Enhancing Cross-Cultural Understanding through a Web-Based Comparative Folktale Materials in Indonesian as a Foreign Language Learning

Authors

  • Yulianeta Yulianeta

    Indonesian Language and Literature, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
  • Halimah Halimah

    Indonesian Language and Literature, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
  • Nuny Sulistiany Idris

    Indonesian Language and Literature, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
  • Farid Ahmadi

    Primary Education, Universitas Negeri Semarang, Semarang 50229, Indonesia
  • Dewi Prajnaparamitha Amandangi

    Indonesian Language and Literature, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
  • Giartina Sulistyorini

    Indonesia & Malaysia Major of Asia Department, Busan University of Foreign Studies, Busan 46241, Republic of Kore
  • Septian Eko Prasetyo

    Information Technology and Computer Education, Universitas Negeri Semarang, Semarang 50229, Indonesia
  • Anas Ahmadi

    Indonesian Language and Literature, Universitas Negeri Surabaya, Surabaya 60213, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i9.10875
Received: 3 July 2025 | Revised: 18 July 2025 | Accepted: 24 July 2025 | Published Online: 17 September 2025

Abstract

Teaching Indonesian as a Foreign Language (BIPA) often involves using literary texts, such as folktales, to introduce Indonesian culture. This study aims to develop a web-based enrichment resource featuring comparative studies of Indonesian folktales alongside those from other cultures, such as Japan and Korea. The objective is to create an engaging educational tool that enhances BIPA learning through a cross-cultural approach. The research follows the Research and Development (R&D) model, using the 4D method: Define, Design, Develop, and Disseminate. This article focuses on the first three stages: Define, Design, and Develop. In the Define stage, the scope and objectives of the web-based material were established, with an emphasis on integrating comparative folktales to provide a comprehensive cultural perspective. During the Design stage, the structure and content of the material were created to ensure it was interactive and educationally sound. The Develop stage involved creating and refining the actual web-based resource based on feedback and testing. Data were collected through a literature review of comparative studies on Indonesian-Japanese and Indonesian-Korean folktales.The study demonstrates that web-based materials grounded in comparative folktales can effectively support cross-cultural understanding, facilitating BIPA learners’ exploration of Indonesian culture through their cultural contexts. This approach is expected to enrich the learning experience and foster a deeper cultural appreciation among students.

Keywords:

BIPA; Comparative Literature; Cross-Cultural Understanding; Folktales; Web-Based Learning

References

[1] Ahmadi, A., 2021. Teaching creative (literary) writing: Indigenous psychological perspective. Cypriot Journal of Educational Sciences. 16(4), 1422–1433.

[2] Saputra, A.W., Sudikan, S.Y., Ahmadi, A., 2024. Phygital learning: Hybrid learning education from an Indonesian phygital community. World Transactions on Engineering and Technology Education. 22(1), 44–50.

[3] Siddiqui, M.H., Memon, Z., Jatoi, N.Z., Surahio, T.A., 2025. The trends of English language teaching after the COVID-19 pandemic: A review of second language acquisition methods for an online approach. Social Science Review Archives. 3(1), 244–253.

[4] Nuraeni, E., 2016. The development of culture-based reading materials for intermediate-level Indonesian for Foreign Speakers (BIPA) in the Indonesian Studies Program (ISP) MCE. [Pengembangan bahan bacaan berbasis budaya untuk Bahasa Indonesia bagi Penutur Asing (BIPA) tingkat menengah di Program Studi Indonesia (PSI) MCE]. Jurnal NOSI. 4(2), 90–101.

[5] Azizah, R.F., Widodo, H.S., Lestari, I., 2012. BIPA learning in the CLS (Critical Language Scholarship) program at the Faculty of Letters, State University of Malang. Universitas Negeri Malang]Universitas Negeri Malang, Malang, Indonesia. (in Indonesian)

[6] Bhatt, S.K., 2012. Using self-study material for classroom teaching. Electronic Journal of Foreign Language Teaching. 9(1), 347–365. Available from: https://e-flt.nus.edu.sg/wp-content/uploads/docroot/v9s12012/bhatt.pdf (cited 12 June 2025).

