T1 112008156 Full text
A STUDY OF TEACHER’S BELIEFS OF WHICH CULTURE
SHOULD BE TAUGHT IN ENGLISH LANGUAGE CLASSROOM
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Sukma Dessy Untari
112008156
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
A STUDY OF TEACHER’S BELIEFS OF WHICH CULTURE
SHOULD BE TAUGHT IN ENGLISH LANGUAGE CLASSROOM
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Sukma Dessy Untari
112008156
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
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iv
A Study of Teacher’s Beliefs of which Culture should be Taught
in English Language Classroom
Sukma Dessy Untari
Abstract
The focus of this study is to understand the English teachers’ beliefs of which culture
should be taught in English language classroom. This study aimed to understand English
teachers’ beliefs of which culture should be taught in English language classroom and
understand the English teachers’ experiences of whose culture should be taught in English
language classroom to help the teachers aware that their beliefs of which culture should be
taught in English language classroom is important to improve their students’ English skills.
This research is qualitative. This research used in-depth interviews of ED lecturers Satya
Wacana Christian University in gathering the data. The teachers believe that teaching the
target language culture in English classroom is not only help the target language learners
could use the language properly but also can understand others cultures and avoid judging
other’s cultures. The researcher suggests that the future researches may not only use teachers’
opinion, but also engage the English learners’ experiences or opinion in collecting the data
so that the data will more complete by knowing the learners’ felling in learning English by
learning its culture.
Key words: culture, teachers’ beliefs
Introduction
In common belief, learning a language is also learning its culture (Cakir, 2006, p.
156). According to Genc & Bada (2005),“without the study of culture, teaching L2 is
inaccurate and incomplete” (p. 73). In addition, Thompson (1990) also said that
Culture is the patterns of meanings embodied in symbols term, including
actions, utterances and meaningful objects of various kinds, by virture of
which individuals communicate with one another and share their experiences,
conceptions and belief (p.132 ).
From Thompson’s explanation about the culture, it can be said that culture is a key to
learn a language. It can carry message or meaning about what people say, how people act or
what people say when they communicate with others.
Like what Thanasoulas (2001) said that,
Culture and communication are inseparable because culture not only dictates
who talks to whom, about what, and how the communication proceeds, it also
helps to determine how people encode messages, the meanings they have for
messages, and the conditions and circumstances under which various messages
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may or may not be sent, noticed, or interpreted... Culture...is the foundation of
communication.
From Thanasoulas (2001), it can be learnt that culture cannot be separated with
communication. Culture becomes a foundation in a communication. Culture can help people
explore their message of their communication to make their conversation easy to be
understood.
Based on the explanation about the importance of teaching culture in a language
classroom above, this research focused on a problem. The problem is which culture should be
taught in English language classroom. Based on the researcher’s experiences in taking a
speaking class in 2009, a reading class in 2009, a narrative and descriptive writing class in
2010, and some classes, the researcher’s teachers only used or gave material that is related to
the researcher’s culture. That is why, she did not learn about the target language culture and
she thinks that learning a language without learning its culture is a problem. The researcher’s
experience is similar with a research which was done by Hermawan (2012). Based on his
research, learners’ language culture was more presented than the target language culture. In
addition, the researcher needs to learn English is not only to find a job in her country, but also
to know the target language culture in preparing herself if she works or studies in an English
speaking country. If she does not know the English speaking countries culture, how can she
communicate or use the language properly when she meets with some English speakers. The
researcher’s opinion is supported by Zohrabi & syah (2012), who stated that teaching a target
language culture in English language classroom is important, because the reason why people
learn English do not only for passing the exam, finding a job in their country, and so on, but
also preparing themselves to study or work in English speaking countries, or preparing
themselves when they meet with an English speaker or work in a foreign company. That is
why, teaching the target language culture in English classroom is important to make the
English language learners know how to use the language properly. However, as an
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Indonesian who learns English and wants to be an English teacher, the researcher wonders,
because if the target language culture is taught in English classroom, will the English students
be familiar with the topic related to the target culture? Can they follow the lesson?
The questions can be answered by viewing the English teachers’ experiences in
teaching English in English classroom. Therefore, the researcher would like to explore their
belief of whose culture should be taught in English language classroom.
