Keywords
Local culture
Design-based research
Enhancing motivation
How to Cite
Abstract
This study was planned to enhance students' reading motivation by using local culture-oriented
texts. It adopted a design-based research approach involving two practitioners and 67 students from two primary schools (34 from School A and 33 from School B). The first phase involved gathering baseline data, followed by the development and validation of culturally relevant texts. Results of a baseline study from observation, interviews, and surveys indicated that students showed low motivation toward reading lessons, indicating a need for intervention. Interventions
were first implemented at School A, refined, and then applied at School B. Data analysis comprised parametric descriptive and inferential statistics to assess changes in motivation after
checking the normality. After the intervention at School A and B results from descriptive statistics for pre- and post-test scores showed a significant increase in motivation, with mean scores rising from 2.823 to 3.892 and 2.757 to 4.169, respectively. The paired sample t-test further showed a significant enhancement in reading motivation, with p-values of 0 at both schools after the interventions. Moreover, the qualitative findings from classroom observations interview, and feedback collected from practitioners showed significant improvements in students' motivation and engagement in reading skills after the intervention. From these findings, we can conclude that the iterative nature of design-based research contributed to understanding the effect of culturally relevant materials on students’ reading motivation.
References
Adebola, O. O., Modupe, K. G., & Olufunke, A. M. (2022). Assessing the role of local culture in community development. International Journal of Research and Innovation in Social Science, 6(11), 414–418.
Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1–7. https://doi.org/10.18869/acadpub.ijree.2.1.1
Aldoobie, N. (2015). The ADDIE model. American International Journal of Contemporary Research, 5(6), 68–72.
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
Awago, A., Seyoum, G., & Lemma, A. (2025). Augmenting students’ reading comprehension using source culture-oriented texts: Eighth-grade in focus. GIST–Education and Learning Research Journal, 31(31). https://doi.org/10.26817/16925777.1982
Bakker, A., & van Eerde, D. (2015). An introduction to design-based research with an example from statistics education. In Design research in education: A practical guide for early career researchers (pp. 17–28). Freudenthal Institute for Science and Mathematics Education, Utrecht University. https://doi.org/10.1007/978-94-017-9181-6_16
Banks, J. A. (2002). An introduction to multicultural education (3rd ed.). Allyn & Bacon.
Barab, S., & Squire, K. (2004). Introduction: Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14.
Estuarso, D., Basthomi, Y., & Widiati, U. (2017). When local goes global: English teachers as cultivators of local culture in a globalized region. K injustice Social Sciences, 1(3). https://doi.org/10.18502/kss.v1i3.725
Firmanto, A., Irtadji, M., Sudana, N. D., & Chusniyah, T. (2018). Information literacy in class culture-based learning. Advances in Social Science, Education and Humanities Research, 231, 60–64. Atlantis Press. https://doi.org/10.2991/amca-18.2018.60
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 3, pp. 403–424). Erlbaum.
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of literacy teaching design integrating local culture discourse and activities to enhance reading skills. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2016040
Halim, S., Wahid, R., & Halim, T. (2018). Classroom observation- a powerful tool for continuous professional development (CPD). IJLRES - International Journal on Language, Research and Education Studies, 2(2), 162–168. https://doi.org/10.30575/2017/ijlres-2018050801
Han, J., Lee, D., Yoo, H., Yoon, J., Park, J., Kim, S., & Ahn, S. Y. (2025). One-topic-doesn't-fit-all: Transcreating reading comprehension test for personalized learning. arXiv. https://doi.org/10.48550/arXiv.2511.09135
Haque, M. F., Haque, M. A., & Islam, Md. S. (2024). Motivational theories – A critical analysis. ASA University Review, 8(1).
Hertz, A. C., Kochetkova, E., & Pflepsen, A. (2019). Classroom observation toolkit for early grade reading improvement: A global reading network resource. USAID.
Hidayati, D. (2018). Students’ difficulties in reading comprehension at the first grade of SMAN 1 Darussalam Aceh Besar [Undergraduate thesis, UIN Ar-Raniry Banda Aceh]. UIN Ar-Raniry Repository. https://repository.ar-raniry.ac.id/2865/
Ibrahim, A. A. (2016). Definition, purpose, and procedure of developmental research: An analytical review. Asian Research Journal of Arts and Social Sciences, 1(6), 1–7. https://doi.org/10.9734/ARJASS/2016/30478
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. The Journal of Experimental Education, 84(4), 686–701.
