CULTURAL ELEMENTS T O BE CONSIDERED IN TEACHING ENGLISH FOR THE SLTA, STUDENTS' BOOX

(1)

CULTURAL ELEMENTS T O BE CONSIDERED IN TEACHING

ENGLISH

FOR

THE SLTA,

STUDENTS'

BOOX

I BY

DEPARTEMEN PENDIDIKAN DAN KEBUDAYAAN

A

THESIS

.rtial Fulfilment of the Requirem

the Sarjana Pendidikan Degree

English Language Teaching

,en&

for

in

by

CUeronica

C)2B.

IG. 1213083019

r

No, INDUK

1

, h x L i / j L i n

-- I __I_

TGL. T i F I U \

7

-

7-

(

qL/ll

- - -- --

A*

--

- - ' l ' [ / ? < j q ~ ~ &I

/Ly

tie.:, ,

--

---

KOP1 KE

Universitas Katolik Widya Mandala Surabaya

Fakultas Keguruan dan ilmu Pendidikan

Jurusan Pendidikan Bahasa dan Seni

Program Studi Pendidikan Bahasa Inggris

(2)

T h i s t h e s i i , e l i t i t l e d Ccilt11.rnl Elen!er:t,s t o b e

C o n s i d e r e d i n T e ? c h i n ~ Englis!-i ?'QT t h e SLTA, Studectst

Book I by Departenen P e n d i d i k a n d a r ~ Kebudayaan

and p r e p a r e d and s u b m i t t e d by 7Jc:sonica Kg

has been approved and a c c e p t;ec! r; 2 r t i a l f u l f i l m e n t o f t h e r e q u i r e m e n t s f o r

the

S a r j a : ~ . PenciidJ.ksn d e g r e e i n

English 1,ar:guage 'l'~?,?.chin!l Sg + . i t * ????I o.,ring : ~ d v i s c r s .

-

Drs. K.P. S o e t r i s n o Y . A . D r s . Harto Pranono

(3)

This ti79~5.s k?:: byen examined by t h e Committee on

O r a l F , x 3 l i l r 3 t l ~ ? r 1

..':

c ;. ?'ic of'

y')y;y. l.!*i'*

--

; ~ \ ~ ~ ~ ; * + . : . ! " % - . " '

A l l , . .

-

.

---

..

.

D r s . Hnrto Pramono

12,.

L:‘

i.~cz-

/

b r a . ~ a # d a l a n a

r

.KarLlo

)!ember Member

k1;proved by _-.

-

!

/

2

---

-

/

L k t

L L b

- .

z x

-

/

/--:

-

9rs. J . Marcus Daely, M.A.

(4)

The w r i t e r would l i k e t o e x p r e s s h e r d e e p e s t g r a t -

i t u d e and c o r d i a l t h a n k s t o D r s .

M.P.

S o e t r i s n o , M. A . ,

h e r s u p e r v i s o r on T h e s i s W r i t i n g a t t h e E n g l i s h T e a c h e r s '

T r a i n i n g Department of Widya Mandala C a t h o l i c U n i v e r s i t y ,

f o r h i s v a l u a b l e guidance, c r i t i c i s m , and s u g g e s t i o n s i n

completing t h e p a p e r .

The w r i t e r a l s o wants t o e x p r e s s h e r g r a t i t u d e t o

D r s . Harto Pramono, f o r h i s v a l u a b l e s u g g e s t i o n s i n

i m -

p r o v i n g and f i n i s h i n g h e r p a p e r .

B e s i d e s t h a t , t h e w r i t e r i s a l s o i n d e b t e d t o a l l

t h e l e c t u r e r s a t t h e E n g l i s h T e a c h e r s ' T r a i n i n g Department

of Widya Kandala C a t h o l i c U n i v e ~ s i t y who have encouraged

and g i v e n v a l u a b l e t i m e t o t h e w r i t e r i n completing t h e

paper.

Also t h e w r i t e r would l i k e t o e x p r e s s h e r t h a n k f u l

n e s s t o h e r p a r e n t s , s i s t e r s , and b r o t h e r s , and f r i e n d s ,

who have encouraged t h e w r i t e r i n f i n i s h i n g t h e paper.

A t l a s t , t h e w r i t e r w i l l n o t f o r g e t t o e x p r e s s h e r

d e e p e s t g r a t i t u d e t o h e r beloved f i a n c e who h a s been a

c o n s t a n t s o u r c e o f encouragement i n a l l a s p e c t i n comple-

t i n g t h e paper.

(5)

CHAPTER PAGE

Approval page

...

Acknowledgement

...

i v

Contents

...

v

A b s t r a c t

...

v i i I . I N T R O D U C T I O N

..

...+...

1 . 1 . Eackground o f t h e Problem

...

1

1.2. S t a t e m e n t o f t h e Problem

...

2

1.3. The A i m o f t h e Study

...

2

1.4. The S i g n i f i c a n c e of t h e S t u d y

...

3

1.5.

Assu?lptions

...

3

1.6. L i m i t a t i o n of t h e Study

...

3

1.7. D e f i n i t i o n o f Terms

...

