ABSTRACT
Taqiyya, Nabila. (2017). Culture Integration in English Language Teaching at Seventh Grade Students of SMP MUHAMMADIYAH 4 Surabaya Academic Year 2016-2017. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University of Sunan Ampel Surabaya. Advisor I: M. Hanafi M A Advisor II: Sigit Pramono Jati, M.Pd Key words: Culture, Integrating Culture, Students’ Perception,
English Language Teaching.
ABSTRAK
Taqiyya, Nabila. (2017). Culture Integration in English Language Teaching at Seventh Grade Students of SMP MUHAMMADIYAH 4 Surabaya Academic Year 2016-2017. Skripsi. Prodi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Ampel Surabaya. Pembimbing I: M. Hanafi, MA. Pembimbing II: Sigit Pramono Jati, M.Pd
Kata kunci: Budaya, Integrasi Budaya, Persepsi Siswa, Pembelajaran Bahasa Inggris
TABLE OF CONTENTS
APPROVAL SHEET………..i
EXAMINER APPROVAL SHEET………..ii
MOTTO……….iii
DEDICATION SHEET………iv
ABSTRACT………v
ABSTRAK……….vi
ACKNOWLEDGEMENT………..….vii
PERNYATAAN KEASLIAN TULISAN………....ix
LIST OF APPENDICES……….xv
CHAPTER I : INTRODUCTION………...1
A. Research Background………...1
B. Research Question……….8
C. Objective of the Study………...8
D. Significance of the Research……….8
E. Scope and Limitations………...9
F. Definition of Key Terms………....9
CHAPTER II : REVIEW OF RELATED LITERATURE………11
A. Review of Related Literature……….11
1. Culture………...11
a. Definition of Culture……….11
2. Integrating Culture………12
3. Perception……….….14
B. Review of Previous Study……….16
CHAPTER III: RESEARCH METHOD………...19
A. RESEARCH METHOD………19
1. Research Design………19
2. Subject of Study………19
3. Research Instrument………..20
xi
5. Data Analysis Technique………..21
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION………25
A. FINDINGS………25
1. 4 Activities used by the Teacher in Integrating Culture in English Language Teaching………25
2. 7-A Students Have Positive Perception on the Use of Film and the Negative Perception on the Use of Biography………..36
B. RESEARCH DISCUSSION………..44
1. The Teacher only uses Four out of Seven Activities that Include Culture Integration………..44
2. 7-A Students Have Positive Perception towards the Using of Film and Negative Perception towards the Using of Biography………..46
CHAPTER V: CONCLUSION AND SUGGESTION……….56
A. Conclusion………....56
B. Suggestion……….57
CHAPTER I : INTRODUCTION
This chapter discusses the area of the research that covered in some headings. (1) Research Background, (2) Research Question, (3) Objective of the Study, (4) Significance of Research, (5) Scope and Limitation, (6) Definition of Key terms
A. Research Background
Teaching and learning a foreign language is not only about the language. Teaching and learning a foreign language means that learning the culture of that language too. Learning the Japanese language means learning the Japanese culture, learning the Indonesian language means learning the Indonesian culture. It goes to show that in teaching and learning English means that we must learn its culture too. Thus, language and culture are two terms that can’t be separated.1
It reflects that, when we will teach the language we can’t disappear between the culture and the language knowledge, those two terms should be integrated each other. Therefore, it is important for teachers to integrate English and its culture during the teaching and learning process.2
Reflecting the statement above, there are three reasons why integrating culture in English learning are important. The first reason is culture and languages are two terms that can’t be separated. As English language teachers we must be interested in the study of culture because teaching culture in English language class is a must. Without any culture, the language will become the symbol that has no meaning. The second reason is that language teaching is culture of teaching. It means that language codes can’t be taught in separated area because there
1
Mohammad Pourmahmoud Hesar, M. Yafuz Konca, and Elham Zarfasz, “Why and How
to Apply Culture in an EFL Classroom,” International Conference on Language, Medias and Culture 33 (2012): 68.
2 H. Douglas Brown, Principles of Language Learning and Teaching (White Plains, NY:
2
is a socio-cultural transmission that works on many levels which is the contents of language exercises and the cultural discourse of textbooks. The third reason is that the main goal of learning English is to make the students gaining the communicative competence. Thus, the students will feel so hard and difficult if they aren’t taught about its culture too. Additionally, by understanding the culture, students will be helped to connect the abstract sound and type of language to real people and places.3 It means that if the students have already understood about its culture, it will be easier for them to understand the conversation they are having in. Moreover, it will boost them not to have any misunderstanding or culture shock when they speak each other.
Rahim Uddin was stated in his journal that integrating culture is important especially for the students. Furthermore, he states several examples that may be happened when the students didn’t get the knowledge of culture.4 The first example is that when the students learn about vocabulary. He takes an example from color. White color often associates with pure, noble, and moral goodness. The bride in the Western culture mostly wears white dress. However Chinese people will wear red dress in their wedding because, in China white associates with pale, weak, and without vitality.5 The second example is about the short story about young interpreter in serving the foreigner. The young interpreter got the job for accompanying a foreign guest. The interpreter tries to do his best in accompanying the foreigner. He tries to be enthusiastic as possible by say “you come this way.” “You are sitting here.” “Don’t go too fast.” “Follow me.” “Don’t be late.” But, the next day the foreigner didn’t want to go with him again because the foreigner thought that the young interpreter is not polite. In the foreigner eyes, the young interpreter is not helping him, but scolding him as scolding a child. There is no problem with the
3
Hemat Purba, “The Importance of Including Culture in EFL Teaching,” JET, Journal of English Teaching 1, no. 1 (February 2011): 47–48.
4 Rahim Uddin Choudury, “The Role of Culture in Teaching and Learning of English as a
Foreign Languge,” International Journal of Multi Disciplianary Research 1, no. 4 (April 2014): 4–5, www.express‐journal.com.
