Culture integration in english language teaching at seventh grade students of SMP Muhammadiyah 4 Surabaya academic year 2016-2017.
ABSTRACT
Taqiyya, Nabila. (2017). Culture Integration in English Language
Teaching at Seventh Grade Students of SMP MUHAMMADIYAH 4
Surabaya Academic Year 2016-2017. A Thesis. English Teacher
Education Department, Faculty of Education and Teacher
Training, State Islamic University of Sunan Ampel Surabaya.
Advisor I: M. Hanafi M A Advisor II: Sigit Pramono Jati, M.Pd
Key words: Culture, Integrating Culture, Students’ Perception,
English Language Teaching.
Culture and language are two terms that cannot be separated. This
research focuses on culture integration in English Language Teaching at
7-A students of SMP MUHAMMADIYAH 4 Surabaya. It also focuses
on the students’ perception dealing with culture integration. Culture
integration here means, using seven activities in English class especially.
Seven activities that included on culture integration are authentic
materials, proverbs, role play, culture capsules, ethnographic studies,
literature, and film. It is required for the English teacher to integrate the
culture into teaching and learning process within classroom. Moreover,
teaching and learning process that include culture .makes English
classroom more interesting. This research uses qualitative method.
Researcher uses classroom observation and interview to get the data.
The researcher also analyses the lesson plan of English teacher.
Researcher do six meeting observation within the classroom, researcher
analyses ten lesson plans of English teacher. Researcher do the interview
by doing Focus Group Discussion, there are four groups that is
interviewed by researcher. As the results, it finds that picture is the
media that used by teacher more frequently than another media as
culture integration. Furthermore, 7-A students have positive perception
in the using of film, and negative perception in the using biography.
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ABSTRAK
Taqiyya, Nabila. (2017). Culture Integration in English Language
Teaching at Seventh Grade Students of SMP MUHAMMADIYAH 4
Surabaya Academic Year 2016-2017. Skripsi. Prodi Pendidikan
Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas
Islam Negeri Sunan Ampel Surabaya. Pembimbing I: M. Hanafi,
MA. Pembimbing II: Sigit Pramono Jati, M.Pd
Kata kunci: Budaya, Integrasi Budaya, Persepsi Siswa, Pembelajaran
Bahasa Inggris
Budaya dan bahasa adalah dua kesatuan yang tidak dapat dipisahkan.
Penelitian ini focus pada peng integrasian budaya dalam pembelajaran
bahasa Inggris di murid kelas 7-A SMP MUHAMMADIYAH 4
Surabaya. Penelitian ini juga focus pada persepsi siswa terhadap
pengintegrasian budaya. Peng integrasian budaya disini adalah,
penggunaan tujuh aktivitas terutama dalam kelas bahasa Inggris. Tujuh
aktivitas tersebut adalah, authentic materials, proverbs, role play,
culture capsules, ethnographic studies, literature, dan film. Adalah
suatu kewajiban untuk guru bahasa Inggris untuk melakukan peng
integrasian budaya dalam proses belajar mengajar. Lagi pula, proses
belajar dan mengajar yang menggunakan budaya dapat membuat proses
tersebut lebih menarik. Penelitian ini menggunakan metode kualitatif.
Peneliti menggunakan observasi kelas dan wawancara untuk
mendapatkan data. Peneliti juga menganalisis sepuluh Rencana
Pelaksanaan Pembelajaran (RPP) dari guru bahasa Inggris. Peneliti
melakukan wawancara dengan siswa melalui Focus Group Discussion
(FGD) atau melakukan wawancara dengan cara mengelompokkan objek.
Hasil dari penelitian ini menunjukkan, gambar adalah media yang paling
sering digunakan oleh guru dalam hal peng integrasian budaya.
Selanjutnya, siswa 7-A mempunyai persepsi positif dalam hal
penggunaan film dan persepsi negatif terhadap penggunaan biografi
sebagai proses integrasi budaya.
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TABLE OF CONTENTS
APPROVAL SHEET…………………………………………………..i
EXAMINER APPROVAL SHEET…………………………………..ii
MOTTO……………………………………………………………….iii
DEDICATION SHEET………………………………………………iv
ABSTRACT……………………………………………………………v
ABSTRAK…………………………………………………………….vi
ACKNOWLEDGEMENT………………………………………..….vii
PERNYATAAN KEASLIAN TULISAN…………………………....ix
LIST OF APPENDICES…………………………………………….xv
CHAPTER I : INTRODUCTION……………………………………...1
A.
B.
C.
D.
E.
F.
Research Background………………………………………......1
Research Question…………………………………………….8
Objective of the Study………………………………………...8
Significance of the Research………………………………….8
Scope and Limitations………………………………………...9
Definition of Key Terms……………………………………....9
CHAPTER II : REVIEW OF RELATED LITERATURE……………11
A.
Review of Related Literature………………………………….11
1. Culture…………………………………………………...11
a. Definition of Culture………………………………….11
2. Integrating Culture………………………………………12
3. Perception…………………………………………….….14
B. Review of Previous Study…………………………………….16
CHAPTER III: RESEARCH METHOD……………………………...19
A.
RESEARCH METHOD………………………………………19
1. Research Design…………………………………………19
2. Subject of Study…………………………………………19
3. Research Instrument……………………………………..20
4. Data Collection Technique………………………………20
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5.
Data Analysis Technique………………………………..21
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION………25
A.
B.
FINDINGS……………………………………………………25
1. 4 Activities used by the Teacher in Integrating Culture in
English Language
Teaching…………………………………………………25
2. 7-A Students Have Positive Perception on the Use of Film
and the Negative Perception on the Use of
Biography………………………………………………..36
RESEARCH DISCUSSION…………………………………..44
1. The Teacher only uses Four out of Seven Activities that
Include Culture Integration……………………………..44
2. 7-A Students Have Positive Perception towards the Using
of Film and Negative Perception towards the Using of
Biography………………………………………………..46
CHAPTER V: CONCLUSION AND SUGGESTION……………….56
A. Conclusion…………………………………………………....56
B. Suggestion…………………………………………………….57
REFERENCES ………………………………………………………..59
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CHAPTER I :
INTRODUCTION
This chapter discusses the area of the research that covered in some
headings. (1) Research Background, (2) Research Question, (3)
Objective of the Study, (4) Significance of Research, (5) Scope and
Limitation, (6) Definition of Key terms
A. Research Background
Teaching and learning a foreign language is not only
about the language. Teaching and learning a foreign language
means that learning the culture of that language too. Learning
the Japanese language means learning the Japanese culture,
learning the Indonesian language means learning the
Indonesian culture. It goes to show that in teaching and
learning English means that we must learn its culture too. Thus,
language and culture are two terms that can’t be separated.1 It
reflects that, when we will teach the language we can’t
disappear between the culture and the language knowledge,
those two terms should be integrated each other. Therefore, it is
important for teachers to integrate English and its culture
during the teaching and learning process. 2
Reflecting the statement above, there are three reasons
why integrating culture in English learning are important. The
first reason is culture and languages are two terms that can’t be
separated. As English language teachers we must be interested
in the study of culture because teaching culture in English
language class is a must. Without any culture, the language will
become the symbol that has no meaning. The second reason is
that language teaching is culture of teaching. It means that
language codes can’t be taught in separated area because there
1
Mohammad Pourmahmoud Hesar, M. Yafuz Konca, and Elham Zarfasz, “Why and How
to Apply Culture in an EFL Classroom,” International Conference on Language, Medias
and Culture 33 (2012): 68.
2
H. Douglas Brown, Principles of Language Learning and Teaching (White Plains, NY:
Pearson Longman, 2008), 200.
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is a socio-cultural transmission that works on many levels
which is the contents of language exercises and the cultural
discourse of textbooks. The third reason is that the main goal of
learning English is to make the students gaining the
communicative competence. Thus, the students will feel so
hard and difficult if they aren’t taught about its culture too.
Additionally, by understanding the culture, students will be
helped to connect the abstract sound and type of language to
real people and places.3 It means that if the students have
already understood about its culture, it will be easier for them
to understand the conversation they are having in. Moreover, it
will boost them not to have any misunderstanding or culture
shock when they speak each other.
Rahim Uddin was stated in his journal that integrating
culture is important especially for the students. Furthermore, he
states several examples that may be happened when the
students didn’t get the knowledge of culture.4 The first example
is that when the students learn about vocabulary. He takes an
example from color. White color often associates with pure,
noble, and moral goodness. The bride in the Western culture
mostly wears white dress. However Chinese people will wear
red dress in their wedding because, in China white associates
with pale, weak, and without vitality. 5 The second example is
about the short story about young interpreter in serving the
foreigner. The young interpreter got the job for accompanying a
foreign guest. The interpreter tries to do his best in
accompanying the foreigner. He tries to be enthusiastic as
possible by say “you come this way.” “You are sitting here.”
“Don’t go too fast.” “Follow me.” “Don’t be late.” But, the
next day the foreigner didn’t want to go with him again because
the foreigner thought that the young interpreter is not polite. In
the foreigner eyes, the young interpreter is not helping him, but
scolding him as scolding a child. There is no problem with the
Hemat Purba, “The Importance of Including Culture in EFL Teaching,” JET, Journal of
English Teaching 1, no. 1 (February 2011): 47–48.
Rahim Uddin Choudury, “The Role of Culture in Teaching and Learning of English as a
Foreign Languge,” International Journal of Multi Disciplianary Research 1, no. 4 (April
2014): 4–5, www.express‐journal.com.