Why teacher’s belief? Belief plays a role in education. As Pajares (1992, cited in
Zacharias 2003) stated that beliefs play a key role in defining tasks and selecting the
cognitive tools with which to interpret, plan, and make decisions regarding such tasks;
therefore they play a critical role in defining behavior and organizing knowledge and
information. As a result, “the teachers’ belief is the information, attitudes, values,
expectations, theories, and assumptions about teaching and learning that teachers build up
over time and bring with them to the classroom” (Richards 1998, cited in Zacharias 2003). In
additions, Donaghue (2003) also pointed out:
It is generally agreed that teachers’ personal theories, beliefs, and assumptions
need to be uncovered before development can occur, enabling critical
reflection and then change. Beliefs about teaching, learners, or teachers’ role,
for example, guide teachers in their practice, and are derived from sources
such as experience and personality.
(cited in Llurda & Lasagabaster 2010, p.330 )
From both Richard and Donaghue’s writings, it can be said that a teacher’s belief is
important in teaching a language. From the teachers’ belief, the teachers know how to teach
an English lesson to the English learners well. They do their best by seeing their experiences
as language learners because their experiences can give them a lesson in their teaching. Their
beliefs influence the way they teach and how they design materials in English teaching. Their
beliefs help them to do their best in teaching English in this globalization era, especially in
choosing which culture should be taught in English language classroom.
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Therefore, based on the brief explanation above, the general aims of this research are
to understand English teachers’ belief of which cultures should be taught in English language
classroom and understand English teachers’ experiences of whose culture should be taught in
English language classroom. This study will help students, especially English department
students who would like to become teachers as well as other writers in having critical
thinking. They should think critically that their beliefs are very important to choose about
which culture should be taught in English language classroom in improving their students’
English skill like speaking, listening, reading and writing. This research will open or aware
the readers, especially for them who want to be a teacher. They will be aware that only their
beliefs or experience can give the lesson in choosing of which culture should be taught in
English language classroom in improving their students’ English skill.
Theoretical Framework
This research will use literature review about culture and its relationship with
language teaching and teachers’ belief. First it will discus about the culture and its
relationship with Language Teaching. In addition, this chapter also discusses about the
previous research that is conducted in other countries.
The Definition of Culture
Culture may have many meanings. It can be defined in many ways. Culture is a
picture of people’s daily life that is known well by people who have the culture (Grittner,
1996). According to Goode, Sockalingam, Brown, & Jones (2000 cited in Peterson and
Coltrano 2003), culture is “integrated pattern of human behavior that includes thoughts,
communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners
of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or
social group; and the ability to transmit the above to succeeding generations.” Culture can
also be defined as something that is related with notion of personal space, appropriate
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gestures, time, and so forth (Hinkel, 2007, p.1). It shows that the great achievement of a
people as reflected in their history, social institution, work of art, architecture, music and
literature which is the nation as the nation as the frame of reference for culture (Moran, 2001,
p.4). The culture is a way of people’s life which will help people to determine their meaning
when they speak. It may be said that language reflects culture which the culture will help
people to understand a language which cannot be learned like a folk song, celebration, etc of
their area in which the language is spoken. Based on the explanation above, it can be seen
that each experts has their own assumption about culture in people’s life. Therefore, if the
meaning of culture is understood by English language teachers, they may help their students
to learn English properly by engage the culture in their teaching. Next, the researcher uses the
experts’ opinion above to analyze about the ED teacher’s opinion about culture in their life,
especially in their English teaching.
The connection between culture and language
As the experts’ opinion above, it may be said that culture has a relationship with
language where the culture reflects on the way people live which help people in conveying
their meaning in their conversation. Like what the previous study explained, Holliday (2011,
p.55) also thought that culture is meaningful in life and cannot be separated from language.
Culture can help people to present what people mean in their conversation like to send what
people mean by using gesture for an example. Culture helps people to communicate to each
other especially in speaking another language. He also said that “... language can be many
things – a cultural reality, a cultural marker, artefact, a cultural arena...” Language is always
related to culture, because culture does not only include religion, ethnicity and class but also
communities, workplace, skills and so on which can carry meaning in the conversations.
Culture is also understanding about its people identity included what they speak. For example
when people use gestures, facial expression, eye contact, touching, physical distance, silence,
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and other factors it plays an important role in functions, but for the moment it can be
concentrate on written and spoken language (Moran, 2001). In addition, Peterson and
Coltrano (2003, p.1) said, ‘When teaching subject pronouns and verbal inflections in French,
a teacher could help students understand when in French it is appropriate to use an informal
form of address (tu) rather than a formal form of address (vous)—a distinction that English
does not have. An English as a second language teacher could help students understand
socially appropriate communication, such as making requests that show respect; for example,
“Hey you, come here” may be a linguistically correct request, but it is not a culturally
appropriate way for a student to address a teacher.’
