raising students‟ intercultural awareness in elt … · raising students‟ intercultural...

RAISING STUDENTS‟ INTERCULTURAL AWARENESS IN ELT

CLASSROOM OF 2013 CURRICULUM: TEACHERS‟

PERSPECTIVES

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

FRENKY BATUNAN

112012132

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2016

i

RAISING STUDENTS‟ INTERCULTURAL AWARENESS IN ELT


PERSPECTIVES

THESIS



Sarjana Pendidikan

FRENKY BATUNAN

112012132

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2016

i

“RAISING STUDENTS‟ INTERCULTURAL AWARENESS IN ELT


PESRPECTIVES”

THESIS



Sarjana Pendidikan

Frenky Batunan

112012065

Approved by:

Supervisor Examiner

Gita Hastuti, M.A. Athriyana Pattiwael, M.Hum.

ii

PUBLICATION AGREEMENT DECLARATION

As a member of the Universitas Kristen Satya Wacana (UKSW) academic

community, I verify that:

Name : Frenky Batunan _______________ _

Student ID Number : 112012132

Study Program : English Language Education Program

Faculty : Faculty of Language and Arts

Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide UKSW with a non-exclusive royalty free

right for my intellectual property and the contents therein entitled:

“Raising Students‟ Intercultural Awareness in ELT Classroom of 2013 Curriculum:

Teachers‟ Perspectives”

along with any pertinent equipment.

With this non-exclusive royalty free right, UKSW maintains the right to copy, reproduce,

print, publish, post, display, incorporate, store in or scan into a retrieval system or

database, transmit, broadcast, barter or sell my intellectual property, in whole or in part

without my express written permission, as long as my name is still included as the writer.

This declaration is made according to the best of my knowledge.

Made in : Salatiga

Date : April 2016

Verified by signee,

Frenky Batunan

Approved by

Thesis Supervisor Thesis Examiner

Gita Hastuti, M.A. Athriyana Pattiwael, M.Hum.

iii

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course

or accepted for the fulfillment of any degree or diploma in any university. To the best of

my knowledge and my belief, this contains no material previously published or written by

any other person except where due reference is made in the text.

Copyright@ 2016. Frenky Batunan and Gita Hastuti, M.A.

All rights reserved. No part of this thesis may be reproduced by any means without the

permission of at least one of the copyright owners or the English Language Education

Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

Frenky Batunan:

iv

Table of Contents

INSIDE COVER ................................................................................................................i

APPROVAL FORM .........................................................................................................ii

PUBLICATION AGREEMENT DECLARATION .....................................................iii

COPYRIGHT STATEMENT ......................................................................................... iii

Table of Contents.................................................................................................................v

ABSTRACT ....................................................................................................................... 1

INTRODUCTION............................................................................................................. 2

LITERATURE REVIEW ................................................................................................ 4

Construction of Culture: Culture with 'Big C' and 'small c.......'.............................5

Addressing Culture-Bound Topics and Culture-Bound language items.................6

The Previous studies................................................................................................7

Addressing Intercultural Awareness in ELT Context..............................................7

The Nature of 2013 Curriculum in Indonesia..........................................................8

THE STUDY.................................................................................................................... 10

Research Methods..........................................................................................................10

Context of the Study ...................................................................................................... 10

Participants .................................................................................................................... 11

Data Collection Instrument ........................................................................................... 11

Data Collection Procedure ............................................................................................ 13

Data Analysis Procedure ............................................................................................... 14

FINDINGS AND DISCUSSION .................................................................................... 14

Basic Concept of Culture.......................................................................................14

Construction of Cultural Content...........................................................................19

Addressing Intercultural Awareness......................................................................25

Challenges and Benefits from Addressing Intercultural Awareness.....................27

CONCLUSION ............................................................................................................... 30

ACKNOWLEDGEMENT .............................................................................................. 32

v

REFERENCES.................................................................................................................33

APPENDICES..................................................................................................................36

Appendix A............................................................................................................36

Appendix B............................................................................................................37

Appendix C............................................................................................................38

Appendix D............................................................................................................39

Appendix E............................................................................................................40

Appendix F............................................................................................................41

Appendix G............................................................................................................42

Appendix H............................................................................................................43

Appendix I............................................................................................................44

Appendix J............................................................................................................46

Appendix K...........................................................................................................47

1

Raising Students‟ Intercultural Awareness in ELT Classroom of 2013 Curriculum:

Teachers‟ Perspectives

Frenky Batunan

Abstract

The relation between culture and language has always been the concern of all the

stakeholders in ELT. Brown (2001) proposed that culture and language are intertwined

and cannot be separated without losing its significance. This means that learning the

knowledge of English means embracing the variety of new culture that comes with it.

Zhu (2010) defines that culture can be divided into two major aspects, such as culture-

bound topics and culture-bound language items. These two aspects are very important to

be addressed in ELT classroom. In our current curriculum of Kurikulum 2013, there is

urgency for the academic practitioners to address the intercultural awareness through

culture-bound topics and culture-bound language items. Working with classroom

observation and semi-structured interview, this study aims at revealing what teachers do

to address intercultural awareness in ELT classroom of Kurikulum 2013. The study was

conducted with four junior high school teachers who used the Kurikulum of 2013 in their

classrooms as the subjects of the research. As the result of this study, the researcher

found that the teachers are aware of the concept of culture and its variety and able to

address various culture-bound topics with the emphasis on culture with „small c‟. On the

other hand, the culture-bound language items are not well-addressed as culture-bound

topics in the learning process.

Key words: intercultural awareness, kurikulum 2013, culture-bound topics, culture-

bound language items

2

Introduction

Many academic practitioners in ELT believe that there is a strong connection

between language and culture. Learning a target language is not simply about having the

knowledge about the form and meaning of the language, but it also has the cultural

content associated with it. Brown (2001) proposed that language and culture are

intricately interwoven so that one cannot separate them without losing the significance of

either language or culture. As the output of culture, the learner needs to acquire some

familiarity and understanding with the culture associated with the target language that

he/she wishes to acquire. Acquiring a new language means to experience the products,

practices and perspectives that are different from the learner‟s cultural background. In

other words, this is more than just a process of transferring the knowledge of syntax and

lexicon, but also a dialectic connection between language and culture.

Moreover, Zhu (2010) argued that ELT teachers need to be bicultural or have the

sufficient knowledge regarding culture of the target language with adequate

competencies development that is related to intercultural communication skills. This is

important because teachers are the important stakeholders that the students look forward

to as one of their primary sources of knowledge. Thus, it is impossible for an English

teacher to teach language without presenting its culture. Byram and Risager (1999)

claimed that the language teacher has the role as a “professional mediator between

foreign languages and culture” (p. 58). ELT teachers need to be able to expose their

students with the culture of the target language in order to fulfill their responsibility as a

medium of intercultural understanding.