5
Ibid.
3
4
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young English interpreter but the lack of culture knowledge
that makes the young interpreter incompetent in his job.6
Regarding Rahim Uddin’s examples in his journal
above, knowing the culture knowledge is important. The first
example shows that from culture, the students will know not
only the vocabulary or the differences between the red and
white but also the meaning of the color for the two differences
country. They also can learn from the culture about the way of
life, habits and customs, history and everything. The second
example shows that in the communication between two people,
the speaker should know the context like what you are saying,
to whom you are saying it, when and where you are saying it. It
is very important to know the culture of native speaker when
the students having the conversation with them.
Integrating culture in English learning holds the
significance role. Through the integrating culture, teacher can
make the variety activities in the classroom. For instance, the
teacher can use a short movie for showing the students about
the culture of native speaker. A short movie can be used as the
interesting way for showing the students how native speaker
greet each other. It is also useful to introduce the students about
the lifestyle of native speaker, especially the good lifestyle.
Teacher can make the students more interesting in learning
English language too. Hemat Purba suggested seven activities
that can be used in the classroom; they are authentic materials,
proverbs, role play, culture capsules, ethnographic studies,
literature, and film.7 In addition, integrating culture in English
learning has shown the positive effect. 8 For example,
commonly when the students listen to the events that familiar
with them, they will be more understand. No matter what they
are, e.g., news, reports, and stories etc. On the contrary, it will
be more difficult if the materials contain with something that
related with cultural background knowledge that they did not
familiar with.9
6
Ibid., 6.
Purba, “The Importance of Including Culture in EFL Teaching,” 51–53.
8
Brown, Principles of Language Learning and Teaching, 200.
9
Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign
Languge,” 5.
7
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Therefore, that case will be solved if students get more
cultural contents during the teaching and learning process in
their classroom. The other researchers integrate the culture
through the using of some strategies, like initiating contact,
using diplomacy in discussion and use the role play during their
classroom. All of those activities can be chosen by the teacher
if they want to teach the language together with the culture, it
depends on the teacher. Furthermore, Hemat Purba stated that
teaching culture should be included in the lesson plan. 10 He
said that if the culture teaching be included in the lesson plan,
the main aim of teaching culture in the classroom will be
reached.11 Yi-Chun Liu also stated in her journal that
integrating the target culture into English Language Teaching
(ELT) will make the teaching and learning process more
interesting and it will motivate the students to learning
English.12 So, integrating culture in English classroom will
make the students not only like the lesson but also being
motivated to learn English. Integrating culture in English
learning also can make the students learn English easier.
Teacher who will integrate the culture in their teaching
learning process should choose, collect, and arrange the cultural
materials carefully. Sultan Turkan stated in his journal that
there are two things that teacher should do dealing with culture
integration in the classroom. The first is involving interest and
curiosity of students dealing with the target culture. The second
thing is, the teacher should make sure that their students
recognize the factor which influence in how people use the
language as age, gender, and social class. 13 Rojab Siti Rodliyah
also stated in her journal about the way teacher can integrate
the culture in the classroom. There are four suggestions from
her, firstly the teacher provides more authentic materials
contain with target culture. Then, the teacher should give the
Purba, “The Importance of Including Culture in EFL Teaching,” 46.
Ibid., 51.
12
Yi-Chun Liu, “The Use of Target-Language Cultural Contents in EFL Teaching,”
International Journal of Humanities and Social Science 4, no. 1 (April 2014): 245.
13
Sultan Turkan and Servet Celik, “Integrating Culture into EFL Texts and Classrooms:
Suggested Lesson Plans,” NOVITAS ROYAL, Research on Youth and Languge 1, no. 1
(n.d.): 22.
10
11
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students short explanation or brief introduction on culturallyrelated method. The next is teacher recommended to use the
pictures, maps, realia, posters and etc. The last is teacher may
use the role play. Furthermore, she stated that the importance of
using the role play in integrating culture is to make the students
learn about the differences of attitudes and value of target
culture.14
The researcher stated that culture and language cannot
be separated. Some experts such as Hemat Purba, Rahim
Uddin, and Rojab Siti Rodliyah also have been stated in their
journal that language teaching means culture teaching. Hemat
Purba provided seven activities that can be included in English
language classroom.15 Rahim uddin stated the influence of
culture teaching into several things, for instance cultural
influence on translating, cultural influence on speaking, and
cultural influence on reading etc.16 While Rojab Siti Rodliyah
stated about the benefit when the students do the role play in
the classroom, she said role play can make the students more
understand with the attitudes of native speaker. 17 If English
foreign learner does not teach the cultural content during their
learning process there will be a useless learning process, there
will be a minus content dealing with the English learning.
Additionally, there are some advantages mentioned by
Muhammad Abdullahi in his Journal dealing with integrating
culture in the classroom. The first advantage is that integrating
culture can help learners connect to abstract sound. It means the
learners can totally understand with the indirect code when they
do the conversation or communication with the person from the
target culture that they have learned. The second advantage is
that learners need motivation during their learning process of
English language, and it can be gotten from cultural classes.
The last advantage is tha t the learners can be familiar with the
Rojab Siti Rodliyah and R. Dian D. Muniroh, “The Importance of Incorporating the
Target Culture in English Language Teaching,” n.d., 6.
15
Purba, “The Importance of Including Culture in EFL Teaching,” 51–53.
16
Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign
Languge,” 4–8.
17
Siti Rodliyah and D. Muniroh, “The Importance of Incorporating the Target Culture in
English Language Teaching,” 14.
14
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history, customs, life style, and agriculture of the target
culture.18 So, considering about the importance and the
advantages of integrating culture in English language
classroom can make the teacher formulate the activities that
can’t be bored for the students. It also can make the students
become more enthusiastic and have more spirit in learning the
English language. The benefit of culture integration is not only
for the students but also for the teacher.
Unfortunately, nowadays not all the English teacher
can integrating the culture in English learning for example
integrating culture consciously and including in their lesson
plan. That’s why the writer decides to do the preliminary
research at the three different schools with three different
English teachers. The writer wants to find out the English
teacher who specifically stated the integrating culture in the
lesson plan. The writer wants to do the preliminary research by
do the observation in the English class. Because of the limited
time the writer only does the interview with them. The first
interview has been done at SMPN 2 Krian-Sidoarjo with
teacher A. He told me that he was aware that integrated culture
in the classroom was very important especially about good
culture. Furthermore, he said that taught English language not
only about the term of language itself but also with the culture.
The second English teacher is teacher B, she was an
English teacher at SMPN 1 Tarik-Sidoarjo. She had the same
opinion with the previous teacher that integrated culture in the
English class was very important. In addition, she said that
integrated culture has become the important thing especially for
the students who have a dream to continue their study abroad.
They need enough knowledge dealing with native speakers’
culture there. However, both of them didn’t mention the
integrated culture in their lesson plan even though they were
aware that integrated culture in English class is very important.
The third English teacher is teacher C. He was the
English teacher at SMP Muhammadiyah 4 Surabaya. As the
18
Mohammad Abdullohi, Guilani et al., “Culture-Integrated Teaching for the
Enhancement of EFL Learner Tolerance,” Asian Social Science 8, no. 6 (May 1, 2012):
116, doi:10.5539/ass.v8n6p115.
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previous teachers, he has the same opinion with them that
integrated culture in English class was very important and the
students had to know the cultural differences between those
two cultures, native culture and Indonesian’s culture. He said
that the integrated culture is put in his lesson plan but
unfortunately until now he has not provided me the lesson plan.
Reflecting the result of those preliminary researches at
three different schools, the writer decides to choose SMP
Muhammadiyah 4 Surabaya as the setting of the research. It is
because that in this school, the English teacher has already
specified the culture integration in his teaching and learning
process. After the writer has a little discussion with him, he
decides to choose the seventh grade students there. That’s why
the writer decides to choose SMP Muhammadiyah 4 Surabaya
as the object in her research.
Identifying about integrating culture, some researchers
have observed about that problem. In kingdom of Saudi Arabia,
Rahim Uddin Choudhury has already observed about
integrating culture entitled The Role of Culture in Teaching and
Learning of English as a Foreign Language. Based on his
research, he was not only focused on the culture but also with
the role of culture itself. He specifically stated how the culture
influenced the skill on English language. He explained how
culture influence on vocabulary, how culture influenced on
speaking, and how culture influenced on reading etc.
Whereas in Turkey Mohammad Pourmahmoud Hesar
and friends have already conducted the research dealing with
integrated culture entitled Why and How to Apply Culture in an
EFL Classroom. Based on his research, he more focused on the
use of technology which has related with culture and it’s used
in the EFL classroom. He also focused on the characteristic of a
culturally responsive teacher. It means, he more focused on the
characteristic of teacher who has cultural competent. In his
journal, he also focused on the effect of culture in language use,
for example the verbal and non-verbal communication.
The next researcher was Dimitrios Thanasoulas, his
journal entitled The Importance of Teaching Culture in The
Foreign Language Classroom. In his journal, he was only
mentioned the reason why incorporated the culture in English
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Foreign Language. He also said that incorporate the culture into
English teaching and learning process should be the integral
part.
Reflecting the previous studies that have been
mentioned above, this research will be different. This research
will focuses on the process of culture integration in ELT. The
process here means the variety of activities based on Hemat
Purba’s journal. This research also will focus on the students’
perception of culture integration in ELT.
B. Research Question
1.
2.
How is the culture integration in English Language
Teaching at SMP MUHAMMADIYAH 4 Surabaya?
