CULTURAL ELEMENTS T O BE CONSIDERED IN TEACHING ENGLISH FOR THE SLTA, STUDENTS' BOOX
CULTURAL ELEMENTS TO BE CONSIDERED IN TEACHING
ENGLISH FOR THE SLTA, STUDENTS' BOOX I BY
DEPARTEMEN PENDIDIKAN DAN KEBUDAYAAN
A THESIS
.rtial Fulfilment of the Requirem,en& for
the Sarjana Pendidikan Degree in
English Language Teaching
r
No, INDUK
-TGL. T i F I U \
---
1
I
n
, h x L i/ j L i
__I_
7 - 7- qL/ll
(
--
--A*tie.:, - , ' l ' [ / ? < j q ~&
~I /Ly
-- ---
by
CUeronica
KOP1
KE
C)2B.
IG. 1213083019
Universitas Katolik Widya Mandala Surabaya
Fakultas Keguruan dan ilmu Pendidikan
Jurusan Pendidikan Bahasa dan Seni
Program Studi Pendidikan Bahasa Inggris
May, 1988
T h i s t h e s i i , e l i t i t l e d Ccilt11.rnl Elen!er:t,s t o be
C o n s i d e r e d i n T e ? c h i n ~Englis!-i
?'QT
t h e SLTA, Studectst
Book I by Departenen P e n d i d i k a n d a r ~Kebudayaan
and p r e p a r e d and submitted by 7Jc:sonica Kg
has been approved and accep t;ec!
r; 2 r t i a l f u l f i l m e n t
t h e r e q u i r e m e n t s f o r the S a r j a : ~ . PenciidJ.ksn degree
English 1,ar:guage 'l'~?,?.chin!lSg
+.it*
of
in
????Io.,ring : ~ d v i s c r s .
-
Drs. K.P.
F i r s t Advisor
S o e t r i s n o Y.A.
D r s . Harto Pranono
This ti79~5.sk?:: byen examined by t h e Committee on
Oral F , x 3 l i l r 3 t l ~ ? r 1..': c ;. ?'ic of'
y')y;y.
--
l.!*i'*
;~\~~~;*+.:.!"%-.
A l l ,
..' .
-.---
D r s . Hnrto Pramono
..
"
12,.
bra.
L:‘ i.~cz~ a # d a l a n ar .KarLlo
/
Member
)!ember
k1;proved by
_-.
!
2
------- -
/
/
/
/--:
-
L k Lt L b
-.
z
x
-
9rs. J. Marcus Daely, M.A.
Teacher train in^ Col? z e
t h e E n g l i s h Department
The w r i t e r would l i k e t o e x p r e s s h e r d e e p e s t g r a t i t u d e and c o r d i a l t h a n k s t o D r s . M.P.
S o e t r i s n o , M. A . ,
h e r s u p e r v i s o r on T h e s i s W r i t i n g a t t h e E n g l i s h Teachers'
T r a i n i n g Department of Widya Mandala C a t h o l i c U n i v e r s i t y ,
f o r h i s v a l u a b l e guidance, c r i t i c i s m , and s u g g e s t i o n s i n
completing t h e paper.
The w r i t e r a l s o wants t o e x p r e s s h e r g r a t i t u d e t o
D r s . Harto Pramono, f o r h i s v a l u a b l e s u g g e s t i o n s i n i m p r o v i n g and f i n i s h i n g h e r paper.
Besides t h a t , t h e w r i t e r i s a l s o i n d e b t e d t o
all
t h e l e c t u r e r s a t t h e E n g l i s h Teachers' T r a i n i n g Department
of Widya Kandala C a t h o l i c U n i v e ~ s i t ywho have encouraged
and g i v e n v a l u a b l e t i m e t o t h e w r i t e r i n completing
the
paper.
Also t h e w r i t e r would l i k e t o e x p r e s s h e r t h a n k f u l
n e s s t o h e r p a r e n t s , s i s t e r s , and b r o t h e r s , and f r i e n d s ,
who have encouraged t h e w r i t e r i n f i n i s h i n g t h e paper.
