Cultural Perspectives on Developing YouTube-based English Instructional Materials Using the ADDIE Framework for Young Learners

Sumarni Ranga

Authors

Sumarni Ranga Universitas Sintuwu Maroso Poso

Keywords:

R &D, English instructional materials, young learners, vocabulary, ADDIE

Abstract

This study discusses the integration of cultural perspectives in developing YouTube-based English instructional materials for young learners in under-resourced contexts using the ADDIE framework and the Cultural-Historical Activity Theory. This study addresses the gap in existing studies on culturally responsive pedagogy by investigating how cultural relevance can be systematically embedded into each phase of instructional design with the use of YouTube as the primary platform for content delivery. The study details the procedural steps in creating culturally sensitive educational materials for students at SD Negeri 1 Taripa, Tiu Village, Poso Regency, Central Sulawesi Province. The data were gathered through surveys, interviews, and focus group discussions with one teacher and the students and were analyzed qualitatively. Through needs assessment, content development, multimedia implementation, and formative evaluation, the study found that culturally contextualized materials significantly enhanced student motivation, engagement, and vocabulary acquisition in under-resourced contexts. This study is limited by its small sample, short duration, and partial execution of the Evaluation phase, which may limit the broader applicability of the cultural perspectives using the ADDIE framework. Future research is needed to explore its applicability across different age groups, educational settings, teacher trainings, and cultural backgrounds.

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