What is the students’ perception of culture integration in
English Language Teaching at SMP MUHAMMADIYAH
4 Surabaya?
C. Objective of the Study
1.
2.
To explain the way and kinds of activities that used by
teacher dealing with culture integration in ELT at SMP
MUHAMMADIYAH 4 Surabaya.
To find out the perception of seventh A students dealing
with
culture
integration
in
ELT
at
SMP
MUHAMMADIYAH 4 Surabaya.
D. Significance of the Research
The results of the study were expected to make this
research a source in the way how teacher integrates the culture
within the classroom and the variety of activities that can be
done by the teacher dealing with integrating culture. For the
teachers, they will know better about the culture integration in
the classroom. For the candidates of teacher, it can make them
aware that teaching language is not only about the language but
also it’s about the culture. Integrating culture also can make
them think more creative because there are a lot of activities
that can be done.
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The results of the research are also useful for the next
researchers who want to do research dealing with integrating
culture. They may conduct the research in different angle from
this term in the future. After this research find out the way
teacher integrate the culture in their classroom, the next
researcher may use this research for the source.
E. Scope and Limitations
The scope of the study focuses on culture integration
and students’ perception. The writer will analyze the culture
integration based on Hemat Purba’s journal. In this study there
are seven activities that can include as culture integration. They
are authentic materials, proverbs, role play, culture capsules,
ethnographic studies, literature, and film. Those seven activities
are including in culture integration, this study will concern on
seven activities that will be used by the teacher in the
classroom. Then, the writer will analyze the students’
perception based on Mohammad Alajmi’s journal. The
perception here included the feeling and attitude of the
students. Thus, the writer will analyze the students’ perception
in each of culture integration that is used by teacher. After, the
writer finds out the perception in each of culture integration,
the writer will categorize the perception into two terms, the
positive or negative perception.
The limitation of this research is seventh grade
students at SMP MUHAMMADIYAH 4 Surabaya academic
year 2016-2017. The researcher only takes the 7-A as the
subject of this research.
F. Definition of Key Terms
In this research the writer uses the several terms
related with the topic of the study. To avoid the
misunderstanding dealing with the title of this study, the writer
explains the several key terms that are used in this study. The
terms are:
1. Culture
According to Wanda, culture can be defined as a
shared assumption where people can predict each
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2.
3.
4.
other19. In order to understanding the other
culture, some people can’t share the same thing
when they come into the new cultural
background. In this study, there are seven
activities that can include into culture integration.
Integrating Culture
According to Hemat in his journal integrating
culture means incorporate the culture of target
language in the classroom.20 There are seven
activities that can be used in English Language
classroom. They are authentic materials, proverbs,
role play, culture capsules, ethnographic studies,
literature and film.
Students’ Perception
Based on Mohammad Alajmi in his journal
students’ perception are the feelings and attitudes
that students have regarding to something.21 In
this study, the students’ perception is the feelings
and attitude of 7-A students dealing with culture
integration.
English Language Teaching (ELT)
English language teaching is the teaching and
learning process of English language in the
classroom.22 Therefore, ELT is the teaching and
learning process done by the English teacher in
the
classroom.
19
Wanda M.L. Lee, Intoduction to Multicultural Counseling for Helping Professionals
(London, NY: Routledge, 2007), 2.
20
Purba, “The Importance of Including Culture in EFL Teaching,” 48.
21
Mohammad Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies
Adoption in Kuwait,” University of North Texas, May 2011, 14.
22
Daniel Xerri and Odette Vassallo, Creativity in English Languge Teaching (ELT
Council, 2016), 01.
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CHAPTER II :
REVIEW OF RELATED LITERATURE
This chapter discusses several theories that are used by writer in
order to support this research. It divides into several main areas:
Definition of Culture, Definition of Integrating Culture, and Definition
of Perception. It also included the aspects of perception. In this chapter,
the writer also mentions several previous studies to support this
research.
A. Review of Related Literature
1.
Culture
a. Definition of Culture
According to H. Douglas Brown culture is a
way of life, it is the condition within that we exist,
think, feel, and relate with others. It’s also the “glue”
that hitches a group of people together. 23 According to
Wanda M. Lee culture is a set of shared opinion where
people can predict each other’s actions in a given
circumstances and react based on that. 24
In other explanation dealing with the definition
of culture, based on Rahim Uddin on his Journal culture
is the full range of educated human behavior patterns. 25
In the other journal, Dimitrios Thanasoulas has stated
in his journal that culture is the ways of people, the
whole way of life of a group of people.26 So, culture is
how the people live in their life, it’s like a norm or
regulation.
23
Brown, Principles of Language Learning and Teaching, 188.
M.L. Lee, Intoduction to Multicultural Counseling for Helping Professionals, 2.
25
Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign
Languge,” 2.
26
Dimitrios Thanasoulas, “The Importance of Teaching Culture in the Foreign Language
Classroom,” TESOL Greece and The AILA Scientific Comission on Learner Autonomy 3,
no. 3 (January 2010): 10, http://radicalpedagogy.icaap.org/content/issue3_3/7thanasoulas.html.
24
11
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2.
Integrating Culture
a. Definition of Integrating Culture
Integrating culture is inserting the cultural
content into English language teaching. Hemat also
said in his journal that integrating culture is like
cultural learning.27 The activities that including in
integrating culture based on his journal are authentic
materials, proverbs, role play, culture capsules,
ethnographic studies, literature, and film. 28 Here, the
writer gives the explanation and the example of each
activity that has been mentioned above.
Authentic materials are materials used for
teaching and learning process that do not come from
textbooks or language books. It can find from the daily
life and it is not designed for teaching and learning
process. For example, newspaper, magazine, calendar,
travel brochure, and etc, 29 in his journal, Hemat gives
the example when the English teacher wants to
integrate the culture into the teaching and learning
process with authentic materials. Teacher can use the
TV show of native speaker and focus on how the
greeting is used there.30
Proverb is popular saying that contain advice.
Doing a small discussion with the students is the
recommendation activity from Hemat in his Journal.
He also said, proverbs can help the students to have
the deep understanding in target culture.31 The next
activity that can be used is role play. Role play is a
game that asks the participants for playing some
Purba, “The Importance of Including Culture in EFL Teaching,” 48.
Ibid., 51–53.
Zuliati Rohmah, Teaching English Joyfully, Second Edition (Dinoyo,Malang: Bintang
Sejahtera, 2014), 37.
30
Purba, “The Importance of Including Culture in EFL Teaching,” 52.
27
28
29
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character. In his journal, Hemat gives the example that
can be used in English class. After the students
learning about the way of greeting different groups of
people in the target culture, such as people of the same
age an older people, the students can do the role play.
The other students can observe and analyze.
Culture capsule is the activity that can make
the students more understand about certain culture.
For example, American culture capsules used to
explaining the students about several elements of
American culture such as, the lifestyle of American
people, the pets, and etc. Based on Hemat’s journal,
teacher can show the students a thing which related
with American culture, the job of students is to find
out the information related with the object that has
been showed by the teacher. After the students found
the information, they can write a brief summary or
make an oral presentation to show their result. He also
said that, the teacher can invite the immigrant or
exchange students to be an expert sources dealing with
native culture.
The next activity is ethnographic study. The
aim of this activity is to describe the rules of social
interaction through individual participation.32 It
requires the students to do a research about some
culture of native speaker. The students decide the
topic for their research, then take the methodology,
and think about how to analyze the data.33 It is the
activity that requires the students to go to the field.
They can record it to their notebook, videotape, or
audiotapes. The concern of the discussion can be
family histories, or interview with community
professionals. Hemat said in his journal that an
32
Dianne Argyris, “The Ethnographic Approach to Intervention and Fundamental
Change,” n.d., 158.
33
Ibid., 162.
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14
ethnographic study is the best way for the students to
learn about target culture.
Literature can be defined as the written
creation such as a book and novel, most of literature
products are a book. Hemat said in his journal,
literature is the easiest way to know and understand
about the target culture. Reader does not need to go
the real country to know and see the culture itself. The
last activity can be used is film, based on his journal
from a film students can express the look, feel, and
rhythm of culture that can’t be expressed from the
book.
Dimitrios Thanasoulas has stated in his
journal that integrating culture is stimulating the
students’ interest in the target culture and to help the
foreign language classroom not too much indicated as
the language teaching and learning process but, the
opportunities for learning of various kinds are
provided through the interaction.34 In the other journal
which has been written by Hemat Purba, he stated in
his journal that integrating culture is including the
culture of native speaker in the English language
teaching. The teacher also has the enough knowledge
dealing with integrating culture, he also said that
mastering the culture is a must.
3.
Perception
a. Definition of Perception
Alajmi said in his journal that perception is the
feeling, and attitudes of someone. 35 Perception can be
defined as the viewpoint of someone to something that
Thanasoulas, “The Importance of Teaching Culture in the Foreign Language
Classroom,” 13.
35
Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies Adoption in Kuwait,”
14.
34
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he/she looks and feels.36 Perception is how the way
someone feels and gives the viewpoint of something they
look. In this study, perception is the feeling and attitudes of
7-A students dealing with culture integration. There are
two aspects of feeling, they are happiness and inspiration. 37
Attitude have four aspects, they are curious, enthusiastic,
interesting, and attention.
b. Positive and Negative Perception
Hossein said in his journal entitled “Studying the
Effects of Negative and Positive Perception of Price on
Price Mavenism”. His research examine about the positive
and negative perception of price.38 The higher price may
indicate the high quality of some products, for those who
are has a positive perception. On the negative side, the
higher price is negatively affects the purchase probability.