3

However, in the status quo, the academic practitioners often failed in dealing with

the complexity aspects of a target culture. As noted by Önalan in 2005, he found that in

reality, teachers more likely teach students about the English culture in terms of

food/fashion although they say they will look at it on deeper sociological levels. Food

and fashion are only the surface of a culture‟s identity. There are invisible aspects that

lay behind a culture, such as perspectives and values that can only be understood with

good pedagogical rationales.

As we know, teaching materials and teachers are two stakeholders that play an

important role in determining the quality of our ELT classroom. Moreover, as stated by

Byrnes (2008) many EFL teachers have had no formal training in incorporating culture

elements, and there is no universally accepted set of criteria that instructors can use as a

guide. Having lack of awareness, teachers often use the textbooks without even

observing and evaluating the material in the first place. The reasons of this phenomenon

may be varied from lack of time to prepare the materials, unclear policy or even the lack

of knowledge from the teacher himself. Thus, the only tool that they can rely is the

textbooks that they use as the guide. However, Widdowson (2005) criticized that typical

EFL text has failed to provide the realistic cultural content that engage the students.

Thus, the teachers must be aware of their teaching materials and provide cultural content

that suits students‟ cultural background.

Being aware of the importance of intercultural competence in learning process,

the Indonesian government tried to incorporate the cultural knowledge into its education

system by developing 2013 curriculum that promotes the adequate amount of cultural

4

content from various cultural elements in a product of textbook entitled “When English

Rings Bell”. Thus, new approaches and methods need to be developed in order to adjust

this new wave of changes. This phenomenon of adapting the new and former approaches

needs to be addressed in order to understand what the teachers do to raise their students‟

intercultural awareness. This paper aims at researching the process on how the teachers

adjust their instructional rationales with cultural content in the textbook. The significance

of this research is to promote some pedagogical rationales in developing the methods to

deal with cultural content in ELT class. At the end, the researcher expects that that this

paper will promote the awareness of the cultural content in language learning process.

Literature Review

Construction Of Culture: Culture With „Big C‟ And „small c‟

There were many definitions of culture from different experts. One of them was

introduced by Goode et al in 2000. He defined culture as “integrated pattern of human

behaviour that includes thoughts, communications, languages, practices, beliefs, values,

customs, courtesies, rituals, manners of interacting and roles, relationships and expected

behaviors of a racial, ethnic, religious or social group; and the ability to transmit the

above to succeeding generations.” (p.2). Simply, it means that culture can be seen as

something that is related with human behaviour as the representation of a certain

community and it has been passed through generations.

Further, Cortazzi and Jin (1999) proposed three patterns of cultural content as the

guide for us to frame this issue. They divided culture into three contents, such as source

5

culture, target culture and international culture. In general, source culture materials are

the learners‟ own cultural content, the target culture materials are the cultural content of

the target language that the learners wish to acquire, and the international culture

materials are the cultural content when English takes place as the use of communication

in the international context. Each pattern has its own nature and needs to be addressed as

clearly as possible by the teacher through the learning materials. In order to have the

intercultural awareness in dealing with these three elements, one must have the ability to

see the link between various cultures and interpret the products and perspectives of

culture with critical thinking.

Moreover, Adaskou et al. (1990) proposed two senses of understanding a culture,

which are the aesthetic sense as a culture with „Big c‟ and sociological sense as a culture

with „small c‟. The aesthetic sense with a „Big c‟ covers literature, media, music, the

cinema, and so on as products and practices. On the other hand, the sociological sense

with „small c‟ includes customs, interpersonal relations, leisure, nature of family or home

life, and institutions as the perspectives.

Addressing Culture-Bound Topics And Culture-Bound Language Items

Zhu (2010) proposed two major approaches that can be used to identify and

address the cultural content in ELT classrooms. He divided the construction of a culture

into culture–bound topics and culture-bound language items. These two approaches are

different in terms of their characteristics and forms. Culture-bound topics are related to

6

the cultural issue, topic or information from a culture, while culture-bound language

items are the speaking, reading, listening and writing styles of a culture.

Moreover, According to The Standards for Foreign Language Learning/ NSFLEP

(1999), on each pattern (source, target, and international culture materials), there are

three layers that can be seen as the output of a culture. These layers are perspectives

(norms and values), practices (habits), and products (songs, foods, clothes, etc). These

patterns are integrated and can be observed as the distinguished characteristics of a

community.

Based on the explanation above, there are four literature works that become the

main focus of this study. They are patterns of cultural content by Cortazi and Jin (1999);

two senses of understanding culture by Adaskou et all (1990); two major approaches by

Zhu (2010); and output layers of a culture by The Standars for Foreign Language

Learning/ NSFLEP (1999). These four concepts are related and need to be adressed in

order to understand how the teachers raise the intercultural awareness in their English

language teaching. In the cultural patterns proposed by Cortazi and Jin (1999) exist the

senses of small c culture and capital c culture that have been introduced by Adaskou et

all (1990). The small c culture represents the perspectives and the capital c culture

represents the practices and products. Perspectives, practices and products are the output

layers of a culture constructed by The Standards for Foreign Language Learning/

NSFLEP. And the culture-bound topics and culture-bound language items proposed by

Zhu in 2010 can be used to observe the existence of perspectives, practices and products

of a culture.

7

The previous studies

Fenner (2001) conducted a study about literary text in the lower secondary. The

project is known as „Dialogic interaction with literary texts in the lower secondary

classroom‟. The setting of this project was teaching English as a foreign language in

Norwegia for 14-year-old learners. The result showed that cultural artifacts in foreign

language learning interaction, both in the reading process and in the writing classroom

discourse, enhanced the learners‟ awareness of their own culture which they had brought

to the text, as well as of the foreign cultures as represented in the texts. The literary text

from the foreign culture forces the readers to reflect on their own culture and identity and

gives the learners a chance to see themselves from the outsider‟s point of view.This

example is the burden proof on how the awareness of other cultures would likely advance

the students‟ development in understanding not only their own culture but also others‟.

Addressing Intercultural Awareness in EFL context

McKay (2003) urged us to be aware that culture has an important role in learning

a language. She claimed that culture has a significant relation with two important aspects

of a language. First, culture is related with the language structure of the target language

that later will also contribute to the learners‟ understanding of the levels of semantics,

pragmatics and discourse. Second, culture needs to be addressed by pedagogical

reasoning in choosing the suitable cultural content materials of the target language that is

appropriate with the learners. This leads her to the conclusion that there are two

8

important points in language teaching. First, it is the fact that learners need to arrive at

the point of awareness with the cultural aspects of a language consciously. Second, it is a

teacher‟s responsibility to help the learners to manipulate their consciousness when they

encounter the cultural aspects of a language. These two points support the argument to

promote intercultural awareness in English language teaching.