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young English interpreter but the lack of culture knowledge that makes the young interpreter incompetent in his job.6
Regarding Rahim Uddin’s examples in his journal above, knowing the culture knowledge is important. The first example shows that from culture, the students will know not only the vocabulary or the differences between the red and white but also the meaning of the color for the two differences country. They also can learn from the culture about the way of life, habits and customs, history and everything. The second example shows that in the communication between two people, the speaker should know the context like what you are saying, to whom you are saying it, when and where you are saying it. It is very important to know the culture of native speaker when the students having the conversation with them.
Integrating culture in English learning holds the significance role. Through the integrating culture, teacher can make the variety activities in the classroom. For instance, the teacher can use a short movie for showing the students about the culture of native speaker. A short movie can be used as the interesting way for showing the students how native speaker greet each other. It is also useful to introduce the students about the lifestyle of native speaker, especially the good lifestyle. Teacher can make the students more interesting in learning English language too. Hemat Purba suggested seven activities that can be used in the classroom; they are authentic materials, proverbs, role play, culture capsules, ethnographic studies, literature, and film.7 In addition, integrating culture in English learning has shown the positive effect.8 For example, commonly when the students listen to the events that familiar with them, they will be more understand. No matter what they are, e.g., news, reports, and stories etc. On the contrary, it will be more difficult if the materials contain with something that related with cultural background knowledge that they did not familiar with.9
6
Ibid., 6.
7 Purba, “The Importance of Including Culture in EFL Teaching,” 51–53. 8 Brown, Principles of Language Learning and Teaching, 200.
9
Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign
4
Therefore, that case will be solved if students get more cultural contents during the teaching and learning process in their classroom. The other researchers integrate the culture through the using of some strategies, like initiating contact, using diplomacy in discussion and use the role play during their classroom. All of those activities can be chosen by the teacher if they want to teach the language together with the culture, it depends on the teacher. Furthermore, Hemat Purba stated that teaching culture should be included in the lesson plan.10 He said that if the culture teaching be included in the lesson plan, the main aim of teaching culture in the classroom will be reached.11 Yi-Chun Liu also stated in her journal that integrating the target culture into English Language Teaching (ELT) will make the teaching and learning process more interesting and it will motivate the students to learning English.12 So, integrating culture in English classroom will make the students not only like the lesson but also being motivated to learn English. Integrating culture in English learning also can make the students learn English easier.
Teacher who will integrate the culture in their teaching learning process should choose, collect, and arrange the cultural materials carefully. Sultan Turkan stated in his journal that there are two things that teacher should do dealing with culture integration in the classroom. The first is involving interest and curiosity of students dealing with the target culture. The second thing is, the teacher should make sure that their students recognize the factor which influence in how people use the language as age, gender, and social class.13 Rojab Siti Rodliyah also stated in her journal about the way teacher can integrate the culture in the classroom. There are four suggestions from her, firstly the teacher provides more authentic materials contain with target culture. Then, the teacher should give the
10
Purba, “The Importance of Including Culture in EFL Teaching,” 46.
11 Ibid., 51.
12 Yi-Chun Liu, “The Use of Target-Language Cultural Contents in EFL Teaching,”
International Journal of Humanities and Social Science 4, no. 1 (April 2014): 245.
13 Sultan Turkan and Servet Celik, “Integrating Culture into EFL Texts and Classrooms:
5
students short explanation or brief introduction on culturally-related method. The next is teacher recommended to use the pictures, maps, realia, posters and etc. The last is teacher may use the role play. Furthermore, she stated that the importance of using the role play in integrating culture is to make the students learn about the differences of attitudes and value of target culture.14
The researcher stated that culture and language cannot be separated. Some experts such as Hemat Purba, Rahim Uddin, and Rojab Siti Rodliyah also have been stated in their journal that language teaching means culture teaching. Hemat Purba provided seven activities that can be included in English language classroom.15 Rahim uddin stated the influence of culture teaching into several things, for instance cultural influence on translating, cultural influence on speaking, and cultural influence on reading etc.16 While Rojab Siti Rodliyah stated about the benefit when the students do the role play in the classroom, she said role play can make the students more understand with the attitudes of native speaker.17 If English foreign learner does not teach the cultural content during their learning process there will be a useless learning process, there will be a minus content dealing with the English learning. Additionally, there are some advantages mentioned by Muhammad Abdullahi in his Journal dealing with integrating culture in the classroom. The first advantage is that integrating culture can help learners connect to abstract sound. It means the learners can totally understand with the indirect code when they do the conversation or communication with the person from the target culture that they have learned. The second advantage is that learners need motivation during their learning process of English language, and it can be gotten from cultural classes. The last advantage is tha t the learners can be familiar with the
14
Rojab Siti Rodliyah and R. Dian D. Muniroh, “The Importance of Incorporating the Target Culture in English Language Teaching,” n.d., 6.
15
Purba, “The Importance of Including Culture in EFL Teaching,” 51–53.
16 Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign Languge,” 4–8.
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history, customs, life style, and agriculture of the target culture.18 So, considering about the importance and the advantages of integrating culture in English language classroom can make the teacher formulate the activities that can’t be bored for the students. It also can make the students become more enthusiastic and have more spirit in learning the English language. The benefit of culture integration is not only for the students but also for the teacher.
Unfortunately, nowadays not all the English teacher can integrating the culture in English learning for example integrating culture consciously and including in their lesson plan. That’s why the writer decides to do the preliminary research at the three different schools with three different English teachers. The writer wants to find out the English teacher who specifically stated the integrating culture in the lesson plan. The writer wants to do the preliminary research by do the observation in the English class. Because of the limited time the writer only does the interview with them. The first interview has been done at SMPN 2 Krian-Sidoarjo with teacher A. He told me that he was aware that integrated culture in the classroom was very important especially about good culture. Furthermore, he said that taught English language not only about the term of language itself but also with the culture.