In this study, the research decides the positive and
negative perception based on how many of 7-A student’s
answer yes to the questions asks by the researcher. If using
film as culture integration has 20 yes answer from 22 7-A
students, using film as culture integration has positive
perception of 7-A students. And if using biography as
culture integration has 2 yes answer from 22 7-A students,
using biography as culture integration has negative
perception.
c. Perception of Culture Integration
The first research that examine about students’
perception on culture is a research done by Xiaojing Liu
entitiled “Cultural Differences in Online Learning:
International Students’ Perception”. He was examined
about the students’ perception dealing with the differences
Yelena Portnov-Neeman and Moshe Barak, “Exploring Sudents’Perception About
Learning in School: An Activity Theory Based Study,” Journal of Education and Learning
2, no. 3 (July 2013): 9, doi:10.5539/jel.v2n3p9.
37
Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies Adoption in Kuwait,”
35.
38
Hossein Vazifedoost, Parvaneh Charsetad, and Mahsa Akbari, “Studying the Effects of
Negative and Positive Perceptions of Price on Price Mavenism,” 15, 5 (April 25, 2013):
3987.
36
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of culture in online MBA program. 39 He used interview as
his method dealing with this research. He used one on one
interviews and focus group interviews. One on one
interviews mean he interview the object individually, and
for focus group interviews he interview the object in
group. His research found that, the participants are ready to
accept those culture differences and they look into the
positive view that bring by the culture.
The second research is conducted by George A.
Marcoulides entitiled “Students’ Perception of School
Culture and Achievement: Testing the Invariance of a
Model”. This research examine about how the students’
perception of the school culture affect their achievement. 40
He used written test for mathematic subject and
background questionnaire as the istruments in order to
collect the data. Students’ knowledge of mathematics is
assessed through the multiple choices. Background
questionnaire here investigate about students’ life
including their home and school. It also includes classroom
experiences, attitude in mathematics, and outside school
activities. This research found that, the students’
perception of school culture affects their achievement in
the school.
B. Review of Previous Study
There are several previous studies which have
similarity concern of integrating culture. The first research
is written by Nur Fauzilah (2010) from UIN Sunan Ampel
Surabaya. Her research title is “Embarking Cross Cultural
Understanding to Improve Students’ Motivation in
Learning English “. This research analyzed about the role
of motivation in learning English after and before they
39
Xiaojing Liu, Shijuan Liu, and Seung-hee Lee, “Cultural Differences in Online
Learning: International Student Perceptions,” Educational Technology & Society 3, no.
13 (2010): 178.
40
George A. Marcoulides, Ronald H. Heck, and Constantinos Papanastasiou, “Student
Perceptions Of School Culture And Achievement: Testing The Invariance Of A Model,”
n.d., 1.
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17
taught with cross cultural understanding. She uses the role
of motivation in learning English by use the strategy of
cross cultural understanding. The second research is
written by Irma Hadi Vuspita Sari (2014) from UIN Sunan
Ampel Surabaya. Her research title is “The Use of CrossCultural Understanding to Ease Learning English at the
Second Year Students of SMA Negeri 3 Mojokerto”, she
uses the cross cultural understanding in the classroom for
make the students easier in learning English language. The
third research is written by Qori’ah Maghfirotillah her
research title is “Students’ Cultural Awareness Level and
Their Techniques for Incorporating Target Cultural
Content into English Language Teaching in English
Teacher Education Department UIN Sunan Ampel
Surabaya”, she focuses on the techniques of incorporating
culture that is used by the students teacher in the
microteaching class. She also categorizes the result into
several levels. In her research she focuses on the level of
cultural awareness of the student teacher in the
microteaching class. The fourth research is written by
Dimitrios Thanasoulas his research title is “The
Importance of Teaching Culture in The Foreign Language
Classroom”, he focuses on the importance of teaching
culture in the classroom, especially English class. In his
research he more focuses on the definition of culture, why
we must incorporate culture in the English classroom. The
fifth research is conducted by Rahim Uddin Choudhury
entitled “The Role of Culture in Teaching and Learning of
English as a Foreign Language”, in his journal he focuses
on the influences of culture. He divides several skill that
influenced by culture such as, cultural influence on
listening, cultural influence on speaking, cultural influence
on reading, etc. The sixth research is written by
Mohammad Pourmahmoud Hesar entitled “Why and How
to Apply Culture in an EFL Classroom?” in his journal he
focuses on the cultural competence of English teacher. He
also describes the effect of culture in language use. The
seventh research is written by Hemat Purba entitled “The
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18
Importance of including Culture in EFL Teaching.” He
focuses on activities that can be used as cultural content in
English Language Teaching.
This research is different with the previous study
which has been stated above. Here the writer only focuses
on the way teacher integrating the culture in the real
English classroom, after the writer finishes the research she
is expecting that the finding of this research is the way
teacher integrate culture, the kinds of activity that is used
by the teacher in the classroom, and the students’
perception of culture integration in ELT at SMP
Muhammadiyah
4
Surabaya.
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CHAPTER III:
RESEARCH METHOD
This chapter discusses the method that is used by the researcher. It
divides in some main areas: Research Design, Subject of Study,
Research Instruments, Data Collection Techniques, and Data Analysis
Techniques.
A. RESEARCH METHOD
1.
Research Design
In this research, the writer uses qualitative study. The
writer uses this kind of research method because of the need of
the research question and the title. The research question is
questioning about the way teacher integrating culture within the
classroom and what is the 7-A students’ perception dealing
with culture integration. The writer wants to know how the way
teacher integrating the culture and 7-A students’ perception
dealing with culture integration of native speaker in the
classroom.
The qualitative design is concern in how the society
interpreted or understood. It also based on the method of data
generation that have their characteristic, flexible and sensitive
based on the social context where the data come from. It also
based on the method of analysis, explanation, and argument
building from the understanding of the researcher. 41
2.
Subject of Study
There are three classes of seventh grade at SMP
MUHAMMADIYAH 4 Surabaya, 7-A, 7-B, and 7-C. The
researcher chooses the 7-A because of the recommendation of
English teacher there. He chooses the 7-A because, he thinks 7A have the better capability in learning English. 7-A also has
the best capability in learning English besides 7-B and 7-C.
There are 28 students in 7-A class, with 15 male students and
13 female students.
41
Jennifer Mason, Qualitative Researching (London, NY: Sage Publication, 2002), 3.
19
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20
3.
Research Instrument
1. Observation Checklist
Observation checklist becomes the main tool for
this research. The researcher will observe the teaching
and learning process use that observation checklist. It
will also use for analyzing the lesson plan that is given
by the teacher. This observation checklist was
formulated by the researcher based on Hemat Purba’s
journal. It will use for check whether the teacher uses
the seven activities that has been mentioned by Hemat
or not in his teaching and learning process.
a. Interview
The second instrument that the researcher
uses is interview. It is use for find out the students’
perception dealing with culture integration in English
classroom. This interview guideline is formulating
based on Mohammad Alajmi’s journal. The researcher
wants to know the students perception from the
attractive aspect and the enjoyment of students joining
the culture integration class. From the interview the
researcher finds the positive and negative perception
of 7-A students. The researcher finds the reason why
do the students give the positive and negative
perception dealing with culture integration.
4.
Data Collection Technique
The data collection technique here is conducted by
using the observation checklist and questionnaire. Observation
checklist here is to answer the first research question. It is
asking about the way and kinds of activities that is used by
teacher in his teaching and learning process. The second is
using questionnaire. It will used for answering the second
research question. The second research question is asking about
the students’ perception dealing with culture integration. So,
the researcher formulates the question that can make the
students give the answer about their perception. Finally, the
data collection technique will be like this:
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21
Table 3-1 Data Collection Techniques
Research
Question
(RQ)
Preliminary
Research
RQ 1
RQ 2
Instrument
Interview
Observation
and document
study
Interview
Techniques
Analysis
The importance of
culture integration.
The way teacher
integrating the culture
and the kind of
activities dealing with
culture integration.
Student’s perception of
culture integration.
5.
Data Analysis Technique
The researcher analysis the data from observation
checklist and interview guideline, from observation checklist
the researcher gets the kinds of activities that used by the
teacher. It also can describe how the teacher engages the
students with the material. The researcher also gets the lesson
plan that is used by the teacher before his teaching and learning
process. The researcher analysis between the teaching practice
and the lesson plan, whether they are same or not.
After that, the researcher analysis the answer that got
from the questionnaire. The researcher finds the students’
perception dealing with culture integration. It also shows which
one from the seven activities that get more the interesting feel
of the students. Next, the descriptive report and analysis are
produced in a form of thesis finding result. The data analysis
techniques of this research will be like this:
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Table 3-2 Data Analysis Techniques
Research
Question
Aspect
Instrumen
ts
How is the
culture
integration
in English
language
teaching at
SMP
Muhamma
diyah 4
Surabaya?
The way
and kinds
of
activities
that used
by teacher
in his
teaching
and
learning
process.
Observati
on
checklist.
Data
Analysi
s
The
researc
her will
do the
docume
nt study
from
lesson
plan.
The
researc
her will
analyze
the
activitie
s that
includin
g on
lesson
plan.
Further,
the
researc
her will
do the
observa
tion in
the
classroo
m. The
researc
Subject
Lesson
plan.
Teaching
and
learning
process
done by
the
teacher.
