Integrating Local Folklore into Language Education: A Case Study of the Danau Toba Narrative in Indonesian Secondary Schools
Keywords:
Cultural Identity, Folklore Integration, Language Education, Local Literature, Narrative Pedagogy, Translanguaging
Abstract
This study examines the integration of local folklore into language education through the use of the Danau Toba narrative in Indonesian secondary schools. Motivated by the limited use of local folklore in classrooms despite its cultural richness, the research was conducted at SMP Negeri 1 Ronggurnihuta, Samosir Regency, North Sumatra, using a qualitative case study approach. Data were collected through classroom observations, in-depth interviews with teachers and students in grades VIII–IX, and analysis of instructional documents. Thematic analysis identified patterns of pedagogical practice, student responses, and emerging challenges. Findings reveal that teachers employ the Danau Toba narrative to teach narrative structure, moral values, and linguistic features, while fostering connections between text and students’ lived experiences. Students showed higher engagement and comprehension compared to national texts, supported by translanguaging practices combining Indonesian and Batak Toba languages. Challenges include the lack of official teaching resources, limited methodological guidance, and the constraints of the national curriculum. The study’s novelty lies in situating folklore as a pedagogical resource rather than solely a literary object, highlighting its role in literacy development and identity-based learning. The findings contribute theoretically to discourse on local knowledge in pedagogy, empirically to evidence of folklore’s educational impact, and practically to curriculum design supporting cultural relevance in language education.
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References
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Junaidi, F., Suwandi, S., Saddhono, K., Wardani, N. E., Saputra, A. D., & Ramdhani, J. (2023). Learning BIPA through folktales: Needs analysis of foreign students in Indonesia. International Journal of New Trends in Social Sciences, 7(1), 29–35. https://doi.org/10.18844/ijss.v7i1.8575
Lee, C. A., Wilkinson, T. J., Timmermans, J. A., Ali, A. N., & Anakin, M. G. (2023). Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study. Medical Education, 57(8), 761–769. https://doi.org/10.1111/medu.15026
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Lowe, K., Tennent, C., Moodie, N., Guenther, J., & Burgess, C. (2021). School-based Indigenous cultural programs and their impact on Australian Indigenous students: a systematic review. Asia-Pacific Journal of Teacher Education, 49(1), 78–98. https://doi.org/10.1080/1359866X.2020.1843137
Lumaela, E., & Que, S. R. (2021). Using Explicit Instruction Method in Improving Students’ Grammar Ability in Simple Present Tense at Class X3 of SMA Negeri 4 Leihitu. Jurnal Tahuri, 18(1), 13–32. https://doi.org/10.30598/tahurivol18issue1page13-32
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Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Novianti, N. (2022). Indonesian Folk Narratives: On the Interstices of National Identity, National Values, and Character Education. Journal of Ethnology and Folkloristics, 16(1), 99–116. https://doi.org/10.2478/jef-2022-0006
Novita, D., Yamin, M., Taufiq, W., & Dilna, S. G. (2024). Teachers’ Practices Toward Cultural Representations in an EFL Textbook: Preparing Students for A Global Experience. Journal of Languages and Language Teaching, 12(1), 254–266. https://doi.org/10.33394/jollt.v12i1.9548
Ortiz, N. A., & Davis, T. J. (2020). Gladys’s Lesson Plan: A Culturally Relevant Exemplar. The Mathematics Teacher, 113(8), 651–657. https://doi.org/10.5951/mtlt.2019.0053
