Institutional Repository | Satya Wacana Christian University: Teachers’ Perceptionson Intergrating Cultural Contents in English Language Teaching at Junior High Schools, Salatiga

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TEACHERS’ PERCEPTION

S ON INTERGRATING CULTURAL

CONTENTS IN ENGLISH LANGUAGE TEACHING

AT JUNIOR HIGH SCHOOLS, SALATIGA

The thesis is submitted in partial fulfillment of the requirements for the degree of Sarjana

Pendidikan

NOVIA AUSTRALIANE IDADI

112014018

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

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TEACHERS’ PERCEPTIONS ON INTERGRATING CULTURAL

CONTENTS IN ENGLISH LANGUAGE TEACHING

AT JUNIOR HIGH SCHOOLS, SALATIGA

The thesis is submitted in partial fulfillment of the requirements for the degree of Sarjana

Pendidikan

NOVIA AUSTRALIANE IDADI

112014018

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

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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 belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright @2018: Novia Australiane Idadi and Anita Kurniawati, M.Hum.

All rights reserved. No part of this thesis may be reproduced by any means without the prior written permission of at least one of the copyright owners or the English Language Education Program of Universitas Kristen Satya Wacana Salatiga.

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Language is an expression of culture. Therefore, it is essential for language learners to become aware of the culture of the language learnt. The challenge for English teachers in Indonesia is how they will integrate cultural content in their English classrooms with Indonesia students as their audience. That was because Indonesia

students already have their own culture. The aim of this research is to explore teachers’

perspectives in integrating cultural content in their English language classes. This is a qualitative research with 10 English Junior High School (JHS) teachers as participants. These participants age range vary from 24-56 years old, with teaching experience ranging

from 3 – 25 years. Data were collected using semi-structured interview and then grouped

based on reoccurring themes. This research shows that teachers have positive perspectives on integrating cultural content in their English classes. Integrating cultural content is believed to be beneficial in raising awareness to cultural diversity, increasing sensitivity to source culture and also giving examples of good practices that exist in other culture. In practical level, participants of this research is not only including English and

Indonesia culture as target and source culture, but also other nations’ cultural examples to broaden the students’ perspectives. Admittedly, there are challenges in doing this, as found in this research. Students’ attachment and familiarity toward source culture has proven to be the main factor that challenged them to relate, understand and implement the target culture in their English language learning.

Keywords: ELT, culture, target culture, benefit, challenges

INTRODUCTION

Language can be viewed as a verbal expression of culture. Therefore, it is

important to be aware that for a successful language learning, the learner should also

learn the culture within which the language is spoken. This basic notion also applies to

English language learning. Understanding the culture will enable non-native English

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context or culture within which the English language is used may result in confusions and

misunderstandings of meanings which further will be a challenge in communication.

Regardless of the language mastery of a non-native speaker, a person might still be a

‘fluent fool’ (Bennet, 1993) when one does not understand the social and philosophical

content of the language.

The concept elaborated above directly impacted on how language teaching

classrooms, ELT included, should be conducted. ELT classrooms should incorporate the

learning of culture in their language teaching. Brown (1986) stated that culture is

compulsory because it becomes a part of interaction between language and thought. By

learning the English culture in ELT classrooms, students will not only be equipped with

language literacy but moreover they will understand the setting or context in which the

language is used.

However, integrating cultural learning in language teaching classrooms is not

always easy. In classrooms management, teacher plays a significant role and this might

act as an advantage but also disadvantages at the same time. In an effort to integrate

cultural learning in language teaching classrooms, teacher should really be able to

embrace the basic notion and further also have enough knowledge on the culture so that

the teacher becomes comfortable in delivering the classes. Challenges might occur when

teachers are not comfortable to include culture learning in the language classes. Tafaroji

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much about cultural issues in their language classrooms are shortage of time, lack of

cultural target knowledge, or lack of training of cultural teaching.