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What is the
students’
perception
of culture
integration
i
Taqiyya, Nabila. (2017). Culture Integration in English Language
Teaching at Seventh Grade Students of SMP MUHAMMADIYAH 4
Surabaya Academic Year 2016-2017. A Thesis. English Teacher
Education Department, Faculty of Education and Teacher
Training, State Islamic University of Sunan Ampel Surabaya.
Advisor I: M. Hanafi M A Advisor II: Sigit Pramono Jati, M.Pd
Key words: Culture, Integrating Culture, Students’ Perception,
English Language Teaching.
Culture and language are two terms that cannot be separated. This
research focuses on culture integration in English Language Teaching at
7-A students of SMP MUHAMMADIYAH 4 Surabaya. It also focuses
on the students’ perception dealing with culture integration. Culture
integration here means, using seven activities in English class especially.
Seven activities that included on culture integration are authentic
materials, proverbs, role play, culture capsules, ethnographic studies,
literature, and film. It is required for the English teacher to integrate the
culture into teaching and learning process within classroom. Moreover,
teaching and learning process that include culture .makes English
classroom more interesting. This research uses qualitative method.
Researcher uses classroom observation and interview to get the data.
The researcher also analyses the lesson plan of English teacher.
Researcher do six meeting observation within the classroom, researcher
analyses ten lesson plans of English teacher. Researcher do the interview
by doing Focus Group Discussion, there are four groups that is
interviewed by researcher. As the results, it finds that picture is the
media that used by teacher more frequently than another media as
culture integration. Furthermore, 7-A students have positive perception
in the using of film, and negative perception in the using biography.
v
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ABSTRAK
Taqiyya, Nabila. (2017). Culture Integration in English Language
Teaching at Seventh Grade Students of SMP MUHAMMADIYAH 4
Surabaya Academic Year 2016-2017. Skripsi. Prodi Pendidikan
Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas
Islam Negeri Sunan Ampel Surabaya. Pembimbing I: M. Hanafi,
MA. Pembimbing II: Sigit Pramono Jati, M.Pd
Kata kunci: Budaya, Integrasi Budaya, Persepsi Siswa, Pembelajaran
Bahasa Inggris
Budaya dan bahasa adalah dua kesatuan yang tidak dapat dipisahkan.
Penelitian ini focus pada peng integrasian budaya dalam pembelajaran
bahasa Inggris di murid kelas 7-A SMP MUHAMMADIYAH 4
Surabaya. Penelitian ini juga focus pada persepsi siswa terhadap
pengintegrasian budaya. Peng integrasian budaya disini adalah,
penggunaan tujuh aktivitas terutama dalam kelas bahasa Inggris. Tujuh
aktivitas tersebut adalah, authentic materials, proverbs, role play,
culture capsules, ethnographic studies, literature, dan film. Adalah
suatu kewajiban untuk guru bahasa Inggris untuk melakukan peng
integrasian budaya dalam proses belajar mengajar. Lagi pula, proses
belajar dan mengajar yang menggunakan budaya dapat membuat proses
tersebut lebih menarik. Penelitian ini menggunakan metode kualitatif.
Peneliti menggunakan observasi kelas dan wawancara untuk
mendapatkan data. Peneliti juga menganalisis sepuluh Rencana
Pelaksanaan Pembelajaran (RPP) dari guru bahasa Inggris. Peneliti
melakukan wawancara dengan siswa melalui Focus Group Discussion
(FGD) atau melakukan wawancara dengan cara mengelompokkan objek.
Hasil dari penelitian ini menunjukkan, gambar adalah media yang paling
sering digunakan oleh guru dalam hal peng integrasian budaya.
Selanjutnya, siswa 7-A mempunyai persepsi positif dalam hal
penggunaan film dan persepsi negatif terhadap penggunaan biografi
sebagai proses integrasi budaya.
vi
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TABLE OF CONTENTS
APPROVAL SHEET…………………………………………………..i
EXAMINER APPROVAL SHEET…………………………………..ii
MOTTO……………………………………………………………….iii
DEDICATION SHEET………………………………………………iv
ABSTRACT……………………………………………………………v
ABSTRAK…………………………………………………………….vi
ACKNOWLEDGEMENT………………………………………..….vii
PERNYATAAN KEASLIAN TULISAN…………………………....ix
LIST OF APPENDICES…………………………………………….xv
CHAPTER I : INTRODUCTION……………………………………...1
A.
B.
C.
D.
E.
F.
Research Background………………………………………......1
Research Question…………………………………………….8
Objective of the Study………………………………………...8
Significance of the Research………………………………….8
Scope and Limitations………………………………………...9
Definition of Key Terms……………………………………....9
CHAPTER II : REVIEW OF RELATED LITERATURE……………11
A.
Review of Related Literature………………………………….11
1. Culture…………………………………………………...11
a. Definition of Culture………………………………….11
2. Integrating Culture………………………………………12
3. Perception…………………………………………….….14
B. Review of Previous Study…………………………………….16
CHAPTER III: RESEARCH METHOD……………………………...19
A.
RESEARCH METHOD………………………………………19
1. Research Design…………………………………………19
2. Subject of Study…………………………………………19
3. Research Instrument……………………………………..20
4. Data Collection Technique………………………………20
x
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xi
5.
Data Analysis Technique………………………………..21
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION………25
A.
B.
FINDINGS……………………………………………………25
1. 4 Activities used by the Teacher in Integrating Culture in
English Language
Teaching…………………………………………………25
2. 7-A Students Have Positive Perception on the Use of Film
and the Negative Perception on the Use of
Biography………………………………………………..36
RESEARCH DISCUSSION…………………………………..44
1. The Teacher only uses Four out of Seven Activities that
Include Culture Integration……………………………..44
2. 7-A Students Have Positive Perception towards the Using
of Film and Negative Perception towards the Using of
Biography………………………………………………..46
CHAPTER V: CONCLUSION AND SUGGESTION……………….56
A. Conclusion…………………………………………………....56
B. Suggestion…………………………………………………….57
REFERENCES ………………………………………………………..59
xi
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CHAPTER I :
INTRODUCTION
This chapter discusses the area of the research that covered in some
headings. (1) Research Background, (2) Research Question, (3)
Objective of the Study, (4) Significance of Research, (5) Scope and
Limitation, (6) Definition of Key terms
A. Research Background
Teaching and learning a foreign language is not only
about the language. Teaching and learning a foreign language
means that learning the culture of that language too. Learning
the Japanese language means learning the Japanese culture,
learning the Indonesian language means learning the
Indonesian culture. It goes to show that in teaching and
learning English means that we must learn its culture too. Thus,
language and culture are two terms that can’t be separated.1 It
reflects that, when we will teach the language we can’t
disappear between the culture and the language knowledge,
those two terms should be integrated each other. Therefore, it is
important for teachers to integrate English and its culture
during the teaching and learning process. 2
Reflecting the statement above, there are three reasons
why integrating culture in English learning are important. The
first reason is culture and languages are two terms that can’t be
separated. As English language teachers we must be interested
in the study of culture because teaching culture in English
language class is a must. Without any culture, the language will
become the symbol that has no meaning. The second reason is
that language teaching is culture of teaching. It means that
language codes can’t be taught in separated area because there
1
Mohammad Pourmahmoud Hesar, M. Yafuz Konca, and Elham Zarfasz, “Why and How
to Apply Culture in an EFL Classroom,” International Conference on Language, Medias
and Culture 33 (2012): 68.
2
H. Douglas Brown, Principles of Language Learning and Teaching (White Plains, NY:
Pearson Longman, 2008), 200.
1
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2
is a socio-cultural transmission that works on many levels
which is the contents of language exercises and the cultural
discourse of textbooks. The third reason is that the main goal of
learning English is to make the students gaining the
communicative competence. Thus, the students will feel so
hard and difficult if they aren’t taught about its culture too.
Additionally, by understanding the culture, students will be
helped to connect the abstract sound and type of language to
real people and places.3 It means that if the students have
already understood about its culture, it will be easier for them
to understand the conversation they are having in. Moreover, it
will boost them not to have any misunderstanding or culture
shock when they speak each other.
Rahim Uddin was stated in his journal that integrating
culture is important especially for the students. Furthermore, he
states several examples that may be happened when the
students didn’t get the knowledge of culture.4 The first example
is that when the students learn about vocabulary. He takes an
example from color. White color often associates with pure,
noble, and moral goodness. The bride in the Western culture
mostly wears white dress. However Chinese people will wear
red dress in their wedding because, in China white associates
with pale, weak, and without vitality. 5 The second example is
about the short story about young interpreter in serving the
foreigner. The young interpreter got the job for accompanying a
foreign guest. The interpreter tries to do his best in
accompanying the foreigner. He tries to be enthusiastic as
possible by say “you come this way.” “You are sitting here.”
“Don’t go too fast.” “Follow me.” “Don’t be late.” But, the
next day the foreigner didn’t want to go with him again because
the foreigner thought that the young interpreter is not polite. In
the foreigner eyes, the young interpreter is not helping him, but
scolding him as scolding a child. There is no problem with the
Hemat Purba, “The Importance of Including Culture in EFL Teaching,” JET, Journal of
English Teaching 1, no. 1 (February 2011): 47–48.
Rahim Uddin Choudury, “The Role of Culture in Teaching and Learning of English as a
Foreign Languge,” International Journal of Multi Disciplianary Research 1, no. 4 (April
2014): 4–5, www.express‐journal.com.
5
Ibid.
