Local Cultures Folklore Grounded from English Textbooks for Secondary High School Indonesia

Keywords: Local Cultures, Folklore, Indonesian Folklore, English Textbooks, Secondary Schools


English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.


Download data is not yet available.

Author Biographies

Ririn Anggraini, Universitas Lancang Kuning, Pekanbaru, Indonesia

Ririn Anggraini graduated with a Bachelor degree at the Department of English Education, Faculty of Education and Vocational Studies Universitas Lancang Kuning, Indonesia. She has experience in teaching English language for children and expats, and is currently pursuing her academic interest in literature and technology in English as a Foreign Language (EFL) context, specifically for junior and senior high school students in Pekanbaru City.

Tatum Derin, University of Cambridge, Cambridge, United Kingdom

Tatum Derin is a post-graduate student, pursuing an MPhil in Education (Research in Second Language Education) in the University of Cambridge, United Kingdom as an awardee of LPDP scholarship 2022. She completed her English Education Bachelor Degree at Universitas Lancang Kuning, Indonesia in 2021 with her thesis entitled, "Styles and Trends of Online Aggressive Language Among English Students of FKIP Unilak in Their Blogging Activities". Her areas of expertise covers technology-enhanced language learning, cyberculture, online communication and she has a vested interested in internet linguistics and online learning. Her current activities include teaching IGCSE and IELTS for secondary-level students. 

Jaka Satria Warman, University of Bristol, Bristol, United Kingdom

Jaka Satria Warman began his academic life as a undergraduate student of English language and Literature Study Program at the Faculty of Languages and Arts Universitas Negeri Padang, Indonesia. After working as an English tutor in a start-up company for two years following his study completion, he pursued a Masters degree in Education in the School of Education, Faculty of Social Sciences and Laws University of Bristol, United Kingdom. Since the third year of his bachelor study, he has been interested in conducting research as well as actively writing and publishing academic articles. His research interest lies in the areas of macro linguistics, language learning and teaching, Learning technology, and community service, with regard to English in particular. He is currently waiting for his master award and graduation in the upcoming months, and is planning to continue his study to a doctoral degree in the near future.

Nunung Susilo Putri, Universitas Lancang Kuning, Pekanbaru, Indonesia

Nunung Susilo Putri is currently working as a staff vice dean for publications and research at the graduate school of Lancang Kuning University, Pekanbaru, Indonesia. She has completed her undergraduate degree at the Department of English Education, Faculty of Education and Vocational Studies, Lancang Kuning University, Indonesia. Active in research activities, scientific publications, and participates in the management of journals in graduate schools. She has been managing multiple scientific journals for about 4 years and has published many EFL-related articles that can be a reference for readers, particularly teachers. She actively participates in national and international conferences and seminars, with her current research focus being the field of Educational Technology.

Mutia Sari Nursafira, Universitas Riau, Pekanbaru, Indonesia

Mutia Sari Nursafira is a post-graduate student in the Department of English Education, Faculty of Teachers Training and Education Universitas Riau, Indonesia. The researcher has completed Bachelor Degree at Department of English Education, Faculty of Education and Vocational Studies Universitas Lancang Kuning, Indonesia. She currently serves as Managing Editor of REiLA: Journal of Research and Innovation in Language (accredited in SINTA 2) and Staff at International Affairs and Cooperation at Universitas Lancang Kuning, Indonesia. Her areas of expertise include English language teaching, creative writing, and cyberliterature, and she has experience in writing and language editing in Indonesia and English, particularly in literature and scientific manuscripts for more than four years.


Alim, C. N. (2011). Teaching Indonesian as a Foreign Language through Folk Tales. Proceding of conference at the second annual international symposium of foreign language learning. 29-30 November 2011.

Anderson, B. (2006). Imagined communities. Verso Books.

Ament, K. W. & Indriastuty, R. D. (2017). Interactive English. Yudhistira.

Anderson, E. C. (2011). Folklore or Britney Spears: EFL Decisions in an Increasingly Global World. MA TESOL Collection. 508. https://digitalcollections.sit.edu/ipp_collection/508

Asjuh, N. (2019) Developing Local Folktale-Based English Materials for Teaching Speaking Skill in Senior High School. [Dissertation]. Universitas Negeri Makassar. http://eprints.unm.ac.id/12935/

Batubara, F., Derin , T., Putri, N. S., & Yudar , R. S. (2020). Five Factors Influencing the Students’ Motivation to Learn English as a Foreign Language: A Closer Look into Montessori Classroom Environment. REiLA : Journal of Research and Innovation in Language, 2(2), 76-84. https://doi.org/10.31849/reila.v2i2.3165

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design (4thEd.). Sage Publications.

Dao, P., & Sato, M. (2021). Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research, 25(6), 972-994. https://doi.org/10.1177/13621688211044238

Daryanto, J. (2018). English in Use. PT Tiga Serangkai Pustaka Mandiri.

Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content Analysis. African Journal of Emergency Medicine, 7(3), 93-99.

Fadhli, M. (2020). Indonesian Folktales in English: Media to Integrate Local Wisdom in EFL Classroom. Lingual, 10(2), 1-5.

Flores, A. M. (2020). Utilizing Folktales as Culture-Specific Schemata to Promote English as a Second Language (ESL) and English as a Foreign Language (EFL) Reading Fluency. The journal of the Faculty of Foreign Studies, Aichi Prefectural University, (52), 343-352.

Gutiérrez-Fonollosa, M. (2018). Fostering Intercultural Competency in EFL Classroom through Skype and folk tales. [Thesis]. Universitari de Formació.

Ibrahim, S. I. (2021). The Role of Selected Folk Tales on Iraqi Fourth Primary Pupils' Vocabulary Development from EFL Teachers' Perspectives. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 675-684.

