The Role of Multimodal Based Oral Literature Documentation in Contextual Learning

Abstract

Multimodal-based oral literature documentation represents an innovative approach that integrates text, audio, visual, and interactive modes to present cultural narratives more vividly and meaningfully. This method not only preserves cultural heritage but also supports contextual and culturally responsive learning within formal education. In the context of Indonesian language instruction, it bridges learning materials with students’ local identities, fostering inclusivity and engagement. This study explores the role of multimodal oral literature documentation in enhancing contextual learning through a combination of literature review and semi-structured interviews. The literature review examines theories of multimodality, culturally responsive pedagogy, critical literacy, and constructivist learning. Interviews with 30 students and two Indonesian language teachers at the secondary level investigate perceptions and experiences related to the classroom use of oral literature documentation. Data were analyzed descriptively to identify patterns of engagement, cultural understanding, and learning motivation. Findings reveal that multimodal documentation strengthens students’ connections to local cultural values, enhances motivation and critical literacy, and fosters reflective and interactive learning environments. Teachers recognize it as a flexible pedagogical tool that integrates formal curricula with students’ lived cultural contexts. The study concludes that multimodal oral literature documentation serves as an effective contextual learning medium that promotes pedagogical innovation, preserves oral traditions, and reinforces cultural identity. Its integration into language education encourages deeper cultural appreciation and critical engagement, highlighting its potential to transform language learning into a more authentic and meaningful experience.