[7] Suyitno, I., 2017. Cultural aspects in Indonesian language learning for foreign speakers (BIPA). FKIP E-Proceeding. 55–70. (in Indonesian)

[8] Junaidi, F., Andhira, R., Mustopa, E., 2017, June. Implementasi pembelajaran BIPA berbasis budaya sebagai strategi menghadapi MEA. In Proceedings of the 1st Education and Language International Conference Proceedings Center for International Language Development of Unissula, Semarang, Indonesia, May 2017; 1(1), 317–324. (in Indonesian)

[9] Lwin, S.M., 2016. Promoting language learners' cross-cultural awareness through comparative analyses of Asian folktales. TEFLIN Journal. 27(2), 166–181.

[10] Liddicoat, A.J., 2024. Developing a critical intercultural perspective in language learning. Electronic Journal of Foreign Language Teaching. 21, 97–108. DOI: https://doi.org/10.56040/atld2121

[11] Ahmadi, A., 2024. Masculinities to trans-femininities: Evidence through the “Girl” film. Masculinities & Social Change. 13(1), 63–82. DOI: https://doi.org/10.17583/mcs.11837

[12] Armstrong, M., 2015. Using literature in an EFL context to teach language and culture. The Journal of Literature in Language Teaching. 4(2), 7–24.

[13] Chapelle, C.A., 2015. Teaching Culture in Introductory Foreign Language Textbooks. Macmillan Publishers: London, UK.

[14] Danandjaja, J., 2007. Indonesian folklore: The Science of Gossip, Tales, and Others, 5th ed . PT Pustaka Utama Grafiti: Jakarta, Indonesia. (in Indonesian)

[15] Zepetnek, S.T., Vasvari, L.O., 2013. The contextual study of literature and culture, globalization, and digital humanities. In: Zepetnek, S.T., Mukherjee, T. (eds.). Companion to Comparative Literature, World Literatures, and Comparative Cultural Studies. Cambridge University Press India Pvt. Ltd.: New Delhi, India. pp. 3–35.

[16] Alaini, N.N., Lestariningsih, D.N., 2014. Folklore as references for BIPA learning: Indonesian language teaching technique through the folklore “Putri Mandalika”. In Proceedings of ASILE 2014 Conference Denpasar, Bali, Indonesia 9–11 December 2014; pp. 29–30. (in Indonesian)

[17] Danandjaja, J., 1997. Japanese folklore: As Seen through an Indonesian Lens [Cerita Rakyat Jepang: Dilihat dari Sudut Pandang Indonesia]. Pustaka Utama Grafiti: Jakarta, Indonesia.

[18] Yulianeta, 2021. A Comparative Study of Indonesian and Japanese Folktales as Enrichment Material for Cross-Cultural-Based BIPA. UPI Research Grant: Bandung,Indonesia. (in Indonesian)

[19] Yulianeta, 2022a. Development of an Indonesian–Japanese Folktale E-Book as Enrichment Material for Intermediate-Level Cross-Cultural-Based BIPA. UPI Research Grant: Bandung,Indonesia. (in Indonesian)

[20] Yulianeta, 2022b. Based teaching materials integrated with Indonesian folklore for Indonesian language for foreign speakers students. International Journal of Language Education. 6(1), 46–62.

[21] Yulianeta, 2023. Implementation and Evaluation of Indonesian-Japanese Folklore Books Through Cross-Cultural Understanding Learning Model. UPI Research Grant: Bandung,Indonesia. (in Indonesian)

[22] Ariawan, I., Adi, G.B., 2012. Comparison of the fairy tales of Momotaro (Japan) and Timun Emas (Indonesia). Universitas Udayana, Denpasar, Indonesia. (in Indonesian)

[23] Halimah, H., Yulianeta, Y., Sembiring, S.U.B., 2019. Comparative literature as an alternative teaching material in Indonesian language learning for foreign speakers (BIPA). Seminar Internasional Riksa Bahasa. Available from: http://proceedings2.upi.edu/index.php/riksabahasa/article/view/852 (cited 12 June 2025) (in Indonesian)

[24] Siroj, M.B., 2015. The development of an integrative model of Indonesian language teaching materials in the ICT based socio cultural domain for middle-level foreign speakers. Jurnal Pendidikan Bahasa dan Sastra Indonesia. 1(3), 69–75.