Paris, D. (2021). Culturally Sustaining Pedagogies and Our Futures. The Educational Forum, 85(4), 364–376. https://doi.org/10.1080/00131725.2021.1957634
Park, Soyoung, & Paulick, Judy. (2021). An Inquiry into Home Visits as a Practice of Culturally Sustaining Pedagogy in Urban Schools. Urban Education, 59(1), 124–154. https://doi.org/10.1177/0042085921998416
Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180
Puad, L. M. A. Z., & Ashton, K. (2023). A critical analysis of Indonesia’s 2013 national curriculum: Tensions between global and local concerns. The Curriculum Journal, 34(3), 521–535. https://doi.org/10.1002/curj.194
Putrawan, G. E. (2022). Translanguaging Practices in EFL Classrooms: Evidence from Indonesia. CaLLs (Journal of Culture, Arts, Literature, and Linguistics), 8(1), 69. https://doi.org/10.30872/calls.v8i1.7973
Ritter, C. S. (2022). Rethinking digital ethnography: A qualitative approach to understanding interfaces. Qualitative Research, 22(6), 916–932. https://doi.org/10.1177/14687941211000540
Safitri, I. (2024). Exploring The Utilization of Folktales as Reading Materials for EFL Students. Journal of English as a Foreign Language Education (JEFLE), 4(2), 115. https://doi.org/10.26418/jefle.v4i2.74899
Siringo-ringo, R., Siagian, A., & Wahyuni, N. (2022). The Resilient Tradition: Exploring the Cultural Significance of Javanese Wayang Kulit in Heritage Preservation. Jurnal Ilmu Pendidikan Dan Humaniora, 11(1), 69–84. https://doi.org/10.35335/jiph.v11i1.16
Situmorang, S., Sinaga, D. S., & Simbolon, S. (2023). Exploring Belief Values in Batu Umang Folklore: A Cultural Analysis of Durin Tani Village, Sibolangit District, Deli Serdang Regency. Jurnal Ilmu Pendidikan Dan Humaniora, 12(2), 69–81. https://doi.org/10.35335/jiph.v12i2.32
Souisa, T. R., Lekatompessy, J., & Ferdinandus, M. (2020). Diglot Picture Storybook Based on Maluku Content and Its Relevance for Young Learners’ Literacy. Jurnal Tahuri, 17(2), 84–95. https://doi.org/10.30598/tahurivol17issue2page84-95
Sutrisno, D. B. (2023). Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms. Journal of Languages and Language Teaching, 11(3), 547. https://doi.org/10.33394/jollt.v11i3.8265
Suyatno, S., Wantini, W., Prastowo, A., Nuryana, Z., Firdausi, D. K. A., & Samaalee, A. (2022). The Great Teacher: The Indonesian Adolescent Student Voice. Frontiers in Education, 6(1), 1–13. https://doi.org/10.3389/feduc.2021.764179
Usman, J., Zainuddin, Z., Zulfikar, T., Lugendo, D., & Yusuf, Y. (2022). When online learning and cultural values intersect: Indonesian EFL students’ voices. Issues in Educational Research, 32(3), 1196–1212. https://search.informit.org/doi/10.3316/informit.655017804047081
Utari, D. M., Suhartiningsih, S., Nurdianasari, N., & Finali, Z. (2023). Development of Indonesian Language Teaching Materials Based on Local Wisdom on Historical Narrative Text Material for Grade V Students at SDN 5 Kebondalem Banyuwangi. International Journal of Social Science and Human Research, 06(04), 2024–2032. https://doi.org/10.47191/ijsshr/v6-i4-05
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Wedawati, M. T., Abida, F. I. N., Koiri, M., & Damanhuri, A. (2022). Cultural and Moral Values in East Javanese Folklore. ELS Journal on Interdisciplinary Studies in Humanities, 5(3), 411–415. https://doi.org/10.34050/elsjish.v5i3.22230
Wenno, E. C., Serpara, H., & Litualy, S. J. (2021). Actantial Schema and Functional Structure of the Fairy Tale “Die Gänsemagd” (The Goose Girl) of the Brothers Grimm Fairy Tale Collection (Analysis of A. J. Greimas’ Theory). Jurnal Tahuri, 18(1), 1–12. https://doi.org/10.30598/tahurivol18issue1page1-12
Wiesner, C. (2022). Doing qualitative and interpretative research: reflecting principles and principled challenges. Political Research Exchange, 4(1), 2127372. https://doi.org/10.1080/2474736X.2022.2127372
