View of English Teachers’ Perception on Teaching Culture in EFL Classrooms

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P-ISSN: Procces E-ISSN: Process, DOI:

English Teachers’ Perception on Teaching Culture in EFL Classrooms

Marwa Marwa¹, Rohandi Yusuf², Yona Dwi Tirta Syafitri³

1 Affiliation 1; [email protected]

ARTICLE INFO ABSTRACT

Keywords:

keyword 1; English Teachers’ Perception keyword 2; Teaching Culture

keyword 3; EFL Classrooms

(List three to five pertinent keywords specific to the article; yet reasonably common within the subject discipline; use lower case except for names).

This survey research aimed at investigating the English teachers’ perception on teaching culture. This research focused on “how is the English teachers’ perception on teaching culture in English as a foreign language (EFL) classrooms?” This quantitative study was conducted at English Education Department, Faculty of Education and Teachers Training. The data was collected from ten respondents by using a questionnaire (adopted from Gonen & Saglam, 2012). Descriptive statistics (Mean and Standard Deviation) were used to analyze the teachers' questionnaires’ scores. This study reveals that the English teachers’ perception on teaching culture in EFL classroom in terms of “Teachers’ opinions on the role of culture in teaching and learning a foreign language” was categorized into “Moderate” (M=2.55).

The second indicator “Teachers’ practices regarding culture teaching” reached a “Moderate” level (M=2.26).

The third indicator “Teachers’ familiarity with the target culture” was in the level of “Moderate” (M= 2.27). The last indicator “The extent to which teachers deal with the target culture” was categorized into “Moderate”

(M=2.35). In general, the English teachers’ perception on teaching culture in EFL classrooms was categorized into

“Moderate”. In short, the English teachers’ perception on teaching culture in the EFL classrooms implies teachers' advocacy of culture integration into language teaching.

Future study can explore more what English teachers have designed, planned, implemented, and evaluated in terms of culture integration in their EFL classrooms.

Article history:

Received 2021-08-14 Revised 2021-11-12 Accepted 2022-01-17

This is an open access article under the CC BY-NC-SA license.

Corresponding Author:

Marwa Marwa

Affiliation 1; [email protected] 1. INTRODUCTION

Culture in every society has been a common heritage and has created beliefs, customs, religions, and arts when the group interact each other. At the same time, education is the process of imparting knowledge or acquiring knowledge. Culture has the potential to have a significant impact on education as well as an impact on the culture of a society. Many researchers have conducted research and found that the culture plays an important role in language teaching (Marwa, 2018; Iryani, 2014; Abdollahi-Guilani, Yasin, Hua, & Aghaei,

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2012). Marwa (2018) asserts that cultural learning is beneficial for EFL students’ learning, and the students agree that the target culture should be taught along with the target language in the EFL classroom. Iryani (2014) mentions that culture also gives contribution to education to create an intellectual human being and having a good manner. The significance of teaching and learning culture as an inseparable part of language triggers language teachers to integrate cultural points into the syllabus of language programs. Abdollahi- Guilani, et al. (2012) asserts that integrating culture in the language teaching is crucial due to its assistance to language learners in terms of understanding the world around them and modifying their attitude toward culture of other people.

Choudhury (2014) claims that culture has an important role in teaching and learning English as a foreign or second language; thus, the English teachers have to intergrate it in designing English courses for EFL or ESL students. Definately, culture and language learning have been strongly related (Göbel, & Helmke, 2010; Bayyurt, 2006; Purba, 2011;

Byram, 2013). Purba (2011) explains that language learning mastery depends on both culture and linguistic elements. When, mastering cultural aspect is a must, English teachers must design and introduce students to learning activities and tasks and course books containing the target culture. So, language learners can enrinch themselves with more cultural knowledge. Byram (2013) proposes a model for teaching foreign language and culture by including some basic aspects covering language learning, language awareness, cultural awareness and cultural experience. This model has been assumed as an integrative approach for teaching and learning language and culture since it combines students’

knowledge and cultural experience of their first and foreign language.

Moreover, culture materials, culture learning objectives, and willingness to engage in culture teaching need to be taken into account (Jariyah, 2019; Han, 2010). Jariyah (2019) investigates target culture materials in English textbooks and also examines teachers’

perspectives on cultural teaching in terms of the goals, teachers’ culture understanding, the favorite cultural topics, the culture teaching techniques, the allocation of time, and attitudes towards courses design containing culture. Similarly, Han’s (2010) study reveals encouraging signs of teachers’ and college trainers’ willingness to engage in cultural teaching. Language teachers have a responsibility particularly in altering their perception of cultural teaching which then results to develop their understanding and confidence in language classrooms.

