CHAPTER II LITERATURE REVIEW
E. Intercultural
4. Intercultural Competence
Therefore, it can be concluded first, when we learn about our other cultures, we must not forget our own culture; second, you must not only respect your own culture but also respect the culture of others
6. Procedure of Interculture Competence
The procedure for developing intercultural competence requires direct experience. When students already know the theory of interculture, it's a good idea for them to be able to practice it by communicating about Intreultural material.
Kumaravadivelu (2003, p. 271) stated that to develop their intercultural competence in several ways, namely:
1. Complementing by providing meaningful and practical experiences
2. Illustrating concepts and material content by means of a universal context, build connections between lesson topics and their own experiences 3. Reflecting on the experiences of intercultural
communication.
7. Principles of Interculture Competence
After knowing the procedure, there must be practice.
This practice must be done directly by the disciples. They can communicate with foreigners discussing their respective cultures, then compare comparisons and similarities, so that they develop a sense of respect for their own culture and the culture of other people. There are several principles related to the various components of intercultural competence (Huber &
Reynolds, 2014, p. 28)
1. Experience
It is best to develop an attitude of respect to gain knowledge of other cultures. Because by experiencing firsthand how individuals interact, act, and communicate – from their point of view.
2. Comparison
To understand and respect from people have cultural affiliations different
3. Analysis
Behind the similarities and differences lies an explanation of the beliefs and values that many people of a specific cultural affiliation may have.
4. Reflection
Reflection of critical awareness and understanding, such as students discuss their experiences.
5. Action
Action is collaborative activities with people with different cultural affiliations to emphasize that all actions should be held accountable and mutual respect.
8. Assessement of Interculture competence
Planning and implementing intercultural competency development activities in each type of education are generally accompanied by Evaluation and assessments. Evaluation is the measurement of the effectiveness of a lesson, including developing students' intercultural competencies. In contrast,
assessment is a systematic measurement of a learner's proficiency in intercultural competence.
There are many intercultural competency tests by formative and Summative Evaluation. Huber and Reynolds (2014, p. 34) stated that assessment, in general, is often associated with tests, such as by student diaries and portfolios, and assessments can be done by teachers, learners themselves, and peers.
In this study, the components of intercultural competence that will be adjusted the Assessment of Intercultural Competence (AIC) developed by Fantini and Tirmizi (2006, p.
18) to evaluate the learners' intercultural competence. The assessment includes students' attitudes, knowledge, awareness, and skills. The researcher decided to utilize this instrument because it has been widely utilized to evaluate learners' intercultural competence because its capability to obtain data on student attitudes regarding intercultural load in English classes, especially on the supplementary English speaking materials.
F. Junior High School Student
Students of Junior High School can still be considered the middle of young learners. Younger learners react to language based on what it does or what they can do with it. Because younger learners benefit from being great imitators and usually have fun in activities. However, a teacher should pay attention of several things:
1. Activities should be simple and are expected of them.
2. Tasks should match their capability: they feel satisfied with their work.
3. Activities should be primarily oral.
4. Written activities should be used providently (Kastuhandani, 2014, p. 2)
English teachers must know the types of language learning resources for the learners, as follows:
1. Resources of learning are basic materials compiled and studied as exciting activities that children usually do in everyday life.
2. It must be following talent, willingness, world, and others.
3. It should be a vivid distinction between resources and techniques. Songs, poetry, stories, and games are resources (Sukarno, 2008, p. 59)
G. Previous Studies
There are several studies related to intercultural topics.