When I was doing a teaching practice at a Junior High School (JHS) in Salatiga, I

found that most of the students have difficulties in understanding some English words,

phrases and even sentences related to cultural content. Understanding culture is necessary

because questions related to culture might appear in the test and even in a national

examination. However, it seems that the cultural content exposures in an English

classroom were still limited. It depends on the teacher’s willingness to introduce the

cultural content. With this consideration, I would like to investigate further whether this

also happens in other JHS contexts. A research question - what are JHS English teachers’

perceptions on integrating cultural content in their teaching? - would be addressed in this

study. The significance of this study is to make the teachers have more awareness on how

they perceive of integrating cultural content.

LITERATURE REVIEW

The definitions of culture

It is generally agreed that language and culture are closely related. In order to

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to look at each concept’s definition. Byram (2008) defined culture as shared beliefs,

values and behaviors of a social group while Kramsch (2002) defined language as not

only a tool of information exchange but as a symbolic system. Then, McLeod (1976, p.

212) also state that "by teaching a language is already teaching culture implicitly.”

Language can be viewed as a verbal expression of culture. Language is used to maintain

and convey culture.

Uddin (2014) stated that culture is the characteristics of a particular group of

people, defined by everything from language, religion, cuisine, social habits, music and

arts. In a recent study of reaction times, Tomalin (2008) was further explaining if EFL

could introduce both of Big C and small c. In this way, Abdollahi, M. G., & Subakir,

M.M.Y., Kim, T.H., & Aghaei, K. (2012) stated that “big C culture was related to the

literature, music, art, architecture, and politics. Whereas the small c was linked with the

behavioral patterns or lifestyles. For examples are the way of eating, making friends,

agree or disagree with others” (p. 119). Then, language becomes one of the things which

were included into the big C culture. Those statements should make the English teacher

recognize that culture and language were connected to each other. That was because

language is one of culture’ products. Meanwhile, culture could be divided into three big

parts of contents. Those are source culture, target culture and International culture

(Cortazzi & Jin, 1999). Source culture was linked with the teacher and students’ own

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culture. And international sources were preparing the materials which covers a variety of

knowledge from different cultures all over the world using the target language (McKay,

pp. 9-10). McKay (2000) also claimed if those three culture contents’ could be built on a

multitude of context and resources while teaching English (Weninger & Kiss, 2013, pp.

2).

The aim of integrating culture

In language learning, the concept that language and culture is undivided should be

really understood. It has always been argued that cultural teaching and learning still have

a supplemental status in the language classroom (Castro, Sercu and Garcia, 2004;

Chavez, 2002; Tsou, 2005). It is safe to assume that cultural learning is an integral part of

language learning. Kramsch (1994) stated that language should not be seen as a simple

body of knowledge to be learned but it should also be seen as a social practice in which to

participate. Understanding of the setting or cultural context in which a language is spoken

will help understanding the meaning of the language and also how to use it.

Cultural understanding is definitely helpful for students who are learning another

language, especially in relation to speaking skill. Marczak (2010) claimed that learners’

capacity of comprehension on speaking skill is very influenced by their information of

the cultural background of English. In addition, by understanding the culture, students

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definitely determine how particular word, phrase or sentence is spoken and understood.

Nevertheless, aware of the appropriate culture in addressing people, disagree with

someone, express gratitude or make requests were also became the crucial things when

applying the foreign language (Peterson & Coltrane, 2003).

Integrating cultural content in language learning classes is hoped to promote interest

in learning the target culture. According to Tavares and Cavalcanti (1996), “the aim of

teaching culture is to intensify students' awareness and expand their curiosity towards

both the target and home culture.” In addition, Kaikkonen (2001, p. 64) cited on

(Tafaroji & Raeesi, 2015, p. 535) added that "the most substantial purpose of foreign

language education is to help learners cultivate out of the shell of their mother tongue and

their own culture.” Next, based on what (Lie, 2007) has written that in the 2004

Curriculum Indonesian' government had designed curriculum for junior and senior high

schools are as follows (translated from Indonesian in Depdiknas, 2004):

1. Developing communicative competence in spoken and written English which

comprises listening, speaking, reading, and writing.

2. Raising awareness regarding the nature and importance of English as a foreign

language and as a major means of learning.