The second English teacher is teacher B, she was an English teacher at SMPN 1 Tarik-Sidoarjo. She had the same opinion with the previous teacher that integrated culture in the English class was very important. In addition, she said that integrated culture has become the important thing especially for the students who have a dream to continue their study abroad. They need enough knowledge dealing with native speakers’ culture there. However, both of them didn’t mention the integrated culture in their lesson plan even though they were aware that integrated culture in English class is very important. The third English teacher is teacher C. He was the English teacher at SMP Muhammadiyah 4 Surabaya. As the
7
previous teachers, he has the same opinion with them that integrated culture in English class was very important and the students had to know the cultural differences between those two cultures, native culture and Indonesian’s culture. He said that the integrated culture is put in his lesson plan but unfortunately until now he has not provided me the lesson plan. Reflecting the result of those preliminary researches at three different schools, the writer decides to choose SMP Muhammadiyah 4 Surabaya as the setting of the research. It is because that in this school, the English teacher has already specified the culture integration in his teaching and learning process. After the writer has a little discussion with him, he decides to choose the seventh grade students there. That’s why the writer decides to choose SMP Muhammadiyah 4 Surabaya as the object in her research.
Identifying about integrating culture, some researchers have observed about that problem. In kingdom of Saudi Arabia, Rahim Uddin Choudhury has already observed about integrating culture entitled The Role of Culture in Teaching and Learning of English as a Foreign Language. Based on his research, he was not only focused on the culture but also with the role of culture itself. He specifically stated how the culture influenced the skill on English language. He explained how culture influence on vocabulary, how culture influenced on speaking, and how culture influenced on reading etc.
Whereas in Turkey Mohammad Pourmahmoud Hesar and friends have already conducted the research dealing with integrated culture entitled Why and How to Apply Culture in an EFL Classroom. Based on his research, he more focused on the use of technology which has related with culture and it’s used in the EFL classroom. He also focused on the characteristic of a culturally responsive teacher. It means, he more focused on the characteristic of teacher who has cultural competent. In his journal, he also focused on the effect of culture in language use, for example the verbal and non-verbal communication.
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Foreign Language. He also said that incorporate the culture into English teaching and learning process should be the integral part.
Reflecting the previous studies that have been mentioned above, this research will be different. This research will focuses on the process of culture integration in ELT. The process here means the variety of activities based on Hemat Purba’s journal. This research also will focus on the students’ perception of culture integration in ELT.
B. Research Question
1. How is the culture integration in English Language Teaching at SMP MUHAMMADIYAH 4 Surabaya? 2. What is the students’ perception of culture integration in
English Language Teaching at SMP MUHAMMADIYAH 4 Surabaya?
C. Objective of the Study
1. To explain the way and kinds of activities that used by teacher dealing with culture integration in ELT at SMP MUHAMMADIYAH 4 Surabaya.
2. To find out the perception of seventh A students dealing with culture integration in ELT at SMP MUHAMMADIYAH 4 Surabaya.
D. Significance of the Research
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The results of the research are also useful for the next researchers who want to do research dealing with integrating culture. They may conduct the research in different angle from this term in the future. After this research find out the way teacher integrate the culture in their classroom, the next researcher may use this research for the source.
E. Scope and Limitations
The scope of the study focuses on culture integration and students’ perception. The writer will analyze the culture integration based on Hemat Purba’s journal. In this study there are seven activities that can include as culture integration. They are authentic materials, proverbs, role play, culture capsules, ethnographic studies, literature, and film. Those seven activities are including in culture integration, this study will concern on seven activities that will be used by the teacher in the classroom. Then, the writer will analyze the students’ perception based on Mohammad Alajmi’s journal. The perception here included the feeling and attitude of the students. Thus, the writer will analyze the students’ perception in each of culture integration that is used by teacher. After, the writer finds out the perception in each of culture integration, the writer will categorize the perception into two terms, the positive or negative perception.
The limitation of this research is seventh grade students at SMP MUHAMMADIYAH 4 Surabaya academic year 2016-2017. The researcher only takes the 7-A as the subject of this research.
F. Definition of Key Terms
In this research the writer uses the several terms related with the topic of the study. To avoid the misunderstanding dealing with the title of this study, the writer explains the several key terms that are used in this study. The terms are:
1. Culture
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other19. In order to understanding the other culture, some people can’t share the same thing when they come into the new cultural background. In this study, there are seven activities that can include into culture integration. 2. Integrating Culture
According to Hemat in his journal integrating culture means incorporate the culture of target language in the classroom.20 There are seven activities that can be used in English Language classroom. They are authentic materials, proverbs, role play, culture capsules, ethnographic studies, literature and film.
3. Students’ Perception
Based on Mohammad Alajmi in his journal students’ perception are the feelings and attitudes that students have regarding to something.21 In this study, the students’ perception is the feelings and attitude of 7-A students dealing with culture integration.
4. English Language Teaching (ELT)
English language teaching is the teaching and learning process of English language in the classroom.22 Therefore, ELT is the teaching and learning process done by the English teacher in
the classroom.
19
Wanda M.L. Lee, Intoduction to Multicultural Counseling for Helping Professionals (London, NY: Routledge, 2007), 2.
20 Purba, “The Importance of Including Culture in EFL Teaching,” 48.
21 Mohammad Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies Adoption in Kuwait,” University of North Texas, May 2011, 14.
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CHAPTER II :
REVIEW OF RELATED LITERATURE
This chapter discusses several theories that are used by writer in order to support this research. It divides into several main areas: Definition of Culture, Definition of Integrating Culture, and Definition of Perception. It also included the aspects of perception. In this chapter, the writer also mentions several previous studies to support this research.
