The Role of Multimodal Based Oral Literature Documentation in Contextual Learning
Margareth Carolin Deno Ria Rohi, Endry Boeriswati, Saifur Rohman

Universitas Negeri Jakarta,Indonesia
Universitas Negeri Jakarta,Indonesia
Universitas Negeri Jakarta,Indonesia

Abstract

Multimodal-based oral literature documentation is an innovative approach that integrates various modes of representation such as text, audio, visual, and interactive elements to present cultural narratives in a more vivid, engaging, and relevant way for students. This approach serves not only as a means of preserving cultural heritage but also as a pedagogical strategy that supports contextual learning within formal education settings. In the context of Indonesian language instruction, multimodal oral literature documentation has the potential to strengthen the connection between learning materials and students^ local cultural identities, thereby creating a more reflective, inclusive, and meaningful learning environment.
This study aims to examine in depth the role of multimodal oral literature documentation in supporting contextual learning. The research employs a combination of literature review and semi-structured interviews. The literature review draws on scholarly publications, journal articles, and educational policy documents to construct a conceptual framework on multimodality, culturally responsive pedagogy, and the revitalization of oral traditions. It also explores theories of critical pedagogy, multimodal literacy, and constructivist approaches in language education. Meanwhile, interviews were conducted with 30 students and 2 Indonesian language teachers at the secondary education level to explore their perceptions, experiences, and responses to the use of oral literature documentation in the classroom.
The data were analyzed descriptively and analytically to identify patterns of student engagement, understanding of local cultural values, and the potential of multimodality to enhance learning motivation, critical literacy, and appreciation of oral traditions. The findings indicate that multimodal documentation strengthens the connection between instructional content and students^ cultural experiences, fosters interactive and reflective learning spaces, and promotes the development of critical thinking and cultural empathy. Teachers also view this approach as a flexible and adaptive learning resource that bridges formal curricula with students^ everyday lives. Furthermore, it is considered effective in raising awareness of cultural diversity and reinforcing local identity amid globalization.
The study concludes that multimodal oral literature documentation holds significant potential as a contextual learning medium that simultaneously supports pedagogical transformation, cultural preservation, and the reinforcement of local identity. This approach is highly relevant for integration into the Indonesian language curriculum, which emphasizes literacy development, cultural understanding, and experience-based learning. Thus, oral literature documentation becomes not only a cultural archive but also an educational tool that meaningfully connects younger generations with their cultural roots through creative and engaging means.

Keywords: Oral Literature Documentation, Multimodality, Contextual Learning, Cultural Literacy

Topic: Revitalizing Local Cultures through Interdisciplinary Approaches