3
4
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young English interpreter but the lack of culture knowledge
that makes the young interpreter incompetent in his job.6
Regarding Rahim Uddin’s examples in his journal
above, knowing the culture knowledge is important. The first
example shows that from culture, the students will know not
only the vocabulary or the differences between the red and
white but also the meaning of the color for the two differences
country. They also can learn from the culture about the way of
life, habits and customs, history and everything. The second
example shows that in the communication between two people,
the speaker should know the context like what you are saying,
to whom you are saying it, when and where you are saying it. It
is very important to know the culture of native speaker when
the students having the conversation with them.
Integrating culture in English learning holds the
significance role. Through the integrating culture, teacher can
make the variety activities in the classroom. For instance, the
teacher can use a short movie for showing the students about
the culture of native speaker. A short movie can be used as the
interesting way for showing the students how native speaker
greet each other. It is also useful to introduce the students about
the lifestyle of native speaker, especially the good lifestyle.
Teacher can make the students more interesting in learning
English language too. Hemat Purba suggested seven activities
that can be used in the classroom; they are authentic materials,
proverbs, role play, culture capsules, ethnographic studies,
literature, and film.7 In addition, integrating culture in English
learning has shown the positive effect. 8 For example,
commonly when the students listen to the events that familiar
with them, they will be more understand. No matter what they
are, e.g., news, reports, and stories etc. On the contrary, it will
be more difficult if the materials contain with something that
related with cultural background knowledge that they did not
familiar with.9
6
Ibid., 6.
Purba, “The Importance of Including Culture in EFL Teaching,” 51–53.
8
Brown, Principles of Language Learning and Teaching, 200.
9
Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign
Languge,” 5.
7
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4
Therefore, that case will be solved if students get more
cultural contents during the teaching and learning process in
their classroom. The other researchers integrate the culture
through the using of some strategies, like initiating contact,
using diplomacy in discussion and use the role play during their
classroom. All of those activities can be chosen by the teacher
if they want to teach the language together with the culture, it
depends on the teacher. Furthermore, Hemat Purba stated that
teaching culture should be included in the lesson plan. 10 He
said that if the culture teaching be included in the lesson plan,
the main aim of teaching culture in the classroom will be
reached.11 Yi-Chun Liu also stated in her journal that
integrating the target culture into English Language Teaching
(ELT) will make the teaching and learning process more
interesting and it will motivate the students to learning
English.12 So, integrating culture in English classroom will
make the students not only like the lesson but also being
motivated to learn English. Integrating culture in English
learning also can make the students learn English easier.
Teacher who will integrate the culture in their teaching
learning process should choose, collect, and arrange the cultural
materials carefully. Sultan Turkan stated in his journal that
there are two things that teacher should do dealing with culture
integration in the classroom. The first is involving interest and
curiosity of students dealing with the target culture. The second
thing is, the teacher should make sure that their students
recognize the factor which influence in how people use the
language as age, gender, and social class. 13 Rojab Siti Rodliyah
also stated in her journal about the way teacher can integrate
the culture in the classroom. There are four suggestions from
her, firstly the teacher provides more authentic materials
contain with target culture. Then, the teacher should give the
Purba, “The Importance of Including Culture in EFL Teaching,” 46.
Ibid., 51.
12
Yi-Chun Liu, “The Use of Target-Language Cultural Contents in EFL Teaching,”
International Journal of Humanities and Social Science 4, no. 1 (April 2014): 245.
13
Sultan Turkan and Servet Celik, “Integrating Culture into EFL Texts and Classrooms:
Suggested Lesson Plans,” NOVITAS ROYAL, Research on Youth and Languge 1, no. 1
(n.d.): 22.
10
11
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students short explanation or brief introduction on culturallyrelated method. The next is teacher recommended to use the
pictures, maps, realia, posters and etc. The last is teacher may
use the role play. Furthermore, she stated that the importance of
using the role play in integrating culture is to make the students
learn about the differences of attitudes and value of target
culture.14
The researcher stated that culture and language cannot
be separated. Some experts such as Hemat Purba, Rahim
Uddin, and Rojab Siti Rodliyah also have been stated in their
journal that language teaching means culture teaching. Hemat
Purba provided seven activities that can be included in English
language classroom.15 Rahim uddin stated the influence of
culture teaching into several things, for instance cultural
influence on translating, cultural influence on speaking, and
cultural influence on reading etc.16 While Rojab Siti Rodliyah
stated about the benefit when the students do the role play in
the classroom, she said role play can make the students more
understand with the attitudes of native speaker. 17 If English
foreign learner does not teach the cultural content during their
learning process there will be a useless learning process, there
will be a minus content dealing with the English learning.
Additionally, there are some advantages mentioned by
Muhammad Abdullahi in his Journal dealing with integrating
culture in the classroom. The first advantage is that integrating
culture can help learners connect to abstract sound. It means the
learners can totally understand with the indirect code when they
do the conversation or communication with the person from the
target culture that they have learned. The second advantage is
that learners need motivation during their learning process of
English language, and it can be gotten from cultural classes.
The last advantage is tha t the learners can be familiar with the
Rojab Siti Rodliyah and R. Dian D. Muniroh, “The Importance of Incorporating the
Target Culture in English Language Teaching,” n.d., 6.
15
Purba, “The Importance of Including Culture in EFL Teaching,” 51–53.
16
Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign
Languge,” 4–8.
17
Siti Rodliyah and D. Muniroh, “The Importance of Incorporating the Target Culture in
English Language Teaching,” 14.
14
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history, customs, life style, and agriculture of the target
culture.18 So, considering about the importance and the
advantages of integrating culture in English language
classroom can make the teacher formulate the activities that
can’t be bored for the students. It also can make the students
become more enthusiastic and have more spirit in learning the
English language. The benefit of culture integration is not only
for the students but also for the teacher.
Unfortunately, nowadays not all the English teacher
can integrating the culture in English learning for example
integrating culture consciously and including in their lesson
plan. That’s why the writer decides to do the preliminary
research at the three different schools with three different
English teachers. The writer wants to find out the English
teacher who specifically stated the integrating culture in the
lesson plan. The writer wants to do the preliminary research by
do the observation in the English class. Because of the limited
time the writer only does the interview with them. The first
interview has been done at SMPN 2 Krian-Sidoarjo with
teacher A. He told me that he was aware that integrated culture
in the classroom was very important especially about good
culture. Furthermore, he said that taught English language not
only about the term of language itself but also with the culture.
The second English teacher is teacher B, she was an
English teacher at SMPN 1 Tarik-Sidoarjo. She had the same
opinion with the previous teacher that integrated culture in the
English class was very important. In addition, she said that
integrated culture has become the important thing especially for
the students who have a dream to continue their study abroad.
They need enough knowledge dealing with native speakers’
culture there. However, both of them didn’t mention the
integrated culture in their lesson plan even though they were
aware that integrated culture in English class is very important.
The third English teacher is teacher C. He was the
English teacher at SMP Muhammadiyah 4 Surabaya. As the
18
Mohammad Abdullohi, Guilani et al., “Culture-Integrated Teaching for the
Enhancement of EFL Learner Tolerance,” Asian Social Science 8, no. 6 (May 1, 2012):
116, doi:10.5539/ass.v8n6p115.
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previous teachers, he has the same opinion with them that
integrated culture in English class was very important and the
students had to know the cultural differences between those
two cultures, native culture and Indonesian’s culture. He said
that the integrated culture is put in his lesson plan but
unfortunately until now he has not provided me the lesson plan.
Reflecting the result of those preliminary researches at
three different schools, the writer decides to choose SMP
Muhammadiyah 4 Surabaya as the setting of the research. It is
because that in this school, the English teacher has already
specified the culture integration in his teaching and learning
process. After the writer has a little discussion with him, he
decides to choose the seventh grade students there. That’s why
the writer decides to choose SMP Muhammadiyah 4 Surabaya
as the object in her research.
Identifying about integrating culture, some researchers
have observed about that problem. In kingdom of Saudi Arabia,
Rahim Uddin Choudhury has already observed about
integrating culture entitled The Role of Culture in Teaching and
Learning of English as a Foreign Language. Based on his
research, he was not only focused on the culture but also with
the role of culture itself. He specifically stated how the culture
influenced the skill on English language. He explained how
culture influence on vocabulary, how culture influenced on
speaking, and how culture influenced on reading etc.
Whereas in Turkey Mohammad Pourmahmoud Hesar
and friends have already conducted the research dealing with
integrated culture entitled Why and How to Apply Culture in an
EFL Classroom. Based on his research, he more focused on the
use of technology which has related with culture and it’s used
in the EFL classroom. He also focused on the characteristic of a
culturally responsive teacher. It means, he more focused on the
characteristic of teacher who has cultural competent. In his
journal, he also focused on the effect of culture in language use,
for example the verbal and non-verbal communication.
The next researcher was Dimitrios Thanasoulas, his
journal entitled The Importance of Teaching Culture in The
Foreign Language Classroom. In his journal, he was only
mentioned the reason why incorporated the culture in English
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Foreign Language. He also said that incorporate the culture into
English teaching and learning process should be the integral
part.
Reflecting the previous studies that have been
mentioned above, this research will be different. This research
will focuses on the process of culture integration in ELT. The
process here means the variety of activities based on Hemat
Purba’s journal. This research also will focus on the students’
perception of culture integration in ELT.
B. Research Question
1.
2.
How is the culture integration in English Language
Teaching at SMP MUHAMMADIYAH 4 Surabaya?
What is the students’ perception of culture integration in
English Language Teaching at SMP MUHAMMADIYAH
4 Surabaya?
C. Objective of the Study
1.
