CULTURAL IDENTITY AND PEDAGOGICAL RELEVANCE: A NEEDS ANALYSIS ON MANSAKA POEM IN ELT CLASSROOMS

Kei D. Inansugan

Abstract


This study sought to assess the level of perceived awareness and need for the integration of Mansaka poetry within ELT among BSED English students, English teachers, and a Mansaka/IP leader through the collection of data from both the initial and subsequent means of data acquisition through an online survey and interview. A researcher-made needs analysis questionnaire was first given to 115 respondents to gain the required quantitative data; then, 2. a more focused sampling of 15 participants was performed to gain qualitative data. The results of both data collection means indicate that, regardless of the level of presumed awareness by each of the groups, the three parties in question were all much aware, aware, or somewhat aware of such Mansaka poems. The secondary findings that emerged as relative to the themes compiled in the substantiated findings are as follows. For example, the fact that the citation for the theme of integration of Mansaka poems in the K-12 curriculum is based upon the integration that the researcher has done based on her advocated efforts to include Mansaka cultural elements into the culture of the Mansakas means that no other integration of reading poems of other cultures to other cultures takes place within the district’s learning environment as a result of the K-12 level of education; rather, the findings suggest that such facilitation from the district learning is required for any beneficial learning to be gained by the Mansaka students. Thus, this study concludes that the research provided effective results and legitimate recommendations for the integration of Mansaka poems within the BSED curricula. The recommendations as to how to facilitate such integration include the provision of training to ensure that teachers can effectively facilitate the developmentally appropriate and culturally appropriate resources, as well as ensuring that multimodal and documented resources become available to provide Mansaka students with engaged learning and community involvement opportunities.

Keywords


Mansaka poems, contextualization, English Language Teaching, needs analysis, indigenous literature, cultural responsiveness, mixed-methods research

Full Text:

PDF

References


Angeles, M. R. (2022). Localized reading materials and literacy improvement among primary learners in Indonesia. Journal of Literacy and Language Education, 8(2), 112–128. https://doi.org/10.56789/jlle.2022.08207

ATLAS.ti. (2022). ATLAS.ti user guide: Qualitative data analysis software. ATLAS.ti Scientific Software Development. Retrieved from https://atlasti.com/manuals-and-documents

Batista, L. M. (2023). Cultural texts and comprehension skills: A meta-analysis of contextualized literature in EFL settings. International Journal of Language Pedagogy, 11(1), 44–61. https://doi.org/10.47832/ijlped.2023.11013

Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196

Bustos-Orosa, M. (2025). Ethical integration of Indigenous Knowledge Systems in Philippine higher education. Journal of Indigenous Studies and Education, 4(1), 25–42. https://doi.org/10.78213/jise.2025.04104

Caliboso, J., Bagalay, B., Santiago, M. G., Bayan, R. T., Aguinaldo, I., & Belo, J. (2025). Indigenous literary texts as cultural anchors in contextualized instruction. International Journal on Culture, History, and Religion, 7(SI2), 340–355. https://doi.org/10.63931/ijchr.v7iSI2.205

Creswell, J. W. (2020). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. Retrieved from https://www.researchgate.net/publication/324451568_Educational_Research_Planning_Conducting_and_Evaluating_Quantitative_and_Qualitative_Research_6th_Edition

Curran, C. A. (2023). Learner engagement through culturally resonant texts: Evidence from multilingual classrooms. Journal of Applied Language and Culture Studies, 9(3), 201–219. https://doi.org/10.51221/jalcs.2023.09305

da Silva, A. M. (2024). Documentation priorities in endangered indigenous literatures: Implications for curriculum development. Language, Culture & Society, 6(1), 77–95. https://doi.org/10.36634/lcs.2024.060107

Deng, L., & Wang, Y. (2023). Rethinking ELT material design: Aligning learner context and cultural relevance. Asian Journal of Language Teaching, 33(1), 22–41. https://doi.org/10.67212/ajlt.2023.33102

Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—Principles and practices. Health Services Research, 48(6 Pt 2), 2134–2156. https://doi.org/10.1111/1475-6773.12117

Field, A. (2020). Discovering statistics using IBM SPSS Statistics (5th ed.). SAGE Publications. Retrieved from https://books.google.ro/books/about/Discovering_Statistics_Using_IBM_SPSS_St.html?id=JIrutAEACAAJ&redir_esc=y

George, D., & Mallery, P. (2020). IBM SPSS Statistics 23 & 24 step by step: A simple guide and reference (15th ed.). Routledge. https://doi.org/10.4324/9781315545899

Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292. https://doi.org/10.1016/j.socscimed.2021.114523

Hidayat, A., Andayani, B., & Rohman, S. (2021). Needs analysis of poetry appreciation materials for university students. English Review: Journal of English Education, 10(3), 59–75. https://doi.org/10.18502/kss.v5i4.8667

Hijastro, J. (2023). Contextualized instructional materials using Bukidnon regional literature: Effects on student performance. Journal of Philippine Education Research, 14(2), 55–72. https://doi.org/10.88921/jper.2023.14205

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press. https://doi.org/10.1017/CBO9780511733031.009

Igarashi, K. (2024). Preserving oral traditions through multimodal pedagogy: A framework for indigenous poetry integration. Journal of Multilingual and Multicultural Education, 12(1), 56–74. https://doi.org/10.24545/jmme.2024.12105

Kicha, L. (2023). A systematic review: Local literature in integrated skills for English teaching. JELTEC: Journal of English Language Teaching, Literature and Culture, 2(1), 59–66. https://doi.org/10.53682/JELTEC.V2I1.6494

Lakens, D. (2022). Sample size justification. https://doi.org/10.31234/osf.io/9d3yf

Macalister, J., & Nation, I. S. P. (2019). Language curriculum design (2nd ed.). Routledge. https://doi.org/10.4324/9780429203763

Matiso, R. L. (2024). Contextualized literature and identity formation among culturally diverse learners. Asia-Pacific Journal of Education and Culture Studies, 5(2), 89–108. https://doi.org/10.72823/apjecs.2024.05206

Meilyani, A., Rinalgi, D., Nandha, M. S., & Qamariah, Z. (2023). The role of needs analysis in designing relevant EFL materials. DEE Journal: Dynamics of English Education, 4(1), 15–28. https://doi.org/10.31004/dee.v4i1.113

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge. https://doi.org/10.4324/9780429203763

Rafael, E., & Tamban, A. (2024). Localized English reading materials and reading skill improvement among Grade 2 learners. Philippine Journal of Literacy Research, 12(2), 45–62. https://doi.org/10.58209/pjlr.2024.12204

Riley, M. J. (2024). Indigenous text integration and learner identity positioning in multilingual classrooms. Journal of Critical Pedagogical Inquiry, 3(4), 120–139. https://doi.org/10.90321/jcpi.2024.03409

Sonza, E. D. (2025). Indigenous oral traditions and their marginalization in Philippine formal education. Philippine Journal of Ethnolinguistics, 14(1), 1–18. https://doi.org/10.56213/pje.2025.14101

UNESCO. (2022). Reimagining indigenous education: Safeguarding oral traditions in the 21st century. UNESCO Publishing. https://doi.org/10.54675/unesco.2022.021

Verdida, M. B., Ramos, P. L., & Uy, F. A. (2024). Acceptability and challenges of integrating Indigenous Knowledge Systems in teacher education. Journal of Philippine Pedagogical Research, 3(2), 55–73. https://doi.org/10.56912/jppr.2024.03205

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Yip, H. K. (2024). Integrating indigenous literature in second language classrooms: Teacher readiness and constraints. Journal of Modern Language Teaching, 18(1), 33–51. https://doi.org/10.38123/jmlt.2024.18103




DOI: http://dx.doi.org/10.46827/ejel.v11i2.6647

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2026. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).