[25] Ahmadi, A., 2022. Images of a man in two Indonesian novels: The psychology of masculinities perspective. Masculinities and Social Change. 11(1), 77–101. DOI: https://doi.org/10.17583/MCS.9446

[26] Ahmadi, A., 2023. A spiritual journey of an Indonesian woman: The evidence through literature from a psychospiritual perspective. Cogent Arts & Humanities. 10(2), 1–13. DOI: https://doi.org/10.1080/23311983.2023.2270789

[27] Novega, T.K., 2017. A comparison of the Japanese folktale Ama No Hagoromo and the Indonesian folktale Jaka Tarub: A structural study [Doctoral Dissertation]. Universitas Diponegoro: Semarang, Central Java, Indonesia. (in Indonesian)

[28] Aisah, S., 2015. Social values contained in the “Ence Sulaiman” folktale of the Tomia community. Jurnal Humanika. 3(15), 1689–1699. (in Indonesian)

[29] Isnanda, R., 2015. Structure and educational values in the folktales of Tanah Datar Regency, West Sumatra Province. Jurnal Gramatika. 1(2), 79–730. (in Indonesian)

[30] Merdiyatna, Y.Y., 2019. Cultural values in the Panjalu folktale. Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia. 4(1), 143–148. (in Indonesian)

[31] Ramdhani, S., Yuliastri, N.A., Sari, S.D., 2019. Instilling character values through storytelling activities using Sasak folktales for early childhood. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini. 3(1), 153–160. (in Indonesian)

[32] Tarakcioglu, A.O., 2008. A comparative analysis of folk tales: A multicultural perspective. Lifelong Learning: Comenius 2.1. Multilateral Projects. Gazi University: Education, Audiovisual & Culture Executive Agency: Ankara, Turkey.

[33] Mahayana, M.S., 2010. Cultural values in Korean–Indonesian folktales. In Proceedings of Seminar International Toward a Better Cooperation Between Indonesia and Other Countries: Prospect and Retrospect, Faculty of Humanities, Universitas Indonesia, Jakarta, Indonesia; pp. 80–93.

[34] Harpriyanti, H., Sudikan, S.Y., Ahmadi, A., 2023. Mamanda's oral literature in Indonesia: Review of the form and function of humor through a pragmatic perspective. Herança. 6(2), 89–101. DOI: https://doi.org/10.52152/heranca.v6i2.666

[35] Skulj, J., 2000. Comparative literature and cultural identity. CLCWeb: Comparative Literature and Culture. 2(4), 1–7.

[36] Saussy, H., 2014. Comparisons, world literature, and the common denominator. In: Behdad, A., Thomas, D. (eds.). A Companion to Comparative Literature. Blackwell Publishing: Oxford, UK. pp. 60–64.

[37] Forsdick, C., 2014. “Worlds in collision:” The language and locations of world literature. In: Behdad, A., Thomas, D. (eds.). A Companion to Comparative Literature. Blackwell Publishing: Oxford, UK. pp. 473–489.

[38] Amandangi, D.P., Yulianeta, M., Prasetyo, S.E., 2020. Web-based learning design on folklore text for intermediate Indonesian language for foreign speakers (BIPA). In Proceedings of 2020 The 4th International Conference on Education and Multimedia Technology, Association for Computing Machinery, New York, NY, USA, 19–22 July 2020; pp. 150–155. DOI: http://dx.doi.org/10.1145/3416797.3416810

[39] Thiagarajan, S., 1974. Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. Indiana University: Bloomington, IN, USA.

[40] Hutchinson, T., Waters, A., 1987. English for Specific Purposes. Cambridge University Press: Cambridge, UK.

[41] Mayer, R.E., 2005. Cognitive theory of multimedia learning. In: Mayer, R.E. (ed.). The Cambridge Handbook of Multimedia Learning. Cambridge University Press: Cambridge, UK. pp. 31–48. DOI: https://doi.org/10.1017/CBO9780511816819.004

[42] Reigeluth, C.M. (ed.), 1999. Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. 2. Lawrence Erlbaum Associates Publishers: Mahwah, NJ, USA.