A. Review of Related Literature
1. Culture
a. Definition of Culture
According to H. Douglas Brown culture is a way of life, it is the condition within that we exist, think, feel, and relate with others. It’s also the “glue” that hitches a group of people together.23 According to Wanda M. Lee culture is a set of shared opinion where people can predict each other’s actions in a given circumstances and react based on that.24
In other explanation dealing with the definition of culture, based on Rahim Uddin on his Journal culture is the full range of educated human behavior patterns.25 In the other journal, Dimitrios Thanasoulas has stated in his journal that culture is the ways of people, the whole way of life of a group of people.26 So, culture is how the people live in their life, it’s like a norm or regulation.
23
Brown, Principles of Language Learning and Teaching, 188.
24 M.L. Lee, Intoduction to Multicultural Counseling for Helping Professionals, 2. 25 Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign Languge,” 2.
26 Dimitrios Thanasoulas, “The Importance of Teaching Culture in the Foreign Language Classroom,” TESOL Greece and The AILA Scientific Comission on Learner Autonomy 3, no. 3 (January 2010): 10,
12
2. Integrating Culture
a. Definition of Integrating Culture
Integrating culture is inserting the cultural content into English language teaching. Hemat also said in his journal that integrating culture is like cultural learning.27 The activities that including in integrating culture based on his journal are authentic materials, proverbs, role play, culture capsules, ethnographic studies, literature, and film.28 Here, the writer gives the explanation and the example of each activity that has been mentioned above.
Authentic materials are materials used for teaching and learning process that do not come from textbooks or language books. It can find from the daily life and it is not designed for teaching and learning process. For example, newspaper, magazine, calendar, travel brochure, and etc,29 in his journal, Hemat gives the example when the English teacher wants to integrate the culture into the teaching and learning process with authentic materials. Teacher can use the TV show of native speaker and focus on how the greeting is used there.30
Proverb is popular saying that contain advice. Doing a small discussion with the students is the recommendation activity from Hemat in his Journal. He also said, proverbs can help the students to have the deep understanding in target culture.31 The next activity that can be used is role play. Role play is a game that asks the participants for playing some
27 Purba, “The Importance of Including Culture in EFL Teaching,” 48. 28 Ibid., 51–53.
29 Zuliati Rohmah, Teaching English Joyfully, Second Edition (Dinoyo,Malang: Bintang
Sejahtera, 2014), 37.
30
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character. In his journal, Hemat gives the example that can be used in English class. After the students learning about the way of greeting different groups of people in the target culture, such as people of the same age an older people, the students can do the role play. The other students can observe and analyze.
Culture capsule is the activity that can make the students more understand about certain culture. For example, American culture capsules used to explaining the students about several elements of American culture such as, the lifestyle of American people, the pets, and etc. Based on Hemat’s journal, teacher can show the students a thing which related with American culture, the job of students is to find out the information related with the object that has been showed by the teacher. After the students found the information, they can write a brief summary or make an oral presentation to show their result. He also said that, the teacher can invite the immigrant or exchange students to be an expert sources dealing with native culture.
The next activity is ethnographic study. The aim of this activity is to describe the rules of social interaction through individual participation.32 It requires the students to do a research about some culture of native speaker. The students decide the topic for their research, then take the methodology, and think about how to analyze the data.33 It is the activity that requires the students to go to the field. They can record it to their notebook, videotape, or audiotapes. The concern of the discussion can be family histories, or interview with community professionals. Hemat said in his journal that an
32
Dianne Argyris, “The Ethnographic Approach to Intervention and Fundamental
Change,” n.d., 158.
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ethnographic study is the best way for the students to learn about target culture.
Literature can be defined as the written creation such as a book and novel, most of literature products are a book. Hemat said in his journal, literature is the easiest way to know and understand about the target culture. Reader does not need to go the real country to know and see the culture itself. The last activity can be used is film, based on his journal from a film students can express the look, feel, and rhythm of culture that can’t be expressed from the book.
Dimitrios Thanasoulas has stated in his journal that integrating culture is stimulating the students’ interest in the target culture and to help the foreign language classroom not too much indicated as the language teaching and learning process but, the opportunities for learning of various kinds are provided through the interaction.34 In the other journal which has been written by Hemat Purba, he stated in his journal that integrating culture is including the culture of native speaker in the English language teaching. The teacher also has the enough knowledge dealing with integrating culture, he also said that mastering the culture is a must.
3. Perception
a.
Definition of PerceptionAlajmi said in his journal that perception is the feeling, and attitudes of someone.35 Perception can be defined as the viewpoint of someone to something that
34 Thanasoulas, “The Importance of Teaching Culture in the Foreign Language Classroom,” 13.
35
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he/she looks and feels.36 Perception is how the way someone feels and gives the viewpoint of something they look. In this study, perception is the feeling and attitudes of 7-A students dealing with culture integration. There are two aspects of feeling, they are happiness and inspiration.37 Attitude have four aspects, they are curious, enthusiastic, interesting, and attention.
b.
Positive and Negative PerceptionHossein said in his journal entitled “Studying the Effects of Negative and Positive Perception of Price on Price Mavenism”. His research examine about the positive and negative perception of price.38 The higher price may indicate the high quality of some products, for those who are has a positive perception. On the negative side, the higher price is negatively affects the purchase probability.
In this study, the research decides the positive and negative perception based on how many of 7-A student’s answer yes to the questions asks by the researcher. If using film as culture integration has 20 yes answer from 22 7-A students, using film as culture integration has positive perception of 7-A students. And if using biography as culture integration has 2 yes answer from 22 7-A students, using biography as culture integration has negative perception.
c.