2.
To explain the way and kinds of activities that used by
teacher dealing with culture integration in ELT at SMP
MUHAMMADIYAH 4 Surabaya.
To find out the perception of seventh A students dealing
with
culture
integration
in
ELT
at
SMP
MUHAMMADIYAH 4 Surabaya.
D. Significance of the Research
The results of the study were expected to make this
research a source in the way how teacher integrates the culture
within the classroom and the variety of activities that can be
done by the teacher dealing with integrating culture. For the
teachers, they will know better about the culture integration in
the classroom. For the candidates of teacher, it can make them
aware that teaching language is not only about the language but
also it’s about the culture. Integrating culture also can make
them think more creative because there are a lot of activities
that can be done.
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The results of the research are also useful for the next
researchers who want to do research dealing with integrating
culture. They may conduct the research in different angle from
this term in the future. After this research find out the way
teacher integrate the culture in their classroom, the next
researcher may use this research for the source.
E. Scope and Limitations
The scope of the study focuses on culture integration
and students’ perception. The writer will analyze the culture
integration based on Hemat Purba’s journal. In this study there
are seven activities that can include as culture integration. They
are authentic materials, proverbs, role play, culture capsules,
ethnographic studies, literature, and film. Those seven activities
are including in culture integration, this study will concern on
seven activities that will be used by the teacher in the
classroom. Then, the writer will analyze the students’
perception based on Mohammad Alajmi’s journal. The
perception here included the feeling and attitude of the
students. Thus, the writer will analyze the students’ perception
in each of culture integration that is used by teacher. After, the
writer finds out the perception in each of culture integration,
the writer will categorize the perception into two terms, the
positive or negative perception.
The limitation of this research is seventh grade
students at SMP MUHAMMADIYAH 4 Surabaya academic
year 2016-2017. The researcher only takes the 7-A as the
subject of this research.
F. Definition of Key Terms
In this research the writer uses the several terms
related with the topic of the study. To avoid the
misunderstanding dealing with the title of this study, the writer
explains the several key terms that are used in this study. The
terms are:
1. Culture
According to Wanda, culture can be defined as a
shared assumption where people can predict each
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2.
3.
4.
other19. In order to understanding the other
culture, some people can’t share the same thing
when they come into the new cultural
background. In this study, there are seven
activities that can include into culture integration.
Integrating Culture
According to Hemat in his journal integrating
culture means incorporate the culture of target
language in the classroom.20 There are seven
activities that can be used in English Language
classroom. They are authentic materials, proverbs,
role play, culture capsules, ethnographic studies,
literature and film.
Students’ Perception
Based on Mohammad Alajmi in his journal
students’ perception are the feelings and attitudes
that students have regarding to something.21 In
this study, the students’ perception is the feelings
and attitude of 7-A students dealing with culture
integration.
English Language Teaching (ELT)
English language teaching is the teaching and
learning process of English language in the
classroom.22 Therefore, ELT is the teaching and
learning process done by the English teacher in
the
classroom.
19
Wanda M.L. Lee, Intoduction to Multicultural Counseling for Helping Professionals
(London, NY: Routledge, 2007), 2.
20
Purba, “The Importance of Including Culture in EFL Teaching,” 48.
21
Mohammad Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies
Adoption in Kuwait,” University of North Texas, May 2011, 14.
22
Daniel Xerri and Odette Vassallo, Creativity in English Languge Teaching (ELT
Council, 2016), 01.
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CHAPTER II :
REVIEW OF RELATED LITERATURE
This chapter discusses several theories that are used by writer in
order to support this research. It divides into several main areas:
Definition of Culture, Definition of Integrating Culture, and Definition
of Perception. It also included the aspects of perception. In this chapter,
the writer also mentions several previous studies to support this
research.
A. Review of Related Literature
1.
Culture
a. Definition of Culture
According to H. Douglas Brown culture is a
way of life, it is the condition within that we exist,
think, feel, and relate with others. It’s also the “glue”
that hitches a group of people together. 23 According to
Wanda M. Lee culture is a set of shared opinion where
people can predict each other’s actions in a given
circumstances and react based on that. 24
In other explanation dealing with the definition
of culture, based on Rahim Uddin on his Journal culture
is the full range of educated human behavior patterns. 25
In the other journal, Dimitrios Thanasoulas has stated
in his journal that culture is the ways of people, the
whole way of life of a group of people.26 So, culture is
how the people live in their life, it’s like a norm or
regulation.
23
Brown, Principles of Language Learning and Teaching, 188.
M.L. Lee, Intoduction to Multicultural Counseling for Helping Professionals, 2.
25
Choudury, “The Role of Culture in Teaching and Learning of English as a Foreign
Languge,” 2.
26
Dimitrios Thanasoulas, “The Importance of Teaching Culture in the Foreign Language
Classroom,” TESOL Greece and The AILA Scientific Comission on Learner Autonomy 3,
no. 3 (January 2010): 10, http://radicalpedagogy.icaap.org/content/issue3_3/7thanasoulas.html.
24
11
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2.
Integrating Culture
a. Definition of Integrating Culture
Integrating culture is inserting the cultural
content into English language teaching. Hemat also
said in his journal that integrating culture is like
cultural learning.27 The activities that including in
integrating culture based on his journal are authentic
materials, proverbs, role play, culture capsules,
ethnographic studies, literature, and film. 28 Here, the
writer gives the explanation and the example of each
activity that has been mentioned above.
Authentic materials are materials used for
teaching and learning process that do not come from
textbooks or language books. It can find from the daily
life and it is not designed for teaching and learning
process. For example, newspaper, magazine, calendar,
travel brochure, and etc, 29 in his journal, Hemat gives
the example when the English teacher wants to
integrate the culture into the teaching and learning
process with authentic materials. Teacher can use the
TV show of native speaker and focus on how the
greeting is used there.30
Proverb is popular saying that contain advice.
Doing a small discussion with the students is the
recommendation activity from Hemat in his Journal.
He also said, proverbs can help the students to have
the deep understanding in target culture.31 The next
activity that can be used is role play. Role play is a
game that asks the participants for playing some
Purba, “The Importance of Including Culture in EFL Teaching,” 48.
Ibid., 51–53.
Zuliati Rohmah, Teaching English Joyfully, Second Edition (Dinoyo,Malang: Bintang
Sejahtera, 2014), 37.
30
Purba, “The Importance of Including Culture in EFL Teaching,” 52.
27
28
29
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character. In his journal, Hemat gives the example that
can be used in English class. After the students
learning about the way of greeting different groups of
people in the target culture, such as people of the same
age an older people, the students can do the role play.
The other students can observe and analyze.
Culture capsule is the activity that can make
the students more understand about certain culture.
For example, American culture capsules used to
explaining the students about several elements of
American culture such as, the lifestyle of American
people, the pets, and etc. Based on Hemat’s journal,
teacher can show the students a thing which related
with American culture, the job of students is to find
out the information related with the object that has
been showed by the teacher. After the students found
the information, they can write a brief summary or
make an oral presentation to show their result. He also
said that, the teacher can invite the immigrant or
exchange students to be an expert sources dealing with
native culture.
The next activity is ethnographic study. The
aim of this activity is to describe the rules of social
interaction through individual participation.32 It
requires the students to do a research about some
culture of native speaker. The students decide the
topic for their research, then take the methodology,
and think about how to analyze the data.33 It is the
activity that requires the students to go to the field.
They can record it to their notebook, videotape, or
audiotapes. The concern of the discussion can be
family histories, or interview with community
professionals. Hemat said in his journal that an
32
Dianne Argyris, “The Ethnographic Approach to Intervention and Fundamental
Change,” n.d., 158.
33
Ibid., 162.
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ethnographic study is the best way for the students to
learn about target culture.
Literature can be defined as the written
creation such as a book and novel, most of literature
products are a book. Hemat said in his journal,
literature is the easiest way to know and understand
about the target culture. Reader does not need to go
the real country to know and see the culture itself. The
last activity can be used is film, based on his journal
from a film students can express the look, feel, and
rhythm of culture that can’t be expressed from the
book.
Dimitrios Thanasoulas has stated in his
journal that integrating culture is stimulating the
students’ interest in the target culture and to help the
foreign language classroom not too much indicated as
the language teaching and learning process but, the
opportunities for learning of various kinds are
provided through the interaction.34 In the other journal
which has been written by Hemat Purba, he stated in
his journal that integrating culture is including the
culture of native speaker in the English language
teaching. The teacher also has the enough knowledge
dealing with integrating culture, he also said that
mastering the culture is a must.
3.
Perception
a. Definition of Perception
Alajmi said in his journal that perception is the
feeling, and attitudes of someone. 35 Perception can be
defined as the viewpoint of someone to something that
Thanasoulas, “The Importance of Teaching Culture in the Foreign Language
Classroom,” 13.
35
Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies Adoption in Kuwait,”
14.
34
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15
he/she looks and feels.36 Perception is how the way
someone feels and gives the viewpoint of something they
look. In this study, perception is the feeling and attitudes of
7-A students dealing with culture integration. There are
two aspects of feeling, they are happiness and inspiration. 37
Attitude have four aspects, they are curious, enthusiastic,
interesting, and attention.
b. Positive and Negative Perception
Hossein said in his journal entitled “Studying the
Effects of Negative and Positive Perception of Price on
Price Mavenism”. His research examine about the positive
and negative perception of price.38 The higher price may
indicate the high quality of some products, for those who
are has a positive perception. On the negative side, the
higher price is negatively affects the purchase probability.