4

2. LAEGUAGE ABD

CULTURE

bKD TEEIR RELhTI@>TSITiF Ill 7': ~,I,CLISH LAXGUAGE TEACNIhG

...

2.1. What i s C u l t u r e ?

...

7

2.2. ??hat i s Language?

...

9

2.3. C u l t u r a l I n t e r f e r e n c e i n Language L e e r n i n g . . . 11

2.4. The V a r i e t i e s of C u l t u r e i n S o c i e t y

...

1 4 2.5. C u l t u r a l Shock

...

16

3. PREPARATION I N TEACRIKG CULTURAL ELZEENTS

. . .

.

. . .

3.1. Acquiring Knowledge about C u l t u r e . . . 18

3.2. Knowing t h e Goal of C u l t u r a l I n s t r u c t i o n . . . 19

7 ~ . 3 . S e l e c t i n g t h e M a t e r i a l

...

21

(6)

4

.

CULTURAL ELEMENTS TO RE CONSIDFIRED I N TEACIlING

...

EBGLISH FOR THE SLTA. STUDENTS1 BOOK I 26

...

5

.

CONCLUSION AXD SUGGESTIONS

5.1.

Conclusion

...

58

5.2. S u g g e s t i o n s

...

59

B i b l i o g r a p h y

...

60

Appendix

...

62

(7)

ABSTRACT

Nowadays, t h e most i m p o r t a n t o b j e c t i v e of l e a r n i n g E n g l i s h a s a f o r e i g n l a n g u a g e f o r s t u d e n t s a t High

S c h o o l s a r e below e x p e c t a t i o n . Most s t u d e n t s c a n n o t comprehend e a s i l y when t h e y r e a d E n g l i s h books, One of t h e r e a s o n s i s due t o t h e E n g l i s h t e a c h e r s t f a i l u r e i n e x p l a i n i n g c u l t u r e i n t h e r e l a t i o n t o t e a c h i n g E n g l i s h . They r a r e l y c o n s i d e r c u l t u r a l e l e m e n t s i n t e a c h i n g Eng- l i s h . Although l a n g u a g e and c u l t u r e a r e e x p l a i n e d

s e p a r a t e l y , t h e y have t o be c o n s i d e r e d a s a u n i t because l a n g u a g e i s a c t u a l l y one of t h e elements o f c u l t u r e .

The t e a c h i n g of c u l t u r a l e l e m e n t s i s t o h e l p t h e s t u d e n t s u n d e r s t a n d E n g l i s h p e o p l e and e v e n t u a l l y l i k e r e a d i n g E n g l i s h books. The l e s s o n s can t a u g h t by compar- i n g two o r more c u l t u r e s ,

A c t i v i t i e s t o i n t r o d u c e E n g l i s h c u l t u r e do n o t n e c e s s a r i l y have t o be done i n c l a s s time. They c a n be completed o u t s i d e c l a s s , i n many i n s t a n c e s a s homework o r assignments. F o r example, t h e s t u d e n t s a r e a s s i g n e d t o f i n d t h e d i f f e r e n c e s between I n d o n e s i a n s e a s o n s and Europe

-

an s e a s o n s , and t o make a comparison between them.

I n t e a c h i n g a f o r e i g n language t h e E n g l i s h t e a c h e r s s h o u l d have p r o p e r knowledge about c u l t u r e and i t s r e l a - t i o n s h i p w i t h language. By r e a d i n g c u l t u r a i books, t h e E n g l i s h t e a c h e r s a r e a b l e t o i n c r e a s e t h e i r knowledge a b o u t f o r e i g n c o u n t r y and i t s c u l t u r e . I t w i l l be v e r y u s e f u l t o a t t e n d d i s c u s s i o n s o r s e m i n a r s which a r e l e d by n a t i v e s p e a k e r s o r b y p e o p l e who have been i n t h a t c o u n t r y . For S e n i o r High School s t u d e n t s , t h e E n g l i s h

t e a c h e r s may g i v e some o u t s i d e r e a d i n g s o r d i a l o g u e s about t h e c o u n t r y w r i t t e n i n f o r e i g n language. I n t h i s way t h e s t u d e n t s a r e a b l e t o improve t h e i r knowledge o f t h e l a n g u - age and t h e f o r e i g n c u l t u r e a s w e l l .

C u l t u r a l e l e m e n t s a r e i n t r o d u c e d l i t t l e by l i t t l e under d i s c u s s i o n . The s t u d e n t s a r e g i v e n d e e p e r i n s i g h t o f t h e c u l t u r e of t h e p e o p l e when t h e y l e a r n more a b o u t language. T h i s can be r e a d i n c h a p t e r f o u r i n E n g l i s h f o r t h e SLTA S t u d e n t s ' Book I which t h e w r i t e r c o n s i d e r impor

-

t a n t .

The c o n c l u s i o n i s t h a t l a n g u a g e i s n o t o n l y a p a r t of c u l t u r e b u t a l s o e x p r e s s e s c u l t u r e . A s a m a t t e r o f f a c t , h o p e f u l l y , o u r c u r r i c u l u n c o u l d be c o n s t r u c t e d