The Study of the Insertion of Local Culture In English Teaching and Learning by Junior High School Teachers in Yogyakarta

Abstract

This study is aimed at describing the insertion of local culture in English teaching and learning process done by junior high school teachers in Yogyakarta.
 This study was descriptive qualitative research. The research subjects were 10 English teachers from three public and three private junior high schools in Yogyakarta, namely SMPN 5, SMPN 2 and SMPN 10, SMP Muhammadiyah 2, SMP IT Abu Bakar and SMP Perintis. The data were collected through documentation and interview. In documentation, the teaching materials used by the teachers were gathered to see the local culture insertion. In the interview, teachers’ experiences, actions, opinion/perception, and knowledge in relation to the insertion of local culture in teaching and learning processes were gathered. The interview data and data from related documents were compared to achieve trustworthiness. The data were then analyzed using Miles & Huberman’s model that consists of data reduction, data display, and verification. The data were reduced based on their relation with the insertion of local culture. They were then listed in the form of questions and answers. Finally, the data were verified with teachers’ documents that had already been collected.
 The results of the study show the following. 1) The teachers insert local culture in the forms of ideas (norms, moral, ethics, and religious values), activities (traditional ceremonies), and artifacts (historical or tourism places, food, and stories). Most of them are wrapped in texts. 2) The insertion is done by selecting cultural topics, choosing cultural topics for classroom discussion, designing tasks or projects, and holding study tour to tourism places. 3) There are several reasons for teachers inserting local culture. The reasons are that teachers are aware of the importance of local culture, so that students should not forget and be proud of their own culture. Local culture is also considered having better moral values and can help to create meaningful learning. 4) Unfortunately, the local culture insertion in teaching and learning processes is very limited. The reasons for that limitation are as follows. a) Teachers think that students also need to learn other cultures. b) Students are not interested in local culture contents. c) Very few questions in UN are related to local culture. d) The visions of the school vary and not culturally-oriented. e) Students’ origin varies, therefore it is unfair to insert more Jogja culture materials than other cultures. f) Teachers’ priority is to fulfill teaching needs without considering the local culture contents in particular. g) Not all teachers paid attention to the significance of the local culture contents stated in the curriculum