Perception of Culture IntegrationThe first research that examine about students’ perception on culture is a research done by Xiaojing Liu entitiled “Cultural Differences in Online Learning: International Students’ Perception”. He was examined about the students’ perception dealing with the differences
36
Yelena Portnov-Neeman and Moshe Barak, “Exploring Sudents’Perception About Learning in School: An Activity Theory Based Study,” Journal of Education and Learning 2, no. 3 (July 2013): 9, doi:10.5539/jel.v2n3p9.
37Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies Adoption in Kuwait,”
35.
38
Hossein Vazifedoost, Parvaneh Charsetad, and Mahsa Akbari, “Studying the Effects of
16
of culture in online MBA program.39 He used interview as his method dealing with this research. He used one on one interviews and focus group interviews. One on one interviews mean he interview the object individually, and for focus group interviews he interview the object in group. His research found that, the participants are ready to accept those culture differences and they look into the positive view that bring by the culture.
The second research is conducted by George A. Marcoulides entitiled “Students’ Perception of School Culture and Achievement: Testing the Invariance of a Model”. This research examine about how the students’ perception of the school culture affect their achievement.40 He used written test for mathematic subject and background questionnaire as the istruments in order to collect the data. Students’ knowledge of mathematics is assessed through the multiple choices. Background questionnaire here investigate about students’ life including their home and school. It also includes classroom experiences, attitude in mathematics, and outside school activities. This research found that, the students’ perception of school culture affects their achievement in the school.
B. Review of Previous Study
There are several previous studies which have similarity concern of integrating culture. The first research is written by Nur Fauzilah (2010) from UIN Sunan Ampel Surabaya. Her research title is “Embarking Cross Cultural Understanding to Improve Students’ Motivation in Learning English “. This research analyzed about the role of motivation in learning English after and before they
39
Xiaojing Liu, Shijuan Liu, and Seung-hee Lee, “Cultural Differences in Online Learning: International Student Perceptions,” Educational Technology & Society 3, no. 13 (2010): 178.
40
17
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Importance of including Culture in EFL Teaching.” He focuses on activities that can be used as cultural content in English Language Teaching.
This research is different with the previous study which has been stated above. Here the writer only focuses on the way teacher integrating the culture in the real English classroom, after the writer finishes the research she is expecting that the finding of this research is the way teacher integrate culture, the kinds of activity that is used by the teacher in the classroom, and the students’ perception of culture integration in ELT at SMP
CHAPTER III: RESEARCH METHOD
This chapter discusses the method that is used by the researcher. It divides in some main areas: Research Design, Subject of Study, Research Instruments, Data Collection Techniques, and Data Analysis Techniques.
A. RESEARCH METHOD
1. Research Design
In this research, the writer uses qualitative study. The writer uses this kind of research method because of the need of the research question and the title. The research question is questioning about the way teacher integrating culture within the classroom and what is the 7-A students’ perception dealing with culture integration. The writer wants to know how the way teacher integrating the culture and 7-A students’ perception dealing with culture integration of native speaker in the classroom.
The qualitative design is concern in how the society interpreted or understood. It also based on the method of data generation that have their characteristic, flexible and sensitive based on the social context where the data come from. It also based on the method of analysis, explanation, and argument building from the understanding of the researcher.41
2. Subject of Study
There are three classes of seventh grade at SMP MUHAMMADIYAH 4 Surabaya, 7-A, 7-B, and 7-C. The researcher chooses the 7-A because of the recommendation of English teacher there. He chooses the A because, he thinks 7-A have the better capability in learning English. 7-7-A also has the best capability in learning English besides 7-B and 7-C. There are 28 students in 7-A class, with 15 male students and 13 female students.
41
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3. Research Instrument 1. Observation Checklist
Observation checklist becomes the main tool for this research. The researcher will observe the teaching and learning process use that observation checklist. It will also use for analyzing the lesson plan that is given by the teacher. This observation checklist was formulated by the researcher based on Hemat Purba’s journal. It will use for check whether the teacher uses the seven activities that has been mentioned by Hemat or not in his teaching and learning process.
a. Interview
The second instrument that the researcher uses is interview. It is use for find out the students’ perception dealing with culture integration in English classroom. This interview guideline is formulating based on Mohammad Alajmi’s journal. The researcher wants to know the students perception from the attractive aspect and the enjoyment of students joining the culture integration class. From the interview the researcher finds the positive and negative perception of 7-A students. The researcher finds the reason why do the students give the positive and negative perception dealing with culture integration.
4. Data Collection Technique
[image:30.420.83.365.77.407.2]
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Table 3-1 Data Collection Techniques
Research Question (RQ)
Techniques Instrument Analysis Preliminary
Research
Interview The importance of culture integration. RQ 1 Observation
and document study
The way teacher integrating the culture
and the kind of activities dealing with
culture integration. RQ 2 Interview Student’s perception of
culture integration.
5. Data Analysis Technique
The researcher analysis the data from observation checklist and interview guideline, from observation checklist the researcher gets the kinds of activities that used by the teacher. It also can describe how the teacher engages the students with the material. The researcher also gets the lesson plan that is used by the teacher before his teaching and learning process. The researcher analysis between the teaching practice and the lesson plan, whether they are same or not.
[image:31.420.88.366.123.521.2]
22
Table 3-2 Data Analysis Techniques
Research Question
Aspect Instrumen ts
Data Analysi
s
Subject
23 her will compar e betwee n lesson plan and teachin g process in the classroo m. What is the
24
CHAPTER IV:
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the findings and the discussion of this research. It describes the data of culture integration that is used by the teacher in the lesson plan and teaching and learning process within the classroom. It also describes 7-A students’ perception dealing with culture integration.
A. FINDINGS
1. 4 Activities Used by the Teacher in Integrating Culture in English Language Teaching.
a. Lesson Plan Contains The Media That Indicates Culture Integration.