However, the material is linked to English language skills. As research has been done by Tambunan et al. (2021), Akmalia &
Komalasari (2021), and Saraswati (2017) which have the same goal in developing intercultural material by focusing on speaking skills. These researchers developed the theory of Interculture Communicative competence (ICC) in their research. The reason for using ICC is to avoid disharmony and misunderstanding in communicating with other cultures. In addition, ICC is intended to foster curiosity among Indonesian students about their own culture and the culture of others. Tambunan et al. (2021) used the quantitative analysis method by distributing an ICC questionnaire to 89 students at one of the State Universities in North Island of
Indonesia. The research findings show that, if the ICC level is low, it is due to a lack of experience and knowledge in socializing and interacting with people from various cultural backgrounds. So this study implies that intercultural materials should be included in university curricula. Akmalia & Komalasari (2021) used the Phenomenology method of 4 students from a private university in Jakarta. This research develops ICC by holding virtual exchanges that occur between participants and students from Sweden. They will share their thoughts, lifestyles, perspectives on their own culture. Through visual exchange students can develop knowledge, interpreting and connecting skills, cultural awareness skills, interaction and discovery skills, and attitudes. Saraswati (2017), in this study specifically uses a qualitative method to analyze in depth the intercultural components inherent in the textbook of English speaking subject at the English Department, State University of Semarang that using the theory of Intercultural Communicative Competence. The researcher found that the book implicitly and explicitly embeds aspects of intercultural communication in the form of politeness.
As for some researchers to develop awareness of interculturalism in language learning, especially in writing which is carried out by Alsamadani et al. (2021), Amalia et al. (2021), and Haerazi and Irawan (2020). Alsamadani et al. (2021) used a methodology based on qualitative content analysis of the EFL students' emails to be sent to their native teachers. The students from Umm Al-Qura University are 28 Saudis, 4 Syrians, 3 Jordanians, 1 Yemeni, 1 Sudanese and 1 Iraqi. Meanwhile, the EFL
native teachers of English were 2 from the United States of America, 3 from Britain and 2 from Canada. Students are required to give their opinions and ask questions via email about other teachers' socio-cultural norms; attending parties, ceremonies, family relationships, making friends, conventions, wedding traditions, and public holidays. The result of project was a positive experience to redress any sociocultural misunderstandings, biases or misconceptions. Haerazi and Irawan (2020) using a quasi- experimental method to compare the effectiveness of the Intercultural Language Learning (ILL) model with the Conventional Learning model in English writing abilities at the fifth semesters of the English department which the sample consisted of 64 students and they divided into two groups were taught by different teaching models. The results show that the informed ILL model is more effective than the conventional one in teaching writing abilities. Meanwhile, Amalia et al. (2021) is almost the same as the current study using the ADDIE model.
However, the difference is in Amalia‟s research focuses on making Junior High School students‟ textbooks for writing skills, while the current research is on speaking abilities. The results of the research indicate that intercultural-based textbooks are feasible to use for learning to write in English. The result showed that the effect of the development the text book not only increase students‟ writing abilities, but also they obtained knowledge on their intercultural competence.
Research that focuses on listening to intercultural awareness is done by Hidayati & Santiana (2020). This study engages interview-
based study and reflective framework. Therefore, the teacher will provide a reflective journal to tell how the atmosphere of the students' listening activities at a university in Tasikmalaya, West Java. One of them is listening to videos from Pesona Indonesia channel on YouTube. It indicated about the diversity of Indonesian vibrant cultures from Sabang to Merauke, especially in relation to the rituals. That makes their curiosity more deeply about the culture. Meanwhile, Furyanto et al. (2021) concern to reading skill that uses a non-probability purposive sampling method.
Researchers involved 96 students from Surabaya Aviation Polytechnic using a questionnaire to determine students' perceptions of intercultural reading of English learning materials related to motivation, difficulty, and efficacy of the material. From the findings and discussion above, it can be concluded that students in this study had positive perceptions about intercultural-based reading materials in learning English. They are interested in the material because it motivates them to learn English. The material is according to their needs. Apart from that it also supports them for their future work. However, there are some students who have difficulty in learning the material. Students have difficulty in finding sources of intercultural English learning materials and see that the content of intercultural English class learning materials is too much and difficult to understand. This means that material development is always needed for further learning.
Research by Arif and Jusuf (2022) and Rokhayati (2016) are more general. As Arif and Jusuf (2022) aims to ensure the perspective of FL lecturers on intercultural education and
classrooms procedures, including teaching materials, class activities, assessments, and the teacher's role in fostering intercultural awareness that will be analyzed using content analysis.
