FORMATIVE STAKEHOLDER EVALUATION OF A USING–INDONESIAN BILINGUAL LEARNING MANAGEMENT SYSTEM INTEGRATING  DIGITAL STORYTELLING FOR GENERATION ALPHA

Dana Yudha Kristiawan; Abd. Rahman; Imroatul Husna Afriani; Sahru Romadloni

doi:10.36526/sosioedukasi.v15i3.9653

Authors

Dana Yudha Kristiawan English Education Program, University of 17 August 1945, Banyuwangi
Abd. Rahman English Education Program, University of 17 August 1945, Banyuwangi.
Imroatul Husna Afriani English Education Program, University of 17 August 1945, Banyuwangi.
Sahru Romadloni History Education Program, University of 17 August 1945, Banyuwangi

DOI:

https://doi.org/10.36526/sosioedukasi.v15i3.9653

Keywords:

Using language, bilingual LMS, digital storytelling, personalised learning, local language preservation

Abstract

This study reports a formative qualitative evaluation within the development of a Using–Indonesian bilingual learning management system (LMS) integrating digital storytelling and a personalised-learning orientation to support local-language preservation among Generation Alpha. The wider project was organised through the analysis, design, development, implementation, and evaluation (ADDIE) framework in Banyuwangi, Indonesia, with Kemiren as its principal cultural setting. The evidence comprised four written focus group discussion, involving teachers, native using speakers, Indigenous-community representatives, and students. A descriptive qualitative content analysis connected recorded responses with priorities for resource refinement. The students record described initial engagement with stories, images, audio, and using vocabulary, alongside minor difficulties with devices and access to features. Teachers identified corrections to grammar, terminology, vocabulary, translations, and visual presentation. Native speakers emphasised natural language use, consistent pronunciation and writing, and shared guidance for content developers. Indigenous-community feedback highlighted documentation needs, cultural context, and boundaries around sacred knowledge. These findings support a participatory approach to linguistic correction, cultural review, and interface refinement. Personalisation remains a design orientation rather than an independently tested adaptive mechanism. The study identifies development priorities but does not establish language-proficiency gains, improved usability after revision, or sustained changes in language use. Further evaluation should document implemented features, repeated learner use, and language-learning outcomes

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