[image:34.420.76.371.146.521.2]The teacher uses 10 lesson plans in his teaching and learning process. Mostly, he uses photographs as the media dealing with culture integration. From 10 lesson plans, only 2 lesson plans that do not use photographs as the media dealing with culture integration. Besides photographs he uses film, role play, and biography as culture integration in his teaching and learning process
Table 4-1 Lesson Plans
Lesson Plan Culture Integration Lesson Plan 1 Photographs
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i. Lesson Plan 1
In this lesson plan, the teacher teaches the students about introducing their selves in front of the class. He uses the picture as the example for the students. The picture contains with two people do the short conversation regarding to introducing each other.
Figure 4-1 Photograph 1
ii. Lesson Plan 2
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Figure 4-2 Photograph 2
iii. Lesson Plan 3
In this lesson plan, the teacher teaches the students about short message and notice. As the homework, he asks the students to search the notice in any places. They can search at the public road or in any public places. Then, they are asking by teacher to take a picture and present the result in the front of the class.
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iv. Lesson Plan 4
In this lesson plan, the teacher teaches the students about introducing their family to their friends. Before he starts the class, he asks the student to bring their family picture. Then, the students come forward and introduce their family. They mention what the occupation of their father and mother. They also mention who their brothers and sisters are, and how many siblings they have.
Figure 4-4 Photograph 4
v. Lesson Plan 5
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[image:38.420.82.361.88.493.2]Figure 4-5 Photograph 5
vi. Lesson Plan 6
In this lesson plan, the teacher teaches the students about instruction and caution. He uses picture as the assignment for students. He puts the picture in the whiteboard, and asks the students to match between the picture and the sentences.
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vii. Lesson Plan 7
There are two meetings in this lesson plan. For the first meeting, the teacher teaches the students about asking characteristic of something, person, and animal. Here, he uses film as the main material. The students were instructed by the teacher to watch the short movie about two persons do the conversation about the ugly skin. The short movie has the duration about 3 minutes.
The second meeting, the teacher continues his teaching and learning process uses role play. He asks the students to do the role play based on the short movie that they have already watched.
viii. Lesson Plan 8
[image:40.420.85.358.80.488.2]
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Figure 4-7 Photograph 7
ix. Lesson Plan 9
In this lesson plan, the teacher teaches the students about figure’s biography. So, he uses biography for this lesson, he uses Justin Bieber biography. He uses a biography as the main material, before he gives the biography to the students, he plays Justin Bieber concert to engage the students. He uses the biography for the reading material to the students, he asks students to read, translated, and comprehended it. After that, he asks the students to answer several questions dealing with biography.
x. Lesson Plan 10
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is an example of preposition of place in the picture. He wants the students easier to do the assignment from the teacher.
b. The Way Teacher Use Film, Role Play, Biography, Photographs in the Classroom.
i. Film
The teacher starts the class with the short explanation about four skills in English language. He states that among writing, reading, listening, and speaking skill, listening skill become the most important skill to learn. Therefore, the students need to listen the dialogue as often as they can, especially listening from the native speaker of English language. Then, he plays the short movie to the students and asks the students to pay attention.
The students are asked by the teacher to write the dialogue which was done by two persons in short movie. After the students write all of the dialogue based on the short movie, the teacher asks students to practice the dialogue together. Then, he asks the students to practice together with a short movie. It can make the students know how to pronounce each vocabulary exactly. In the end of lesson, he asks the students to memorize the dialogue and do mini roles play in order to practice the dialogue that has been done by two persons in a short movie.
ii. Role Play
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transcript. But the teacher still appreciates that, he allows the students to come forward and perform their performance. After the students did the role-play, the teacher explains that he is also aware that the dialogue is too long for the students. Therefore, the teacher gives the students an appreciation by giving the short explanation dealing with the dialogue. In the end of lesson, the teacher gives the students a question dealing with which country that using English as the main language for their daily life. The students look so enthusiastic by raising their hand trying to answer the teacher’s question. iii. Photographs
The teacher starts the class with a little review of the last material that is done by the students, the film of Ben. Then, he asks the students about the sign, especially the traffic sign. After the students answer, he shows three pictures of traffic sign to the students and asks the meaning of each picture. He also asks why the sign is putting in the road, the students are trying to answer by saying “They put the sign there is to do not disturb another people on the road”. Another students say “The sign is putting there is to remain people to do not broke the rule”. After that, he gives the students an example of other traffic signs. He asked the students to read, translate, and comprehend the signs.
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[image:43.420.82.356.122.524.2]the exercise very well, even though they complain about the difficulties task in the second exercise.
Figure 4-8 Photograph 8
iv. Biography
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After the students did the assignment from him, he asks the students to retell the short biography in front of the class in the next meeting. The students can memorize the biography in their house. Before the lesson is finish, teacher asks the students to answer the questions about Justin Bieber.
v. Photographs.
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2. 7-A Students Have Positive Perception on the Use of Film, Role-Play and Photographs and the Negative Perception on the Use of Biography.
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Figure 4-9 Students’ Feeling Happiness
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Figure 4-10 Students’ Feeling Inspiration
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Figure 4 -11 Students’ Attitude: Curious
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Figure 0-12 Students’ Attitude: Enthusiastic
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Figure 4-13 Students’ Attitude: Interesting
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Figure 0-14 Students’ Attitude: Attention
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[image:51.420.84.359.97.496.2]STUDENTS’ PERCEPTION
Figure 0-15 Students’ Perception: Film
According to the graphic, it is shown that positive perception of the using of film has 84% percentage. The negative perception of 7-A students only has 16% percentage. It can conclude that 7-A students have a positive perception in using film as the culture integration.
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[image:52.420.84.356.149.368.2]According to the graphic, it is shown that the positive perception has 54% percentage in using role play as the culture integration. The negative perception has 46% percentage. It can conclude that 7-A students have a positive perception in using role play as culture integration.