6 lecturers surveyed in this study namely 3 Arabic education lecturers and 3 English education lecturers. It can be concluded from the interview data that all the instructors recognized the need to integrate culture into the FL classroom through the use of various strategies and resources. Because schools are often required to stick to textbook activities so they have less time to deal with cultural issues in the classroom. Consequently, apart from the linguistic component, the cultural component is also important in assisting students in increasing their embracing feelings such as tolerance and empathy, broadening their perspectives, showing respect for others' cultures, and appreciating the similarities and differences between different cultures. In other words, intercultural activities should be given the same prominence in the curriculum as those associated with other language activities.
Rokhayati (2016), Amalia et al., (2021), and the present study aim to create the supplementary book. However, Rokhayati (2016) is more of a general textbook for Senior High School class X in Purworejo regency, the book does not focus on one skill. This study uses R and D Method based on Richey theory. From the findings, it can be conveyed that the school's English book published by the government in 2014 requires improvement in terms of the current topic, insight of diversity, and relationship of social emotional material.
Based on related studies, said that awareness in interculture is very much needed in language learning. It should be remembered that learning a language is not only studying grammar but also the culture, so that there is no disharmony and misunderstanding with other cultures. In addition, its function is also to appreciate and respect other cultures. Like this current research, it will provide values not only from abroad, but also from national and local. This value will be supported by speaking activities in class. Apart from values, there is also an element of interculture which will be shown in a supplementary book. Therefore, the researcher tried to present a different term for developing intercultural material of English speaking for Junior High School students at YPI Hikmatul Fadhillah, Medan.
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CHAPTER III
RESEARCH METHODOLOGY A. Research Design
This research is classified as Educational Research and Development. The outcome expanded is supplementary English Speaking materials for Junior High Schools at YPI Hikmatul Fadhillah, Medan. From many models that can be used as a guide in developing a product in research, and this research procedure refers to the ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation. Branch (2009) because it follows the educational context.
Aldoobie (2015) stated that one of the most popular models used in the field of instructional design as a guide for creating an effective design is the ADDIE model. By using the ADDIE model's procedures on any educational product, this model is a method that aids teachers, content developers, and instructional designers in developing an effective, efficient teaching design.
Meanwhile, Peterson (2003) as cited Iswati (2019, p. 105) in stating that adopting the ADDIE model in a course is beneficial because it is more student-centered than teacher-centered. In addition, in its implementation and evaluation, students are very involved. Kusumawati (2017, p. 31) said that the advantages and disadvantages of the ADDIE Design model are as follows: 1. The benefit of this model are that it is easy and simple to learn and has a systematic structure. The ADDIE Model consists of five interrelated components in a systematic and structured manner. 2.
The disadvantage of this model is that the analysis stage takes a long time. In this design analysis stage, educators are needed to analyze two components, the first of which students divide into two, namely needs analysis and performance analysis.
If ADDIE model is compared to other models, Irviana, (2020, p. 101) said that Dick & Carey model, at the step of developing learning results tests, strategies of learning as well as developing and assessing teaching materials, it is not clear whether there is an expert assessment (validation). While the Kemp learning model, this model takes a long time because each step or procedure has a revision first, which is utilized to go to the next stage.
Therefore, the ADDIE model is clearer to develop, step by step linearly and non repetition. It provides a detailed specification for practitioners wishing to systematically create and measure learning, the ADDIE instructional design framework being the most frequently utilized. It has five steps: Analyzing the learning circumstances; Designing goals to solve problems in learning circumstances; Developing resources to meet these specifications; Applying learning resources in learning circumstances; and Evaluating how these resources meet instructional needs (Branch, 2009) cited by Hess & Katie (2016, p. 267). The following Branch (2009, p. 22) describes the five steps in a table:
Table 3.1
In this research, the model is modified that provided below:
A detailed description of the development procedure is as follows:
1. Analysis
Analysis of the ADDIE model before the development process, researchers identify student needs, including learning targets and needs. Three elements of target needs:
lack, want, and necessities. Researchers distributed questionnaires to students and interviewed English teachers.
2. Design
The researcher uses the results of the needs analysis as designing based on competency standards and essential competencies that underlie the teaching of English.
