CULTURAL RESPONSIVENESS AND DIGITAL TOOLS IN LITERACY INSTRUCTION: INSIGHT FROM INDONESIAN HIGH SCHOOL TEACHERS
Main Article Content
Abstract
Students’ literacy skill has become pivotal in the era of globalization for both academic and professional success. However, according to the observation, conventional teaching methods often fail to accommodate the cultural diversity of students and do not include essential 21st – century skills. Moreover, lesson plans that integrate 21st - century skills such as critical thinking, communication, collaboration, creativity, cultural awareness, and character development are vital for supporting students learning success. Referring to the principles of CRT and 21st century education, this research explores the English teachers’ practices and challenges in integrating culturally responsive teaching (CRT) and digital tools in literacy instructions for senior high school students. The data was collected through a structured questionnaire highlighted current practices, barriers faced, and teachers’ preferences for module design. The interview session was also conducted to confirm the data from the documentation obtained in a form of lesson plan. The findings provide valuable insights for developing teaching materials that address these challenges while fostering critical thinking, creativity, and collaboration among students. Accordingly, the data will be able to provide the possible alternatives to include in teaching module for English teachers
Article Details
How to Cite
Vonti, L. H., Rosyid, A., Indriyani, I., & Muchtar, A. K. (2025). CULTURAL RESPONSIVENESS AND DIGITAL TOOLS IN LITERACY INSTRUCTION: INSIGHT FROM INDONESIAN HIGH SCHOOL TEACHERS. English Review: Journal of English Education, 13(1), 145-154. https://doi.org/10.25134/erjee.v13i1.11195
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References
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Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455–1477.
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Cheng, M.-M., Chuang, H.-H., & Smith, T. J. (2022). The role of teacher technology experiences and school technology interactivity in teachers’ culturally responsive teaching. Computers in the Schools, 39(2), 163–185.
Choi, S., & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and South Korea. Aera Open, 6(4), 2332858420973574.
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Djonov, E., Tseng, C.-I., & Lim, F. V. (2021). Children’s experiences with a transmedia narrative: Insights for promoting critical multimodal literacy in the digital age. Discourse, Context & Media, 43, 100493.
Eguchi, A., Okada, H., & Muto, Y. (2021). Contextualizing AI education for K-12 students to enhance their learning of AI literacy through culturally responsive approaches. KI-Künstliche Intelligenz, 35(2), 153–161.
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Hossain, K. I. (2024). Literature-based language learning: Challenges, and opportunities for English learners. Ampersand, 13, 100201.
Hoytt, K., Hunt, S., & Lovett, M. A. (2022). Impact of cultural responsiveness on student achievement in secondary schools. Alabama Journal of Educational Leadership, 9, 1–12.
Huda, M. (2023). Between accessibility and adaptability of digital platform: investigating learners’ perspectives on digital learning infrastructure. Higher Education, Skills and Work-Based Learning, 14(1), 1–21.
Idrus, F., & Sohid, M. (2023). Teachers’ expectations and challenges in using culturally responsive teaching (CRT) strategies in the ESL classroom. Journal of Language Teaching and Research, 14(3), 629–635.
Inderawati, R., Susanti, S., Nurhayati, N., & Sitinjak, M. D. (2022). Developing instructional reading materials with local culture-based narrative texts for the tenth grade students. English Review: Journal of English Education, 10(2), 749–760.
Irasuti, I., & Bachtiar, B. (2024). Empowering Indonesian EFL teachers: The transformative impact of visual literacy training on teaching materials. International Journal of Learning, Teaching and Educational Research, 23(8), 116–136.
Irwan, I., Arnadi, A., & Aslan, A. (2024). Developing critical thinking skills of primary school students through independent curriculum learning. Indonesian Journal of Education (INJOE), 4(3), 788–803.
Jackson, V., Delacruz, S., & Harry, D. (2021). Culturally relevant teaching for the 21st century: the success and challenges of pre-service teachers when using technology in critical ways. Georgia Journal of Literacy, 44(1), 5.
Jaya, H. P., Sofendi, S., & Mirizon, S. (2024). Bridging culture and language: Indonesian preservice teachers’perspectives on integrating local wisdom in english language courses. English Review: Journal of English Education, 12(3), 1275–1288.
Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential barriers to the implementation of digital game-based learning in the classroom: Pre-service teachers’ views. Technology, Knowledge and Learning, 26(4), 825–844.
Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International Journal of Scientific Research in Modern Science and Technology, 3(4), 5–10.
Kelly, L. B., Wakefield, W., Caires-Hurley, J., Kganetso, L. W., Moses, L., & Baca, E. (2021). What is culturally informed literacy instruction? A review of research in P–5 contexts. Journal of Literacy Research, 53(1), 75–99.
Kem, D. (2022). Personalised and adaptive learning: Emerging learning platforms in the era of digital and smart learning. International Journal of Social Science and Human Research, 5(2), 385–391.
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
Lau, W. S., & Shea, M. (2024). Empowering English learners in the classroom through culturally responsive social-emotional teaching practices. Journal of Multilingual and Multicultural Development, 45(7), 2880–2897.
Lee, S., Kuo, L.-J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(5–6), 1106–1137.
Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. The Qualitative Report, 26(6), 2029–2044.
Meydan, C. H., & Akkaş, H. (2024). The role of triangulation in qualitative research: Converging perspectives. In Principles of Conducting Qualitative Research in Multicultural Settings (pp. 98–129). IGI Global.
Nurbatra, L. H., & Masyhud, M. (2022). Infusing culturally responsive teaching in higher education: Insights for multicultural education in Indonesia. Journal of Innovation in Educational and Cultural Research, 3(4), 722–730.
O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7, 1–15.
Pramesworo, I. S., Fathurrochman, I., Sembing, D., Bangkara, B. A., & Sudrajat, D. (2023). Relevance between blended learning and students’ independent learning curriculum: An overview of digital age education, student and teacher engagement, technological resources. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(3), 858–869.
Rahman, M. N. A., Malek, A. A., & Mansor, M. A. (2021). Aplikasi pendekatan interpretive structural modelling dalam pembangunan model pedagogi responsive budaya menerusi cerita rakyat untuk kemahiran literasi awal anak-anak. Journal of Educational Research, 39, 1–12.
Rahmawati, Y. (2020). Integrasi culturally responsive transformative teaching dalam pembelajaran kimia: tantangan dan peluang dalam program merdeka belajar. Prosiding Seminar Nasional Pendidikan Dan Sains Kimia (SNP-SK) FKIP-Undana, 3(1), 7–15.
Robbia, A. Z., & Fuadi, H. (2020). Pengembangan keterampilan multimedia interaktif pembelajaran ipa untuk meningkatkan literasi sains peserta didik di abad 21. Jurnal Ilmiah Profesi Pendidikan, 5(2), 117–123.
Rodrigues, A. L. (2020). Digital technologies integration in teacher education: the active teacher training model. Journal of E-Learning and Knowledge Society, 16(3), 24–33.
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236.
Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), 112–158.
Salma, I. M., & Yuli, R. R. (2023). Membangun paradigma tentang makna guru pada pembelajaran culturally responsive teaching dalam implementasi kurikulum merdeka di era abad 21. Jurnal Teknologi Pendidikan, 1(1), 11.
Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning—its impact on instructional quality. The Journal of EducaTional Research, 115(3), 187–198.
Surayya, S., & Patonah, S. (2024). Pengaruh pendekatan culturally responsive teaching (CRT) untuk meningkatkan berpikir kritis peserta didik kelas IV SDN Peterongan Semarang. COLLASE (Creative of Learning Students Elementary Education), 7(2), 214–222.
Taherdoost, H. (2022). What are different research approaches? Comprehensive Review of Qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53–63.
Tan, D. N. L., & Mante-Estacio, M. J. (2021). Reader-text connection: reporting the engagement of high school students with culturally relevant texts. TEFLIN Journal: A Publication on the Teaching & Learning of English, 32(2).
Wati, S., Kurnisar, K., & Mutiara, T. M. (2023). Peningkatan minat belajar peserta didik melalui metode pendekatan culturally responsive teaching (CRT). Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 6260–6268.
Wojuade, J. I. (2025). Culturally responsive teaching(CRT) in te united sstates of america as a pathway to a new order in teaching social Studies in Diverse Society: a literature review. Gen-Multidisiplinary Journal of Sustainable Development, 3(1), 1–14.
Abidin, Y., Mulyati, T., & Yunansah, H. (2021). Pembelajaran literasi: Strategi meningkatkan kemampuan literasi matematika, sains, membaca, dan menulis. Bumi Aksara.