Figure 0-17 Students’ Perception: Biography
[image:53.420.85.362.75.475.2]
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Figure 0-18 Students’ Perception: Photographs
According to the graphic, it is shown that positive perception has the higher percentage than the negative perception. The positive perception has 60% percentage and the negative perception has 40% percentage. It can conclude that 7-A students have the positive perception dealing with the use of photographs as the culture integration.
B. RESEARCH DISCUSSION
1. The Teacher uses Four out of Seven Activities that Include Culture Integration.
There are seven activities that included in culture integration that are examined in this study, they are authentic materials, proverbs, role play, culture capsules, ethnographic studies, literature, and film.42 Authentic materials have film, news broadcast, television show, web sites, photographs, magazines, newspaper, restaurant menus, and travel brochures as the significant activities. Role play has drama as the significant activities. Culture capsules have American and British cuture. Literature has
42
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novel, poetry, short story, biography, essay, article, and folktale. Hemat purba said that those seven activities can be categorized as culture integration. When teacher uses one of seven activities that mentioned above, teacher has already used culture integration in his teaching and learning process.
Researcher also does document study by analyzing the teacher’s lesson plan. Researcher analyzes the lesson plan before the teaching and learning process in the classroom. There are 10 lesson plans that has already analyzed by the researcher, 6 lesson plans without observation in the classroom and 4 lesson plans with observation in the classroom. In the six lesson plans, the teacher uses photograph as the culture integration. There are role-play, film, biography, and picture in the rest of lesson plan, in the last 4 lesson plans the researcher does the observation in the classroom.
When the teacher uses film as the culture integration in his teaching and learning process, he uses film that contains the conversation between two people describing the skin. The teacher asks the students to pay attention to how the pronunciation of native speaker in film. He asks the students to pay attention to how the native speakers talk each other, he also asks the students to pay attention to gesture that is used by two native speakers in film. This asserted with the statement from Hemat Purba that the teacher can ask students to pay attention to several aspects of culture when the students watch film.43
This fact shows that, mostly the teacher uses photographs as the culture integration in his teaching and learning process. He says that he has to consider the syllabus of 2013 curriculum when he wants to teach the students. He can’t choose the activity that include in culture integration randomly. Thus, he mostly uses photographs as culture integration because, he thinks that photographs are the most suitable media with 2013
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curriculum. Photographs can be used in any kind of theme in 2013 curriculum, the teacher can use photographs as the engagement activities of introduction theme. The teacher can use photographs as the main material for prepositional of place theme. The teacher also can use photographs as the review material for street sign theme. The teacher cannot teach the students out of the 2013 syllabus, he has to follow the 2013 syllabus.
To sum up, most of media that is used by the teacher as culture integration is photographs. From ten lessons plans that are identified by the researcher, only 2 lesson plans that do not use photographs as the culture integration. It can happen because the teacher has to consider the suitable media that is used and the syllabus of 2013 curriculum that he has to follow.
[image:55.420.85.370.178.408.2]2. 7-A Students Have Positive Perception towards the Using of Film, Role-Play, and Photographs and Negative Perception towards the Using of Biography.
Table 4-2 Students’ Perception
Students’ Perception
Culture Integration Positive Negative
Film 84% 16%
Role Play 54% 46%
Biography 13% 87%
Photographs 60% 40%
Students’ perception has two main aspects. They are students’ feeling and students’ attitude.44
This study examines happiness and inspiration of students’ feeling and examines enthusiastic, interested, curious, and attention of students’ attitude. The researcher interviews the students as focus group discussion so, the researcher interviews the students by dividing the students into
44 Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies Adoption in Kuwait,”
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several group instead one by one. This method is used to decrease the students’ anxiety.
Based on the findings above, all of the students (100%) feel happy when the teacher uses film as the culture integration in the classroom. Some students’ say that, film make them curious with the content of film they also say that film can make them motivates in learning English language. The other students say that they feel happy because film is a visual media and it can decrease their bored on the English class. They also say that when the teacher uses film as the material in English class, it can be different from the previous meeting. Several students say that film can make them know English language more than when the teacher does not use film. It also can make learning English easier.
The using of role play as culture integration has 50% percentage for the students who are happy and 50% for the students who are unhappy. It means there are 11 students who are happy and 11 students who are unhappy with the using of role play as the culture integration. 11 students who are happy for the using of role play say that role play can make them comprehend English language better than the other media. They also say that they can do the practice with their friends in front of the class. It is interesting when they use the expressions with their friend. The other students say that role play can make them speak English language. Besides, there are 11 students who are unhappy when the teacher uses role play in English language teaching. They say that role play makes them memorize so many transcript of dialogue and it makes them feel difficult.
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that and get the meaning of each vocabulary in the biography. While for 17 students who are unhappy with the using of biography in English class say that biography is so boring because it is a text, the teacher asks them to read and translate. It makes the students hate English subject. The other students say it makes them feel difficult when the teacher teach them with biography.
Using photographs have 55% for students who are happy and 45% for students who are unhappy. It means there are 12 students who are happy and 10 students who are unhappy with the using of biography as culture integration. 12 students who are happy with the using of photographs say that photographs are the visual media that can make them easier to comprehend the material. It also can decrease the boring situation in the classroom. Besides, 10 students are unhappy with the using of photographs as culture integration. They say that photographs make them difficult because teacher asks the students to memorize the vocabulary using the photographs. Thus, make the students unhappy with the using of photographs.
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say that sometimes film can make them bored and it can make them uninspired to learn English language.
