Empowering English Foreign Language Learners through Sasak Local Wisdom: Effects on Self-Directed Learning
Authors
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Dedi Aprianto
Universitas Bumigora, Mataram, Indonesia
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Muhlisin
Universitas Bumigora, Mataram, Indonesia
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Wahyu Kamil Syarifaturrahman
Universitas Bumigora, Mataram, Indonesia
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Agus Syahid
Universitas Bumigora, Mataram, Indonesia
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Sutarman
Universitas Bumigora, Mataram, Indonesia
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Erwin Suhendra
Universitas Bumigora, Mataram, Indonesia
DOI:
https://doi.org/10.30812/humanitatis.v12i2.6562Keywords:
Culturally Responsive Pedagogy, EFL Learners, Sasak Local Wisdom, Self-Directed LearningAbstract
The integration of local cultural knowledge into English as a Foreign Language (EFL) instruction has received increasing attention as an approach to creating more meaningful, relevant, and learner-centered educational experiences. This study aimed to investigate the effects of integrating Sasak local wisdom-based learning materials on students’ self-directed learning and to explore students’ perceptions regarding how such materials influenced their engagement and learning experiences in EFL contexts. This study employed an explanatory sequential mixed-methods design by combining quantitative and qualitative methods. The quantitative phase investigated the influence of Sasak local wisdom-based learning materials on students’ self-directed learning through questionnaires, while the qualitative phase explored students’ perceptions through semi-structured interviews. The study involved 89 second-year students from the Undergraduate Computer Science Program of Bumigora University, Mataram, selected through total sampling, with 50 students in the experimental group and 39 in the control group. Twelve students were purposively selected for the interview phase based on their questionnaire responses. The quantitative findings showed that students in the experimental group achieved a higher self-directed learning score (M = 84.70) compared to the control group (M = 62.72). The independent samples t-test confirmed a statistically significant difference between the two groups, with a Sig. (2-tailed) value of 0.000 (p < .05), indicating the positive effect of Sasak local wisdom-based learning materials on students’ self-directed learning. The qualitative findings further revealed that students perceived the materials as enhancing their learning autonomy, motivation, cultural identity, and engagement in independent English learning activities. These findings suggest that culturally responsive EFL materials can serve as an effective pedagogical approach to empowering learners while connecting global English competence with local cultural values.
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