Yilmaz, T. (2021). Translanguaging as a pedagogy for equity of language minoritized students. International Journal of Multilingualism, 18(3), 435–454. https://doi.org/10.1080/14790718.2019.1640705
Aprilliandari, D. I., Mardiana, M., & Mega, I. R. (2024). Folklore as A Media to Empower Reading Literacy & The Socio-Cultural Values among EFL Students: A Need Analysis. Scope : Journal of English Language Teaching, 9(1), 143–147. https://doi.org/10.30998/scope.v9i1.23758
Azhary, L., & Fatimah, S. (2024). The Integration of Local Cultures in English Teaching Materials in Promoting Culturally Responsive Teaching. AL-ISHLAH: Jurnal Pendidikan, 16(2). https://doi.org/10.35445/alishlah.v16i2.4998
Bonacina-Pugh, F., da Costa Cabral, I., & Huang, J. (2021). Translanguaging in education. Language Teaching, 54(4), 439–471. https://doi.org/DOI: 10.1017/S0261444821000173
Burgess, C., Thorpe, K., Egan, S., & Harwood, V. (2022). Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like in education. Curriculum Perspectives, 42(2), 157–169. https://doi.org/10.1007/s41297-022-00164-w
Caingcoy, M. (2023). Culturally Responsive Pedagogy. Diversitas Journal, 8(4), 3203–3212. https://doi.org/10.48017/dj.v8i4.2780
Carroll, K. S. (2022). Translanguaging for transformation. In Linguistic Identities in the Arab Gulf States (pp. 183–197). Routledge. https://doi.org/10.4324/9781003149637-15
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815. https://doi.org/10.1016/j.cptl.2018.03.019
Chang, Wen-Chia, & Viesca, Kara Mitchell. (2022). Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research. Teachers College Record, 124(2), 197–224. https://doi.org/10.1177/01614681221086676
Cheron, C., Salvagni, J., & Colomby, R. K. (2022). The Qualitative Approach Interview in Administration: A Guide for Researchers. Revista de Administração Contemporânea, 26(4), 210–221. https://doi.org/10.1590/1982-7849rac2022210011.en
Costansa, T. I., & Sarbunan, M. (2021). Image Media and the Learning Outcomes of Kontrastive Kulturkunde Courses of the Students of German Language Education Study Program, FKIP Pattimura University, Ambon. Jurnal Tahuri, 18(2), 41–48. https://doi.org/10.30598/tahurivol18issue2page41-48
Dutton, Janet, & Rushton, Kathleen. (2020). Using the translanguaging space to facilitate poetic representation of language and identity. Language Teaching Research, 25(1), 105–133. https://doi.org/10.1177/1362168820951215
Flint, A. S., Laman, T. T., & Jackson, T. O. (2021). Culturally sustaining pedagogies in education. Theory Into Practice, 60(3), 227–230. https://doi.org/10.1080/00405841.2021.1911580
Galante, A. (2024). Translanguaging drama: embracing learners’ perezhivanie for embodiment of the repertoire. International Journal of Bilingual Education and Bilingualism, 27(9), 1258–1270. https://doi.org/10.1080/13670050.2022.2069460
Gilad, S. (2021). Mixing Qualitative and Quantitative Methods in Pursuit of Richer Answers to Real-World Questions. Public Performance & Management Review, 44(5), 1075–1099. https://doi.org/10.1080/15309576.2019.1694546
Hidayati, A. N., & Santiana, S. (2020). Promoting Cultural Awareness through Intercultural Listening Activities. Jurnal Tahuri, 17(2), 53–62. https://doi.org/10.30598/tahurivol17issue2page53-62
Inderawati, R., Susanti, S., Nurhayati, N., & Sitinjak, M. D. (2022). Developing Instructional Reading Materials with Local Culture-Based Narrative Texts for the Tenth Grade Students. English Review: Journal of English Education, 10(2), 749–760. https://doi.org/10.25134/erjee.v10i2.6431
Jayadiningrat, M. G., & Widiani, N. K. (2021). Positive Impact of Balinese Folktale Literacy Learning on Students’ Social Attitudes and Reading Ability. Jurnal Pendidikan Dan Pengajaran, 54(1), 190–198. https://doi.org/10.23887/jpp.v54i1.32424