As a matter of fact, language teachers do not fully understand the importance of incorporating culture into language teaching. The researchers also show that teachers encounter serious problems while teaching culture in language classroom (Sun, 2013; Gonen

& Saglam, 2012). According to Gonen & Saglam (2012), the main problems of integrating culture in language teaching are due to overloaded curriculum, teachers’ thoughts of not having enough knowledge of the target culture, students’ attitudes of relating and interpreting target culture from their own native culture, teachers’ lack of training on how to teach culture in language classroom, and teachers’ lack of knowledge of how to evaluate cultural competence as a result of cultural teaching. In sum, teachers are not sure whether students can think and behave according to what they have read or learned.

Based on the previous research contextualization, the identification of this research can be traced to Sun (2013) and Gonen & Saglam (2012) studies that reveal the teachers’

problems when teaching language and culture. Moreover, Alptekin and Tatar (2011) mention teachers should consider cultures in their language teaching classrooms. Therefore, the researchers intend to investigate the research on this issue by formulating a research question “How is the English teachers’ perception on teaching culture in the English as a foreign language (EFL) classroom?”

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2. METHODS

This quantitative research was designed as a survey study. It was a cross-sectional survey with the intent of generalizing from a sample to a population (Creswell 2012). This research was conducted from November 2020 until February 2021 at the English Education Department, Faculty of Education and Teachers Training, in one of universities in Riau. The variable of this research was the teachers’ perception of teaching culture in the English Foreign Language classrooms. There total number of population was ten English teachers who involved as the respondents. The instrument in this study was a questionnaire (adopted from Gonen & Saglam, 2012) consisting of 50 statements. The instrument has been tested with statistic descriptive (using SPSS) with the analysis of deductive content. The validity of the instrument was tested through a review by subject matter experts. There are four indicators in the questionnaire of teachers’ perception of teaching culture covering: 1) teachers’ opinions on the role of culture in teaching and learning a foreign language, 2) teachers’ practices regarding culture-teaching, 3) teachers’ familiarity with the target culture, 4) the extent to which teachers deal with the target culture. Descriptive statistics (Mean and Standard Deviation) were used to analyze the teachers' questionnaires’ scores.

After analyzing the data by using Descriptive Statistics, the researchers continued to analyze it by categorizing Means into Katz and Kahn range likert scale (1978) as follow: The research method should be included in the Introduction. The method contains an explanation of the research approach, subjects of the study, the conduct of the research procedure, the use of materials and instruments, data collection, and analysis techniques.

Table 1. Katz & Kahn’s Likert Scale Range

No Range Category

1 1.00 – 2.49 Low

2 2.50 – 3.99 Moderate

3 4.00 – 5.49 High

Katz & Kahn’s (1978) Likert Scale Range

3. FINDINGS AND DISCUSSION

3.1 Teachers’ perception on the culture role in teaching and learning a foreign language

This study has identified teachers’ perception of teaching culture in ELT classroom. Table 2 shows the scores of the first indicator that portrays teachers’ perception on the role of culture in teaching and learning a foreign language. There were 15 statements represented the culture role in teaching and learning English in ELT context.The results obtained from the research have to be supported by sufficient data. The research results and the discovery must be the answers, or the research hypothesis stated previously in the introduction part.

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Table 2 Teachers’ opinions on the role of culture in teaching and learning a foreign language

Number and Statement M SD

1. The importance of teaching culture in foreign language

classroom 2.70 .675

2. The possibility of teaching language and culture 2.50 .850 3. Students with foreign culture knowledge will be more the

more tolerant. 2.90 .316

4. Misunderstandings occur when speakers of different

language communicate 2.70 .675

5. Culture identity must be enhanced in Foreign language

teaching. 2.40 .843

6. Foreign language classes should promote the cultural

dimension. 2.90 .316

7. Foreign language/culture classes should promote

European and global identities. 2.60 .516

8. English syllabus has validity to represent English-

speaking countries’ cultures. 2.30 .949

9. Linguistic accuracy can be developed from cultural study

in language classes. 2.20 .919

10. A foreign culture Learning affects the student's own

culture attitude. 2.00 .943

11. Foreign cultures’ study causes the student’s cultural

identity. 2.10 .876

12. A critical attitude towards both target and native cultures

can be fostered from a foreign culture learning. 2.70 .675 13. Cultural awareness should be given only for the students

at advanced levels 2.70 .675

14. Culture teaching encoures students. 2.70 .483 15. Students’ language skills can be improved in their

language and culture class. 2.90 .316

Note : M and SD are calculated on likert scale (1-3) with options “Agree=3”,

“Undecided=2”, or “Disagree=1”

Table 3. Teachers’ opinions on the role of culture in teaching and learning a foreign language

Indicator 1 (N=10) M SD

Teachers’ peception on the culture role in EFL

classroom 2.55 .268

Note: N=10 Respondents, Mean (M) and Standard Deviation (SD) are calculated on a likert scale (1-3)

Table 3 displays teachers’ opinions on the role of culture in teaching and learning a foreign language was in the level of “Moderate” indicated by Mean (M=2.55) and Standard Deviation (SD=.268). The data shows that the teachers’ perception has sufficient positive agreement in the first indicator. This finding indicates that FL teachers have adequate understanding about the importance of the culture role in FL classrooms.

