Publisher

JURNALEDUKASIAJURNALEDUKASIA

Journal EDUKASIA Jurnal Pendidikan dan PembelajaranEDUKASIA Jurnal Pendidikan dan Pembelajaran Abstract

Narrative writing is not merely a linguistic skill but a medium for preserving cultural memory, expressing identity, and transmitting indigenous knowledge across generations. This study aims to examine the implementation of genre-based pedagogy mediated through Facebook in teaching narrative writing among the Suku Anak Dalam (SAD), an indigenous community in Jambi, Indonesia, and to explore its linguistic and socio-cultural impacts. Employing a qualitative case study design grounded in ethnopedology, the research involved eight indigenous learners, two facilitators, and one cultural leader. Data were collected through participatory observation, in-depth interviews, analysis of students narrative texts, and digital interactions within a Facebook learning group. The findings show that the three stages of genre pedagogy—modeling, joint construction, construction—supported learners development of narrative structure, coherence, cultural representation, reflective meaning-making. While challenges in writing mechanics, such as grammar and punctuation, remained, learners demonstrated meaningful progress in transforming oral storytelling traditions into cohesive written narratives. Beyond linguistic outcomes, the learning process fostered increased motivation, confidence, and cultural pride, and preserved indigenous stories through digital documentation. The study concludes that integrating genre based pedagogy with social media can effectively bridge oral traditions and digital literacy, positioning writing as a form of cultural empowerment for indigenous and marginalized communities.

Conclusion

This study demonstrates that narrative writing instruction grounded in genre-based pedagogy and mediated through Facebook effectively bridges the oral storytelling traditions of the Suku Anak Dalam community with written and digital literacy practices.The implementation of genre-based pedagogy supported learners development of narrative structure, coherence, and cultural representation in their writing.Furthermore, the use of Facebook as a digital learning space fostered collaboration, motivation, and cultural pride, contributing to the preservation of indigenous stories and knowledge.

Future Research

Based on the findings, future research should explore how the integration of multimodal storytelling—such as video and audio recordings—can further enhance the preservation and transmission of Suku Anak Dalam oral traditions. Additionally, studies could investigate the long-term impact of this pedagogical approach on learners academic achievement and cultural identity. Finally, research is needed to examine how this model can be adapted and implemented in other indigenous communities facing similar challenges in bridging oral traditions and digital literacy, potentially focusing on the role of indigenous languages within these digital storytelling initiatives.

References

1. Facebook as a learning environment for language teaching and learning: A critical analysis of the literature... onlinelibrary.wiley.com/doi/10.1111/jcal.12295Facebook as a learning environment for language teaching and learning A critical analysis of the literature onlinelibrary wiley doi 10 1111 jcal 12295
2. Learning (in) Indigenous languages | OECD. learning indigenous languages oecd skip main content common... oecd.org/en/publications/learning-in-indigenous-languages_e80ad1d4-en.htmlLearning in Indigenous languages OECD learning indigenous languages oecd skip main content common oecd en publications learning in indigenous languages e80ad1d4 en html
3. Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits - Spencer - 2023 -... ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2144ClassroomyAAAabased Oral Storytelling Reading Writing and Social Benefits Spencer 2023 ila onlinelibrary wiley doi 10 1002 trtr 2144

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