An Analysis of English Vocabulary Materials Based on Local Culture At SMKN 2 LINGSAR

Abstract

Vocabulary mastery is one of the fundamental components of English language learning because it supports students in understanding and producing meaningful communication. However, English vocabulary instruction in many Indonesian vocational schools is still dominated by materials that emphasize general or foreign cultural contexts, resulting in limited connections between learning content and students' real-life experiences. Integrating local culture into English vocabulary materials is considered an effective strategy to increase contextual understanding and improve students' learning engagement. This study aimed to analyze the presentation of English vocabulary materials based on local culture at SMKN 2 Lingsar, identify the extent to which local cultural elements are integrated into the materials, and explore teachers' perspectives regarding their implementation in classroom instruction. This study employed a qualitative descriptive research design. The data were collected through documentation, classroom observation, and semi-structured interviews with an English teacher at SMKN 2 Lingsar. The collected data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. The findings reveal that vocabulary materials are generally presented through contextual texts, worksheets, and classroom activities that encourage meaningful learning rather than isolated memorization. Several elements of Sasak local culture, particularly traditional foods, daily community activities, local folklore, and indigenous values, have been incorporated into vocabulary learning, although historical landmarks and local tourism topics remain underrepresented. Classroom observations further demonstrate that contextual learning supported by local culture increases students' participation, motivation, and vocabulary comprehension. Moreover, teachers perceive that integrating local culture enables students to connect English vocabulary with their everyday experiences while creating a more engaging learning environment. Nevertheless, teachers also experience challenges in developing contextualized teaching materials because of limited supporting resources. The study concludes that integrating local culture into English vocabulary materials contributes positively to vocabulary learning by making instruction more contextual, meaningful, and relevant to vocational high school students. The findings suggest that teachers, curriculum developers, and educational stakeholders should strengthen the development of local culture-based English learning materials to improve vocabulary instruction in Indonesian vocational schools.