Based on all explanation above, it can be seen that culture and language are
interconnected, especially in a conversation. From statement which is stated by Holliday
(2011) above, culture is not only included religion or ethnicity but also can carry meaning in
a conversation. In addition, Moran (2001) also has a view that culture can help people to
understand about people’s identity and people speak. When people speak, they bring their
identity. They use gesture, facial expression, and other body movement to explore their
meaning.
Next, Peterson and Coltrano (2003) show that culture can help people to
understand and respect what people say, therefore people will respect each other or other
culture. That is why, the explanation from the experts above are used to analyze the teacher’s
belief about the importance of culture in a conversation.
Based on all explanation above, it can be seen that culture and language are
interconnected, especially in a conversation. From statement which is stated by Holliday
(2011) above, culture is not only included religion or ethnicity but also can carry meaning in
a conversation. In addition, Moran (2001) also has a view that culture can help people to
understand about people’s identity and people speak. When people speak, they bring their
identity. They use gesture, facial expression, and other body movement to explore their
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meaning.
Next, Peterson and Coltrano (2003) show that culture can help people to
understand and respect what people say, therefore people will respect each other or other
cultures. That is why, the explanation from the experts above are used to analyze the
teacher’s belief about the importance of culture in a conversation.
Teaching a language and culture are interconnected
The previous experts’ explanations give knowledge that teaching a language has
relationship with culture. According to Rowsell, et al. (2007) cited in Zohrabi & Shah (2012,
p.276), “culture is the heart of ESL teaching”. It has been further stated that learning a second
language cannot be separated from its culture. As a result, education of a language has to
have some lessons about its people and their culture. The fact is that there are big differences
between people and cultures. The differences of views and perceptions are realized in
people’s language. The culture can influence the learner’s success in learning a language.
Like what Stern (1983 cited in Byrd, Hlas, Watzke & Falencia 2011) said, teachers are
suggested not to ignore culture in teaching a language to achieve a success in learning a
language. Teaching culture is like teaching about social interaction. Understanding the
culture can help people to communicate with each other. It is a tool for people to send their
meaning to other EFL learners in their daily lives (Kramsch 1991 cited in Hinkel 2007). In
addition, Allen (1985, cited in Byrd, et al. 2012) said that culture is a tool to understand a
language (Allen, 1985). Byrd, et al. (2011, p. 6) also said that, “culture was viewed as a fifth
‘modality’ of language, which means that culture can help the target language learners in
learning a language, alongside reading, writing, listening, and speaking.” The culture
teaching should make learners increase their knowledge of culture in terms of people’s way
of life, values, attitudes, and beliefs, and how these terms of knowledge of culture manifest
themselves or are couched in linguistic categories and forms.
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Being viewed from this perspective above, ‘teaching a language without teaching its
culture in which it operates, is similar to teaching meaningless symbols or symbols to which
student attaches the wrong meaning…’ (Politzer, 1959 cited in Thanasoulas 2001). Therefore,
it is often considered that learning a language is also learning culture. However, Kramsch
(1993, cited in Thanasoulas 2001) said that learning a foreign language does not only learn
how to communicate but also how the learners could manipulate grammatical forms, sounds,
and meanings, and to reflect abrupt, or even flout, socially accepted norms at work both in
their own or the target culture. In addition, Zohrabi & Syah (2012) categorize the teaching of
language and culture into two: culture-bond & culture-free English language teaching. In
addition, based on Hermawan (2012), culture free is often happen in Indonesian classroom.
based on his research, most of 50% English teachers did not presented culture in English
language classroom well. They just focused on helping their learners to pass the English
exam and to find a job in their country.
The way of teaching culture in a language classroom depends on the learners’ needs
or purposes in learning English. It can be seen in the Zohrabi & Syah’s writing. According to
Zohrabi & Shah (2012), English should be taught with the norm and standards of the native
speakers so that language learners will have awareness about people and culture of the
language they have learned which is called culture-bound in English language teaching.