In line with that, Byram (2000) described that in order to fully understand a

language one must have what he called as „intercultural awareness‟. The intercultural

awareness refers to the state of being able to see the differences between cultures.

The Nature of 2013 Curriculum in Indonesia

In recent years, there have been some changes in the educational curriculum in

Indonesia. In our recent curriculum of 2013, there is an urgency to promote the cultural

awareness in the teaching learning process. As stated in the Letter of decree by Ministry

of Education and Culture of Indonesia No. 70 (2013), or „Peraturan Menteri Pendidikan

dan Kebudayaan Republik Indonesia, Nomor 70 tahun 2013 tentang Kerangka Dasar

dan Struktur Kurikulum Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan‟, there

are some points that condition the academic practitioners in Indonesia to address the

cultural content and intercultural awareness in the learning process. First, in its

philosophical foundation section, point „a‟ stated:

“Pendidikan berakar pada budaya bangsa untuk membangun kehidupan

bangsa masa kini dan masa mendatang. Pandangan ini menjadikan

Kurikulum 2013 dikembangkan berdasarkan budaya bangsa Indonesia yang

9

beragam, diarahkan untuk membangun kehidupan masa kini, dan untuk

membangun dasar bagi kehidupan bangsa yang lebih baik di masadepan.”

(p.7)

Simply, it can be translated that the education in Indonesia is rooted from its own

culture in order to develop the nation at present and in the future. This foundation shows

that in order to develop the community, specifically in Indonesia, it is our responsibility

as academic practitioners to facilitate the students‟ awareness of the various cultures in

Indonesia.

Second, in 2013 curriculum, there are four competencies that the students

need to acquire. In the second competency, which is related to the social

competency it states;

Menghayati dan Mengamalkan perilaku jujur, disiplin, tanggung-jawab, peduli

(gotongroyong, kerjasama, toleran, damai), santun, responsive dan pro-aktif

dan menunjukkan sikap sebagai bagian dari solusi atau berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam, serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia. (p. 11)

The key point of this competency lies in the part that “dalam menempatkan diri

sebagai cerminan bangsa dalam pergaulan dunia”, which means „to be able to adjust

themselves (students) as the reflection of the nation in the world association‟. This

suggests that teachers need to expose the students to varied cultural contents in order to

prepare them to represent Indonesia in the intercultural communication.

10

The Study

Research Methods

In order to address the issue of intercultural awareness in the classroom of 2013

curriculum, a research that focuses on the teachers‟ approaches in dealing with cultural

content in ELT needs to be proposed. Working with qualitative nature of case study, the

researcher expects to reveal the teachers‟ methods of promoting intercultural awareness.

This method allows the researcher to investigate the similarities and specified

characteristics to provide the researcher a chance to generalize the relationship between

variables in the study. Thus, the research question is: What do the teachers do to raise

intercultural awareness in the learning process of 2013 curriculum? By raising this

research question, the researcher expects to answer the phenomenon on how the teachers

raise the awareness of cultural differences and promote the intercultural awareness in the

learning process.

Context of the Study

The research took place in a public junior high school in Salatiga, Indonesia,

which employed the 2013 curriculum. When the study was conducted, the school used

the government-recommended product of the 2013 curriculum, i.e a book entitled “When

English Rings a Bell”. The reason behind the selection of the school was because the

school got the award of “School with nation‟s culture” from the Ministry of Education in

2013. The award was given for achieving a good review in the context of cultural respect

in cultural diversity in the school context. Thus, regarding the scope of this research, the

11

researcher believes that the feasibility to observe the school in the time constrains, the

existence of 2013 curriculum, and the potential intercultural topics occurred during the

learning process, will justify the selection of this context of this study.

Participants

The participants of this study are four junior high school teachers, two male and

two female. These teachers were teaching grade 7-9 at a public school in Salatiga.

However, the study focused the investigation on the classroom practices in Grade 7 and 8

only. The participants were selected with the expectation that the teachers were aware of

cultural differences and could bring up the issue of intercultural awareness in their

classrooms. Considering the school‟s good name as “School with nation‟s culture” and

for the sake of anonymity the participants‟ names were each changed to a code; PH, AR,

NI and NP.

Data Collection Instruments

In attempt to find what the teachers do to raise intercultural awareness in ELT

classroom of the 2013 curriculum, the data were collected through classroom

observations and personal interviews. The main instrument in this study is the personal

interviews and classroom observations function as the complementary of the data.

1) Classroom observations

Classroom observations were employed to observe how the participants deal with

the cultural content in the classroom. A classroom observation protocol was used to

12

record the observation, which covers the culture-bound topics, culture-bound language

items, and cultural content (source/target/international cultures).

Before the classroom observation protocol was used, the researcher piloted it

twice in the target classes. Due to efficiency in writing the notes, a table for each point

was developed to help the researcher analyze the data.

2) Interview

Interview with the participants were conducted to dig more detailed information

about teachers‟ perspective and methodology. The questions were developed regarding

the criteria of „intercultural awareness‟ proposed by Byram (1997), the concept of

cultural content by Cortazzi and Jin (1999), and also culture-bound language items and

culture-bound topics developed by Zhu (2010). Each interview contained ten questions

with different aims or goals.

The questions that were aksed are:

1. What is culture to you?

2. What is the importance of culture to you?

3. Which part of culture that you perceived important for your students‟

learning?

4. Is there any topic that you have presented in the classroom that is related to

the culture/cultural contents?

5. Which one should be presented first? Source, target, or international culture

materials?

6. How to address cultural content in the classroom?

13

7. Is there any challenge that you have faced when adressing cultural content?

8. What are the benefits of addressing intercultural awareness for the students

and teacher?

Question 1, 2 and 3 focuses on the basic concept of culture, Question 4 and 5 is

about the construction of cultural contents. Question 6 focuses on teachers‟ instrcutional

to introduce cultural content. The last but not the least, Question 7 and 8 focuses on the

challenges and benefits from addressing intercultural awareness for the students and

teachers. The interviews were conducted mostly using Indonesian with a small amount of

English. It is expected that the personal interview could encourage the participants to

share their opinions, concerns, and personal experiences related to the topic of

intercultural awareness.

Data Collection Procedures

The researcher observed the class where the teachers used the book “When

English Rings a Bell” and other materials that were related to the cultural content. Each

teacher was observed twice by the researcher during their regular daily teaching. During

each observation the researcher used the classroom observation protocol to record the

observation. And after that, on an agreed time and place, each teacher was interviewed

once, one on one, using the interview protocol.