Junaidi, F., Suwandi, S., Saddhono, K., & Wardani, N. E. (2022). Improving Students’ Social Intelligence Using Folktales during the Covid-19 Pandemic. International Journal of Instruction, 15(3), 209–228. https://doi.org/10.29333/iji.2022.15312a
Junaidi, F., Suwandi, S., Saddhono, K., Wardani, N. E., Saputra, A. D., & Ramdhani, J. (2023). Learning BIPA through folktales: Needs analysis of foreign students in Indonesia. International Journal of New Trends in Social Sciences, 7(1), 29–35. https://doi.org/10.18844/ijss.v7i1.8575
Lee, C. A., Wilkinson, T. J., Timmermans, J. A., Ali, A. N., & Anakin, M. G. (2023). Revealing the impact of the hidden curriculum on faculty teaching: A qualitative study. Medical Education, 57(8), 761–769. https://doi.org/10.1111/medu.15026
Lewier, C. A., & Nendissa, P. (2020). Diglot Picture Storybook Based on Maluku Content and Its Relevance for Young Learners’ Literacy. Jurnal Tahuri, 17(2), 96–110. https://doi.org/10.30598/tahurivol17issue2page96-110
Litualy, S. J., & Serpara, H. (2021). Comparative Literary Works, Language Learning, and Character Building of Learners. Jurnal Tahuri, 18(2), 14–23. https://doi.org/10.30598/tahurivol18issue2page14-23
Lowe, K., Tennent, C., Moodie, N., Guenther, J., & Burgess, C. (2021). School-based Indigenous cultural programs and their impact on Australian Indigenous students: a systematic review. Asia-Pacific Journal of Teacher Education, 49(1), 78–98. https://doi.org/10.1080/1359866X.2020.1843137
Lumaela, E., & Que, S. R. (2021). Using Explicit Instruction Method in Improving Students’ Grammar Ability in Simple Present Tense at Class X3 of SMA Negeri 4 Leihitu. Jurnal Tahuri, 18(1), 13–32. https://doi.org/10.30598/tahurivol18issue1page13-32
Muurlink, O., & Thomsen, B. (2024). Qualitative Research Approaches to Social Phenomena. In Advanced Research Methods for Applied Psychology (pp. 99–110). Routledge. https://doi.org/10.4324/9781003362715-10
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160–173. https://doi.org/10.1177/1468794119830077
Novianti, N. (2022). Indonesian Folk Narratives: On the Interstices of National Identity, National Values, and Character Education. Journal of Ethnology and Folkloristics, 16(1), 99–116. https://doi.org/10.2478/jef-2022-0006
Novita, D., Yamin, M., Taufiq, W., & Dilna, S. G. (2024). Teachers’ Practices Toward Cultural Representations in an EFL Textbook: Preparing Students for A Global Experience. Journal of Languages and Language Teaching, 12(1), 254–266. https://doi.org/10.33394/jollt.v12i1.9548
Ortiz, N. A., & Davis, T. J. (2020). Gladys’s Lesson Plan: A Culturally Relevant Exemplar. The Mathematics Teacher, 113(8), 651–657. https://doi.org/10.5951/mtlt.2019.0053
Paris, D. (2021). Culturally Sustaining Pedagogies and Our Futures. The Educational Forum, 85(4), 364–376. https://doi.org/10.1080/00131725.2021.1957634
Park, Soyoung, & Paulick, Judy. (2021). An Inquiry into Home Visits as a Practice of Culturally Sustaining Pedagogy in Urban Schools. Urban Education, 59(1), 124–154. https://doi.org/10.1177/0042085921998416
Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages, 6(4), 180. https://doi.org/10.3390/languages6040180
Puad, L. M. A. Z., & Ashton, K. (2023). A critical analysis of Indonesia’s 2013 national curriculum: Tensions between global and local concerns. The Curriculum Journal, 34(3), 521–535. https://doi.org/10.1002/curj.194
Putrawan, G. E. (2022). Translanguaging Practices in EFL Classrooms: Evidence from Indonesia. CaLLs (Journal of Culture, Arts, Literature, and Linguistics), 8(1), 69. https://doi.org/10.30872/calls.v8i1.7973
Ritter, C. S. (2022). Rethinking digital ethnography: A qualitative approach to understanding interfaces. Qualitative Research, 22(6), 916–932. https://doi.org/10.1177/14687941211000540