Inphoo, P., & Nomnian, S. (2019). Dramatizing a Northeastern Thai Folklore to Lessen High School Students' Communication Anxiety. PASAA: Journal of Language Teaching and Learning in Thailand, 57, 33-66.

Ismail, I. (2019). The Impact of Interactive Reading Using Local Folktales Stories in Supporting Students’ Vocabulary Achievement in Indonesian EFL Learners. Majesty Journal, 1(2), 25-37. https://doi.org/10.33487/majesty.v1i2.119

Jaques, Z. (2015). Children’s literature and the posthuman: Animal, environment, cyborg. Routledge.

Karmila, D., & Ningsih, R. J. (2019). Bahasa Inggris. Yrama Widya.

Kittilä, S. (2020). Folklore as an evidential category. Folia Linguistica, 54(3), 697-721. https://doi.org/10.1515/flin-2020-2051line

Kumari, P., & Khan, S. (2019). Learning EFL in India by Means of English Children’s Literature. Innovative Research on Engineering, Science, Pharmacy, Humanities and Management (ICIR-2019), 59-62.

Lande, S. K., & Astuti, E. M. (2017). Forward an English Course for Vocational School Students. Erlangga.

Lwin, S. M. (2015). Using folktales for language teaching. The English Teacher, 44(2), 74.

Mantra, I. B. N., & Kumara, D. G. A. G. (2018). Cyclic Learning Session of Indonesian Folktales Utilization to Improve Students’ Reading Comprehension. Media Bina Ilmiah, 13(1),763.

Mantra, I. B. N., & Maba, W. (2018). Enhancing the EFl learners’ speaking skill through folktales based instruction. In SHS Web of Conferences (Vol. 42, p. 00017). EDP Sciences.

Masykuroh, Q. (2020, February). Teaching Gender Responsiveness through Folktales in EFL Classroom. In ICLLT 2019: Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019. European Alliance for Innovation.

Muslimin, M., Sutapa, Y., Gatot, Y., & Wardah, W. (2017) The Use of Matching Game to Support Vocabulary Building for Learning Specific Terms in Local Folklore. [Doctoral dissertation] Tanjungpura University.

Novasyari, R. (2019). Significant Roles of Children’s Literature in EFL. Global Expert: Jurnal Bahasa dan Sastra, 8(1).

Nyoman, M. I. B., & Gana, K. D. G. A. (2018). Folktales as Meaningful Cultural and Linguistic Resources yo Improve Students’ Reading Skills. Lingua Scientia, 25(2), 83-88.

Özen, B., & Mohammadzadeh, B. (2012). Teaching vocabulary through poetry in an EFL classroom. International Online Journal of Primary Education (IOJPE), 1(1).

Pardede, P. (2021). Action Research on Using Short Stories to Boost EFL Learners’ Performance: A Systematic Review. Premise: Journal of English Education and Applied Linguistics, 10(2), 165-182.

Prastiwi, Y. (2013). Transmitting local cultural knowledge through English as foreign language (EFL) learning as a means of fostering “unity in diversity”. Academic Journal of Interdisciplinary Studies, 2(3), 507. https://doi.org/10.5901/ajis.2013.v2n3p507

Prastiwi, Y. (2013). Transmitting local cultural knowledge through English as foreign language (EFL) learning as a means of fostering unity in diversity. Academic journal of interdisciplinary studies, 2(7), 507-5018.

Putra, I. D. G. R. D. (2017). The Implementation of Local Culture-based Project in a Balinese Project Classroom. Journal of Psychology and Instruction, 1(1), 45-54.

Rahman, F. (2017). The revival of local fairy tales for children education. Theory and Practice in language Studies, 7(5), 336-344. http://dx.doi.org/10.17507/tpls.0705.02

Sanders, J. S. (2011). Disciplining girls: Understanding the origins of the classic orphan girl story. JHU Press.

Sarwoko. (2016). English on Target. Erlangga.

Seguí, F. P. (2018). The Role of Folklore in EFL Teaching in Secondary Education. [Thesis]. Universitat de les Illes Balears.

Setiawan, S., & Juwita. (2021). Bahasa dan Sastra Inggris. Yrama Widya.

Su, S. W. (2010). Motivating and Justifiable: Teaching Western Literature to EFL Students at a University of Science and Technology. TESL-EJ, 14(1).

Sudarwati, & Grace, E. (2016). Pathway to English. Erlangga.

Sukmawan, S., & Setyowati, L. (2017). Environmental messages as found in Indonesian folklore and its relation to foreign language classroom. Arab World English Journal (AWEJ), 8.

Upa, R., & Mangalik, H. (2018). Utilizing Sulawesi folktales into the teaching of reading comprehension. Jurnal Studi Guru Dan Pembelajaran, 1(1), 37-41. https://doi.org/10.30605/jsgp.1.1.2018.19

Wachidah, S., Gunawan, A., & Diyantari. (2018). Bahasa Inggris: Think Globally Act Locally. Kemdikbud.

Zaida, N. (2016). Bright: An English Course for Junior High School Students. Erlangga.

Zaida, N. (2018). Bright: An English Course for Junior High School Students. Erlangga.

Zein, T., Sinar, T., Nurlela, N., & Yusuf, M. (2019). The Incomplete linguistic features and schematic structure in EFL university students’ narrative texts. Journal of Education, Teaching and Learning, 4(1), 203-209.

How to Cite
Anggraini, R., Derin, T., Warman, J. S., Putri, N. S., & Nursafira, M. S. (2022). Local Cultures Folklore Grounded from English Textbooks for Secondary High School Indonesia. Elsya : Journal of English Language Studies, 4(3), 263-275. https://doi.org/10.31849/elsya.v4i3.10582
Abstract viewed = 196 times
PDF downloaded = 213 times