DEVELOPING A NIAS CULTURE-BASED MULTILITERACIES MODEL FOR STUDENTS’ ENGLISH READING AND WRITING SKILLS AT SMP NEGERI 6 NAMOHALU ESIWA

Abstract

Students’ English reading and writing skills remain a challenge in rural educational contexts, while local culture has not been optimally integrated into English language instruction. Learning materials are often general and insufficiently connected to students’ cultural experiences and local contexts. This study aimed to develop and conduct a limited implementation of a Nias culture-based Multiliteracies Model for English reading and writing instruction. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The developed model integrated Nias cultural content, written texts, visual representations, collaborative meaning-making activities, and English reading and writing tasks, supported by a culture-based e-module. The limited implementation involved 25 students and 8 teachers, with complete learning-performance data available from 24 students. Data were collected through reading and writing assessments, student and teacher response questionnaires, observations, interviews, and documentation. The findings showed that the developed model and e-module were positively received by the participants. Students’ overall response reached a mean score of 4.696 out of 5, while teachers’ overall response reached 4.75 out of 5. Students also reported positive responses to the culture-based e-module, particularly in terms of enjoyment of its use (4.88/5), interest in Nias cultural materials (4.84/5), and interest in visual and video materials (4.84/5). The learning-performance data showed changes between the initial and subsequent measurements; however, these findings are reported as preliminary evidence because the limited implementation involved no control or comparison group and the statistical analysis of reading and writing outcomes requires further examination. The findings suggest that the Nias culture-based Multiliteracies Model is acceptable to students and teachers and has potential as a culturally relevant approach to English reading and writing instruction. Further implementation with more comprehensive statistical analysis and comparative research designs is needed to establish its effectiveness.