Safitri, I. (2024). Exploring The Utilization of Folktales as Reading Materials for EFL Students. Journal of English as a Foreign Language Education (JEFLE), 4(2), 115. https://doi.org/10.26418/jefle.v4i2.74899
Siringo-ringo, R., Siagian, A., & Wahyuni, N. (2022). The Resilient Tradition: Exploring the Cultural Significance of Javanese Wayang Kulit in Heritage Preservation. Jurnal Ilmu Pendidikan Dan Humaniora, 11(1), 69–84. https://doi.org/10.35335/jiph.v11i1.16
Situmorang, S., Sinaga, D. S., & Simbolon, S. (2023). Exploring Belief Values in Batu Umang Folklore: A Cultural Analysis of Durin Tani Village, Sibolangit District, Deli Serdang Regency. Jurnal Ilmu Pendidikan Dan Humaniora, 12(2), 69–81. https://doi.org/10.35335/jiph.v12i2.32
Souisa, T. R., Lekatompessy, J., & Ferdinandus, M. (2020). Diglot Picture Storybook Based on Maluku Content and Its Relevance for Young Learners’ Literacy. Jurnal Tahuri, 17(2), 84–95. https://doi.org/10.30598/tahurivol17issue2page84-95
Sutrisno, D. B. (2023). Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms. Journal of Languages and Language Teaching, 11(3), 547. https://doi.org/10.33394/jollt.v11i3.8265
Suyatno, S., Wantini, W., Prastowo, A., Nuryana, Z., Firdausi, D. K. A., & Samaalee, A. (2022). The Great Teacher: The Indonesian Adolescent Student Voice. Frontiers in Education, 6(1), 1–13. https://doi.org/10.3389/feduc.2021.764179
Usman, J., Zainuddin, Z., Zulfikar, T., Lugendo, D., & Yusuf, Y. (2022). When online learning and cultural values intersect: Indonesian EFL students’ voices. Issues in Educational Research, 32(3), 1196–1212. https://search.informit.org/doi/10.3316/informit.655017804047081
Utari, D. M., Suhartiningsih, S., Nurdianasari, N., & Finali, Z. (2023). Development of Indonesian Language Teaching Materials Based on Local Wisdom on Historical Narrative Text Material for Grade V Students at SDN 5 Kebondalem Banyuwangi. International Journal of Social Science and Human Research, 06(04), 2024–2032. https://doi.org/10.47191/ijsshr/v6-i4-05
Villamin, P., Lopez, V., Thapa, D. K., & Cleary, M. (2025). A Worked Example of Qualitative Descriptive Design: A Step‐by‐Step Guide for Novice and Early Career Researchers. Journal of Advanced Nursing, 81(8), 5181–5195. https://doi.org/10.1111/jan.16481
Vindrola-Padros, C., & Johnson, G. A. (2020). Rapid Techniques in Qualitative Research: A Critical Review of the Literature. Qualitative Health Research, 30(10), 1596–1604. https://doi.org/10.1177/1049732320921835
Wedawati, M. T., Abida, F. I. N., Koiri, M., & Damanhuri, A. (2022). Cultural and Moral Values in East Javanese Folklore. ELS Journal on Interdisciplinary Studies in Humanities, 5(3), 411–415. https://doi.org/10.34050/elsjish.v5i3.22230
Wenno, E. C., Serpara, H., & Litualy, S. J. (2021). Actantial Schema and Functional Structure of the Fairy Tale “Die Gänsemagd” (The Goose Girl) of the Brothers Grimm Fairy Tale Collection (Analysis of A. J. Greimas’ Theory). Jurnal Tahuri, 18(1), 1–12. https://doi.org/10.30598/tahurivol18issue1page1-12
Wiesner, C. (2022). Doing qualitative and interpretative research: reflecting principles and principled challenges. Political Research Exchange, 4(1), 2127372. https://doi.org/10.1080/2474736X.2022.2127372
Yilmaz, T. (2021). Translanguaging as a pedagogy for equity of language minoritized students. International Journal of Multilingualism, 18(3), 435–454. https://doi.org/10.1080/14790718.2019.1640705
Published
2025-02-25
How to Cite
Simbolon, H., & Mandalahi, A. R. (2025). Integrating Local Folklore into Language Education: A Case Study of the Danau Toba Narrative in Indonesian Secondary Schools. Jurnal Tahuri, 22(1), 68-82. https://doi.org/10.30598/tahurivol22issue1page68-82
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