CULTURAL-BASED PEDAGOGY IN ENGLISH LANGUAGE LEARNING: THE CASE OF BANTEN LOCAL WISDOM IN E-MODULE DEVELOPMENT
DOI:
https://doi.org/10.36563/e4b8mf62Keywords:
Culture-Based Pedagogy, English Language Learning, E-Module, Banten Local Wisdom, Library Research, Intercultural CompetenceAbstract
This study aims to explore the concept and theoretical foundation of cultural-based pedagogy in English language learning through the lens of Banten local wisdom, emphasizing its potential for integration into e-module development. The research employs a library research (literature review) methodology, which involves a comprehensive and systematic analysis of scholarly works, journal articles, books, and previous studies related to culture-based learning, local wisdom, and digital pedagogy. The collected data were critically analyzed through content analysis to identify theoretical patterns, pedagogical implications, and cultural relevance in English language teaching. The theoretical framework is grounded in Vygotsky’s sociocultural theory, which posits that learning is mediated through cultural and social interactions, and Byram’s model of intercultural communicative competence, which highlights the role of learners’ cultural identity in developing linguistic and intercultural abilities. Supporting literature (Gay, 2018; Kramsch, 1993; Liddicoat & Scarino, 2013) reveals that embedding local culture in language learning materials enhances learners’ engagement, motivation, and contextual understanding. In the context of Banten, integrating cultural elements such as traditional folklore, proverbs, ceremonies, and historical heritage into digital e-modules provides an authentic learning experience aligned with students’ sociocultural realities. The findings of this literature-based analysis demonstrate that cultural-based pedagogy serves as an effective framework for developing contextualized and meaningful English language learning materials. Incorporating Banten local wisdom within e-modules not only strengthens linguistic competence but also fosters intercultural awareness, character education, and national identity preservation. The study concludes that the synthesis of culture, technology, and language pedagogy can form the basis for designing innovative and sustainable English learning resources relevant to Indonesia’s multicultural educational context.
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