EFL STUDENTS’ PERCEPTION ON THE ROLE OF TARGET-LANGUAGE CULTURE IN CCU CLASS: A Case Study in Mataram University - UNS Institutional Repository

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EFL STUDENTS’ PERCEPTION ON THE ROLE OF TARGET

-LANGUAGE CULTURE IN CCU CLASS:

A Case Study in Mataram University

THESIS

By:

Nurun Hidayati

S891508033

Written as Partial Fulfilment of the Requirements for Graduate Education

Degree of English Language Teaching

ENGLISH EDUCATION OF GRADUATE SCHOOL

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “EFL Students’ Perception on the Role of Target-Language Culture in CCU Class: A Case Study in Mataram University”. It is not a product of plagiarism or made by others. Anything related to other's works is written in the quotation, the sources of which are listed in the list of references.

If then this pronouncement proves false, I am ready to accept any academic punishment including the cancellation of my academic degree.

Surakarta, July 2017

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v MOTTO

Bermimpilah karena Tuhan akan memeluk mimpi-mimpimu

(Andrea Hirata)

This too, shall pass

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DEDICATION

This thesis is dedicated to my parents (Inaq Anep and Amaq Kirnep) and

my siblings (K juniq, K mul, Evi, Eva) and all my family. Besides, this is also

dedicated to our country, Indonesia, which funds my study through an institution

known as Indonesia Endowment Fund for Education or Lembaga Pengelola Dana

Pendidikan (LPDP), I will definitely come back to serve in my place, North

Lombok. Thanks are also given to my friends in "Awardee LPDP UNS", Class B

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vii ABSTRACT

Nurun Hidayati. S891508033. 2017. EFL Students’ Perception on the Role of Target-Language Culture in CCU Class: A Case Study in Mataram University. A Thesis. First Consultant: Prof. Dr. Sri Samiati Tarjana; Second Consultant: Dr. Sumardi, M.Hum. English Education Department, Graduate School, Sebelas Maret University.

The main objectives of this research are: (1). to analyse how the classroom procedure in learning target-language culture in cross-cultural understanding class; (2). to collect the data about the advantages and disadvantages that students get regarding the role of target-language culture in cross-cultural understanding class; (3). to investigate students’ perceptions on the role of target-language culture in cross-cultural understanding class including learners’ judgment and prediction; and (4). to scrutinize the influences of mastering target-language culture on students’ language skill habits especially in speaking and reading.

This case study was conducted at Mataram University, Lombok Island. In collecting the data, there were three techniques were used, among others: interview, observation, and document analysis. Moreover, the data were gathered from three data sources; (1) the respondents (the lecturer and the students), (2) the events, and (3) the documents. To validate the data, the triangulation, rich and thick description, and clarifying biases were utilized. At the end, the interactive model from Miles and Huberman were applied to analyze the data which consists of data reduction, data display, and conclusion: drawing/verification.

The research findings revealed that: (1) the classroom procedure applied in the CCU class were; introduction and explanation of the general concepts from the lecture, students’ presentation and discussion, review of the whole chapters, and the final test; (2). The advantages that the students get regarding the role of target-language culture are: getting the knowledge about target-language culture, knowing the expression in target-language culture, knowing how to face problems regarding the target-language culture, have a clear portrait about the English-speaking countries especially its cultures. (3). The students’ perception on the role of target-language culture were divided into judgment and prediction. The students’ judgments on the role of target-language culture are interesting and important, while the students’ predictions on the role of target-language culture are to facilitate them to continue their study in England or abroad and to facilitate them to travel abroad. (4). The influences of mastering target-language culture on students’ language skill habits inside the classroom are divided into speaking skill habit and reading skill habit. In speaking skill habit, the influence of the local and the target culture are equally affecting in students’ non-verbal communication and in their silence. Meanwhile, the influence of the local culture in students’ reading skill habit is much influencing than the target culture.

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ACKNOWLEDGEMENT

First of all, I would like to say thanks to the Almighty Allah SWT who has

given me His mercy and blessing so that I can finish this thesis as a partial

fulfillment of the requirement of M.Pd Degree at English Department, Graduate

School, Sebelas Maret University. The completion of this thesis is owing to

valuable support and help from some people as mentioned below:

1. The Dean of Teacher Training and Education Faculty for his permission to

conduct this research.