14

Data Analysis Procedure

In attempt to answer the research question of this study, the gathered data from

the class observation and personal interview were transcribed in order to identify how the

teachers addressed the intercultural awareness in ELT classroom of 2013 Curriculum.

And then, by reading each participant‟s transcript, the data were classified into several

items based on the eight questions that have been adressed in the interview. After that,

these items were used to develop a discussion followed by the excerpts as the evidence.

Findings and Discussion

The findings presented in this section covered eight item list that were asked in

the interview. The items were categorized into four themes such as; basic concept of

culture, construction of cultural content, addressing intercultural awareness, challenges

and benefits from addressing intercultural awareness.

A. Basic Concept of Culture

Nowadays culture has increasingly become an important aspect in English

language teaching and the pheneomenon of cutural blending is very interesting to

understand and identify. As reported by Palmer and Sharifian (2007), more teachers are

aware of the need to incorporate the cultural learning into their teaching. Due to this

claim, it is important for us as the academic practitioners to see the reality in the context

of Indonesia at present. In this section, the findings are reported to reveal teachers‟

perception of the definition and the importance of cultural content.

15

Based on the interview, all of the participants were able to come up with their

own definition about culture. Even though the definition was not exactly the same but

PH, AR and NI came up with similar keywords.

“Customs, and practices that have been agreed by school community member,.. life

system to make betterment in life..” (PH)

“Practices and habits from places are different, including the values as the belief in

every place.(AR)

“Habits that have become the spirit of a specific community.” (NI)

PH, AR, and NI believed that culture is related to the practices, habits of a certain

community. These keywords mentioned by PH, AR, and NI were similar with the

definition of culture proposed by Goode et al in 2000. He stated that culture can be

defined as “practices”, “habits”, “customs” and “beliefs” that were related with “ethnic,

religious or social groups”. The resemblance definition of culture between PH, AR and

NI with Goode at al, shows that these participants have an adequate understanding about

the construction of a culture and they are able to classify the complexity and variety of

culture in terms of perspectives (beliefs), practices, and its relation with the sense of

identity by certain community (school community, specific communtity). Larzen-

Ostermark (2008) mentioned that in order to teach culure efficiently, one needs to be

aware of the meaning of a culture and how it applies in the real-world context. In the

other word, the teachers need to have an adequate level of cultural awareness to

incorporate their knowledge into their classroom pratices.

16

However, an interesting opinion was presented by NP, who said that culture

refers to the human‟s creation that involves the evolution of a community. This

participant did not mention the keywords that have been mentioned by the other

partipant. However, it can be inferred that he sees culture as a product of human creation

that is shaped in a long time and distinguishes one society from another. When

crosschecked with his further response about the importance of culture he stated,

“…culture is the living pattern from a community to survive and create a system for their

society”. This is similar to PH‟s opinion above that culture can be seen as a life system to

make betterment in life. The system may include customs, traditions, values, etc.

Therefore, although his opinion seemed different at first, the essence is still similar to the

other participants‟ perspectives.

Futhermore, the other participants were also asked about their perspectives

toward the importance of culture. Acccording to the interview, all of the participants

agreed that culture is very important in language teaching. Their reasons can be grouped

into two main points, such as the belief that language is a product of culture and by

teaching cultures, teachers can at the same time teach the cultural values to help build the

students‟ characters.

First, they admitted that teaching a cultural content is a must in language

teaching. As in PH‟s view, ““It is important (cultural teaching). Culture need to be

taught to the students, not only in Language learning (English), so the students will not

miss-use the language”. Besides, AR argued that “language is a product of a culture”.In

other words, teachers believed that fail to understand the cultural aspects behind a certain

17

language would lead the students to miss-use the language, since they did not received

cultural knowledge from the target language. This view is in line with the view that

language and culture cannot be separated, and it is almost impossible to present a culture

in academic setting without its cultural background and features (Cakir, 2006; Onalan,

2005). Moreover, AR added that, “language is only medium”. In her claim, she

reasoned that language as “medium” to teach culture and the form of a language not

supposed to be the center of language teaching. “we are living with culutre”, she argued,

thus, it is very important to concern and present the culture aspect in language teaching at

the very first place.

The second reason is because by teaching cultures, teachers can at the same time

teach the cultural values to help build the students‟ characters, as suggested explicitly by

NI, he stated that. “because of cultural teaching there will be a lesson about values, such

as discipline and politeness””. This reason were also agreed by NP implicitly, she said

that, “culture is the living pattern from a community to survive and create a system for

their society. In other words, she argued that teaching culture will help the students to

have the sense of adapting and belonging to their own community.

The teachers were also asked about the terms of small c culture and big c culture.

Most of the teachers were aware of these two existing distinctive classifications of

culture and they agreed that from the two senses of culture, they regarded the small c

culture as more important to be taught to their students.

18

The participants made following comments:

“It is mainly to perspective; like they learn by seeing it on their own, like giving

something without hoping in return” NP

“Value (small c culture) need to be taught to the students because it is important for

students‟ character development” PH

“values (small c culture) first, then the culture in a form of products” NI

The teachers‟ reason in prioritizing small c culture probably indicated that the

teachers have strong belief that the students need to have an adequate understanding

upon norms and values at the first place. By this they concerned more about their

students‟ character building, just as suggested in the social competency of the 2013

curriculum. The competency that promotes a character-based learning that expected the

students to be able to adjust themselves as the reflection of the nation in the world

association.

However, there was an interesting idea proposed by NP about the existence of

small c culture and capital c culture. He proposed that both aspects need to be

implemented hand in hand because they are beneficial. He said:

“Both of them are important because they have their own benefits and role”. NP

In line with this, Goode et all. (2000) asserted that culture is an “integrated

pattern” that covers many aspects from small c culture like peserpectives, and capital c

culture such as products and practices. In other words, the existence of small c and

capital c culture are very important. Ideally, the integration of both aspects are important

because they complement each other. However, Indonesian government and the teachers

19

sees small c culture as a precendence that needs to be enforced or deal with first. Thus,

based on its urgency to implement the character-based learning, the reason of prioritizing

small c culture is acceptable and relevant.

B. Construction of Cultural Content

According to the interview, all of the participants have presented almost the same

cultural topics in their class. This may hapenned due to the fact that teachers use the same

book within the same curriculum. AR explained that she always provides the cultural

content in her teaching, as long as it is attached in the textbook. She stated that, “if by any

chance there is a cultural topic in the textbook, I will surely present it in the class”. Her

explanation shows that the teacher concern about the importance of presenting the cultural

content, especially the cultural contents that were attached in the textbook.

