Culturally Responsive Madurese Language Learning

Abstract

Learning efficiency highly relies on the implemented learning approach. The Madurese language (BM) learning is a social situation that stores cultural diversity reflected from students’ background. Meanwhile, culturally responsive learning facilitates effective learning that accommodates students’ cultural differences. This study investigates students’ knowledge and cultural experiences in a classroom, primarily those related to Probolinggo society’s local culture, using descriptive qualitative approach. The data were obtained through observation and interview with some Madurese language teachers. The data, in the form of excerpts, were analyzed using direct interpretation technique. The findings are associated with social, moral, and art cultural knowledge and experience related to local culture during the Madurese language learning. Various differences have been observed between students who are speaking Madurese and other languages. Their distinctive knowledge and experiences induce different opinion, behavior, and attitude, along with perspective toward art, in the class. Integrating students’ local culture related experiences present learning independence.