Culture-free English language teaching does not view English language as exclusively
belonging to the English native speaker. English language is learned and taught for utilitarian
purposes such as getting a job, passing an exam, communicating with other non-native
speakers and so on (Zohrabi & Shah, 2012). Culture-free is also used in this era, because
people learn English not only to speak with native speakers but also to survive their needs of
getting job, passing exam and so on. Here the role of culture in the classroom is almost
neutral. When they learn English, they also need material that is related to their daily lives
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and activities. It means that the material should be related to their background knowledge that
is related to their daily life in their own country. As a result, it will be easier for them in
learning English if their material or topic is related to their daily life, such as topics that tell
about the learners’ country or local culture. It is different from the culture bound which
believes the learners will have problems in learning English if they are not familiar with the
topic of their material.
The English language teaching should be easy to be understood by learners. Then,
Zohrabi & Syah (2012) further emphasize that it is important that “English language courses
should be designed based on international and multicultural trends” (p.276). It means that
teachers need to teach both the target language culture and the learners’ own culture in
English classroom. The need of using the leaner’s own culture in English classroom can help
them to learn and use English contextually with the familiar topics that is related to their daily
life and their needs of English, for example the topics that tell about their country and local
culture. Therefore, the learners can read and produce text in English by using the topics
(Zohrabi & Syah, 2012).
In addition, teaching culture allows language learners to “feel, touch, smell, and see
foreign people and not just hear their language” Peck (1998 cited in Fleet, p.9). The language
learning experience becomes more real, more purposeful and more authentic for learners
when they are taught the cultural contexts of the language itself (Peterson & Coltrane 2003).
It will help learners to have awareness to study in understanding the distinguish of the
cultural norms, habits, belief of native speaker’s countries. EFL learners also may share their
culture and try to understand about the differences between their culture and the native
speaker’s culture to prevent a misunderstanding in their communication with native speakers
(Cakir 2006, p.160). In sharing about EFL learners’ culture and target culture not only helps
learners reach the communicative goal but also learn sociocultural knowledge in the second
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language group. The sociocultural knowledge means social meaning, value, or utterances,
such as greeting, formulas, and other utterances that are found in a dialogue (Canale, 1979
and Swain, 1983 as cited in Fleet, 2012).
However, teaching of which culture should be taught in a language teaching, it may
see, learn or hold on the teacher’s belief. The teacher’s beliefs are important in English
language teaching classroom because the sources of teachers’ beliefs are teachers’
experiences as language learners, experience from teaching, teachers’ own personality,
expectations from the school, parents, the government and the local society and educationbased or research-based principles (Kindsvatter, Willen, and Ishler, 1988 cited in Richards
and Lockhart, 1996: 30 as cited in Zacharias 2003). Based on the previous explanation above,
the beliefs are experiences which are important to be learned or used in teaching something.
That is why, this research uses the teacher’s belief in a hope the beliefs or experiences will
give a picture for the teacher to choose which culture in English language classroom,
therefore they may improve their target language learners’ ability in using the target language
properly. Next, two previous studies about teaching culture in English language classroom
which were done by researchers will be discussed bellow. The previous studies will be
discussed to give a picture about how far teaching target language culture or target learners’
culture in English classroom were conducted before.
Previous Research
Although two previous researches here and the researcher’s study told about teaching
culture in English classroom, they are different. The previous researches have their own focus
on their studies which is different with researcher’s research focus. Hermawan (2012) had a
research entitled Traces of Cultures in English Text Books for Primary Education which was
conducted in January 2012. His study is focused on how culture as a good material in English
teaching is presented in English text books and whose culture are more disseminated in the
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English text book. His study is descriptive qualitative in nature. The data for this study are
collected from three English textbooks for primary schools entitled “Grow with English”,
book four to six published by Erlangga. He categorized and analyzed the data which are in
the form of written texts and illustrations that may accompany the reading passages. His
study shows that culture is not introduced well in English classroom although local or
learners’ culture is more presented in the material or text books, because the English teachers
just focus on preparing learners in passing the examination. From his research, he hoped that
culture should be factually applied in textbook or English class, because culture is a perfect
topic to be taught. However, Hermawan (2012) did not include teachers’ experiences or
feeling of the advantages of teaching target or local culture in English classroom. That is
why, the researcher was interacted to find or to know about teachers’ beliefs of which culture
should be taught in their English classroom and to find the advantages of teaching target
language culture or students’ culture in English classroom, in a hope to help the English
learners can use the target language properly.