Concept Analyze Design Develop Implement Evaluate Identify the
probable causes for a performance gap
Verify the desired performance and
appropriate testing methods
Generate and validate the learning resources
Organize the learning environment and engage the students
Assess the quality of the instructional products and processes, both before and after implementati on
Pilot Test Analysis
Design
Expert Judgement
Final Product Development
3. Development
In the development step, researchers develop teaching materials in the establish of complementary speaking materials build upon the grid of subjects that have been designed in the previous step.
Intercultural values complement speaking materials in each unit proposed by Cortazi and Jinn (1999) cited in (Liska Afriani et al., 2019, p. 66). In this study, there are some reasons why choose interculture material to develop, namely:
a. The importance of learning culture is in the government law
b. The danger is that today's students prefer to study other cultures than their own or vice versa. Therefore, this research will add material about universal, national, and local cultural values.
c. Appreciate or respect others, live in peace, and adapt to diversity
Meanwhile, there are some reasons why choose speaking skill to develop, namely:
a. The school to be researched speaks English everyday and there is a native speaker who may discuss with the students about respective cultural values
b. There are many elements of speaking that most students have not mastered
c. Husna (2021, p. 229), speaking English is claimed as a scary thing for some students of English as a Foreign Language or English as a second language. This fear
influences their level of fluency in speaking. Aside from that, they have to get over this fear, they also have to think about what words they should say. This also makes them often forget what to say.
d. Brown & Yule (1983) cited in Irmawati (2016, p. 10) clarified that there are two kinds of speech function categories, namely interactional functions that focus on maintaining social relations between people and transactional functions that focus on conveying information. This shows that speaking is a significant communication skill not only to convey information or ideas but also to maintain social relationships with other people.
4. Expert Judgment
The questionnaire for expert judgment is adapted from the material development criteria proposed by (BSNP, 2012 p.
39). The expert judgments, namely researcher‟s thesis supervisor, Dr. Farida Hamid, M.Pd., and an English teacher at school, Mahwia Rahma Gultom, S, Pd.
5. Pilot test
The trial Pilot test is the first application. Researcher tested feasibility of the material by testing the product at school. Every learner and the teacher involved in the pilot will get evaluation sheet or a questionnaire to measure how pleased they are with the material.
6. Final Product
The results of teacher and student evaluation sheets in the field test evaluate the final product.
B. Research Participant
The subjects in this study were the grade eight students and their English teacher of YPI Hikmatul Fadhillah at Jl.
Jermal VII, Medan. The population of eighth grade students is 60, of which there are 3 classes of 20 students each.
Table 3.2
No. Class VIII Total of students
1. Righteous 20
2. Persistent 20
3. Sincere 20
Total number of students 60
The sampling technique in this study uses the Simple Random Sampling Technique. Simple random sampling is a technique of determining the location and sample randomly by determining the number of samples to be used investigated.
According to Sugiyono (2012) cited in (Harahap et al., 2018), simple random sampling is a method that is used to select a sample from the population at simple random so that each member of the population has an equal chance of being a sample. All members of the sample will be taken by using Microsoft Excel at random with a total of 10 students from each class. Then the total sampling will be 30 students.
The researcher decided to choose this school for several reasons. First, the researcher researched there when in an undergraduate program and used to be a teacher there. Second, the school applied the 2013 Curriculum. Third, the educator is
willing to cooperate in research. It is helpful for the researcher because teachers already know her. Moreover, there are some reasons why choose this school.
1. The aim of this study is to develop speaking skills material, it will be better at this school because everyday uses English
2. Students in this school should be introduced to cultures and appreciate them. Harper (2018, p. 8) said that nowadays, teenagers are entering adulthood in a multicultural world where creating cultural identities is becoming more complex. Frequently, adolescents face various cultural beliefs and behaviors that are conveyed to them by various social influences that sometimes conflict with one another.
3. There is a native speaker who might discuss each other's culture
4. Because the school is located in North Sumatra, there is an education law that requires educators to learn about culture
C. Research Instrument
The researcher uses several tools to gather data which are commonly called instruments.
1. Questionnaires
This study used four types of questionnaires, namely needs analysis questionnaire, experts judgment questionnaire, students‟ assessment, and learners' intercultural competence. The