The interview also revealed there are some topics that have been agreed by the

teachers as the topic that can be easily integrated with the culture. In general the cultural

topics are taken from the textbooks and also from the social pehomena that happened

nowadays . Topics from the textbooks such as narrative text (fable, legend), recount text,

descriptive text and functional text were being use very often to bring intercultural talk.

Topics were varied, from the social phenomena like habits from certain community (PH)

and family, such as greetings, gotong-royong, community service, and etc.

With regard to this pehenomenon of having as what I called as „almost fixed

cultural topics pattern‟, Gehring 1996 stated that according to his work, the teachers in

20

general often use a very traditional, sometimes outdated concepts for themes such as

family, parents, world of work, living, or school that do not display students‟ reality. It is

evident that these topics shown by Gehring resemble the topics that the teachers often

use. Nevertheless, it is noteworthy to point out that these themes are still advantageous

for the students. The rationale basis for this argument lies on its substance and relevance.

First, the substance of these topics can be traced from the relation between the

topics and the reason of selecting it. Table 1 below shown the culture-bound topics that

the teachers have presented in their class.

Table 1.

Culture-bound topics

No Topics Examples

1 Sports 1) Soccer field

2) Vendors

3) Jogging

4) Sprint- run

2 History of Indonesia 1) Battle of Surabaya

2) Rawa pening story

3) Bahasa Indonesia

4) Independence day

5) Students‟ own experience that related

to nationalism

3

Social Skills 1) Honesty

2) Raising hands, politeness

3) Household task

4) Relationship between younger

1) Raising hand

4 Hot topics (current issue) 1) TV program: Mata Najwa

5 Life style 1) Visiting Grandparents during holiday

(Lebaran)

6 Traditional products 1) Clothes

2) Dance

21

As we can see in the table 1, most of the topics were aimed at educating learners

in terms of norms and values. This result shows the consistency between participants‟

perspective and their act. The observation results supported the participants‟ interview

responses that they chose the culture-bound topics from the textbook (e.g. the legend of

Rawa Pening in narrative in AR‟s teaching session). During the observation, NI in

Teaching 2 taught students about social skills, such as politeness and manners. NP in

teaching 2 trained students to behave and have etiquette with elderly people. These

themes were substantially fundamental since they reflect the spirit of character-based

learning in the 2013 curriculum.

Second, the relevance of these topics can be seen through the coverage of the

topics that are engaging with trends and social dynamic nowadays. The teachers often

brought up the current social phenomena to be discussed (e.g. TV program: Mata Najwa

and Independence Day in AR‟s teaching session), as Table 2 shows. In addition, this fact

goes along with their responses in the interviews to concern more about local culture or

source culture materials. These two facts about its relevancy shows that the coverage

topics of the themes were not outdated and can keep up with current issues.

Furthermore, Table 2 shown about the culture-bound language items that the

teachers have presented. The table summarizes the language items that have been

presented during the observation.

7 Flora and Fauna 1) Peacock – cockatoo

2) Mountain Goat

22

Cakir (2006) claimed that to communicate internationally requires

communicating interculturally. In other words, it is very possible that the students will

face different use of place of silence, tone of voice, appropriate topic of conversation,

and etc. This means that cultural objectives need to be handled very carefuly because it

deals with the authenticity from the culture-bound language items of a certain culture.

In order to avoid the prejudice in teaching culture, one participant said that he

usually does the brainstorm and try to compare the culture differences between the target

language and Indonesian culture as reported in the excerpts from interview below:

“A good example of this, when we talk, in English culture, it is polite if we stare at our

counterpart. On the other hand, it is considered taboo if we do it to elder people in

Javanese culture. We either can not force our counterpart to see us when we are

speaking. Javanese culture is not like that. We only emphasize on good things of English

culture like discliplineship and punctuality. Also, about saying thank you. We are still far

behind English. It is much better to use matur suwun and terimah kasih as often as

English speakers do.” PH.

Table 2.

Culture-bound language items

NO Items

1 Sharing information to others about an event in the past

2 Sharing information to others

3 To show proud

4

Command

5 Making a request to older people

6 Warning/ prohibition

23

Based on the transcription above, we can see the teacher tried to present a cultural

topic in a form of practices. The teacher used the practice of social skill (saying thank

you) from source culture and target culture as the medium to raise students‟ intercultural

awareness. The tacher used cultural comparison in order to avoid prejudice and to

identify the differences and similiarities between both of culture. Then help the students

to understand the value and perspectives behind the practice itself. It is clear that the

teachers aware that they need to make sure that they could adress the cultural content in

the classroom.

Furthermore, the participants were asked which cultural patterns that they

perceived important to be introduced first in the ELT classrooms of Kurikulum 2013. All

the participants believed that the awareness of and knowledge about the source culture

material is more important to be put as the main priority. They further explained that

students need to understand their own culture before understanding other cultures (PH &

AR), and that students should not forget their own culture while trying to understand the

target or international culture (NI & NP); that the source, target and international cultures

should actually go hand in hand (AR & NI).

Supporting this explanation, the observation result also showed that the

participants mostly focused on the source culture than the target or even the international

culture, as can be seen in Table 3. Table 3 summarizes the amount cultural content

presented by the tecahers. The amount of cultural content that have been presented by the

24

participants can be seen as the indicator to cross-check teachers‟ perspectives toward the

existence of cultural contents and their action regarding this issue.

Table 3.

Cultural content

Contents Examples

Source-culture materials 1)Jogging

2) Sprint-run

3) vendors

4) Holiday (Lebaran),

5) Lunch time, Bali

6) Independence War

7) Peacock and cockatoo

8) Honesty


10) Relationship between younger people and older

people,

Target culture-materials 1)Soccer field.

2)Mountain Goat

3) Korean language

International culture materials -

The result shows that the source culture materials were fully presented in every

classroom activity with total amount 8 out of 8 meetings. Target culture was discussed

only once out of 8 meetings, and so was the international culture. These findings

represent the consistency between teachers‟ belief and their action to prioritize source

culture materials first. This consistency has proven that the teachers tried to expose the

25

students with the culture of Indonesia, following the recommendation in the Letter of

decree by Ministry of Education and Culture of Indonesia, No. 70 (2013).

C. Addressing Intercultural Awareness

Based on the interview, most of the teachers rely on having a discussion about

culture by using many sources, such as the “5 big genres of texts” (PH & AR), using

puppets or “collectional / series of pictures” to tell a story (NI), and “bring the issue that

hapening in the society into the classroom discussion”¸as mentioned by NP.

Furthermore, based on the observation the teachers were being consistent with

their claim they shared in the interview that they tried to address intercultural awareness

from many sources. As for example, PH claimed that he used texts and anyhing that he

knows related with the culture to address the cultural content. In teaching 2 he presented

a narrative text and conducted intercultural discussion related with the topic. This is one

of the examples that show that the teachers were consistent with their belief and action.

