Integrating Blora Local Wisdom into Culturally Responsive EFL: Communicative Engagement of Islamic Early Childhood Education Students

Mahi Sultan  Salama; Achmad Irchamni; Kristiyuana; Esty Setyo Utaminingsih; Siti Nur’aini

doi:10.56741/IISTR.ijlree.002410

Authors

Mahi Sultan Salama
mahi.sultan.s@gmail.com
Sekolah Tinggi Agama Islam Muhammadiyah Blora
Achmad Irchamni Sekolah Tinggi Agama Islam Muhammadiyah Blora https://orcid.org/0009-0000-6271-2167
Kristiyuana Sekolah Tinggi Agama Islam Muhammadiyah Blora
Esty Setyo Utaminingsih Universitas Negeri Semarang https://orcid.org/0009-0005-4247-1171
Siti Nur’aini Sekolah Tinggi Agama Islam Muhammadiyah Blora

DOI:

https://doi.org/10.56741/IISTR.ijlree.002410

Keywords:

Communicative, Culturally Responsive EFL, Islamic Early Childhood Education, Local Wisdom, Teacher Education

Abstract

This study examined how Blora local wisdom was integrated into culturally responsive EFL, how it shaped communicative engagement, and which factors supported or constrained implementation among third-semester Islamic Early Childhood Education students. Methods: Guided by Yin’s qualitative single-case study methodology, the study involved one English lecturer and ten students. Evidence came from classroom observations, semi-structured interviews, and analysis of teaching materials and student artifacts. Data were organized in a case database, coded thematically, compared across sources, and interpreted through pattern matching. Results: Blora traditions, culinary heritage, Barongan art, Samin culture, and related values were embedded in discussions, presentations, group work, media creation, and teaching practice. Familiar cultural content helped students generate ideas and participate in questioning, responding, presenting, and using English. Engagement nevertheless remained uneven because of limited vocabulary, pronunciation difficulties, nervousness, fear of mistakes, and dominant peers. Research Implications: Local wisdom can provide a culturally meaningful entry point for communication when tasks are supported by language scaffolding, peer collaboration, feedback, equitable participation structures, and a psychologically safe classroom climate.

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Author Biographies

Mahi Sultan Salama, Sekolah Tinggi Agama Islam Muhammadiyah Blora

is a lecturer in Islamic Early Childhood Education at Sekolah Tinggi Agama Islam Muhammadiyah Blora, Indonesia. His academic interests focus on early childhood education, English language learning, culturally responsive pedagogy, and the integration of local wisdom into teacher education. He is currently pursuing doctoral studies in Education at Universitas Muhammadiyah Malang, where his academic work continues to explore innovative and contextual approaches to learning. (email: mahi.sultan.s@gmail.com)

Achmad Irchamni, Sekolah Tinggi Agama Islam Muhammadiyah Blora

is a lecturer in Islamic Early Childhood Education and currently serves as the Head of the Islamic Early Childhood Education Study Program at Sekolah Tinggi Agama Islam Muhammadiyah Blora, Indonesia. His academic interests include early childhood education, curriculum development, Islamic education, and teacher professional development. He is currently pursuing doctoral studies in Education at Universitas Muhammadiyah Malang. (email: airchamni@gmail.com)

Kristiyuana, Sekolah Tinggi Agama Islam Muhammadiyah Blora

is a lecturer in Islamic Early Childhood Education at Sekolah Tinggi Agama Islam Muhammadiyah Blora, Indonesia. Her academic interests include early childhood learning, educational leadership, classroom management, and teacher education. She is currently pursuing doctoral studies in Educational Management at Universitas Negeri Semarang, Indonesia. (email: kristiyuana@staimublora.ac.id)

Esty Setyo Utaminingsih, Universitas Negeri Semarang

served as a lecturer in the Teacher Education program at Madrasah Ibtidaiyah from 2023 to 2025 at Sekolah Tinggi Agama Islam Muhammadiyah Blora, Indonesia. She is currently pursuing doctoral studies in Primary Education at Universitas Negeri Semarang, Indonesia. Her academic interests focus on elementary education, primary teacher education, culturally responsive pedagogy, local wisdom-based learning, and the development of science and social studies learning in elementary school contexts. In addition to her teaching and research activities, she is actively involved in writing books on basic education and in developing instructional media for elementary school learning. Her current research focuses on elementary education and the professional development of pre-service elementary education students. (email: estyutami@students.unnes.ac.id)

Siti Nur’aini, Sekolah Tinggi Agama Islam Muhammadiyah Blora

is a permanent lecturer in the Madrasah Ibtidaiyah Teacher Education Program at Sekolah Tinggi Agama Islam Muhammadiyah Blora, Indonesia. She serves as Chair of the Institute for Research and Community Service (LPPM) for the 2023–2027 period and is currently pursuing doctoral studies at Universitas Islam Negeri Walisongo Semarang. Her academic interests include Islamic and elementary education, curriculum and learning strategies, educational research, technology-supported instruction, and community empowerment. Through her leadership, she promotes collaborative research, academic publication, and community-service programs involving lecturers, students, schools, and local communities. She is also Editor-in-Chief of the Blora International Journal of Community Engagement. (email: nurainimuthia24@gmail.com)

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