In addition, Yilmaz (2005) also had a research about teaching in English classroom
which had different focus with the researcher’s research focus. His research entitled Culture
in English Language Classroom: What Do Students Think? which focused on target language
learners’ feeling about teaching culture in English classroom. He used questionnaire to find
the data. The questionnaire was applied to three hundred and eighty five senior Anatolian
High School students in five different schools in Edirne, Istanbul, and Diyarbakir during the
academic year of 2005-2006. He also interviewed twenty students were in Turkishby based
on semi-structured questions to generate items for the questionnaire. His research result was
the English learners thought that learning target language culture in English classroom is
important and interesting. They learned English to prepare themselves to work, to be able to
use internet and to be able to speak with people from English speaking countries properly.
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However, his research did not include English teachers’ beliefs in gathering the data. Over
viewing from the theoretical framework which was discussed above, based on Zacharias
(2003), belief is an experience which may become a good teacher in a teaching. That is why,
viewing from the Yilmaz (2005), the researcher’s research focuses on teachers’ beliefs of
which culture in English language culture in order to get more real information based on the
teachers’ experiences.
Over viewing from the previous researches above, between Hermawan (2012) and
Yilmaz (2005) did not included teachers’ opinion or experiences of teaching culture in
English language classroom. However, based on an expert opinion which was discussed
above, teacher’s belief is important to be used in a teaching to improve the quality of a
teaching. That is why, the researcher are interested to do include the teachers beliefs in order
to understand of which culture should be taught in English language classroom and to find
the advantages of teaching target language culture or learners’ culture in English language
classroom based on their beliefs. Then, how to get or gathering data for the researcher’s
research is discussed in research methodology bellow.
Research Methodology
Context of the study
The study will be conducted in English Department of Faculty of Language and
Literature of Satya Wacana Christian University, Salatiga, central Java, Indonesia. The status
of English there is as a foreign language. There are about 30 lecturers in the Department.
Why the researcher choose ED is because ED is a place where the researcher studies. It will
be easier to get the data there because every day the researcher studies there.
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Participant
The participants are ten lecturers in an English Department at the Faculty of Language
and Literature of Satya Wacana Christian University. The reason why the researcher chooses
10 out of 30 teachers are because 30 participants are too much and 10 participants are enough
to give information that is needed by the researcher. The researcher also has easy access to
the lecturers in the English Department. The researcher also believes that the lecturers have
many experiences that may help her to answer my research question. This study will use
purposive sampling strategies. Purposive sampling is popular qualitative research (Patton,
1990). Purposive sampling is choosing some subjects with specific purpose because a
researcher thinks that the subjects who are selected have information which is needed by the
researcher (Mustafa, 2000).
Instrument of Data Collection
The study would make use of qualitative data. The research used in-depth interviews
in gathering the data because the research questions were related to the teachers’ experiences
and beliefs about the using of learners’ cultural background in their ELT practice. According
to Boyce & Neale ( 2006 ), an in-depth interview is a qualitative research technique which
can explore people’s thoughts, behaviors or experiences which can produce detailed
information. In addition, the interview was conducted around 15 - 30 minutes in the
participants’ spare time. By interviewing in their spare time, it may give the maximal data
needed. By choosing this type of interview, I got much rich data because all of my
participants gave many reasons why they need to teach the target language culture or the
target language learners’ culture in English classroom. In addition, I could compare their
answers and compare their different reasons in choosing the culture in teaching English. The
interview was audio-taped and transcribed. Then, they are divided into two parts. The first
part focused on questions about English teachers’ beliefs towards whose culture should be
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taught in English language classroom. The second part focused on English teachers’
experiences in using a specific culture in English language classroom.
Procedures of data collection
Before I did the interview, I met my participants one by one to get permission about
their agreement to become my participant of my research. I also told them about my topic in
the interview so that they would prepare themselves for the interview. During the interview, I
recorded their voices, because using the recording can help me to capture all of what the
participants say. The recording can also preserve the actual language use (Zacharias, 2011,
p.96). In addition, I can transcribe and play the recording again and again if I don’t
understand about what my participant said or I can take notes from the recording. If there is
something not clear in the recording, I can take notes, then I would ask it to my participants
again. In addition, during the interview I also used note-taking to complete the recording as a
preparation if there were something missing in the recording.
Data Analysis
After doing the interviews, I did the transcribing. I used clean transcription
(Zacharias, 2011) because I just focused on the content of interview. By using the clean
transcription, I could tidy up the language by adding some words or punctuation so that the
reader would have an easier time to read this writing.
