This is my first semester at Purdue University. the courses that I took in this semester, made me have a wonder and excitement to explore a topic that I plan to examines how traditional proverbs can be integrated into Digital literacy in classroom, it will be focusing on the Perspective and Practice of the Indonesian Pre-service teachers for young learners. I have aim to understand about how these group of people view and imply the traditional proverbs in teaching children s in today's Digital Era. Based on my own experience having and experiencing Indonesia's education system, I hope this study would be an opportunity to highlight how proverbs can be successfully blended with modern teaching approaches and strategies. The research will look at the challenges and opportunities preschool teachers face when bringing these traditions into their classrooms. Ultimately, I hope this study sheds light on how traditional proverbs are used to teach digital literacy to young learners. By doing so, it will offer insights into teachers’ approaches and emphasize the ongoing importance of cultural heritage in contemporary education.
These are two articles that I chosed to support my research interest which are;
1. Hatipoğlu, Ç., & Daşkın, N. C. (2024). A proverb in need is a proverb indeed: Proverbs, textbooks and communicative language ability. Department of Foreign Language Education, Faculty of Education, Middle East Technical University, Ankara, Turkey.
Research Overview
This study focused on the Proverbs’ incorporated in EFL textbooks and students’ improvement on communication skills potentially increased by the usage of Proverbs. This study had 127 pre-service teachers from the first and fourth years in Turkey, as the sample and then analyse fifteen widely usage range on ELT textbooks.
Methodology and Framework
This research follows Bachman's (BMCC) Model of Communicative Competence. Competence in both structural areas (such as text and grammar) and functional areas (such as idioms and social language) are emphasised in this paradigm. Scientists employed content analysis techniques and a specialised analysis form to examine the coursebooks' usage of proverbs.
Key Findings
Educational Context
The study gives us important new information about the EFL situation in Turkey. Most students don't hear much English outside of school; in fact, 68% said that coursebooks were the only thing that helped them learn proverbs. Most of them don't connect with native English speakers or real English material very often, unless it's entertainment media.
Coursebook Analysis
The examination The coursebooks were looked at, and the results were not good. There were a total of 136 proverbs in all the books, with an average of 10.5 proverbs per book. There were big differences in the spread, with some books having no proverbs at all. The high type-token ratio (0.91) means that proverbs aren't recycled very often, which limits students' chances to learn.
Pedagogical Implications
The study shows that there is a big gap between how important proverbs are for improving communication skills and how little they are used in training materials. This deficiency in use may impede children's acquisition of standard, culturally appropriate linguistic competencies.
Significance of Research
This study provides valuable insights for developing ELT materials and classroom instruction. It emphasises the necessity of using more intentional proverbs in educational resources to enhance all facets of language proficiency in EFL contexts.
By means of a thorough approach involving a sizable sample size of 127 pre-service teachers and methodical examination of 15 widely used ELT coursebooks, the study shows great dependability. Using a well-known theoretical framework (Bachman's Model of Communicative Competence) and many data collecting techniques—including content analysis and questionnaires—the study makes Using different proverb dictionaries and standardised analytic forms as reference tools strengthens the legitimacy of the study. But the geographical restriction to the Turkish context begs issues regarding the general relevance of results to other EFL environments. One might wonder about the chronological relevance of the research as the value of the examined coursebooks is not expressed clearly. Including student performance data to support the effect of proverb education on language learning would have boosted the research. Although the Turkish setting justifies the emphasis on coursebooks, it may not give a whole view of how proverbs are taught in contemporary language schools. Examining how technology and other resources affect proverb learning in modern environments might help the research. The implementation gap of the study raises issues about pragmatic suggestions for educators to more use proverbs into their lessons. Using automatic text analysis methods to augment the hand content analysis would have improved the approach. Including similar data from different EFL situations would enable the research to be more comprehensive and support its findings. Including longitudinal data to track the effectiveness of proverb instruction over time would assist to underline the reliability of the research.
The study says that there is still a lot to learn about how to use traditional elements of language like proverbs in language learning, especially in digital settings. It would be good to find out what Indonesian preschool teachers think about teaching digital literacy along with traditional proverbs. The way the research examines instructional tools and teacher points of view provides a useful structure for my own work. Given most studies focus on older pupils, my focus on preschool settings plugs a major research gap. In the Indonesian context, the confluence of digital literacy instruction with traditional cultural features is quite significant. The study emphasises the need of safeguarding cultural knowledge while adopting contemporary approaches of instruction. My research might offer insightful analysis of how educators modify classic materials for digital media. The focus on teacher points of view fits the direction of present educational studies. The emphasis on preschool-specific implementation techniques fills in an obvious void in the body of current research. My studies could provide useful rules for preserving cultural authenticity in digital distribution channels.
