Design and Validation of a Multilingual Illustrated Vocabulary Learning Resource Integrating Local Wisdom for Elementary Education

Abstract

This study addresses the pedagogical challenges in multilingual elementary classrooms by designing and validating an illustrated vocabulary learning resource that integrates local wisdom for students in Flores, Indonesia. The research was motivated by the lack of structured materials supporting the simultaneous acquisition of local, Indonesian, and English vocabulary, particularly in contexts where visual and contextual scaffolds are limited. We employed a Research and Development (R&D) approach guided by the ADDIE model, collecting data from six elementary schools across three linguistic communities (Lio, Sika, Ngada) through classroom observations, teacher interviews, and student questionnaires. The developed resource, created using Canva, features ten thematic units with vocabulary presented in three languages alongside culturally relevant illustrations. Expert validation confirmed high content validity (Lio: 1.00; Ngada/Sika: 0.86) and mean scores above 4.60 on a 5-point scale, categorizing the resource as “very good.” User evaluations further demonstrated strong perceived usefulness, with mean scores ranging from 4.80 to 4.93 for clarity, visual presentation, and multilingual structure. The results indicate that the integration of visual dual-channel processing, multilingual scaffolding, and culturally contextualized content significantly enhances vocabulary acquisition and engagement. This study contributes a systematically validated instructional framework that bridges cognitive and contextual learning principles, offering a practical solution for multilingual education in linguistically diverse settings. The findings underscore the importance of culturally responsive materials in fostering equitable learning opportunities for elementary students.

https://doi.org/10.26803/ijlter.25.5.26