Moreover, there was a pattern that we can see from all the participants on how

the teachers address the culture-bound topics. In general, the participants used

brainstorm, probing questions, sharing information, using AVA, and ask students to do a

role-play in order to address intercultural awareness in their classroom.One of the case

can be seen in RA teaching 2. She used brainstorm to adress culture bound topics. In the

priming stage, RA raised several questions to the students followed by probing that led

26

them to do brainstorming. The questions were about their background knowledge related

to the topic. Like in the excerpts below:

“What do you know about peacock? Have you seen them? What comes in your mind

when you think about peacock” AR

Another case, PH used classroom discussion to adress the culture-bound topics. The

teacher also admitted that the attempt to address the culture-bound topics was usually

spontaneous by considering the flow of discussion.

The reasons were varied, like in the excerpts below:

“ English subject has been arranged in a syllabus. Right now, I can not see a particular

topic on culture. What I can do for the time being is to discuss culture things related to

materials because the present curriculum is not a themed based. In our last meeting at

class, we discussed about visiting grandparents. It is a value to visit grandparents.” HP

After that, the teacher asked the students to speak out their thought through the

class discussion. Based on the observation, we can see that this section as very rich in

terms of cultural discussion because the students can compare their cultural expectation

with cultural content in the texbook and also the experiences from their peers. These

transfering of information is very important because it creates the awareness of different

culture. Frank (2013), believe that classroom discussion can foster an atmosphere that

encourages EFL students to compare their own culture by using their cultural expectation

and making connections across cultures while studying English. Thus, we can see that

teachers have tried to address intercultural talk in the learning process.

27

D. Challenges and Benefits from Addressing Intercultural Awareness

Based on the interview, there were three major points that the teachers believe as

the challenges in addressing intercultural awareness. They are students‟ nature (as L1

user), time management, and teaching materials. First, PH, NI and NP admitted that the

students who come from different background cultures have problem in implementing

practices and habits from different cultures. Hall (1967) explained this phenomenon as a

“cultural iceberg” analogy, in which he claimed that there were parts of culture that

cannot easliy be seen by the people who shared difference cultural background. The

products of culture, such as peacock (AR, Teaching 2), or Bali (PH, Teaching 2) are the

examples of things that we can readily see- because it is only the surface of culture or the

“products” and “practices” (Goode et all, 2000). It is natural for students as L1 user to

face a problem in dealing with the variety of deep culture from target language. This

claim has been proven during the observation, in which teachers often devoted more of

their time to explain the deep culture (perspectives), as revealed in NP‟s teaching 2. NP

spent lots of his time to explain about the persepectives or values behind the relationship

between younger people and older people. In contarst, AR had successfully saved more

time when she explained about peacock in teaching 2, by showing the picture of the

animal. This example stand as the evidence that students‟ in their age , as L1 user need

more guidance from the teachers to help them understand about the perspectives and

values of certain culture.

28

Second, all of the participants (PH, NI, AR, NP) were also admitted in the interviews

that they found themselves hardly able to manage the time to create or develop the

cultural materials. They also added that they still needed some time to try to understand

the 2013 curriculum so that they could implement it well.

Third, the teaching materials were considered to be not yet helpful enough to address

the cultural issues in the classrooms. The textbook was regarded to have vocabulary issue

that did not match the syllabus. NI argued that the textbook content and vocabulary need

to be improved. In addition, AR mentioned that a kind of framework is needed to assist

teachers to address the cultural issues more effectively. Byram (1997), claimed that

textbook “embody the course design and in particular ensure a systematic presentation of

the language and its structure. (pp. 57). In other words, the textbooks can help the

teachers‟ work to be much easier since the provides a wide range of selected resources

and tasks. However, as pointed out by NI and AR, the teachers believed that the

textbooks cannot be the absolute resources that they can rely on. As it shows in table 3,

we clearly can understand that the representation of target culture and international

culture were still lacking. Despite that the teachers also responsible for this imbalanced

representation of cultural content, we alsoneed to concern about the tools that we created

to help the teachers. In line with this view, Gray (1992) as cited in O‟Dowd (2007)

argued that many textbooks in ELT context have been critized for an insignificant

representation of the target culture. This claim along with teachers voices may become

the reason of the imbalance representation of cultural contents in the textbook.

29

On other hand, the teachers also pointed out the benefits that they believed the

students would gain if they were being exposed by the cultural materials. Generally,

there are two benefits that students would enjoy. First, NP believed that the students

would be able to remember the local wisdom, and “become a good person in the future”.

He believed that it is more important to be a good person first than a smart one. He also

suggest that the quality of the nation will improve if the students were being exposed by

different cultural content. Badda (2000) reminded us that awareness toward the world

will help a person to be “more universal and less egoistic” (p.10). In other words,

teaching a culture means more than just a lesson of language, but also a lesson of life that

will impact others live to be better.

Further, AR believed that students will get more chance to explore the language

by comparing the target language and their own. In line with this point of view, NP also

aded that teaching cultures will help the students to understand the lessons and the

relation between the topic and a culture (NP). This is logical because it can help learners

to observe the differences among various cultural group. Later, this ability will help them

to see the significant of learning the language and its benefits for his/her community.

The second benefit is toward the learning environment. One participant

suggested, “Learning environment becomes more conducive” by implementing the

cultural teaching (NI). In other words, NI believes that by addressing cultural materials

the lesson will be more conducive because it can improve the relation quality between

teacher and students.

30

Conclusion

The study aims to investigate how the teachers‟ address intercultural awareness in

ELT classroom of 2013 curriculum. The findings revealed that the teachers exposed the

students with cultural patterns, especially source culture materials. The teachers believed

that source culture materials are more important than the other patterns and it impacted

on the amount of cultural content that they addressed in the learning process. The results

also indicated that the teachers perceived sociological sense of culture with a „small c ‟,

such as perspective and moral values as the priority to be taught for the students as the

priority, rather than the aesthetic sense of culture with a „Big C‟ such as; products,

practices and perspectives.

Further, the culture-bound language items are well-addressed, but not well-

arranged because they tend to rely on the textbook. In contrast, the culture-bound topics

were addressed sufficiently even though it is still lacking with the patterns from the target

and international culture materials. All in all, the findings revealed that the teachers were

already aware of the issue of culture in language, but they were struggling in framing and

designing good rationales in bringing the intercultural awareness in ELT classroom.