2. The Head of English Department of Graduate School, Dr. Ngadiso, M.Pd

for providing the facilities to complete the thesis writing.

3. Prof. Sri Samiati Tarjana, the first consultant for his guidance, advice, and

patience during writing this thesis.

4. Dr. Sumardi, M.Hum, the second consultant for his guidance, advice, and

patience during writing this thesis.

5. The Head of English Department of Undergraduate School of Mataram

University for his permission to conduct the research in that university.

6. The Lecturer of CCU class in Mataram University, thanks a lot for your

help, cooperation and hospitality.

7. The students of CCU Class especially class A, as the subject of this

research.

8. Indonesia Endowment Fund for Education or Lembaga Pengelola Dana

Pendidikan (LPDP) as my sponsorship for funding my study in Universitas

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9. The writer’s family, all friends, and everyone who has given support and help me in accomplishing this thesis.

Hopefully, this thesis can give the positive contribution to the educational

development and the readers.

Surakarta, July 2017

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TABLE OF CONTENT

TITTLE ... i

APPROVAL ... ii

LEGITIMATION ... iii

PRONOUNCEMENT ... iv

MOTTO ... v

DEDICATION ... vi

ABSTRACT ...vii

ACKNOWLEDGEMENT ...viii

TABLE OF CONTENT ...x

LIST OF TABLES ... xiii

LIST OF FIGURES ...xiv

LIST OF ABBREVIATION ... xv

LIST OF APPENDICES ... xvi

CHAPTER 1: INTRODUCTION ...1

A. Background of the Research ...1

B. The Focus of the Research ...2

C. Research Questions ...3

D. The Objectives of the Research...3

E. The Benefits of the Research ...4

CHAPTER 2: REVIEW OF RELATED LITERATURE ...6

A. The Underlying Theories ...6

1. The Notion of Target-Language Culture ...7

2. The Elements of Target-Language Culture ...8

3. The Important Role of Target-Language Culture in EFL Context ...11

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5. The Influences of Mastering Target-Language Culture on

Students’ Language Skill Habits inside the Classroom ....16

B. Previous Studies ...17

1. The Position of the Current Research ...25

CHAPTER 3: RESEARCH METHOD ...27

A. Research Context ...27

B. Research Design ...28

C. Source of the Data ...29

1. Respondent ...29

2. Events ...29

3. Documents ...30

D. Methods of Collecting the Data ...30

1. Observation ...30

2. Interview ...30

3. Document Analysis ...31

E. Trustworthiness ...31

1. Triangulation ...31

2. Rich and Thick Description ...32

3. Clarifying Biases ...32

F. Method of Analysing the Data ...32

1.Data Reduction ...33

2.Data Display ...34

3.Drawing Conclusion/Verification ...34

CHAPTER 4: FINDINGS AND DISCUSSIONS ...35

A. Research Finding ...35

1. The Classroom Procedure in CCU Class ...35

2. The Advantages and the Disadvantages of Target-Language Culture for Students ...40

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4. The Influence of Mastering Target-Language Culture on

Students’ Language Skill Habits inside the Classroom ....54

B. Discussion ...60

1. The Classroom Procedure in CCU Class ...61

2. The Advantages and the Disadvantages of Target-Language Culture for Students ...62

3. EFL Students’ Perception on The Role of Target-Language Culture in CCU Class ...64

4. The Influence of Mastering Target-Language Culture on Students’ Language Skill Habits inside the Classroom ..66

CHAPTER 5: CONCLUSION, IMPLICATION, AND SUGGESTION ...68

A. Conclusion ...68

B. Implication ...69

C. Suggestion ...70

REFERENCE ...72

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LIST OF TABLES

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LIST OF FIGURE

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LIST OF ABBREVIATIONS

EFL : English as a Foreign Language

CCU : Cross-cultural understanding

ELT : English Language Teaching

EL : English language

L1 : First language

L : Lecturer

R : Researcher

St 1 : Student 1

St 2 : Student 2

St 3 : Student 3

St 4 : Student 4

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LIST OF APPENDICES

Appendix 1 Transcript of Interview: Student 1 ...77

Appendix 6 Transcript of Interview: The lecturer ...88

Appendix 7 Field Note Observation 1 ...91

Appendix 19 CCU Syllabus ... 109

Appendix 20 Picture of Teaching Learning Activity ... 119

Appendix 21 Picture of Students’ Posters ...120