CHAPTER II LITERATURE REVIEW
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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