A needs analysis on the use of local context-based english textbooks in the national curriculum for junior high schools in Jambi

Abstract

This qualitative study investigates the feasibility and strategic rationale for developing a locally contextualized English textbook for junior high schools in Jambi Municipality, Indonesia. While the National Curriculum promotes culturally responsive pedagogy, classroom practice in Jambi continues to rely on nationally produced textbooks that rarely include regional cultural representations. Data were obtained through semi-structured interviews with ten English teachers from diverse school contexts, analyzed thematically using the SWOT (Strengths–Weaknesses Opportunities–Threats) framework. The findings reveal strong pedagogical awareness and positive attitudes among teachers toward integrating local cultural elements such as pantun Melayu Jambi, Batik Jambi, and the Batanghari River to enhance student motivation, comprehension, and identity formation. However, teachers face substantial limitations in designing and implementing localized materials due to the lack of professional training, institutional infrastructure, and resource support. Despite these weaknesses, the National Curriculum provides an enabling policy window that allows curricular flexibility and opens opportunities for collaboration among schools, universities, and cultural institutions. The study concludes that local contextualization in English teaching is both pedagogically essential and strategically timely. To realize this potential, teacher empowerment, institutional collaboration, and policy integration must be prioritized. These findings justify advancing to the next phase of textbook design, validation, and classroom piloting for the development of a Jambi-based English textbook.