2. Marliana, A., Anshari, A., & Amir, J. (2024). Meaning of Local Language Expression of Pasang Ri Kajang and Its Implication for Language Teaching. Universitas Negeri Makassar, Indonesia.
The study investigates the meaning and implications of local language expressions in Pasang Ri Kajang, a collection of ancestral mandates that guides the Ammatoa community in South Sulawesi, Indonesia. The research employed a qualitative approach using hermeneutic studies, collecting data through observation, interviews, recordings and documentation from July to September 2019. The majority of the original data sources was gathered from the local community leaders and common stakeholders who are the people who protect this proverbs. This study found several forms of proverbs that express societal standards, including traditional proverbs, thimbles and slogans. Based on the study, these traditional utterances are full of rich literary aspects such as ideas, experiences, emotions, thoughts, and beliefs that carried a pivotal impact on community belongings. The proverbs serve as comprehensive guidelines for social, religious, cultural and environmental aspects of community life. These traditional expressions are primarily passed down orally from generation to generation, preserving cultural wisdom through storytelling and teaching. The proverbs contain moral messages and noble values that continue to guide social behavior in the Ammatoa community. The study shows that while encouraging language acquisition, traditional proverbs efficiently help to educate many cultures and languages. According to the study, modern schools should use the teaching of proverbs as a means of incorporating classic ideas into current curricula.The findings amply show the need of using native languages and local knowledge in language education as well as the need of safeguarding cultural legacy by means of educational activities.
The study offers important new perspectives on the teaching of modern languages and the function of classic proverbs in safeguarding cultural legacy. Between July and September 2019, the research used a systematic qualitative hermeneutic approach, combining observations, interviews, recordings, and documentation to ensure reliable results. Its credibility is reinforced by firsthand accounts from community leaders and traditional stakeholders who play an active role in preserving Pasang Ri Kajang traditions. That said, the research could have been even stronger with more examples of these proverbs included in Ammatoa education. It also opens up interesting questions about how to teach old idioms in a way that keeps their cultural roots intact. Another avenue worth exploring is how younger generations are finding ways to use these proverbs in today’s digital world.
The study shows that proverbs are useful teaching tools that can help language learners improve both their organisational and social skills. The studies show that proverbs hold cultural knowledge and ideals that can be used in modern schools in a way that respects cultural heritage The study reveals that proverbs must be presented properly, which is crucial to digital lesson planning. The results suggest instructors require training and tools to incorporate traditional proverbs in classrooms. The studies particularly focus on how proverbs can help young people learn natural, regionally suitable language. The study shows that using proverbs in the right way can help students improve both their language and cultural skills. Our findings recommend incorporating proverbs into current teaching methods. Studies show that proverbs may link old and new information. The research focusses preserving historic traditions while adapting them to current teaching approaches. Proverbs in the classroom assist kids understand language and culture. Researchers concluded that teaching a language using both old and modern methods works best. The study reveals how to incorporate traditional culture into modern classrooms without affecting their culture.
The first study discusses how proverbs in English Language Teaching (ELT) coursebooks enhance communicative competence, while the second examines local language expressions in Pasang Ri Kajang, a collection of ancestral commandments. Both studies emphasise proverbs' cultural significance, although one examines language education in EFL contexts and the other cultural preservation in traditional Indonesian communities.
The Pasang Ri Kajang research reveals how proverbs advise on social, religious, cultural, and environmental issues. However, the ELT study shows how proverbs improve language learning organisation and pragmatics. Research methodologies also vary greatly. The Pasang Ri Kajang research employs qualitative hermeneutic analysis with community stakeholders, whereas the ELT study analyses coursebooks and surveys pre-service instructors. The Pasang Ri Kajang research emphasises oral transmission of cultural wisdom through proverbs, while the ELT study employs textbooks. The Pasang Ri Kajang study emphasises the necessity to include traditional phrases into modern education, whereas the ELT study highlights the lack of proverbs in language teaching resources. For instance, the Pasang Ri Kajang research includes sayings, thimbles, and slogans, whereas the ELT study has just 136 proverbs throughout 15 coursebooks, unevenly distributed. Both studies emphasise the significance of conveying proverbs properly, whether through Pasang Ri Kajang oral traditions and cultural context or planned ELT training. Despite their diverse approaches, both respect proverbs in teaching. Pasang Ri Kajang emphasises cultural preservation, whereas ELT develops language skills. They show how proverbs, in many forms, may enrich culture and education.
References
Hatipoğlu, Ç., & Daşkın, N. C. (2024). A proverb in need is a proverb indeed: Proverbs, textbooks and communicative language ability. Department of Foreign Language Education, Faculty of Education, Middle East Technical University, Ankara, Turkey.
Marliana, A., Anshari, A., & Amir, J. (2024). Meaning of Local Language Expression of Pasang Ri Kajang and Its Implication for Language Teaching. Universitas Negeri Makassar, Indonesia.