[43] Krashen, S.D., 1985. Second Language Acquisition and Second Language Learning. Pergamon Press: Oxford, UK.

[44] Byram, M., 1997. Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters Ltd.: Clevedon, UK.

[45] Keller, J.M., 1987. Development and use of the ARCS model of instructional design. Journal of Instructional Development. 10(3), 2–10.

[46] Tilbury, D., 2011. Higher education for sustainability: A global overview of commitment and progress. Higher Education in the World. 4(1), 18–28.

[47] Scriven, M., 1967. The methodology of evaluation. In: Tyler, R., Gagné, R., Scriven, M. (eds.). Perspectives of Curriculum Evaluation (AERA Monograph). Rand McNally: Rosemont, Illinois.

[48] Rafferty, E., Barnard, E., 2012. Improving reading proficiency via interactive online lessons. Electronic Journal of Foreign Language Teaching. 9(1), 366–380. Available from: https://e-flt.nus.edu.sg/wp-content/uploads/docroot/v9s12012/rafferty.pdf (cited 12 June 2025).

[49] Pinninti, L.R., 2019. Criteria for qualitative evaluation of strategy training. Electronic Journal of Foreign Language Teaching. 16(2). DOI: http://dx.doi.org/10.56040/lsmr1621

[50] Akki, F., Aqachmar, S., Hammou, B.A., et al., 2023. Writing ability across descriptive and argumentative genres of discourse among Moroccan EFL students. Electronic Journal of Foreign Language Teaching. 20(2), 155–166. DOI: http://dx.doi.org/10.56040/fmsb2023

[51] Moore, M.B., 1986. Self-directed learning and distance education. Journal of Distance Education. 1(1), 7–24.

[52] Paul, R., 1990. Towards a new measure of success: Developing independent learners. Open Learning. 5(1), 31–38.

[53] Simpson, O., 2000. Supporting Students in Open and Distance Learning. Kogan Page, London, UK.

[54] Stoane, C., 1985. Study skill for home learners. Programmed Learning & Educational Technology. 22(4), 347–350.

[55] Wright, T., 1989. Tutorials as a context for developing independence through interaction. In Proceedings of the Conference of the International Council for Distance Education and the British Open University Regional Academic Services, Cambridge, UK, 19–22 September 1989; pp. 257–263.

[56] Zimerman, B.J., 1990. Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist. 25(1), 3–17.

[57] Daskalovska, N., Dimova, V., 2012. Literature and language teaching: A study of the use of literature in the language classroom. Procedia - Social and Behavioral Sciences, 46, 161–165. https://doi.org/10.1016/j.sbspro.2012.05.087

[58] Widodo, H.P., 2016. Engaging students in literature-based instructional materials: Voices from the EFL classroom. Teaching English with Technology. 16(4), 3–16.

[59] Pandarangga, S., Kapoe, S.K.K.L,. 2021. The importance of an intercultural communicative competence to English language teaching and learning. Jurnal Transformatif Unkriswina Sumba 10(2), 48-64.

[60] Wang, Y., Han, J., 2021. Artificial intelligence in education: Challenges and opportunities for automated essay scoring systems. Education and Information Technologies. 26, 2835–2852. https://doi.org/10.1007/s10639-020-10392-3

Downloads

How to Cite

Yulianeta, Y., Halimah, H., Sulistiany Idris, N., Ahmadi, F., Amandangi, D. P., Sulistyorini, G., Eko Prasetyo, S., & Ahmadi, A. (2025). Enhancing Cross-Cultural Understanding through a Web-Based Comparative Folktale Materials in Indonesian as a Foreign Language Learning. Forum for Linguistic Studies, 7(9), 1038–1057. https://doi.org/10.30564/fls.v7i9.10875

Issue

Vol. 7 , Iss. 9 (September 2025)

Article Type

Article

License

Copyright © 2025 Yulianeta Yulianeta, Halimah Halimah, Nuny Sulistiany Idris, Farid Ahmadi, Dewi Prajnaparamitha Amandangi, Giartina Sulistyorini, Septian Eko Prasetyo, Anas Ahmadi

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.