However, since the discussion about target and international culture materials

were still very limited in this school, It is important for the teachers to improve the

quality of their cultural teaching. This can be done by exposing the students with

intercultural talk by embracing another cultural patterns and using various sources of

teaching materials. That way, the students will be equipped with the intercultural

31

awareness about the world and their surroundings. In the future, this will improve the

quality of English language teaching and the education in Indonesia in general.

As the limitations, there are some issues about this research that need to be

addressed for better development of this field. First, the data collections were designed

simply by relying on the perceptions of a small number of participants of EFL teachers.

Second, the existence of researcher and camera may interrupt or change the nature of the

classroom that is being observed. However, despite the limitations, the researcher

believes that this study is still worth doing to reveal the relation between culture of a

language and the stakeholders that are dealing with this field since it provides foundation

for the upcoming research.

There are several recommendations listed here for further research. First, there is

a need to replicate this study in other institutions that employs Kurikulum 2013. It is

because the teachers‟ perceptions and teaching methods may be different. Therefore, we

need to reveal all the possibilities that may occur in other classrooms. Second, the

students‟ view upon the issue of intercultural awareness in the learning process may also

be worth investigating.

32

Acknowledgement

First of all, I would like to put my gratitude to the almighty God, for giving me

His blessing and strength to finish this study. I am also very thankful to my supervisor,

Mrs. Gita Hastuti for all the trust, guidance and suggestion, and the examiner,

Ms.Athriyana Pattiwael for all the encouragement and feedback. Nevertheless, I would

like to extend my appreciation to all of the teachers of Senior High School 2 in Salatiga,

for giving me a chance to conduct my study at it. The last but not the least, I am feeling

very grateful for my parents, sisters and families for all the support in my hardest time in

doing this research.

33

References

Adaskou, K. Britten, D., & Fashi, B. (1990). Design Decisions on the Cultural content

of a Secondary English Course for Morocco. ELT Journal, 44, 3-10.

Alptekin, Cem. (2002). Towards Intercultural Communicative Competence. ELT

Journal, 56, 57-64.

B. Tomlinson, & Masuhara, H. (2004). Developing cultural awareness. Modern

English Teacher, 13, 5-11.

Badda, E. (2000). Culture in ELT. Cukuorova University Journal of Social Sciences.

100-110.

Brown, H. D. (2001). Principles of Language Learning and Teaching. Beijing: Foreign

Language Teaching and Research Press.

Byram, M., & Risager, K. (1999). Language teachers, politics and cultures. Clevedon,

UK: Multilingual Matters.

Byram, M., & Planet, M.T. (2000). Social identity and European dimension:

Intercultural competence through foreign language learning. Graz: Council of

Europe Publisihing.

Byram, Michael., & Nichols, A. (2001). Developing Intercultural Competence in

Practice. Multilingual Matters.

Byrnes, H. (2008). Articulating a foreign language

sequence through content. A look at the culture

standards. Language Teaching, 103-108.

Canagarajah, A. S. (2001). Globalization, methods and practice in periphery classrooms.

In D. Block, & D. Cameron (Eds). Globalization and languageteaching.

Routledge: London.

34

Canagarajah, S. (2006). Changing communicative needs, revised assessment objectives:

testing English as an international language. Language Assessment Quarterly.

3(3), 229- 242.

Cortazzi, M., & Jin, L. (1999). Cultural Mirrors: Materials and Methods in the EFL

Classroom. In Eli Hinkel (Ed). Culture in Second Language Teaching and

Learning. Cambridge: The Press Syndicate of the University of Cambridge.

Fenner, A. B. (2001), Dialogic interaction with literary texts in the lower secondary

school classroom. Cultural awareness and language awareness based on the

Dialogue in 100 interaction with texts in foreign language learning., 44-33

Gehring, W. (1996): Schülernahe Lebensbereiche in Englischbüchern für die 7.

Jahrgangsstufe. Ein Beitrag zur landeskundlichen Lehrwerkkritik. Frankfurt am

Main: Peter Lang.

Goode, T., Sockalingan, S., Brown, M., & Jones, W. (2000). A planner‟s guide-infusing

principles content and themes related to cultural and linguistics competence into

meetings and conferences. National Center for Cultural Competence, 4-5

Hall , E.T. (1976). Beyond Culture. New York. Anchor press: Author.

Larzen-Östermark, E. (2008). Three intercultural dimension in EFL-teaching: A study of

conceptions among Finland-Swedish comprehesive school teachers. Candinavian

Educational Research, 52(5), 527-547.

McKay, S. (2000). Teaching English Overseas: An Introduction. Oxford: Oxford

University Press.

McKay, S. L. (2003). The Cultural Basis of Teaching English as an International

Language. Retrieved June 28, 2016 from

http://www.tesol.org/pubs/articles/2003/tm13-4-01/

35

National Standards in Foreign Language Learning Project. (1999). Standards for Foreign

Language Learning in the 21st Century. Yonkers, NY: Author.

Önalan, O. (2005). EFL teachers‟ of the place of culture in ELT: A survey study at four

universities in Ankara/Turkey. Journal of Language and Linguistics Studies, 1 ,

215-235.

O‟Dowd. R. (2006). Telecollaboration and the Development of Intercultural

Communicative Competence. Berlin. Langenscheidt.

Palmer, G. B., and Sharifian, F. (2007). Applied cultural linguistics: An emerging

paradigm. In Applied cultural linguistics: Implications for second language

learning and intercultural communication. 10-11

Ministry of Education and Culture of Indonesia. (2013 )Peraturan Menteri Pendidikan

dan Kebudayaan Republik Indonesia, tentang Kerangka Dasar dan Struktur

Kurikulum Sekolah Menengah Kejuruan/Madrasah AliyahKejuruan (No. 70).

Jakarta, Ministry of Education and Culture of Indonesia: Author.

Widdowson, H. G. (2005). Teaching English as a Global Language. Oxford: Oxford

University.

Zhu, H. L. (2010). Approaches to culture teaching at college level in China. US-China

Foreign Language, 8(4), 43-48.

36

APPENDICES

Appendix A

The definition of culture

Item

No.

Item Participant Responses

1 What is culture to you? PH “Customs, and practices that have been

agreed by school community member, or it

can be seen as life system to make

betterment in life. It is usually unwritten,

and has been passed through generations.”

AR “Practices and habits from places are

different, including the values as the belief

in every place. Specific event or

phenomenon.”

NI “Habits that have become the spirit of a

specific community.”

NP “The result of human‟s creation due to the

evolution of their community.”

37

Appendix B

The importance of culture

Item

No.


2 What is the importance

of culture to you?

PH “It is important. Culture need to be taught

to the students, not only in Language

learning (English), so the students will not

miss-use the language”.