3.2 Teachers’ practices regarding culture

Table 4 shows the data of the second indicator consisting of 15 statements indicate teachers’ practices regarding culture-teaching in EFL classroom.

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Table 4 Teachers’ practices regarding culture-teaching

1. Asking students about the image containing the foreign

country promotion. 2.40 .516

2. Telling students information about the foreign country or

culture. 2.70 .483

3. Telling students something amused or odd about foreign

culture(s). 2.50 .527

4. Asking students in searching an aspect of the foreign

culture 2.30 .483

5. Using videos, CD-ROMs or the Internet to expose the

foreign culture. 2.60 .516

6. Asking students’ opinion of living in a foreign culture. 2.40 .516 7. Talking students about experiences in a foreign country. 2.10 .738 8. Inviting a person from the foreign country to classrooms. 1.90 .876 9. Asking pupils to describe their own culture in the foreign

language 2.30 .483

10. Taking objects from the foreign culture to FL classroom. 2.10 .738 11. Decorating classrooms with posters containing aspects of

the foreign culture. 1.70 .675

12. Commenting on how foreign culture is exposed in the

classroom materials. 2.30 .483

13. Asking students the different aspects of their own culture

and the foreign culture. 2.40 .516

14. Discussing the foreign culture aspects are negatively

disposed. 2.10 .738

15. Talking with students about cultural stereotypes of

particular cultures and countries. 2.20 .632 Note : M and SD are calculated on likert scale (1-3) with options “Often=3”, “Once in a while=2”, “Never=1”

Table 5. Teachers’ practices regarding culture

Teachers’ practices regarding culture-teaching 2.26 .402 Note: N=10, M and SD are calculated on a likert scale (1-3)

Teachers’ practices regarding culture-teaching in a foreign language classroom reached a Mean 2.26 with Standard Deviation .402. The score of the Mean was in the level of “Moderate”. Mostly, the teachers’ options in terms of the second indicator indicates that teachers’ practices regarding culture-teaching has been exhibited in adequate frequency.

This finding depicts that the teachers in FL classroom have the positive insight in promoting the culture diversity to their students.

3.3 Teachers’ familiarity with the target culture

Table 6 displays the data of teachers’ familiarity with the target culture in a foreign language classroom consisting of 10 statements. The detailed information pertaining to the third indicator are presented as follow:

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Table 6 Teachers’ familiarity with the target culture

1. Target culture political system, geography, history. 2.40 .699

2. Various ethnicity and society. 2.30 .675

3. Living conditions, Life and routines, etc 2.40 .843

4. The culture of youth 2.10 .738

5. Professional life and education 2.40 .843

6. Tourist attractions, traditions, folklore 2.30 .823

7. The works of art 2.20 .632

8. Music, drama, arts 2.10 .568

9. Community values and beliefs 2.40 .843

10. Students’ own country relation to other countries 2.10 .568 Note : M and SD are calculated on likert scale (1-3) with options “Very familiar=3”,

“Sufficiently familiar=2”, “Not sufficiently familiar=1”

Table 7. Teachers’ familiarity with the target culture

Teachers’ familiarity with the target culture 2.27 .637 Note: N= 10, M and SD are calculated on a likert scale (1-3)

The third indicator “teachers’ familiarity with the target culture” in teaching language EFL classroom calculated a Mean 2.27 and Standard Deviation .637. The Mean score was categorized into a “Moderate” level. It can be summed that the teachers’ options in terms of the third indicator indicates that teachers’ familiarity with the target culture has been sufficiently adopted by the teachers while teaching in their language classrooms. This finding reveals that EFL teachers have adequate knowledge of the target culture.

3.4 The extent to which teachers touch upon the target culture

Table 8 shows the data that portrays the extent to which teachers deal with the target culture in teaching language in EFL classroom that consists of 10 statements.