Jendli, A., & Albarakati, M. (2024). Exploring motivational dynamics: The role of oral activities in improving Arab students’ learning of English. International Journal of Learning, Teaching and Educational Research, 23(3), 131–149. https://doi.org/10.26803/ijlter.23.3.7
Karimi, F., & Nafissi, Z. (2017). Effects of different culturally-based materials on EFL learners’ reading anxiety, self-efficacy, and proficiency in project-based classes. Issues in Language Teaching, 6(1), 83–115. https://ilt.atu.ac.ir/article_8420.html
Karsten, I., & van Zyl, A. (2022). Design-based research (DBR) as an effective tool to create context-sensitive and data-informed student success initiatives. Journal of Student Affairs in Africa, 10(1), 15–31.
Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26–41.
Kozak, K. (2015). Statistics using technology. Coconino Community College. https://oer.usk.ac.id/items/show/2463
Kramsch, C. (2012). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57–78.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
Namaziandost, E., Shafiee, S., & Esfahan, R. F. (2020). The impact of teaching cultural materials on reading motivation and attitude of Iranian upper-intermediate EFL learners. Journal of Language Horizons, 5(1), 100–124.
Nambiar, R. M. K., Ibrahim, N., Hashim, R. S., Yasin, R. M., Azman, H., Yusof, N. M., & Mustaffa, R. (2020). Impact of local culture-based reading materials on students’ skill development and confidence in English. Universal Journal of Educational Research, 8(2), 445–453. https://doi.org/10.13189/ujer.2020.080215
Nazarova, Z. K. (2020). Attitudes of students towards the use of cultural-based tasks in the foreign language classroom. Journal of Language Teaching and Learning, 15(3), 123–139.
Ortega, L. (2013). Understanding second language acquisition. Routledge. https://doi.org/10.4324/9780203777282
Rahman, F. (2018). The effect of local culture-based material to improve reading ability of 8th grade students at State Junior High School 9 Yogyakarta. Studies in English Language and Education, 5(1). https://doi.org/10.24815/siele.v9i3.24660
Rashidi, N., & Soureshjani, K. H. (2011). The effect of teaching culturally-based texts on Persian EFL learners’ motivation and reading performance. Journal of Language and Culture, 2(8), 141–147. https://doi.org/10.5897/JLC.9000023
Ratminingsih, N. M., Budasi, I. G., & Kurnia, W. D. A. (2020). Local culture-based storybook and its effect on reading competence. International Journal of Instruction, 13(2), 253–268. https://doi.org/10.29333/iji.2020.13218a
Razavi, M., & Gilakjani, A. P. (2020). The effect of teaching cultural context on intermediate EFL learners' reading comprehension ability. TEFLIN Journal, 31(2), 302–321.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Saidi, S. S., & Siew, N. M. (2019). Investigating the validity and reliability of survey attitude towards statistics instrument among rural secondary school students. International Journal of Educational Methodology, 5(4), 651–661.
Sinclair, J. (2025). Exploring the effects of culturally responsive instruction on reading comprehension, language comprehension, and decoding. Education Sciences, 15(11), 1560. https://doi.org/10.3390/educsci15111560
Singh, Y. K. (2006). Fundamental of research methodology and statistics. New Age International.
Shrestha, K. (2016). Role of local culture in English language teaching. Journal of NELTA, 21(1-2).
Sorongan, D. A., Susanti, R., & Syahri, I. (2014). An analysis of local and target culture integration in English textbooks. Lingua: Jurnal Bahasa dan Sastra, 15(1).
Teshale, A. (2012). Reading practices of first year natural science students: The case of Bonga College of Teacher Education [Unpublished master’s thesis]. Jimma University.
Tisa, F., Sofendi, S., & Eryansyah, E. (2021). Reading and its relationship among attitude, motivation, and comprehension achievement in upper secondary school students. JEES (Journal of English Education and Linguistics Studies), 6(1), 42–51. https://doi.org/10.21070/jees.v6i1.751
Ulaywi, R. K., & Khairi, F. (2008). The effect of using culture awareness strategies on Iraqi EFL college students' reading and writing performance. Al-Ustath, 2, 502.
Wutun, A., Arafah, B., & Yassi, A. (2018). Integrating local culture in English language teaching to enhance learners' emotion to speak English. International Journal of English Language Teaching, 6(4), 48–56.
Yang, H., & Wu, X. (2023). Foreign language anxiety, motivation and intercultural communication competence of Chinese top university students. International Journal of TESOL Studies, 5(3), 88–106. https://doi.org/10.58304/ijts.20230308
Yang, X. (2017). Cultural background on reading comprehension in junior high school. Journal of Language Teaching and Research, 8(2), 370–374. http://dx.doi.org/10.17507/jltr.080.05
Zhang, C., & Qu, W. (2013). The analysis of summative assessment and formative assessment and their roles in college English assessment system. Journal of Language Teaching and Research, 4(2), 335–339. https://doi.org/10.4304/jltr.4.2.335-339
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.