Exploring Needs for Folktale-Integrated English Materials: Enhancing Oral Proficiency, Learner Independence, and Cultural Understanding

Abstract

The integration of local folktales into English language teaching is a culturally responsive approach that supports language skills while fostering learners’ identity and intercultural awareness. Developing such materials, however, requires a clear understanding of teacher and learner needs to ensure relevance and effectiveness. This study explores the specific needs of junior high school teachers and students in designing folktale-based English learning materials that promote speaking proficiency, learner autonomy, and cultural awareness. Using a qualitative case study within a research and development (R&D) framework, the study applied the 3D model (Define, Design, Develop), adapted from Thiagarajan, Semmel, and Semmel’s Four-D model. Data were collected through questionnaires, document analysis (curriculum, syllabus, lesson plans, and existing teaching materials), and fieldwork involving English teachers, who are also postgraduate students at Universitas Terbuka, and junior high school learners from schools across western, central, and eastern Indonesia. Descriptive statistics and content analysis were used to examine preferences, challenges, and expectations regarding folktale-based materials. Findings indicate three major needs: (1) interactive and accessible materials to strengthen speaking practice, (2) tasks that foster autonomy through reflective and collaborative learning, and (3) integration of cultural elements that connect local identity with global perspectives. These insights inform the development of prototypes such as folktale-based modules and flashcards that are both contextually relevant and pedagogically sound. The study contributes empirical evidence to English language education by demonstrating how needs analysis can guide the creation of culturally grounded materials that integrate language skills, learner autonomy, and cultural awareness.