Ethnographic Exploration of the Utilization of Contextual Approaches in Learning Indonesian Vocabulary in Elementary Schools
DOI:
https://doi.org/10.63687/jscl.v1i2.9Keywords:
Contextual Approach, Vocabulary Learning, Ethnography, Elementary SchoolAbstract
The problem in this study is how to utilize the contextual approach in learning Indonesian vocabulary at SDN 1 Sengkang, which is explored in depth using ethnographic methods. The focus of the study is to explore the practice of context-based vocabulary learning carried out by teachers and students, and how this approach is applied to improve students' understanding and involvement in the teaching and learning process. This study uses an ethnographic approach with participatory observation and in-depth interviews to explore the practice of context-based vocabulary learning and local culture in elementary schools. Data were analyzed qualitatively through thematic analysis and triangulation to ensure validity, so that the results describe in depth the dynamics and meaning of contextual and authentic learning. The results show that the ethnopedagogical approach and cultural classes are effective in integrating local culture in elementary school vocabulary learning. This approach enriches vocabulary while strengthening students' cultural identity and character through real experiences and social interactions. Local sources and traditional media increase students' motivation and understanding. The role of teachers, training, and inclusive policies are essential for the sustainability and success of relevant and culturally rooted learning. This study contributes to the development of vocabulary learning methods that effectively integrate local culture through ethnopedagogical approaches and cultural classes. These findings reinforce the importance of real-life experiences and social interactions in language learning, while also highlighting the strategic role of local sources, traditional media, and teacher support and inclusive policies. This contribution opens up opportunities for more contextual, meaningful and sustainable education.
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