Fostering empathy and social responsibility through bamboo puppet-mediated hijrah narratives: A qualitative exploration in English language learning

Abstract

This study investigates the potential of culturally embedded storytelling, specifically, bamboo puppet theatre inspired by the Islamic Hijrah narrative, to cultivate empathy and social responsibility in the context of English language education in Indonesia. Framed within a narrative inquiry methodology, the research engaged university-level English learners in the design, creation, and performance of puppet-based dramatizations of Hijrah, using English as the medium of expression. Data were gathered through classroom observations, semi-structured interviews, reflective journals, and visual-textual analysis of scripts and performances. Thematic analysis revealed four interconnected areas of development: moral reflection through the puppet-making process; empathic engagement through storytelling in a second language; the emergence of social responsibility through shared ethical dialogue; and the affirmation of cultural identity within language learning. Students did not simply retell religious narratives—they personalized them, linking historical and spiritual themes to contemporary issues such as displacement, justice, and ecological awareness. The use of English to convey local values shifted learners’ perception of the language from a foreign instrument to a platform for intercultural communication and moral agency. The project also created a space for collaborative creativity and critical thinking, promoting learner autonomy and ethical discourse. These findings support the integration of traditional art forms and narrative-based approaches into English language curricula, reinforcing the pedagogical value of culturally sustaining and emotionally resonant instruction. The study underscores the importance of holistic education where language learning intersects with character formation, cultural preservation, and global citizenship, offering an innovative framework for educators seeking to blend linguistic and moral competencies in diverse classrooms.