This research used qualitative data. It was analyzed qualitatively. After I transcribed
the data, I used content / thematic analysis (Riessman 2008, cited in Zacharias 2011) to
analyze the transcription. It is a way to analyze data by focusing on the contents, themes or
ideas based on what the participant say. I analyzed the data about the teachers’ beliefs of
which culture should be taught in English language classroom included the reason of the
reason of why the teachers need to teach the target language culture or target language
14
learners’ culture in English classroom. Next, elaboration of the data analysis is explained in
finding and discussion part.
Finding and Discussion
The data of this research showed that 10 lecturers that were interviewed said that they
always teach culture in English courses. They usually teach culture in writing, reading,
speaking and listening skill or other courses. When I asked Ibu Ine (a pseudonym), she said
that in writing, reading, speaking or listening, the culture was used
to understand the
meaning of phrases.
In writing and speaking, we use culture to understand the meaning of something. For
example, there is a culture in the word, which word should be used, or maybe the
word is not appropriate, abrupt or impolite for them. Then, in a listening, maybe we
don’t hear what we don’t know, like ‘telling live‘, and so on. The culture will help
learners in understanding the meaning of the phrases. (Ibu Ine, a pseudonym, 08-052012, my translation)
In addition, what Ibu Ina (a pseudonym) said relates to Allen (1985, cited in Byrd, et al.
2012) who said that culture is a tool to understand a language. Moreover, culture was viewed
as a fifth ‘modality’ of language. Culture can help the target language learners in learning a
language, alongside reading, writing, listening, and speaking. Then, it can be seen that culture
can help learners in understanding the meaning of phrases that are not common in learners’
vocabulary.
Surprisingly, Ibu Ita (a pseudonym) said that the culture is also needed in the content,
not only skills. The culture is also used in some contents like prose, drama, introduction to
literature, and writing and poetry. It can be seen that culture is used in many courses. She also
said that the function of learning culture is to understand a content of something like the
content of literature.
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Moreover, from the explanation above, it can be seen that culture is important to teach
in an English language classroom. According to Ibu Ine (a pseudonym), teaching culture is
important because teaching a language is always related with culture.
“English and culture are interconnected. If there are some idioms written in English,
we can’t translate into Indonesian directly, because it’s interconnected with its
culture. We need to know how the native speaker sees the idioms. There are culture
values which should be taught.” (Ibu Ine, a pseudonym, 08-05-2012, my translation)
From Ibu Ine’s explanation above, it can be seen that culture can help learners in
understanding the meaning of words in sentences or what English speakers mean. It is
supported by Moran (2001) that culture also focused on understanding its people’s identity,
including what they speak. What Ibu Ine (a pseudonym) and Moran (2001) said is similarly
with what Pak John said that,
Learning about a foreign culture is important, so the language learners can
understand how to appropriately interact with people from another country. Different
countries have different rules of conduct and etiquette, even if the same medium of
communication is used between them. Foreign language learning is related with
foreign culture learning, and culture is generally in the background at some level in
foreign language learning. (Pak John, a pseudonym, 31-05-2012, my translation.)
From the excerpt, Pak John (a pseudonym) shows that the culture can give a background
knowledge to understand a language. The excerpt is supported by Cakir (2006), that the
culture is needed to understand how to interact with English speakers appropriately. In
addition, Pak John (a pseudonym) also said that different countries have different rules.
Therefore, the target language learners need to know about other cultures. What Pak John
said is supported by (Canale, 1979 and Swain, 1983), cited in Fleet (2012) that knowing
16
about social values of another’s culture is needed to help learners in understanding its
language.
In addition, based on the interview, the teachers believe that target language culture
should be taught in English language classroom. However, they also give several reasons
why it should be taught in English language classroom. The reasons are about politeness,
prevent misunderstanding, learning critical thinking, respect beliefs and religion or culture,
helping English language learners to use the language properly and preparing the target
language learners to work in foreign countries. In addition, the reasons are discussed below.
Politeness
Out of 10 participants, 3 participants had a similar view with (Canale 1979 and Swain
1983 as cited in Fleet), that knowledge of a target language culture is needed to learn
sociocultural knowledge. Then, the target language learners will get inferences about the
social values like knowing the utterances which are polite or impolite to say. If the learners
know the social values or the utterances of the target language culture, they will know that
not all things that are polite in Indonesia will be polite in other countries. Here, Ibu Ine, one
of the participants also said that teaching culture is needed to make the target language
learners understand about the differences between Indonesian culture and other cultures.