Using role-play as culture integration has 23% for the students who are inspired and 77% for the students who are uninspired to learn English language. It means, there are 5 students who are inspired to learn English language, and 17 students who are uninspired to learn English by using role-play. The students who are inspired to learn English by using role play say that role play is interested because they can act with their friends in the front of class. They also say that role play can make the situation in classroom so noisy and they like it. Besides, the students who are uninspired to learn English by using role play say that they hate and complain to the teacher because of memorizing the long transcript from the dialogue.
Using biography as culture integration has 23% for the students who are inspired to learn English and 77% for the students who are uninspired to learn English. This percentage is similar with using role play as culture integration. It means, there are 5 students who are inspired to learn English and there are 17 students who are uninspired to learn English by using biography. The students who are inspired to learn English with using biography say that using biography can make them easier with English lesson. They also say that learning English using little bit easier. Whereas for the students who are uninspired to learn English by using biography say that, biography is a text and they really do not like everything dealing with a text. They also say that, biography makes them feel difficult to comprehend the biography.
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photographs make them decrease bored feeling. They also say that using photographs make them easier to understand the material and to do the assignments. The using of photographs also differs from the media that usually use by the teacher. Besides, the students who are uninspired to learn English by using photographs say that, using photographs is uninterested for them, they also say that it is bored media. The other students say that photographs only the piece of paper and they do not like it.
There are 4 categorization for the students’ attitude namely curiosity, enthusiasm, interesting, and attention. Based on the findings above, using film as culture integration has 68% for the students who are curious. And 32% for the students who are not curious to the English lesson by using film as culture integration. It means that there are 15 students who are curious and there are 7 students who are not curious. The students who are curious say that they want to know the next activity by watching the film, they also say that by watching film they can improve their English skill. The other students say that film is the complete media. It shows the visual and provides the audio. It is also shows the pronunciation and the expression from the actor. While the students who are not curious say that they are not curious because they don’t like with the English subject.
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Using biography gets 9% of students’ curiosity and 91% of students who are not curious to English lesson by using biography as culture integration. There are 2 students who are curious and there are 20 students who are not curious. The students who are curious say that they curious with the new vocabulary in the biography. Besides, the students who are not curious say that biography only a text and they really do not like with text. They are also said the using of biography makes them bored.
Using photographs have 50% for the students who are curious and 50% for the students who are not curious to English lesson by using photographs as culture integration. It is the balance percentage between the students who are curious and for the students who are not curious, there are 11 students who are curious and there are 11 students who are not curious to English lesson by using photographs. The students who are curious to English lesson by the using of photographs say that it is interested and makes them easier to do the assignment from the teacher. Besides, the students who are not curious to English lesson by using photographs say that they are not curious because the photographs are printed with the black and white paper. They also say that photographs are the bored media. The other students say that teacher has already provides them with picture so, they don’t need to be curious anymore.
The second aspect from students’ attitude is
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really understand with the film that’s why they are not enthusiastic to listen.
Using role play has 50% for the students who are enthusiastic and 50% for the students who are not enthusiastic to listen during teaching and learning process by using role play as culture integration. So, there are 11 students who are enthusiastic and 11 students who are not enthusiastic to listen during teaching and learning process by using role play. Students who are enthusiastic say that role play is exciting media and they will enthusiastic to listen during teaching and learning process. The students who are not enthusiastic say that role play is the bored media so, they are not enthusiastic to listen during teaching and learning process.
Using biography has 9% for the students who are enthusiastic and 91% for the students who are not enthusiastic to listen during teaching and learning process by using biography as culture integration. There are 2 students who are enthusiastic and 20 students who are not enthusiastic to listen during teaching and learning process by using biography. The students who are enthusiastic say that using biography provides more detail information than other media dealing with the person. While, the students who are not enthusiastic say that biography is written form and makes them bored. It also makes them feel difficult because it is a text.
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photographs that are given to them by teacher printed in black and white, it makes them bored.
The third aspect of students’ attitude is interesting, based on the findings above using film as culture integration has 100% for the students interested. It means, all of 7-A students interested with the using of film as culture integration. They say that film can make increase their speaking skill and English knowledge. They also say that film is a visual media, it can be seen, the pronunciation of the speaker also clearer than when they only listen from the audio. The other students say that film can make them more relax during teaching and learning process, it also different from the other boring media.
Using role play as culture integration has 55% for the students’ interested and 45% for the students who are uninterested. There are 12 students who are interested and there are 10 students who are uninterested in using role play as culture integration. The students who are interested in using role play say that role play make them more aware with the pronunciation error. It also makes them play the character of film that has already played by the teacher. Besides, the students who are uninterested in using role play as culture integration say that role play make them memorize the long dialogue so, they uninterested in the using of role play.
Using biography as culture integration has 100% for students who are uninterested. It means, all of 7-A students uninterested in using biography as culture integration. They say that biography is a text and they really do not like a text. They also say that, biography that is already given by the teacher contains with difficult vocabularies. So, they cannot do the assignment easily. The other students say that in a biography there is no any expression as film, thus makes them do not really like biography.
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are uninterested in using photographs as culture integration. The students who are interested in using photographs say that photographs are the visual media that can make them easier to do the assignment from the teacher. They also say that photographs are the media that makes the students easier to understand the material because it’s the clear media. The other students say that using photographs can make the students easier to do the translate assignment from the teacher. While the students who are uninterested in using photographs say that photographs are the unmoved media that make them uninterested in using it. It is also printed in a black and white color that makes them uninterested.
The fourth aspect of students’ attitude is attention, based on findings above using film as culture integration has 100% for the students who are pay attention during teaching and learning process. It means, all of 7-A students pay attention in using film as culture integration during teaching and learning process. The students say that film is interested media that can make them pay more attention. They also say that when teacher uses film during teaching and learning process, students can also do refreshing while they are studying. The other students say that their hobbies are watching a film so, when the teacher use it in English lesson they pay more attention and watch it.
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classroom, all of the students have to come forward and it makes several students make a noisy voice.
Using