3. Developing an understanding of the interrelation of language and culture as well as

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The third point from the evidence above should make the English teacher in

Indonesia recognize to introduce target culture in the English classroom. That was crucial

for students' understanding of target language and culture. Knowledge of English culture

will increase students’ curiosity in mastering the language. Pulverness (2003) asserted

that to emerge English as an International language, cultural contents and contextual

background should be implemented too. Yet, a recent phenomenon in regards to Korean

culture has also proven this assumption to be true where more young people aspired to

learn Korean language as a result of the nation’s pop culture which was famous world

-wide. That phenomenon could be used for the material of introducing international

culture in English lesson. The material might be taken from the universal story around the

world, but the language which was used is English.

Learning about other culture, in this case English culture, in language classes will

also raise awareness and sensitivity toward diversity. This might help to strengthen

students’ own cultural identity but at the same time will broaden students’ perspectives.

This is an important aspect of being the citizen of the world. Only by having global

understanding on diversity with strong self-identity can a person maintain a place in the

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Challenges in integrating cultural content in ELT classrooms

Integrating cultural content in language classrooms is highly dependent on

teachers’ decision and capability. Teachers might find difficulties to teach culture in the

same way when they taught the basic of language competencies, like grammar or

vocabulary (Allen, 2000, in Ho, p. 48). In line with this, Tafaroji and Raeesi (2015) also

found that teachers were unsure of integrating cultural content in their EFL classes

because they did not really understand of cultural content that should be integrated to

their language classes. In addition to the teaching of language competencies, teachers

should also have adequate understanding in explaining the target culture. Therefore,

teachers’ own background knowledge on target culture, and the lack of it, has also been a

challenge in the attempt to integrate cultural content in language classes (Sercu, 2005).

Knowledge of target culture or lack of it influenced teachers’ comfort in using the content

in their language teaching.

Students’ openness and flexibility to relate to and accept other cultures are

another challenge in integrating cultural content in language learning. Culture consists of

values, beliefs, tradition and habits that have been formed from the moment a person

understood his/her place in social group. This is not something that can be easily

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deeply depended on how strong the opinion or position has been formed. Therefore, it is

important to be aware that while introducing target culture in language learning is

essential, source culture should also be included as comparison to show that the cultural

content was given as a media for getting better understanding on the language.

As far as I searched, the literature of the field displays studies that English JHS’

teachers have not the same perceptions on integrating cultural contents while teaching

English. That is because not all of the English teachers had been already introducing

culture in language classes. Teachers might find some difficulties on implementing

culture. Therefore, this study aims to uncover perceptions of teachers in integrating

cultural and point out how far these views are in line or mismatch understanding. That

was because understanding target culture is also beneficial for the students who are

learning a foreign language. However, the literature shows that not all of English teachers

were aware of this matter. That might because implemented culture is not utilizable for

some English teachers.

THE STUDY

Context

Three Junior High Schools were chosen for this study with the purpose of getting

a comprehensive view of the teachers on the research question. All of these schools were

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highly popular, second best and least popular, proven by people’s interest in getting their

children or themselves into the schools.

Participants

A total of 10 teachers were interviewed for this research, consisting of 3 male

teachers and 7 female teachers. The age ranges of the participants were 24 – 56 years old

with teaching experience ranging from 3 to 25 years. All of the participants graduated

from English educations. For confidentiality, participants were presented in code.

Data Collection Instrument

The semi-structured interview was selected as the instrument for collecting data. I

chose this instrument to provide an opportunity for follow-up questions. It made the

interview felt more relax and comfortable when giving or explaining the information. The

interview was also conducted in bahasa Indonesia. It made the teacher be free in

answering the questions without thinking the patterns in English. The piloting data was

also conducted on another state school at Salatiga. This aimed to check whether the

interview questions were understandable or not. Then, the interview continued to look for

the data in those three schools that had been chosen.

Data Collections Procedures

Informed consent were presented and explained to the research participants after

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conducted using a semi-structured interview. This instrument provides an opportunity for

in depth-exploration and follow-up questions. The instrument was previously validated

for meaning clearance. Each interview took around 10-25 minutes in which the

conversation was recorded and notes were taken. The interview was conducted in the

teachers’ mother tongue, Indonesia language to allow the freedom of expressions. The

three main questions which had used are:

1. How did you bring culture in that course?

2. Which one do you use in your teaching (target culture, source culture, universal

culture)?