In speaking, we give a knowledge to learners about some questions that is impolite for
people from English speaking countries; for example when we ask about ages, getting
married, or how many children they have. In Indonesia it is fine, but in English
speaking countries that is an impolite thing. (Ibu Ine, a pseudonym, 08-05-2012, my
translation)
Ibu Ine (a pseudonym) thought that she taught culture in an English language classroom. She
used the culture to explain that both Indonesian and English speakers have different ways to
speak. Moreover, some words, sentences, or utterances, which are polite to say in Indonesia,
17
can be impolite if it is used in English speaking countries. It is similar with Pak Toni (a
pseudonym) who expressed that how to greet someone in English speaking countries is
different from Indonesia.
If you meet someone else or strangers from native countries, they won’t say ‘how are
you’, because it is only used to greet someone who know you or familiar with you.
Then, they will say ‘how do you do’ for the first meeting with anyone. In addition, if
you meet your friend in Indonesia, you usually greet her/him by saying ‘ where are
you, but you can’t greet someone who is from English speaking country by saying
‘where are you’, because it is impolite for greeting them. Then, they will say, ‘that’s
not your businesses. (Pak Toni, a pseudonym, 20-06-2012, my translation)
From the explanation above, it can be seen that Pak Toni (a pseudonym) needs to explain to
the target language learners that the way to greet someone in Indonesia and English speaking
countries is different. It may be polite to Indonesian by saying ‘where are you’, but the
utterance will be impolite if it is used to people from English speaking countries. Something
that is polite to be said in Indonesian is not always polite to be said in English speaking
countries, because of different values. That is why, language learners should know the
cultural differences of politeness of the English speaking countries. Then, the learners will
use the language properly in their conversation with the English speakers.
Preventing Misunderstanding
In addition, out of 10 participants, 3 lecturers said that they teach the target language
culture in English language teaching to prevent misunderstandings. It is also supported by
Cakir (2009) that EFL learners need to learn the target language culture, and then try to
understand about the differences between their culture and the native speaker’s culture to
prevent a misunderstanding in their communication with native speakers. Surprisingly, Pak
18
Toni, one of the participants also has an experience as what Cakir (2009) said. He ever taught
his students about greetings, how to call people from English speaking countries is different
with how to call Indonesian people.
I ever taught in an English course about “greeting”, how to greet somebody else. If
we call people from English speaking country, we say “Mr.” using their last name,
Mr. Johnson for example, we can’t call him, Mr. Frank. But I heard in Indonesia, my
students called Pak Andrew as Mr. Andrew. Why? Is it true? I think, we should call
him with his behind name. (Pak Toni, a pseudonym, 20-06-2012, my translation)
Then, it can be seen that Pak Toni (a pseudonym) taught English to his learners that it is
important to know how to greet people from other countries to prevent misunderstanding.
How to call people in English speaking countries is different with how to call people in
Indonesia. The use of last name after ‘Mr.’ is an important role to learn by the language
learners. From the excerpt, it can be said that every country has different role that should be
understood.
Learning critical thinking
Surprisingly, Pak John (a pseudonym), added that learning other cultures is needed to
give learners knowledge or open the learners’ minds that every country has a different
culture. They can learn and think critically about society in English speaking countries; for
example all America cannot be depicted like the behaviors reflected in the movies.
Indonesian students are generally close-minded related to what they see in movies or
videos. If a film shows a scene with a partially nude individual they immediately
relate that with pornography without considering the reason why that scene is in the
movie and the meaning behind it. However, in movies with excessive violence or
swearing, they are generally indifferent. Indonesian students need to think beyond the
surface level of what they see in movies to understand the true meaning behind visual
19
images depicted within multimedia. Just because a certain movie or video depicts a
certain lifestyle or behavior, it does not mean that American society as a whole
reflects that kind of behavior. Students need to think more critically about what they
see or hear instead of just passing judgment based on superficial reasons.(Pak John,
a pseudonym, 31-05-2012, my translation)
In addition, from Pak John (a pseudonym) explanation, it can be seen that learning others’
culture is needed so that the language learners can think critically. People should stop judging
each other. Something that is shown in a film does not always describe the societies’
behaviors in the country where the film comes.
Respecting beliefs and religion or culture
According to Kramsch (1993, as cited in Thanasoulas 2001), learning a foreign
language is not only learning how to communicate but also learning how the learners could
manipulate grammatical forms, sounds, or meanings. Learning an English language also
helps the language learners understand something that the English speakers mean, or their
beliefs. Moreover, Ibu Sandra (a pseudonym) taught her students that they need to know why
the societies in English speaking countries very respect time. They always are on time in
doing everything. She wanted her students to know and respect other cultures if they meet or
have a meeting with someone who is from an English speaking county.
