Contextual English Language Education Through Social Heritage: Malige Traditional House

Abstract

This study explores the integration of the Malige traditional house as a form of social heritage within contextual English language education in Buton. The research is grounded in the premise that local cultural heritage can serve as meaningful and authentic learning resources, enabling students to develop language competence while strengthening their cultural identity. The study aims to examine how the Malige traditional house can be incorporated into English language learning through contextual and culturally responsive approaches, and to analyze its impact on students’ language skills, cultural awareness, and engagement. This research employs a qualitative case study design conducted in a higher education setting in Buton. Data were collected through classroom observations, interviews with lecturers and students, and analysis of instructional materials and student projects. The learning activities were designed using contextual and project-based tasks, where students explored the architectural, historical, and social meanings of the Malige traditional house and presented their findings in English through oral presentations, descriptive texts, and multimedia projects. The findings indicate that the integration of the Malige traditional house as social heritage in English language education enhances students’ motivation, improves their vocabulary and communicative competence, and fosters a deeper sense of cultural identity and pride. Students demonstrated increased confidence in using English to describe local culture and heritage, while also developing critical thinking and collaborative skills. The contextual approach enabled learning to become more relevant, authentic, and socially meaningful. The study concludes that social heritage, such as the Malige traditional house, can function as an effective pedagogical resource in English language education.