Cultural Literacy Gaps in English Learning: An Ethnolinguistic Study of Curriculum, Teaching, and Materials

Abstract

This study maps gaps in Grade 10 students’ cultural literacy by examining the alignment among students’ competencies, the English curriculum, classroom practices, and learning materials in Banten. A convergent mixed-method design was employed involving 64 students and three English teachers from two senior high schools in South Banten. Data were collected through questionnaires, classroom observations, teacher interviews, and analyses of curriculum documents and the nationally prescribed textbook. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through content analysis and integrated using a joint display. The findings showed that students’ overall cultural literacy was categorized as high (M = 3.42); however, 51.6% remained at the moderate level. Students demonstrated strong attitudes toward cultural diversity (M = 4.09), but their ability to communicate culture in English was limited (M = 2.80), particularly in selecting cultural vocabulary (M = 2.50). The curriculum provided opportunities for cultural integration, yet local culture, intercultural communication, and cultural literacy assessment were not explicitly operationalized. Learning materials predominantly represented national and international cultures, while local cultural content and ethnolinguistic meanings remained limited. The study recommends localized materials, ethnolinguistic scaffolding, progressive productive tasks, and authentic cultural literacy assessment.