A t l a s t , the w r i t e r w i l l not f o r g e t t o express h e r
d e e p e s t g r a t i t u d e t o h e r beloved f i a n c e who h a s
been
a
c o n s t a n t s o u r c e o f encouragement i n a l l a s p e c t i n complet i n g t h e paper.
The w r i t e r
PAGE
CHAPTER
....................................
Acknowledgement .................................. i v
Contents ......................................... v
A b s t r a c t ........................................ v i i
INTRODUCTION ..............+......................
Approval page
I.
1.1.
1.2.
1.3.
1.4.
Eackground o f t h e Problem
...................
....................
The A i m o f t h e Study ........................
The S i g n i f i c a n c e of t h e Study ...............
Statement o f t h e Problem
.................................
of t h e Study .....................
o f Terms .........................
1
2
2
3
1.5. Assu?lptions
3
1.6. L i m i t a t i o n
3
1.7. D e f i n i t i o n
4
2. LAEGUAGE ABD CULTURE bKD TEEIR RELhTI@>TSITiFIll
~,I,CLISHLAXGUAGE TEACNIhG
7
'
:
2.2.
............................
??hat i s Language? ...........................
2.3.
C u l t u r a l I n t e r f e r e n c e i n Language Leerning...
2.1.
3.
........................
What i s C u l t u r e ?
7
9
11
......... 1 4
2.5. C u l t u r a l Shock .............................. 16
PREPARATION I N TEACRIKG CULTURAL ELZEENTS .... .. ..
2.4.
The V a r i e t i e s of C u l t u r e i n S o c i e t y
3.1.
Acquiring Knowledge about Culture............
18
3.2.
Knowing t h e Goal of C u l t u r a l I n s t r u c t i o n . . . . .
19
~ . 3 .S e l e c t i n g t h e M a t e r i a l
7
3.4.
...................... 21
S t r a t e g i e s t h a t a r e S u i t a b l e f o l - t h e Classroom A c t i v i t y
............................... 24
4
. CULTURAL ELEMENTS TO RE CONSIDFIRED I N
EBGLISH FOR THE SLTA. STUDENTS1 BOOK I
5
TEACIlING
..........
. CONCLUSION AXD SUGGESTIONS ......................
5.1. Conclusion .................................
5.2. S u g g e s t i o n s ................................
B i b l i o g r a p h y ....................................
........................................
Curriculum Vitae ................................
Appendix
26
58
59
60
62
70
ABSTRACT
Nowadays, t h e most i m p o r t a n t o b j e c t i v e of l e a r n i n g
E n g l i s h a s a f o r e i g n language f o r s t u d e n t s a t High
Schools a r e below e x p e c t a t i o n . Most s t u d e n t s cannot
comprehend e a s i l y when t h e y r e a d E n g l i s h books, One of
t h e r e a s o n s i s due t o t h e E n g l i s h t e a c h e r s t f a i l u r e i n
explaining c u l t u r e i n t h e r e l a t i o n t o teaching English.
They r a r e l y c o n s i d e r c u l t u r a l elements i n t e a c h i n g Engl i s h . Although language and c u l t u r e a r e e x p l a i n e d
s e p a r a t e l y , t h e y have t o be c o n s i d e r e d a s a u n i t because
language i s a c t u a l l y one of t h e elements o f c u l t u r e .
The t e a c h i n g of c u l t u r a l elements i s t o h e l p t h e
s t u d e n t s u n d e r s t a n d E n g l i s h p e o p l e and e v e n t u a l l y l i k e
r e a d i n g E n g l i s h books. The l e s s o n s can t a u g h t by compari n g two o r more c u l t u r e s ,
A c t i v i t i e s t o i n t r o d u c e E n g l i s h c u l t u r e do n o t
n e c e s s a r i l y have t o be done i n c l a s s time. They can be
completed o u t s i d e c l a s s , i n many i n s t a n c e s a s homework o r
assignments. F o r example, t h e s t u d e n t s a r e a s s i g n e d t o
f i n d t h e d i f f e r e n c e s between I n d o n e s i a n s e a s o n s and Europe
an s e a s o n s , and t o make a comparison between them.
