaching, 10(3), 444–452. https://doi.org/10.33394/jollt.v10i3.5389
Estaji, M., & Tabrizi, S. (2022). Teachers’ perceptions and strategies in the development of intercultural communicative competence: The case of international school teachers in Iran. Research in Comparative and International Education, 17(3), 528–545. https://doi.org/10.1177/17454999221077859
Etri, W. (2022). Intercultural Sensitivity and Its Effects on ELT Curricula – Teacher Insights. Higher Education Evaluation and Development, 16(1), 32–46. https://doi.org/10.1108/HEED-03-2021-0027
Habiburrahman, L. (2022). Locality vs Globality: Wayang Sasak’s Practice and Teaching in the World Literature. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(4), 1063. https://doi.org/10.33394/jk.v8i4.5834
Haerazi, H. (2023). MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence. Journal on English as a Foreign Language, 13(2), 581–609. https://doi.org/10.23971/jefl.v13i2.6536
Haerazi, H., & Irawan, L. A. (2020a). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., & Irawan, L. A. (2020b). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43–54. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing english materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–551. https://doi.org/10.17507/jltr.0903.13
Haerazi, H., & Nunez, J. L. (2022). Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education: Intercultural Language Learning; English Textbooks. Journal of Language and Literature Studies, 1(2), 75–82. https://doi.org/10.36312/jolls.v1i2.610
Haerazi, Irawan, L. A., & Sotlikova, R. (2023). Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness. JEELS (Journal of English Education and Linguistics Studies), 10(2), 471–497. https://doi.org/10.30762/jeels.v10i2.1763
Hidayatullah, H., & Haerazi, H. (2022). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games. Journal of Language and Literature Studies, 1(2), 93–102. https://doi.org/10.36312/jolls.v1i2.614
Lewis, T., O’Rourke, B., & Dooly, M. (2016). Innovation in language learning and teaching – Online Intercultural Exchange. Innovation in Language Learning and Teaching, 10(1), 1–5. https://doi.org/10.1080/17501229.2015.1133541
Llinares, A. (2021). Discussion: Multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism, 1–6. https://doi.org/10.1080/13670050.2021.1918055
Lukman, L. (2024). Development of Contextual Learning Models to Improve Student’s Speaking Skills. Journal of Languages and Language Teaching, 12(1), 198. https://doi.org/10.33394/jollt.v12i1.9128
Moghaddam, M. M., & Tirnaz, M. H. (2023). Representation of Intercultural Communicative Competence in ELT Textbooks: Global Vs. Local Values. Journal of Intercultural Communication Research, 52(2), 191–215. https://doi.org/10.1080/17475759.2022.2152076
Mostafaei Alaei, M., & Aghblagh, M. M. (2020). Exploring the association between Iranian EFL learners’ intercultural contact and L2 motivational self system. Journal of Intercultural Communication Research, 49(6), 569–584. https://doi.org/10.1080/17475759.2020.1810741
Ookawa, K. (2015). Cultural education through the high school level English textbooks. Journal of Language and Cultural Education, 3(3), 95–103. https://doi.org/10.1515/jolace-2015-0023
Porto, M. (2014). Intercultural citizenship education in an EFL online project in Argentina. Language and Intercultural Communication, 14(2), 245–261. https://doi.org/10.1080/14708477.2014.890625
Raigón-Rodríguez, A. (2018). Analysing cultural aspects in EFL textbooks: A skill-based analysis. Journal of English Studies, 16, 281. https://doi.org/10.18172/jes.3478
Safitri, R., & Sugirin, S. (2019). Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context. EduLite: Journal of English Education, Literature and Culture, 4(2), 261. https://doi.org/10.30659/e.4.2.261-274
Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
Shin, J., Eslami, Z. R., & Chen, W.-C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Tabatadze, S., Gorgadze, N., Gabunia, K., & Tinikashvili, D. (2020). Intercultural content and perspectives in school textbooks in Georgia. Intercultural Education, 31(4), 462–481. https://doi.org/10.1080/14675986.2020.1747290
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