3. From your perspective, what are some advantages of bringing various culture

contents in teaching process?

Data Analysis Procedures

Collected data were then listened to repeatedly and transcribed. The interview

transcriptions’ were read repeatedly to find reoccurring themes. The themes were about

the benefit of integrating culture in EL, teachers’ preference on choosing the culture

contents, and the challenge of introducing culture. Results of the interviews were grouped

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FINDINGS & DISCUSSIONS

Integrating cultural content in ELT classrooms is beneficial

Participants were supporting the idea of integrating cultural content in their ELT

classrooms for various reasons. That was like what Thanasoulas (2001) points out if

teaching language is involved in teaching culture at the same time. Yet, the basic reason is because they see this to be beneficial for students. As can be seen by following statement

from T1:

The purpose of integrating culture is to make the students were not similar with a turtle in the shell. The students could be open-minded, so they are not close-minded. (-My translation-, 2017/12/04)

Awareness on cultural diversity and sensitivity on students’ own culture is some

of the benefits the students’ will gain by learning other culture. Understanding other

culture will help the students to become aware of their own, which will further help the

students in realizing the similarities and differences. As Tomlinson and Masuhara (2004)

claimed, cultural awareness helps learners enlarge their mind and able to increase

tolerance and sympathy.

The next benefit for students who also learn culture as they learn English

language is the fact that there are good characters and behaviors that might be taken as

example for our Indonesian students. T2 stated that:

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brave to ask, they are raising their hand' initiatively. It will make the students more open. (-My translation-, 2017/12/04)

Interestingly, T3 also has different point of view about the advantages of

understanding culture contents. She believed if thoughtful on diversity of cultures would

be useful when the learners continued their study to the higher level of education. It

would be especially reflected on students’ speaking comprehension. That was because

language and culture are influenced each other. She further stated that:

Introducing culture will give the student more information of target culture, and could be used when they were at SHS or even college. Students will know what cultures they have to use, how to apply the gesture, and could be having good communications (-My translation-, 2018/01/18)

As what have elaborated above, participants believed that there are some benefits

in integrating cultural content in ELT classrooms. Students will not only be aware of

cultural diversity but they will also understand their own culture better. Moreover,

understanding the various culture contents would be useful for the learners while having

higher level of educations, especially in students English speaking abilities.

Combining various cultures in ELT classrooms

In regards to participants’ preference on which culture should be integrated in

their classes, 7 out 10 combined both Indonesian and English cultural contents while the

rest included even more culture in addition to the two. The reason of also including

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appropriate that students learn about their own culture. But English cultural content is

also as important to provide language comprehension but also will help with speaking

fluency. This perception is in line with Marczak (2010) who stated that learners’

comprehensions and speaking skills’ ability is so influenced by their knowledge of

English as the target culture. T3 explained:

If the question was about "which culture I prefer to use", we still need to use Indonesian culture because we are Indonesian people. But English culture as the target culture must be presented. It will make the students knew the language. Students were expected to be competent in practicing their speaking competency. Meanwhile, the students' sentence should be acceptable to others. It could be used when the students meet with the foreigner, for example, the English people. (-My translation-, 2018/01/18)

Another reason of combining both Indonesian and English cultures in the ELT

classroom is that by learning the culture students will be aware of their own culture but at

the same time broadened their perspectives on English culture. The understanding of

English culture might also create interests in further learning. As elaborated by T7:

If we (as a teacher) only use the target material in teaching, students will only see the western culture and imitated it. On the other hand, when the teacher was only explaining about source language and culture, students will not be aware of the cultural diversity. Students need to know the western world because the target language must be linked with the culture. That would be ironic if the urban learners only able to use their own language. That will be disgraced when the learners could not improve their ability although they have been learning that language. That sentence was one of the reasons why a teacher should introduce out of others culture who adopted from around the world. (-My translation-, 2018/02/01)

In addition to Indonesian and English cultural content, some participants added on

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incorporated through examples given in their classes. The purpose was to show students

differences in behavior of people in other nations. T4 and T5 explained:

I usually use English and Indonesian in teaching. However, I also looked for one certain culture to be added, for example, Japanese culture. I tried to bring that culture, even only in small part of the explanation. The example in Japanese culture is stooping their back when seeing people. (-My translation-, 2018/01/18)