-
I n t e a c h i n g a f o r e i g n language t h e E n g l i s h t e a c h e r s
should have p r o p e r knowledge about c u l t u r e and i t s r e l a t i o n s h i p w i t h language. By r e a d i n g c u l t u r a i books, t h e
E n g l i s h t e a c h e r s a r e a b l e t o i n c r e a s e t h e i r knowledge
about f o r e i g n c o u n t r y and i t s c u l t u r e . I t w i l l be v e r y
u s e f u l t o a t t e n d d i s c u s s i o n s o r seminars which a r e l e d
by n a t i v e s p e a k e r s o r by p e o p l e who have been i n t h a t
c o u n t r y . For S e n i o r High School s t u d e n t s , t h e E n g l i s h
t e a c h e r s may g i v e some o u t s i d e r e a d i n g s o r d i a l o g u e s about
t h e c o u n t r y w r i t t e n i n f o r e i g n language. I n t h i s way t h e
s t u d e n t s a r e a b l e t o improve t h e i r knowledge o f t h e language and t h e f o r e i g n c u l t u r e a s w e l l .
C u l t u r a l elements a r e i n t r o d u c e d l i t t l e by l i t t l e
under d i s c u s s i o n . The s t u d e n t s a r e g i v e n d e e p e r i n s i g h t
o f t h e c u l t u r e of t h e p e o p l e when t h e y l e a r n more about
language. T h i s can be r e a d i n c h a p t e r f o u r i n E n g l i s h f o r
t h e SLTA S t u d e n t s ' Book I which t h e w r i t e r c o n s i d e r impor
tant.
-
The c o n c l u s i o n i s t h a t language i s n o t o n l y a p a r t
of c u l t u r e b u t a l s o e x p r e s s e s c u l t u r e . A s a m a t t e r o f
f a c t , h o p e f u l l y , o u r c u r r i c u l u n could be c o n s t r u c t e d
c o r r e c t l y i n such away t h a t t h e c u l t u r a l elements a r e a l s o
be c o n s i d e r e d i n t h e t e a c h i n g E n g l i s h program
ENGLISH FOR THE SLTA, STUDENTS' BOOX I BY
DEPARTEMEN PENDIDIKAN DAN KEBUDAYAAN
A THESIS
.rtial Fulfilment of the Requirem,en& for
the Sarjana Pendidikan Degree in
English Language Teaching
r
No, INDUK
-TGL. T i F I U \
---
1
I
n
, h x L i/ j L i
__I_
7 - 7- qL/ll
(
--
--A*tie.:, - , ' l ' [ / ? < j q ~&
~I /Ly
-- ---
by
CUeronica
KOP1
KE
C)2B.
IG. 1213083019
Universitas Katolik Widya Mandala Surabaya
Fakultas Keguruan dan ilmu Pendidikan
Jurusan Pendidikan Bahasa dan Seni
Program Studi Pendidikan Bahasa Inggris
May, 1988
T h i s t h e s i i , e l i t i t l e d Ccilt11.rnl Elen!er:t,s t o be
C o n s i d e r e d i n T e ? c h i n ~Englis!-i
?'QT
t h e SLTA, Studectst
Book I by Departenen P e n d i d i k a n d a r ~Kebudayaan
and p r e p a r e d and submitted by 7Jc:sonica Kg
has been approved and accep t;ec!
r; 2 r t i a l f u l f i l m e n t
t h e r e q u i r e m e n t s f o r the S a r j a : ~ . PenciidJ.ksn degree
English 1,ar:guage 'l'~?,?.chin!lSg
+.it*
of
in
????Io.,ring : ~ d v i s c r s .
-
Drs. K.P.
F i r s t Advisor
S o e t r i s n o Y.A.
D r s . Harto Pranono
This ti79~5.sk?:: byen examined by t h e Committee on
Oral F , x 3 l i l r 3 t l ~ ? r 1..': c ;. ?'ic of'
y')y;y.
--
l.!*i'*
;~\~~~;*+.:.!"%-.
