When we think about language learning, we often picture vocabulary lists, grammar rules, and pronunciation drills. But anyone who has tried to speak a new language in real life knows this truth: language is not just about words—it’s about people, culture, and context.

This is especially true for Indonesian as a Local Foreign Language (ILFL).

What Is ILFL—and Why Does It Matter?

ILFL refers to teaching Indonesian to learners who are not native speakers, often in classrooms where students come from diverse linguistic and cultural backgrounds. Unlike general foreign language teaching, ILFL is closely tied to local realities—how people speak, interact, show respect, and express meaning in everyday Indonesian life.

The goal of ILFL is not simply to help students pass exams. It is to help them communicate effectively and appropriately in real situations. And for that, language alone is not enough. Learners need culture.

Without cultural understanding, students may know the “right” words but still feel unsure when speaking. They may hesitate, sound unnatural, or worry about saying the wrong thing. This is where many speaking problems begin—not with grammar, but with confidence and context.

Why Speaking Is So Hard for Language Learners

Speaking is often the most challenging skill for language learners. It requires learners to think quickly, choose the right words, and respond appropriately—all in real time.

In ILFL classrooms, students may struggle to speak because:

• They are afraid of making mistakes
• Topics feel distant or unfamiliar
• Learning materials do not reflect their lived experiences
• Cultural expectations are unclear

When learners cannot relate to the topic, speaking becomes a stressful task instead of a meaningful activity.

Bringing Culture into the Speaking Classroom

Recent classroom-based research shows that integrating Indonesian culture into ILFL classes can significantly improve speaking proficiency.
Instead of relying only on generic or foreign examples, teachers can design speaking activities around local culture, such as:

• Daily routines and social interactions
• Local traditions, festivals, and customs
• Community life and family practices
• Folktales, legends, or local stories
• Real-life situations like greeting elders, shopping at markets, or attending community events

When students talk about things they already understand, they speak more easily. They have ideas to share. They know what feels natural. As a result, speaking becomes less about “getting it right” and more about expressing meaning.

What Changes When Culture Is Included?

Teachers who use culture-based speaking activities often notice several positive changes in the classroom.

Students become:

• More confident in expressing themselves
• More engaged in discussions and group activities
• More fluent, with better vocabulary use
• More aware of how language works in social situations

Importantly, learners do not just improve their language accuracy. They also develop pragmatic competence—the ability to use language in ways that are socially and culturally appropriate.

This helps students sound more natural and communicate more effectively in real-life settings.

Culture as a Bridge, Not an Extra

Some teachers may worry that focusing on culture will take time away from “serious” language learning. In reality, culture does not replace language instruction—it strengthens it.

Culture provides:

• Meaningful topics for speaking practice
• Emotional connection to the learning process
• A safe space for students to participate
• A bridge between language skills and identity

When students see their own culture reflected in the classroom, they feel valued. When they recognise familiar situations, they feel capable. And when they feel capable, they are more willing to speak.

The Takeaway for ILFL Teachers

To improve speaking skills in ILFL classrooms, teachers can:

• Move beyond textbook-only lessons
• Use local culture as a starting point for speaking activities
• Encourage students to share their own experiences
• Focus on communication, not just correctness
• Create a supportive environment where making mistakes is part of learning

Teaching Indonesian is not only about teaching a language. It is about helping learners find their voice—in a language that lives in real people, real places, and real culture.

When culture comes first, speaking follows naturally.