Nowadays, Korean culture is booming in teenager life. It made me interested to bring that culture because the culture is so different with Indonesian values. If in Korean culture every happy moment will be celebrated by drank together, in Indonesian we did not do that thing. I focus on that culture to build students' characters in adopting some culture. It will make the students wiser to filter the good or bad thing of any culture which they known. I also tried to explain about Japanese culture because Japanese people really respect people. Besides that, Japanese people also have a higher motivation to study because the cost of education is also expensive. I was interested to compare some of those cultures to make students have better knowledge and were open-minded of cultural diversity. (-My translation-, 2018/01/31)

In addition to showing different behavior of people, integrating other culture in

ELT classes is also aimed to enrich the students to grow by learning good characters and

values, as elaborated by T5.

Interestingly, a different approach was taken by one of the participants, T9. This

participant preferred integrating Indonesian culture in her ELT classroom. T9 believed in

using the ELT classes as a media for the students to know more about Indonesian culture,

as explained in the interview:

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when we learning about English. It could not be done. That is why; students have to pay attention to their own culture too. (-My translation-, 2018/02/02)

Yet, the T10 also supported T9’s opinion because he also believed that using

source content material would be beneficial because the materials were closer to the

students’ environment:

Indonesian culture will be more understandable for the students. That was because students have already know and be familiar with the Indonesian culture. It made ma took the English learning material based on the source culture. (-My translation-, 2018/02/02)

As what have explained above, participants believed that there are some choices

in integrating cultural content in ELT classrooms, both Indonesian and English or even

International. Students will not only be aware of cultural diversity but they will also

understand their own culture better. Tomlinson (2001, cited in Tomlinson & Masuhara,

2004) stated that cultural awareness will show the understanding both of target and

source cultures in the same consideration. It should make the teachers realized if

including culture contents did not mean if the students have to focus in one culture only.

Teachers still could bring both of Indonesian or International culture although the

language which is used is English.

Influence of Indonesian Culture in English language learning

Habits, common practices and cultures in Indonesia that are performed and

mastered by the students are one of the main factors that challenged the English language

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through the students understanding because they are not used to the target culture. Some

practical examples were given in the interview by the participants. T1 said:

For example is when we are teaching about greeting and we explain the meaning of "good morning is Selamat pagi". It might be right but is not accurate. That's why we have been including culture. Sometimes students were not felt comfortable when they greet me at 9 or 10 in the morning. They prefer to use good afternoon rather than good morning. But, in English culture, we do not use that term. That was fine if students said in Bahasa Indonesia, but if they use English, it a little bit disturbing. Students perhaps do that because of their own background culture. That was why the difficulties perhaps found on the real students' English practice. (-My translation-, 2017/12/04)

Despite students’ ability to use the correct greeting form, their knowledge on time

of day, students’ practices on greeting T1 is still clearly influenced by Indonesian

common practice. Another example was given by T3:

I usually asked the students to write a personal letter or invitation to me. But, the learners still write the letter in Indonesian form, although the language which students' use is English. Then, I tried to explain it in English writing forms. That was because, in English writing, students have not write everything in details. The personal letter or invitation will be written more straight to the point. (-My translation-, 2018/01/18)

However, T3 argued that the challenge is in the fact that students are so

accustomed to their environment and what is familiar in their own culture. Further, T3

tried to continuously raise the students’ awareness on English culture by inviting them to

compare both cultures, understanding the similarities and differences, especially in

writing and speaking form. By knowing the cultural context, T3 hoped that students will

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own language. Tavares and Cavalcanti (1996) stated that the aim of teaching culture is to

intensify students’ responsiveness to enlarge their curiosity towards both the target and

home culture.

Another obvious influence of source culture that the participant express is in

relation to time awareness. T5 stated:

The difficulty was related to students' behavior on submitting their work on-time. Meanwhile, I always tell the students to submit their work in/on-time. That also became a good example of English culture which could be imitated. (-My translation-, 2018/01/31)

Although an example of English culture in relation to time awareness and

management has been given in the ELT classes, students’ source culture still strongly

influenced students’ behavior. However, T5 argued that students’ can improve their time

management and finally submit their assignments on time if teacher keep on pushing on

the good practice.