A l l ,
..' .
-.---
D r s . Hnrto Pramono
..
"
12,.
bra.
L:‘ i.~cz~ a # d a l a n ar .KarLlo
/
Member
)!ember
k1;proved by
_-.
!
2
------- -
/
/
/
/--:
-
L k Lt L b
-.
z
x
-
9rs. J. Marcus Daely, M.A.
Teacher train in^ Col? z e
t h e E n g l i s h Department
The w r i t e r would l i k e t o e x p r e s s h e r d e e p e s t g r a t i t u d e and c o r d i a l t h a n k s t o D r s . M.P.
S o e t r i s n o , M. A . ,
h e r s u p e r v i s o r on T h e s i s W r i t i n g a t t h e E n g l i s h Teachers'
T r a i n i n g Department of Widya Mandala C a t h o l i c U n i v e r s i t y ,
f o r h i s v a l u a b l e guidance, c r i t i c i s m , and s u g g e s t i o n s i n
completing t h e paper.
The w r i t e r a l s o wants t o e x p r e s s h e r g r a t i t u d e t o
D r s . Harto Pramono, f o r h i s v a l u a b l e s u g g e s t i o n s i n i m p r o v i n g and f i n i s h i n g h e r paper.
Besides t h a t , t h e w r i t e r i s a l s o i n d e b t e d t o
all
t h e l e c t u r e r s a t t h e E n g l i s h Teachers' T r a i n i n g Department
of Widya Kandala C a t h o l i c U n i v e ~ s i t ywho have encouraged
and g i v e n v a l u a b l e t i m e t o t h e w r i t e r i n completing
the
paper.
Also t h e w r i t e r would l i k e t o e x p r e s s h e r t h a n k f u l
n e s s t o h e r p a r e n t s , s i s t e r s , and b r o t h e r s , and f r i e n d s ,
who have encouraged t h e w r i t e r i n f i n i s h i n g t h e paper.
A t l a s t , the w r i t e r w i l l not f o r g e t t o express h e r
d e e p e s t g r a t i t u d e t o h e r beloved f i a n c e who h a s
been
a
c o n s t a n t s o u r c e o f encouragement i n a l l a s p e c t i n complet i n g t h e paper.
The w r i t e r
PAGE
CHAPTER
....................................
Acknowledgement .................................. i v
Contents ......................................... v
A b s t r a c t ........................................ v i i
INTRODUCTION ..............+......................
Approval page
I.
1.1.
1.2.
1.3.
1.4.
Eackground o f t h e Problem
...................
....................
The A i m o f t h e Study ........................
The S i g n i f i c a n c e of t h e Study ...............
Statement o f t h e Problem
.................................
of t h e Study .....................
o f Terms .........................
1
2
2
3
1.5. Assu?lptions
3
1.6. L i m i t a t i o n
3
1.7. D e f i n i t i o n
4
2. LAEGUAGE ABD CULTURE bKD TEEIR RELhTI@>TSITiFIll
~,I,CLISHLAXGUAGE TEACNIhG
7
'
:
2.2.
............................
??hat i s Language? ...........................
2.3.
C u l t u r a l I n t e r f e r e n c e i n Language Leerning...
2.1.
3.
........................
What i s C u l t u r e ?
7
9
11
......... 1 4
2.5. C u l t u r a l Shock .............................. 16
PREPARATION I N TEACRIKG CULTURAL ELZEENTS .... .. ..
2.4.
The V a r i e t i e s of C u l t u r e i n S o c i e t y
3.1.
Acquiring Knowledge about Culture............
18
3.2.
Knowing t h e Goal of C u l t u r a l I n s t r u c t i o n . . . . .
19
~ . 3 .S e l e c t i n g t h e M a t e r i a l
7
3.4.
...................... 21
S t r a t e g i e s t h a t a r e S u i t a b l e f o l - t h e Classroom A c t i v i t y
............................... 24
4
. CULTURAL ELEMENTS TO RE CONSIDFIRED I N
EBGLISH FOR THE SLTA. STUDENTS1 BOOK I
5
TEACIlING
..........
