5.1. Summary

CHAPrER \t

CONCLUSION.

From the description in the prev1ous chapters, we

can see how language reflects culture. The American ways

of introducing, greeting, thanking, replying to thanks ,

starting a conversation , farewells, addressing, apolo-

gizing, offering to and asking for something, inviting,

and telephoning reflect their different ways of thinking

and attitude towards each other in life. In addition,

their foods and drinks, their time and space patterns,

t h e i r 1 e i s u r e time a c t i v i t i e s , t h e i r fa m i 1 y v a 1 u e s and

the geography of their country also reflect their charac­

ters, their taste, their common activities and their real

situation,

Ploreover, it can be seen that there are some dif­

ferences as well as some similarities between American

Indonesian cultures and societies. Eactn• culture IS good

for its own society. Sometimes what is considered wrong

or strange in American society is acceptable 1 n

Indonesian society, and what IS considered right 1n the

American society is uncommon or unacceptable 1n

89

Indonesian society. It is, therefore, very important to

learn the American culture and to know more about our

own c u I t u r e s i n c e ~ a r e I e a r n i n g t h e i r Ian g u age and

teaching it to Indonesian students .

5.2. S u g g est i o n

Not a II description of the American culture in

this paper should be taught to our students since the

time of teaching is limited and some of the culture are

just additional information. As teachers , ~ should

choose by ourselves which one needs to be explained or

i n s e r t e d i n t h e t e a c h i n g and w h i c h on e n e e d n o t . The

cultural aspects~ think need not be explained to the

students can be an additional information for us. &> if

a student suddenly asks and wants to know more about the

culture , ~ can explain what they want to know; or if

the class has more time, ~can use this vacant time to

t e I I them t h e American c u I t u r e c o n c e r n i n g t h e m a t e r i a I s

~ are teaching . They are usually interested in others'

cultures .

Wlen ~ are teaching other English textbooks , ~

should also pay attention on the cultural aspects incor-

porated in the textbooks. One o f many text boo k s

s h o u I d r e a II y c a r e i s t h e Stu dent's Books used i n t h e SMA.

W can analyze these books , and ~ w iII find some cul-

•

90

tu r al asp e c t s 1 i k e p at t e r n s o f p o 1 it en e s s , fa m i 1 y v a 1 u e s,

time and Space patterns, leisure time activities , food

and d r i n k , t h e g e o graph y and many o t h e r a s p e c t s n e e de d t o

be taught along with the language. Moreover, \\e w i 11 be

able to find both American and Indonesian cultures in.

these books since th e se books are particularly made for

Indonesian students. F or example : there are reading

passages about "The Four Seasonsn (Student's Book II) and

"The Dry and the Wet Seasonsu (student's Book I); about

"Football in Indonesia and in the United States

d e n t ' s Book I) _

It w i I I b e more i n t e r e s t i n g f o r t h e SPI A

( Stu -

students

if~ sometimes insert teaching the cultural aspects

found in the textbooks they use. Automatically they w iII

compare th e foreign culture with their own culture. In

addition they w iII get more knowledge about the language

they are studying.

However, ve should always take care not to over-

emphasize teaching the culture. Ware still teaching

the language as well as the culture without neglecting

one of them since they a r e united.

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10. Notes Concern Contrastive

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