CONCLUSIONS AND SUGGESTIONS

Language and culture are two concepts that will always be intertwined. Language

can be seen as an expression of culture. In teaching language lesson to non-native

language speakers, it is very important to include cultural content because this will really

help students’ understanding on the language, especially in relation to context of using

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part of their curriculum. Consequently, teachers of these classes should introduce English

cultural content in order to optimize students’ comprehension.

This research is conducted to investigate the JHS English teachers’ perceptions in

integrating cultural content in their ELT classes. The findings show that teachers have

positive perceptions toward the idea of integrating cultural content and they even

identified the benefit of this, such as bringing out awareness of cultural diversity,

increasing sensitivity to students’ own culture, and also for students’ development by

learning the examples of good practices in England and other countries. In their classes,

some participants of this research decided to combine both Indonesian and English

cultural content but some others included even more cultural content from around the

world. Again, this is related to the idea of broadening students mind and giving them

good examples of other cultures. Participants also found out that students’ comfort and

familiarity toward their own culture might become challenges in fully understanding

English language.

By this research, teachers are expected to continue integrating cultures while

teaching English. Teachers could present the source culture, target culture and even some

other cultures to teach English. For the suggestion, teachers should bring cultural content

which is followed by the real activity in their classroom. For example how to greet the

teachers in both source culture and target culture. Teachers should not forget to bring the

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compare the differences of both Indonesian and English language and culture. Yet,

teachers have to be careful about filtering culture contents in language learning.

As this study is a contextual study, the results could not be generalized. It focused

only on junior high school level and only three schools were involved in this study.

Therefore, it is suggested that a further study could be conducted at primary and senior

high school level. More participants could also be involved in order to get broader picture

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ACKNOWLEDGEMENT

First of all, I want to thank God for always blessing me from the beginning of my

study until the end of my thesis submission. Then, I would like to express my special

thanks of gratitude to my supervisor. Miss Anita Kurniawati, M.Hum. as well as my

second reader Joseph Ernest Mambu, Ph.D. who give me guidance support and

encouragement to do this research on topic “Teachers’ Perceptions on Integrating

Cultural Contents in English Language Teaching at Junior High School Salatiga”.

Without their guidance, this research would not have been complete.

Secondly, I would like to give special thanks to all lectures in Faculty of

Language and Arts. I am thankful for sharing their knowledge in these four years. Also, I

would like to give my warm thank to my lovely mom and dad. Without them I am

nothing. They are not only assisted me financially, but also extended their support

morally and emotionally. I would like to thank for the support from my beloved best

friends, Evi, Vira, Putri, Risa, and also all my college friends that I won’t be able to

mention one by one. All of their attentions, their supports and motivations really make

stronger when I am getting down while I was working on my thesis. Again, thank you for

those who have filled the last chapter of my university life in Satya Wacana Christian

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APPENDIX

The questions which had used were:

1. In English teaching practice;

a. What do you usually do in English classroom?

b. Have you brought or used culture in your teaching?

c. If yes, what is it?

2. How did you bring culture in that course?

Do you prefer bringing various cultures to bringing only one culture?

a. Which one do you use in your teaching (target culture, source culture, universal

culture)?

b. Why do you use that?

c. What did you do that culture content?

d. What are the challenges of bringing that culture content?

e. How do you pass your difficulty in addressing culture?

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3. From your perspective, what are some advantages of bringing various culture

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INFORMED CONSENT FORM

“Teachers’ perceptions toward : Including Culture Contents in English, at JHS Salatiga”

Institutional Repository | Satya Wacana Christian University: Teachers’ Perceptionson Intergrating Cultural Contents in English Language Teaching at Junior High Schools, Salatiga

TEACHERS’ PERCEPTION

S ON INTERGRATING CULTURAL

CONTENTS IN ENGLISH LANGUAGE TEACHING

AT JUNIOR HIGH SCHOOLS, SALATIGA

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

TEACHERS’ PERCEPTIONS ON INTERGRATING CULTURAL

CONTENTS IN ENGLISH LANGUAGE TEACHING

AT JUNIOR HIGH SCHOOLS, SALATIGA

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

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