. CONCLUSION AXD SUGGESTIONS ......................
5.1. Conclusion .................................
5.2. S u g g e s t i o n s ................................
B i b l i o g r a p h y ....................................
........................................
Curriculum Vitae ................................
Appendix
26
58
59
60
62
70
ABSTRACT
Nowadays, t h e most i m p o r t a n t o b j e c t i v e of l e a r n i n g
E n g l i s h a s a f o r e i g n language f o r s t u d e n t s a t High
Schools a r e below e x p e c t a t i o n . Most s t u d e n t s cannot
comprehend e a s i l y when t h e y r e a d E n g l i s h books, One of
t h e r e a s o n s i s due t o t h e E n g l i s h t e a c h e r s t f a i l u r e i n
explaining c u l t u r e i n t h e r e l a t i o n t o teaching English.
They r a r e l y c o n s i d e r c u l t u r a l elements i n t e a c h i n g Engl i s h . Although language and c u l t u r e a r e e x p l a i n e d
s e p a r a t e l y , t h e y have t o be c o n s i d e r e d a s a u n i t because
language i s a c t u a l l y one of t h e elements o f c u l t u r e .
The t e a c h i n g of c u l t u r a l elements i s t o h e l p t h e
s t u d e n t s u n d e r s t a n d E n g l i s h p e o p l e and e v e n t u a l l y l i k e
r e a d i n g E n g l i s h books. The l e s s o n s can t a u g h t by compari n g two o r more c u l t u r e s ,
A c t i v i t i e s t o i n t r o d u c e E n g l i s h c u l t u r e do n o t
n e c e s s a r i l y have t o be done i n c l a s s time. They can be
completed o u t s i d e c l a s s , i n many i n s t a n c e s a s homework o r
assignments. F o r example, t h e s t u d e n t s a r e a s s i g n e d t o
f i n d t h e d i f f e r e n c e s between I n d o n e s i a n s e a s o n s and Europe
an s e a s o n s , and t o make a comparison between them.
-
I n t e a c h i n g a f o r e i g n language t h e E n g l i s h t e a c h e r s
should have p r o p e r knowledge about c u l t u r e and i t s r e l a t i o n s h i p w i t h language. By r e a d i n g c u l t u r a i books, t h e
E n g l i s h t e a c h e r s a r e a b l e t o i n c r e a s e t h e i r knowledge
about f o r e i g n c o u n t r y and i t s c u l t u r e . I t w i l l be v e r y
u s e f u l t o a t t e n d d i s c u s s i o n s o r seminars which a r e l e d
by n a t i v e s p e a k e r s o r by p e o p l e who have been i n t h a t
c o u n t r y . For S e n i o r High School s t u d e n t s , t h e E n g l i s h
t e a c h e r s may g i v e some o u t s i d e r e a d i n g s o r d i a l o g u e s about
t h e c o u n t r y w r i t t e n i n f o r e i g n language. I n t h i s way t h e
s t u d e n t s a r e a b l e t o improve t h e i r knowledge o f t h e language and t h e f o r e i g n c u l t u r e a s w e l l .
C u l t u r a l elements a r e i n t r o d u c e d l i t t l e by l i t t l e
under d i s c u s s i o n . The s t u d e n t s a r e g i v e n d e e p e r i n s i g h t
o f t h e c u l t u r e of t h e p e o p l e when t h e y l e a r n more about
language. T h i s can be r e a d i n c h a p t e r f o u r i n E n g l i s h f o r
t h e SLTA S t u d e n t s ' Book I which t h e w r i t e r c o n s i d e r impor
tant.
-
The c o n c l u s i o n i s t h a t language i s n o t o n l y a p a r t
of c u l t u r e b u t a l s o e x p r e s s e s c u l t u r e . A s a m a t t e r o f
f a c t , h o p e f u l l y , o u r c u r r i c u l u n could be c o n s t r u c t e d
c o r r e c t l y i n such away t h a t t h e c u l t u r a l elements a r e a l s o
be c o n s i d e r e d i n t h e t e a c h i n g E n g l i s h program