“Because, I am a teacher who emphasize

the means of character development in my

teaching. Not only the academic exepertise

that need to be mastered or acquired,

moreover, in 2013 curriculum it is very

important to shape our students‟ charater

”

AR “Important. When we present culture, we

do not only teach the culture from the

target language, but also our own culture”

“Of course (we need to teach culture), we

are living with culture and language is a

product of a culture”

“Language is only the medium”

NI “Important, because of cultural teaching

there will be a lesson about values, such as

discipline and politeness”

NP Very important. Because culture is the

living pattern from a community to survive

and create a system for their society.

38

Appendix C

Small c culture and capital c culture

Item

No.


3 Which part of culture that you

perceived important for your

students‟ learn?

Small c culture or capital c

culture?

PH “Value (small c culture) need to be taught to

the students because it is important for

students‟ character development”

AR “for Junior high school is more focus on

small c culture”

NI “values (small c culture) first, then the

culture in a form of products”

NP “Both of them are important because they

have their own benefits and role, but I am

more focus to teach the perspective (small c

culture)”

“It is mainly to perspective; like they learn

by seeing it on their own, like giving

something without hoping in return”

39

Appendix D

Cultural topics

Item

No.


4 Is there any topics that you have

presented in the classroom that are

related to the culture/cultural

contents?

PH “A lot, like the habits from Indonesia or

specific topics”

AR “fable and legend in narrative, recount text

and etc”

“if by any chance there is a cultural topic in

the textbook, the I will surely present it in

the class”

N I “Narrativve text, like the local legend or

folktale from the regions”

NP “Greetings and descriptive text”

40

Appendix E

Source, target or international culture

Item

No.


5 Which one should be presented

first? Source, target, or

international culture materials?

PH “Basically, students need to understand is

own culture first”

AR “the source culture materials can be found

in our textbook, because our textbook

accomodate the source culture materials

more”

“It is better to foucs on the surce culture

materials, but followed by balancing every

culture”

NI “Altogether, but if I have to choose, I‟d

rather choose the surce culture material

first”

“In my view, the target language culture

and our own must go together since our

children will live international world. They

need to know foreign cultures because these

culture are totally different with our own.

Yet, it is hoped that the children will not

forget their own ancestors and roots.”

NP “Our own culture, because it can be the

control to make our students to be more

appreciate with our culture”

“A foreign language is a product of culture.

It does not mean that put we put the culture

of our target‟s language on the priority than

our own culture because it is not always in

line with our own culture. The focus is our

own culture and it serves as a control so

that we can appreciate each other.

41

Appendix F

Addressing cultural content in the classroom

Item

No.


6 How to address

cultural content in

the classrooom?

PH “Through narrative text, recount text, or

anything that I know related to the culture”

AR “from narrative, recount, functional text and

also drama, class disussion”

NI “Series of pictures, puppet”

NP “bring the issue that hapening in the society

into the classroom discussion”

42

Appendix G

Challenge in addressing cultural content

Item

No.


7 Is there any challenge that you

have faced when addressing

cultural content?

PH “Students‟ habits and time management”

AR “Time management, students willingness to

speak (struggle of using English), and the

struggle to use this new curriculum”

“In Junior high school, they mostly use

small c. I think it is more integrative; more

to values because we are in demand to

include character building. Even though, I

can not make it; can not put big C in every

meeting of my class. Therefore, we need a

kind of framework.”

NI “student‟ habits, time management, the

textbooks that need to be improved in terms

of the content and vocabulary”

NP “The nature of the student”

43

Appendix H

Benefits of cultural materials for students

Item

No.


8 What are some benefits you

believe that your students would

enjoy if you bring cultural

materials?

PH “students can be a good person in the

future”

AR “Make the teacher to be more creative, add

the students‟ vocabulary”

NI “Learning environment become more

conducive and the students will have a good

habits”

NP “to ease and help the learners to understand

the materials and the culture”

44

Appendix I

Cultural content

Teachers Contents Pre – Whilst - Post

P

H

Teaching 1 Source:

Jogging, Sprint-run, vendors

Target: Soccer field. Mountain Goat

International: -

Source: Pre, Whilst

Target: Whilst

International:

Teaching 2 Source:

Holiday (Lebaran), Lunch time, Bali, Independence

War

Target:

International: -

Source: Whilst

Target:

International:

A

R

Teaching 1 Source:

Battle of Surabaya, Rawa pening story, TV

program: Mata Najwa, traditional clothes, Bahasa

Indonesia, Independence day, Traditional dance

Target:

International:

Korean language

Source: Pre, Whilst

Target:

International:

Whilst

Teaching 2 Source:

Peacock and cockatoo

Target: -

International: -

Source: Pre, Whilst

Target:

International:

N

I

Teaching 1 Source:

Honesty

Target:

International: -

Source: Whilst

Target:

International:

Teaching 1 Source:

Raising hands, politeness

Target: -

International: -

Source: Whilst

Target:

International

N Teaching 1 Source: Source: Whilst

45

P

Relationship between younger people and older

people,

Target: -

International: -

Target:

International

Teaching 2

Source:

Values of honesty

Target: -

International: -

Source: Whilst

Target:

International

46

Appendix J

Culture-bound topics

Teachers Culture-bound Topics How to address

PH Teaching

1

5) Soccer field

6) Vendors

7) Mountain Goat

8) Jogging

9) Sprint- run

Brainstorm, probing questions,

sharing information

Teaching

2

1) Visiting Grandparents

during holiday (Lebaran)


sharing information

AR Teaching

1

6) Battle of Surabaya

7) Rawa pening story

8) TV Program: Mata Najwa

9) Traditional clothes

10) Bahasa Indonesia

11) Independence day

12) Traditional dance

13) Experience that related to

nationalism


sharing information

Teaching

2

1) Animals: peacock -

cockatoo


sharing information, using AVA,

ask students to do a role-play

NI Teaching

1

1) Honesty Probing questions, sharing

information

Teaching

1


Probing questions, sharing

information

NP

Teaching

1

1) Household task


information

Teaching

2

1) Household task

2) Relationship between

younger people and older

people

3) Honesty


information

47

Appendix K

Culture-bound language items

Teachers Items How to address

PH Teaching 1 1) Sharing information to

others about an event in the

past

Teacher-led brainstorm,

Drilling, whole class-

discussion

Teaching 2 1) Sharing information to others

about an event in the past



discussion

AR Teaching 1 1) Sharing information to others

2) To show proud



discussion





discussion

NI Teaching 1 1) Sharing information to others


discussion




discussion

NP


2) Command

3) Warning/ prohibition


discussion

Teaching 2

1) Sharing information to others

2) Command

3) Warning/ prohibition

4) Making a request to older

people


discussion, guessing games.

raising students‟ intercultural awareness in elt … · raising students‟ intercultural...

Documents