PROMOTING GLOBAL CULTURAL AWARENESS THROUGH SUPPLEMENTARY MATERIALS FOR PRIMARY INDONESIAN EFL STUDENTS
DOI:
https://doi.org/10.38048/jipcb.v12i4.5943Keywords:
EFL Students, Global Culture, Supplementary MaterialsAbstract
This research aimed to explore the development process and evaluate the quality of English supplementary materials integrated with global culture. This study followed a developmental research approach guided by Branch (2009), which consists of five key stages: Analysis, Design, Development, Implementation, and Evaluation. The participants of this study consisted of 25 fifth-grade students and an English teacher. A total of 25 students and one teacher were purposefully selected using a purposive sampling technique. To gather comprehensive data, the study employed a combination of content analysis, interviews, and surveys. The development of the English supplementary materials integrated with global culture for fifth-grade students followed a multi-step process from designing a blueprint outlining topics, learning objectives, and activities that combined English skills with global knowledge, cultural behaviors, and artifacts. The materials were created using Canva to produce a colorful, engaging layout with visual elements and a friendly character named Squirrel as a guide. The content was adapted from the fifth-grade primary English textbook, My Next Words, and enriched with global cultural elements. The developed English supplementary materials integrated with global culture were effectively implemented in the classroom and received positive feedback from students, teachers, and experts. The user and expert judgments further confirmed the quality of the materials, with an average rating of 4.36, classifying them as “good” in terms of relevance, design, and global culture integration. These results indicate that the developed supplementary materials are effective, engaging, and beneficial in supporting students’ English learning and cultural awareness in the classroom setting
References
Arif, V. R., Darmayanti, R., & Usmiyatun, U. (2022). Designing the development of Canva application-based audio-visual teaching materials on the material “point to point distance” for high school students. JEMS: Jurnal Edukasi Matematika Dan Sains, 11(1), 286–299. https://doi.org/10.25273/jems.v11i1.14862
Bagea, I. (2023). Cultural influences in language learning in a global context. Indo-MathEdu Intellectuals Journal, 4(2), 630–645. https://doi.org/10.54373/imeij.v4i2.248
Dewantari, F., Utami, I. G. A. L. P., & Santosa, M. H. (2021). Infographics and independent learning for English learning in the secondary level context. Journal on English as a Foreign Language, 11(2), 250–274. https://doi.org/10.23971/jefl.v11i2.2784
Friatin, N., & Irianti, L. Y. (2023). The teacher’s perception of using Canva application in teaching creative writing. English Review: Journal of English Education Program (JEEP), 10(2), 131–140. https://jurnal.unigal.ac.id/index.php/jeep
Giyatmi. (2021). Cultural learning in teaching English. 3 Rd English Language and Literature International Conference (ELLiC) , 186–196.
Guechi, R., & Krishnasamy, H. N. (2020). Teaching English culture in the EFL classroom: goals, principles and techniques. Research Journal Faculty of Arts and Culture, 13(4), 20–30.
Hermawan, V., Dede Anggiana, A., & Septianti, S. (2021). Analisis kemampuan pemahaman matematis melalui model pembelajaran student achievemen divisons (stad). Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 6(Volume 6), 71–81. https://doi.org/10.23969/symmetry.v6i1.4126
Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2023.100781
Jantadej, K. (2022). A study of English intercultural learning experience of Thai tertiary English majors. International Journal of Progressive Education, 18(1), 1–21. https://doi.org/10.29329/ijpe.2022.426.1
Klein, R. and. (2007). Design and Development Research.
Madibekovna, S. A., & Seitzhapparovna, A. A. (2016). Sociocultural factors on learning English. World Science, 2(6). http://news.harvard.edu/gazette/story/2010/11/change-languages-shift-responses/
Malicoban, E. V., Buco, I. M. S., Yaun, D. A. A., Mordeno, I. C. V., & Lasta, N. A. Y. (2021). Development of a supplementary material on modes of heat transfer for STEM learning among grade 7 students. Journal of Physics: Conference Series, 1835(1). https://doi.org/10.1088/1742-6596/1835/1/012032
Muhsin, M. A., (2024). How Canva aplication used by pre-service teacher: A study at PPG students in Indonesia. 4(2), 1578–1588.
Naviri, S., Vilola, S., & Apriansyah, H. (2024). Pelatihan pembuatan media pembelajaran interaktif Canva untuk peningkatan ketrampilan guru di era digital. Jurnal Pengabdian Magister Pendidikan IPA, 7(4). https://doi.org/10.29303/jpmpi.v7i4.9601
Pujiono, I. P., Izzati, F. A., & Puspitaningrum, D. (2023). Workshop on using the canva application as a media for creating teaching materials for teachers of sdn 1 bukur and sdn 2 bukur. Jurnal Pengabdian Masyarakat Berkemajuan, 7(3), 1550–1554.
Pulungan, E. D., Ananda, R., Rifa’i, M., & Mousthofa, E. (2024). Development of Canva-based interactive teaching materials to enhance students’ critical thinking skills in fiqh learning at Islamic high school. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 6(1), 142–158. https://doi.org/10.37680/scaffolding.v6i1.4845
Reksi Santoso, C., Wulan Agustin, F., & Zahroni, A. (2024). Empowering Indonesian language education through Canva: A collaborative project by multiple universities. Jurnal Inovasi Dan Pengembangan Hasil Pengabdian Masyarakat, 2(2), 272–288. https://doi.org/10.61650/jip-dimas.v2i2.639
Astika, R. Y., Anggoro, B.S., & Andriani, S. (2020). Pengembangan video media pembelajaran matematika dengan bantuan powtoon. Jurnal Pemikiran Dan Penelitian Pendidikan Matematika (JP3M), 2(2), 85–96. https://doi.org/10.36765/jp3m.v2i2.29
Sagatova, M. (2022). The relationship between a language and culture. International Journal on Integrated Education, 5(1).
Sari, M. I., Utari, S. D., & Arfiandhani, P. (2023). Creating English learning media using Canva: EFL students’ perspective. Teaching English as a Foreign Language Journal, 2(2), 85–96. https://doi.org/10.12928/tefl.v2i2.467
Sihombing, S. S. P., & Asnawi. (2023). The analysis of source culture in the current EFL textbooks in Indonesia. Education & Learning, 3(1), 50–57. https://doi.org/10.57251/el.v3i1.730
Susilawati, A., & Meutiawati, I. (2024). Effectiveness of use artificial intelligence in the form of Canva in designing teacher learning tools in schools. Jurnal Pendidikan dan Pembelajaran, 4(1).
Tantri, N. N., & Santosa, H. (2024). The integration and development of EFL classroom materials based on local culture: A systematic literature review. Jurnal Pendidikan Bahasa Inggris Undiksha, 12, 61–70. https://doi.org/10.23887/jpbi.v12i1
Wijayanti, D. N. (2023). Penguatan dimensi berkebinekaan global profil pelajar pancasila melalui pembelajaran pendidikan pancasila dan kewarganegaraan. Educatio: Jurnal Ilmu Kependidikan , 18(1), 172–184. https://doi.org/10.29408/edc.v18i1.12518
Zakso, A., Agung, I., Susanto, A. B., & Capnary, C. M. (2021). The effect of strengthening character education on tolerance increasing and development of Pancasila students in border area: Case of West Kalimantan province. Academic Journal of Interdisciplinary Studies, 10(5), 232–248. https://doi.org/10.36941/ajis-2021-0136
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Jurnal Ilmiah Pendidikan Citra Bakti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
