Teacher and Student Perceptions on the Implementation of Cultural Wordwalls in Short Story Writing Learning

Abstract

This study investigates the perceptions of elementary school teachers and students toward the use of Wordwall Budaya a culturally contextualized digital media—in writing instruction, particularly in the development of short stories. The study aims to uncover how Wordwall Budaya influences students' literacy engagement and cultural awareness within the Indonesian elementary education context. This research employed a descriptive qualitative approach, involving in-depth interviews, classroom observations, and document analysis. Data were collected from three teachers and five sixth-grade students at SD Negeri 3 Tukulrejo. Thematic analysis was used to code and interpret the data, and findings were validated through triangulation and member checking to ensure credibility. Teachers perceived Wordwall Budaya as a digital tool that fosters student motivation and integrates cultural values into literacy instruction. Students expressed enjoyment and enthusiasm while using the tool, and they demonstrated increased ability in generating story ideas, structuring narratives, and applying cultural vocabulary. Both groups showed a willingness to continue using or adapting the media in future lessons. While existing studies often focus on the use of digital tools in general literacy development, few examine how culturally grounded digital media support narrative writing and cultural identity among elementary students. This study bridges that gap by demonstrating how Wordwall Budaya promotes meaningful literacy practices while reinforcing local cultural knowledge in primary education.