Acquah, E. O., & Szelei, N. (2020). The potential of modelling culturally responsive teaching: pre-service teachers’ learning experiences. Teaching in Higher Education.
Anya, U. (2021). Critical race pedagogy for more effective and inclusive world language teaching. Applied Linguistics, 42(6), 1055–1069.
Azizan, N., Surya, E., & Johannes, M. A. L. (2022). Model experience berbasis budaya angkola untuk mengembangkan keterampilan mengajar mahasiswa di abad 21. Forum Paedagogik, 13(1), 75–88.
Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455–1477.
Carter Andrews, D. J., Richmond, G., & Marciano, J. E. (2021). The teacher support imperative: teacher education and the pedagogy of connection. In Journal of teacher education (Vol. 72, Issue 3, pp. 267–270). SAGE Publications Sage CA: Los Angeles, CA.
Cheng, M.-M., Chuang, H.-H., & Smith, T. J. (2022). The role of teacher technology experiences and school technology interactivity in teachers’ culturally responsive teaching. Computers in the Schools, 39(2), 163–185.
Choi, S., & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and South Korea. Aera Open, 6(4), 2332858420973574.
Dash, B. B. (2022). Digital tools for teaching and learning English language in 21st century. International Journal Of English and Studies, 4(2), 8–13.
Diniya, D., Muslim, M., Rusdiana, D., Hermita, N., Wijaya, T. T., & Oshima, R. (2024). An investigation into critical thinking and creative thinking skills for science pre-service teacher in fluid mechanics course. IJIS Edu: Indonesian Journal of Integrated Science Education, 6(2), 190–198.
Djonov, E., Tseng, C.-I., & Lim, F. V. (2021). Children’s experiences with a transmedia narrative: Insights for promoting critical multimodal literacy in the digital age. Discourse, Context & Media, 43, 100493.
Eguchi, A., Okada, H., & Muto, Y. (2021). Contextualizing AI education for K-12 students to enhance their learning of AI literacy through culturally responsive approaches. KI-Künstliche Intelligenz, 35(2), 153–161.
González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key competences, education for sustainable development and strategies for the development of 21st century skills. A systematic literature review. Sustainability, 12(24), 10366.
Guberina, T. (2023). Cultivating inclusive learning environments: Incorporating diversity through culturally responsive pedagogy. Social Science Chronicle, 2, 1–14.
Hidayati, A. F., Yuliati, Y., & Hutagalung, F. D. (2024). The implementation of culturally responsive teaching in ELT classrooms within the concept of emancipated curriculum. ELT Forum: Journal of English Language Teaching, 13(2), 150–162.
Hossain, K. I. (2024). Literature-based language learning: Challenges, and opportunities for English learners. Ampersand, 13, 100201.
Hoytt, K., Hunt, S., & Lovett, M. A. (2022). Impact of cultural responsiveness on student achievement in secondary schools. Alabama Journal of Educational Leadership, 9, 1–12.
Huda, M. (2023). Between accessibility and adaptability of digital platform: investigating learners’ perspectives on digital learning infrastructure. Higher Education, Skills and Work-Based Learning, 14(1), 1–21.
Idrus, F., & Sohid, M. (2023). Teachers’ expectations and challenges in using culturally responsive teaching (CRT) strategies in the ESL classroom. Journal of Language Teaching and Research, 14(3), 629–635.
Inderawati, R., Susanti, S., Nurhayati, N., & Sitinjak, M. D. (2022). Developing instructional reading materials with local culture-based narrative texts for the tenth grade students. English Review: Journal of English Education, 10(2), 749–760.
Irasuti, I., & Bachtiar, B. (2024). Empowering Indonesian EFL teachers: The transformative impact of visual literacy training on teaching materials. International Journal of Learning, Teaching and Educational Research, 23(8), 116–136.
Irwan, I., Arnadi, A., & Aslan, A. (2024). Developing critical thinking skills of primary school students through independent curriculum learning. Indonesian Journal of Education (INJOE), 4(3), 788–803.
Jackson, V., Delacruz, S., & Harry, D. (2021). Culturally relevant teaching for the 21st century: the success and challenges of pre-service teachers when using technology in critical ways. Georgia Journal of Literacy, 44(1), 5.
Jaya, H. P., Sofendi, S., & Mirizon, S. (2024). Bridging culture and language: Indonesian preservice teachers’perspectives on integrating local wisdom in english language courses. English Review: Journal of English Education, 12(3), 1275–1288.
Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential barriers to the implementation of digital game-based learning in the classroom: Pre-service teachers’ views. Technology, Knowledge and Learning, 26(4), 825–844.
Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International Journal of Scientific Research in Modern Science and Technology, 3(4), 5–10.
Kelly, L. B., Wakefield, W., Caires-Hurley, J., Kganetso, L. W., Moses, L., & Baca, E. (2021). What is culturally informed literacy instruction? A review of research in P–5 contexts. Journal of Literacy Research, 53(1), 75–99.
Kem, D. (2022). Personalised and adaptive learning: Emerging learning platforms in the era of digital and smart learning. International Journal of Social Science and Human Research, 5(2), 385–391.
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
Lau, W. S., & Shea, M. (2024). Empowering English learners in the classroom through culturally responsive social-emotional teaching practices. Journal of Multilingual and Multicultural Development, 45(7), 2880–2897.
Lee, S., Kuo, L.-J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(5–6), 1106–1137.
Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. The Qualitative Report, 26(6), 2029–2044.
Meydan, C. H., & Akkaş, H. (2024). The role of triangulation in qualitative research: Converging perspectives. In Principles of Conducting Qualitative Research in Multicultural Settings (pp. 98–129). IGI Global.
Nurbatra, L. H., & Masyhud, M. (2022). Infusing culturally responsive teaching in higher education: Insights for multicultural education in Indonesia. Journal of Innovation in Educational and Cultural Research, 3(4), 722–730.
O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7, 1–15.
Pramesworo, I. S., Fathurrochman, I., Sembing, D., Bangkara, B. A., & Sudrajat, D. (2023). Relevance between blended learning and students’ independent learning curriculum: An overview of digital age education, student and teacher engagement, technological resources. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(3), 858–869.
Rahman, M. N. A., Malek, A. A., & Mansor, M. A. (2021). Aplikasi pendekatan interpretive structural modelling dalam pembangunan model pedagogi responsive budaya menerusi cerita rakyat untuk kemahiran literasi awal anak-anak. Journal of Educational Research, 39, 1–12.
Rahmawati, Y. (2020). Integrasi culturally responsive transformative teaching dalam pembelajaran kimia: tantangan dan peluang dalam program merdeka belajar. Prosiding Seminar Nasional Pendidikan Dan Sains Kimia (SNP-SK) FKIP-Undana, 3(1), 7–15.
Robbia, A. Z., & Fuadi, H. (2020). Pengembangan keterampilan multimedia interaktif pembelajaran ipa untuk meningkatkan literasi sains peserta didik di abad 21. Jurnal Ilmiah Profesi Pendidikan, 5(2), 117–123.
Rodrigues, A. L. (2020). Digital technologies integration in teacher education: the active teacher training model. Journal of E-Learning and Knowledge Society, 16(3), 24–33.
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236.
Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research, 91(1), 112–158.
Salma, I. M., & Yuli, R. R. (2023). Membangun paradigma tentang makna guru pada pembelajaran culturally responsive teaching dalam implementasi kurikulum merdeka di era abad 21. Jurnal Teknologi Pendidikan, 1(1), 11.
Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning—its impact on instructional quality. The Journal of EducaTional Research, 115(3), 187–198.
Surayya, S., & Patonah, S. (2024). Pengaruh pendekatan culturally responsive teaching (CRT) untuk meningkatkan berpikir kritis peserta didik kelas IV SDN Peterongan Semarang. COLLASE (Creative of Learning Students Elementary Education), 7(2), 214–222.
Taherdoost, H. (2022). What are different research approaches? Comprehensive Review of Qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53–63.
Tan, D. N. L., & Mante-Estacio, M. J. (2021). Reader-text connection: reporting the engagement of high school students with culturally relevant texts. TEFLIN Journal: A Publication on the Teaching & Learning of English, 32(2).
Wati, S., Kurnisar, K., & Mutiara, T. M. (2023). Peningkatan minat belajar peserta didik melalui metode pendekatan culturally responsive teaching (CRT). Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 6260–6268.
Wojuade, J. I. (2025). Culturally responsive teaching(CRT) in te united sstates of america as a pathway to a new order in teaching social Studies in Diverse Society: a literature review. Gen-Multidisiplinary Journal of Sustainable Development, 3(1), 1–14.