Perspective
Obviously, this department is ready to answer the global demand for the competent English teachers who proactively maintain the cultural heritage. Nevertheless, the implication of
teaching EIL and intercultural acquisition have not been contextualized clearly in the classroom as it will be discussed further.
3. CROSS CULTURAL UNDERSTANDING CLASS
Since curriculum is developed by each university, therefore the English department is in charge with of its own curriculum and each lecturer is encouraged to design his or her own
syllabus. It is asserted that that there are three different ways to teach culture. First method is eclectic method, in which culture is into incorporated curriculum. Second one is incorporation
with cultural syllabus. While the last method is culture taught isolated as part of intercultural studies Lessard-Clouston, 2009. In this study, Cross Cultural Understanding CCU is
described. The number of students in this course is 60 students and teachers have about 90 minutes every meeting in class. They enroll this course in semester four in the age of 20.
Students come from different source cultures such as Tual, Ambon, Saumlaki and other districts in my province, Maluku. Class discussion and lecture are mostly done as a part of
ELT activities. There are two teachers in this class, yet they take a turn to teach this course every half semester. Basically, the goal of this course is students are expected to be able to
use the target language appropriately so that they can avoid misunderstanding and misbehaving, either in using or comprehending the target language. Target and native cultures
will be critically analysed together in this class. It means that the goal of this course is to give the perspective of two different cultures both target and local cultures, how students embrace
the difference and similarities and deal with the problem that is possibly raised in society. There are some particular issues that need to be revised according to the theories discussed.
Firstly, the class is teacher-centred in which teachers are the sources of knowledge. Students have little chance to gain information related to particular culture autonomously because all
the resources come from teacher. Secondly, target culture is the centre of this course as it can be seen from the choice of the topic per each meeting e.g. village life the farm, a tea party,
town industry London, Black hat. Instead of exposing students to target culture and establishing NES imperialism in the classroom, source and international cultures need to be
Perspective
introduced equally. In regards to these issues, some following activities are suggested to be implemented as a part of supplementary activities or can be the materials itself in classroom
in order to accommodate students broadening and enriching their knowledge with source, target and international cultures.
Activity 1: Having a foreign cyber pal
As previously mentioned in the discussion of theoretical background, electronic media is significantly powerful to provide multicultural setting for student to access and have new
international friends. Students get chance to have new foreign friends and exchange information about their cultures. It is possible for students to have long lasting friendship with
their new cyber pal.
Goal :
Students are able to make friends all over the world by social networking website Students are able to communicate their source culture confidently to other foreign
friends Students are able to respond appropriately toward their foreign friends’ customs or
cultures target or international culture by showing their highly respect.
Procedures:
Teacher encourages students to find new friends from social networks such as twitter, facebook or chatroom.
Beforehand, students should think and discuss particular custom that they have in order to tell their foreign friends about it.
Teacher gives a week for students to find friends in worldwide network site. Students will exchange information about their particular culture or custom with their
cyber pal. In response to this activity, students will report the result of their chat in the form of
presentation in small group for the next meeting.
Alternative recommendation:
Students can write a report about their new cyber friends’ information and custom. They can make it in “scrap book” and teacher can exhibit it in class
so other students can see it See appendix 1.