Table 8. The extent to which teachers touch upon the target culture

1. Teaching history, geography, political system 2.30 .483 2. Discussing different ethnic and social groups 2.20 .422 3. Explaining daily life and routines, living conditions, food and

drink etc 2.40 .516

4. Highlighting youth culture issues 2.30 .483

5. Talking about education, professional life 2.60 .516 6. Exposing traditions, folklore, tourist attractions 2.40 .516

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7. Reading and ddiscussing literature 2.30 .483 8. Showing other cultural expressions (music, drama, art) 2.40 .516

9. Describing values and beliefs 2.40 .699

10. Connecting students’ own country to other countries 2.20 .422 Note : M and SD are calculated on likert scale (1-3) with options “I touch upon it extensively=3”, “I touch upon it once in a while=2”, “I never touch upon it=1”

Table 9. The extent to which teachers touch upon the target culture

The extent to which teachers deal with the target culture 2.35 .371 Note: N=10, M and SD are calculated on a likert scale (1-3)

The fourth indicator with 10 statements shows ”the extent to which teachers deal with the target culture” with a Mean 2.27 and Standard Deviation .637. The Mean score of the third indicator was in the level of “Moderate”. It can be concluded that ”the extent to which teachers touch the target culture” has been demostrated by the teachers quite extensively while teaching in the EFL classroom.

3.2. Discussion

The previous section describes the results of English teachers’ perception of teaching culture in the foreign language classroom in an English study program at faculty of education and teachers training including aspects of perception, practices, familiarity, and the extent teachers undertake the teaching of the target culture. Furthermore, in the section of discussion, data on the research results are then discussed either to be confirmed with or confronted to some previous research findings. Based on the findings above, there are some ideas the researchers get from the data in terms of the English teachers’ perception in four indicators. From all of those 4 indicators, options are categorized into a “Moderate” level.

The findings in this study are parallel to those in Choudhury (2014) that culture has significant role in teaching and learning of English as a foreign or second language. The teachers must possess the good attitude toward the importance of culture and must enrich their knowledge of diverse culture pertaining to the materials he/she is going to teach to the language learners. In a broader insight of teaching culture in EFL context, Göbel and Helmke (2010) highlight that teachers’ intercultural experience contributes significantly to their intercultural instruction performance. English teachers who have intercultural experiences will affects the students’ intercultural competence development.

In this research, teachers generally have positive attitude toward the role of culture in teaching and learning foreign languages, that is, seen from the Mean results, the teacher's opinion agrees that the more students know about foreign cultures, the more tolerant they are, then the cultural dimensions in foreign language classes must be expanded. To combine languages and culture could assist students to improve their language skills. This finding confirms to Marwa (2018) who claims that cultural learning is beneficial for EFL students’ learning and finally, they agree that the target culture should be taught along with the target language in the EFL classroom.

Meanwhile, most teachers often practice teaching culture. In this study, teachers often tell students what the teacher heard (or read) about a foreign country or culture, then the teacher also tells students something interesting or strange about foreign culture, and the teacher use videos, CD-ROMs or the Internet to illustrate aspects of foreign culture.

This finding is in line with Hamza’s (2018) study that teachers of English should relate culture to language so that learners can develop their critical thinking towards foreign

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culture. By sharing teachers’ own cultural experience; it is expected to help learners understand other cultures. Thus, language teachers should become the agents in developing the cultural awareness of their learners.

Furthermore, most of the teachers are very familiar with cultural targets, this can be seen from the results of the research, namely teachers are very familiar with history, geography, political systems, then daily life and routines, living conditions, food and drink, etc., then education, professional life and values and beliefs. This finding is corresponding with Xiaohui and Li (2011) that teachers have responsibility pertaining to developing students’ communicative competence and language proficiency as the the goals of language teaching. In fact, eventhough the language teachers are familiar with daily life, routines, and food and drink of English cultures; yet, most of them do not know well the culture of youth and ethnic groups of English.

This study reveals that most of the teachers have touched extensively upon the target culture, such as daily life and routines, living conditions, food and drink, education, professional life, traditions, folk tales, tourist attractions, and other cultural expressions (music, drama) as well as values and beliefs. Interestingly, there should be a consideration of teaching culture alongside with the language. Batista (2018) has addressed issues of promoting culture in primary schools in Portugal. It is important to see whether teachers integrate teaching culture alongside with language. It is also crucial to know if knowledge of cultural references and culture-related issues, facts or aspects contributes to students’

cultural knowledge development. In addition, Ali & Mohideen (2016) highlight the issue of culture shock of L2 learners who have been exposed to the L1 culture with the help of illustrations and dialogues which are not incompatible with their own home culture and their society's norms. To cope with this, language teachers need some more cultural information about the target language culture that can be accessed from internet, TV programs, literature and music in order to facilitate the students’ culture awareness development.

4. Conclusion

Based on the finding of this research, the researchers conclude that the English teachers’ perception on teaching culture in the EFL classroom with a moderate agreement has explicitly shown a positive advocacy of culture integration into language teaching. In addition, investigating English teachers’ perception on teaching culture in their EFL classrooms can be an initial step of identifying and uncovering the existance of culture integration into language teaching. Future study can explore more what English teachers have designed, planned, implemented, and evaluated in terms of culture integration in their EFL classrooms. Therefore, such an in-depth study or a qualitative research is highly required to address this issue.

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