In this study, the research decides the positive and
negative perception based on how many of 7-A student’s
answer yes to the questions asks by the researcher. If using
film as culture integration has 20 yes answer from 22 7-A
students, using film as culture integration has positive
perception of 7-A students. And if using biography as
culture integration has 2 yes answer from 22 7-A students,
using biography as culture integration has negative
perception.
c. Perception of Culture Integration
The first research that examine about students’
perception on culture is a research done by Xiaojing Liu
entitiled “Cultural Differences in Online Learning:
International Students’ Perception”. He was examined
about the students’ perception dealing with the differences
Yelena Portnov-Neeman and Moshe Barak, “Exploring Sudents’Perception About
Learning in School: An Activity Theory Based Study,” Journal of Education and Learning
2, no. 3 (July 2013): 9, doi:10.5539/jel.v2n3p9.
37
Alajmi, “Modelling Students’ Perception of Web 2.0 Technologies Adoption in Kuwait,”
35.
38
Hossein Vazifedoost, Parvaneh Charsetad, and Mahsa Akbari, “Studying the Effects of
Negative and Positive Perceptions of Price on Price Mavenism,” 15, 5 (April 25, 2013):
3987.
36
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16
of culture in online MBA program. 39 He used interview as
his method dealing with this research. He used one on one
interviews and focus group interviews. One on one
interviews mean he interview the object individually, and
for focus group interviews he interview the object in
group. His research found that, the participants are ready to
accept those culture differences and they look into the
positive view that bring by the culture.
The second research is conducted by George A.
Marcoulides entitiled “Students’ Perception of School
Culture and Achievement: Testing the Invariance of a
Model”. This research examine about how the students’
perception of the school culture affect their achievement. 40
He used written test for mathematic subject and
background questionnaire as the istruments in order to
collect the data. Students’ knowledge of mathematics is
assessed through the multiple choices. Background
questionnaire here investigate about students’ life
including their home and school. It also includes classroom
experiences, attitude in mathematics, and outside school
activities. This research found that, the students’
perception of school culture affects their achievement in
the school.
B. Review of Previous Study
There are several previous studies which have
similarity concern of integrating culture. The first research
is written by Nur Fauzilah (2010) from UIN Sunan Ampel
Surabaya. Her research title is “Embarking Cross Cultural
Understanding to Improve Students’ Motivation in
Learning English “. This research analyzed about the role
of motivation in learning English after and before they
39
Xiaojing Liu, Shijuan Liu, and Seung-hee Lee, “Cultural Differences in Online
Learning: International Student Perceptions,” Educational Technology & Society 3, no.
13 (2010): 178.
40
George A. Marcoulides, Ronald H. Heck, and Constantinos Papanastasiou, “Student
Perceptions Of School Culture And Achievement: Testing The Invariance Of A Model,”
n.d., 1.
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taught with cross cultural understanding. She uses the role
of motivation in learning English by use the strategy of
cross cultural understanding. The second research is
written by Irma Hadi Vuspita Sari (2014) from UIN Sunan
Ampel Surabaya. Her research title is “The Use of CrossCultural Understanding to Ease Learning English at the
Second Year Students of SMA Negeri 3 Mojokerto”, she
uses the cross cultural understanding in the classroom for
make the students easier in learning English language. The
third research is written by Qori’ah Maghfirotillah her
research title is “Students’ Cultural Awareness Level and
Their Techniques for Incorporating Target Cultural
Content into English Language Teaching in English
Teacher Education Department UIN Sunan Ampel
Surabaya”, she focuses on the techniques of incorporating
culture that is used by the students teacher in the
microteaching class. She also categorizes the result into
several levels. In her research she focuses on the level of
cultural awareness of the student teacher in the
microteaching class. The fourth research is written by
Dimitrios Thanasoulas his research title is “The
Importance of Teaching Culture in The Foreign Language
Classroom”, he focuses on the importance of teaching
culture in the classroom, especially English class. In his
research he more focuses on the definition of culture, why
we must incorporate culture in the English classroom. The
fifth research is conducted by Rahim Uddin Choudhury
entitled “The Role of Culture in Teaching and Learning of
English as a Foreign Language”, in his journal he focuses
on the influences of culture. He divides several skill that
influenced by culture such as, cultural influence on
listening, cultural influence on speaking, cultural influence
on reading, etc. The sixth research is written by
Mohammad Pourmahmoud Hesar entitled “Why and How
to Apply Culture in an EFL Classroom?” in his journal he
focuses on the cultural competence of English teacher. He
also describes the effect of culture in language use. The
seventh research is written by Hemat Purba entitled “The
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18
Importance of including Culture in EFL Teaching.” He
focuses on activities that can be used as cultural content in
English Language Teaching.
This research is different with the previous study
which has been stated above. Here the writer only focuses
on the way teacher integrating the culture in the real
English classroom, after the writer finishes the research she
is expecting that the finding of this research is the way
teacher integrate culture, the kinds of activity that is used
by the teacher in the classroom, and the students’
perception of culture integration in ELT at SMP
Muhammadiyah
4
Surabaya.
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CHAPTER III:
RESEARCH METHOD
This chapter discusses the method that is used by the researcher. It
divides in some main areas: Research Design, Subject of Study,
Research Instruments, Data Collection Techniques, and Data Analysis
Techniques.
A. RESEARCH METHOD
1.
Research Design
In this research, the writer uses qualitative study. The
writer uses this kind of research method because of the need of
the research question and the title. The research question is
questioning about the way teacher integrating culture within the
classroom and what is the 7-A students’ perception dealing
with culture integration. The writer wants to know how the way
teacher integrating the culture and 7-A students’ perception
dealing with culture integration of native speaker in the
classroom.
The qualitative design is concern in how the society
interpreted or understood. It also based on the method of data
generation that have their characteristic, flexible and sensitive
based on the social context where the data come from. It also
based on the method of analysis, explanation, and argument
building from the understanding of the researcher. 41
2.
Subject of Study
There are three classes of seventh grade at SMP
MUHAMMADIYAH 4 Surabaya, 7-A, 7-B, and 7-C. The
researcher chooses the 7-A because of the recommendation of
English teacher there. He chooses the 7-A because, he thinks 7A have the better capability in learning English. 7-A also has
the best capability in learning English besides 7-B and 7-C.
There are 28 students in 7-A class, with 15 male students and
13 female students.
41
Jennifer Mason, Qualitative Researching (London, NY: Sage Publication, 2002), 3.
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3.
Research Instrument
1. Observation Checklist
Observation checklist becomes the main tool for
this research. The researcher will observe the teaching
and learning process use that observation checklist. It
will also use for analyzing the lesson plan that is given
by the teacher. This observation checklist was
formulated by the researcher based on Hemat Purba’s
journal. It will use for check whether the teacher uses
the seven activities that has been mentioned by Hemat
or not in his teaching and learning process.
a. Interview
The second instrument that the researcher
uses is interview. It is use for find out the students’
perception dealing with culture integration in English
classroom. This interview guideline is formulating
based on Mohammad Alajmi’s journal. The researcher
wants to know the students perception from the
attractive aspect and the enjoyment of students joining
the culture integration class. From the interview the
researcher finds the positive and negative perception
of 7-A students. The researcher finds the reason why
do the students give the positive and negative
perception dealing with culture integration.
4.
Data Collection Technique
The data collection technique here is conducted by
using the observation checklist and questionnaire. Observation
checklist here is to answer the first research question. It is
asking about the way and kinds of activities that is used by
teacher in his teaching and learning process. The second is
using questionnaire. It will used for answering the second
research question. The second research question is asking about
the students’ perception dealing with culture integration. So,
the researcher formulates the question that can make the
students give the answer about their perception. Finally, the
data collection technique will be like this:
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Table 3-1 Data Collection Techniques
Research
Question
(RQ)
Preliminary
Research
RQ 1
RQ 2
Instrument
Interview
Observation
and document
study
Interview
Techniques
Analysis
The importance of
culture integration.
The way teacher
integrating the culture
and the kind of
activities dealing with
culture integration.
Student’s perception of
culture integration.
5.
Data Analysis Technique
The researcher analysis the data from observation
checklist and interview guideline, from observation checklist
the researcher gets the kinds of activities that used by the
teacher. It also can describe how the teacher engages the
students with the material. The researcher also gets the lesson
plan that is used by the teacher before his teaching and learning
process. The researcher analysis between the teaching practice
and the lesson plan, whether they are same or not.
After that, the researcher analysis the answer that got
from the questionnaire. The researcher finds the students’
perception dealing with culture integration. It also shows which
one from the seven activities that get more the interesting feel
of the students. Next, the descriptive report and analysis are
produced in a form of thesis finding result. The data analysis
techniques of this research will be like this:
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Table 3-2 Data Analysis Techniques
Research
Question
Aspect
Instrumen
ts
How is the
culture
integration
in English
language
teaching at
SMP
Muhamma
diyah 4
Surabaya?
The way
and kinds
of
activities
that used
by teacher
in his
teaching
and
learning
process.
Observati
on
checklist.
Data
Analysi
s
The
researc
her will
do the
docume
nt study
from
lesson
plan.
The
researc
her will
analyze
the
activitie
s that
includin
g on
lesson
plan.
Further,
the
researc
her will
do the
observa
tion in
the
classroo
m. The
researc
Subject
Lesson
plan.
Teaching
and
learning
process
done by
the
teacher.
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What is the
students’
perception
of culture
integration
i