The people from English speaking countries are very disciplined and on time. It’s
their custom to manage their time to be always disciplined in doing something. So the
learners should know the differences between western culture and our culture.
Therefore, the learners will know the situation why the western people try to prepare
everything first. They are better at time management than us. (Ibu Sandra, a
pseudonym, 19-06-2012, my translation)
20
It can be seen that Ibu Sandra (a pseudonym) needs to explain the target language culture to
make her students aware that they should know and respect the English speaking culture and
the value of time. In addition, if the learners have a meeting of promise to meet with someone
from English speaking county, they should be on time to respect them.
In addition, Ibu Sarah (a pseudonym) said that she taught the target culture in English
language classroom to make the learner aware that they need to respect other beliefs or
religion. It is also supported by (Peterson & Coltrane, 2003) that talking about the culture
context is needed to understand the differences of other cultural norms and Indonesian culture
norms.
Usually, I teach the culture because the materials in teaching are related to the
culture, for example, when the material talks about “Halloween” and “thanks
giving”. So I need to know what the people do in celebrating the thanks giving or
“Halloween”. Other example is Christmas, although in Indonesia also has a
Christmas day, it is different with foreign Christmas day. They decorate everything on
Christmas day and being together with family gathering. I also ask about the cultures
to my friends, the lecturers who are from English speaking countries. (Ibu Sarah, a
pseudonym, 11-06-2012, my translation)
From Ibu Sarah (a pseudonym) above, she thinks students must know the target
language culture to respect other beliefs that Indonesian people do not have. The learners
need to understand that every country has their culture. They cannot judge others’ culture,
because the culture is the societies’ life.
Helping English language learners to use the language properly
In addition, out of 10 participants, 6 participants said that they taught culture in an English
language classroom to help the English language learners to use the language properly. It is
supported by Allen (1985) that culture is a tool to understand a language. Moreover, Ibu Ine
21
(a pseudonym) also said that she taught culture in a language classroom to make learners
understand utterances in English speaking countries that are not popular for them. It’s
supported by Byrd, et al. (2011) who also said that, “culture was viewed as a fifth ‘modality’
of language, culture a tool to learn a language alongside reading, writing, listening, and
speaking (p.6).” The culture teachings should make learners increase their knowledge of
another culture in terms of people’s way of life, values, attitudes, and beliefs, and how these
manifest themselves or are couched in linguistic categories and forms. In addition, Ibu Ine (a
pseudonym) also explained the advantages of teaching culture.
Teaching culture will help learners in understanding the meaning of the phrases. (Ibu
Ine, a pseudonym, 08-05-2012, my translation)
In addition, Ibu Ine (a pseudonym) thought that culture will help the language learners in
understanding what the English speakers say by knowing the way they speak. The excerpt is
also supported by Goode, Sockalingam, Brown, & Jones (2000) as cited in Peterson and
Coltrano (2003), who said that culture is “integrated pattern of human behavior that includes
thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals,
manners of interacting and roles, relationships and expected behaviors of a racial, ethnic,
religious or social group; and the ability to transmit the above to succeeding generations.” In
addition, Ibu Sarah (pseudonym), Ibu Sandra (pseudonym) and Pak Toni (a pseudonym) also
experienced sharing about the target language culture to help their learners in using the target
language appropriately. In addition, Ibu Sandra (a pseudonym) explained that teaching
culture will help the language learners to know how to use the language in the right way.
Better understanding is not only understanding about culture but also understanding
about the people. If someday the learners will meet the people from English speaking
countries, and they interact with each others, ‘‘so try to know what they have to say.
22
They know what they have to express in the right time to the right person.” (Ibu
Sandra, a pseudonym, 19-06-2012, my translation)
In addition, Pak Toni (a pseudonym) also explained that teaching culture will help the
learners in understanding something. The learners will know how to use the language
properly. Then, the learners will know the differences of how to call someone in other
countries.
Teaching both cultures will help the learners in understanding the meaning of
something. For example, if in Indonesia, I speak with Sukma, and sukma is a mother, I
say “Ibu, Ibu harus seperti ini”. But in target language culture, people say “You”,
“You, have to...” the word “ You can be used to speak with the president or senior.
Indonesian people have a higher respect in speak with people who has high status,
but in target language culture, it is to the point. (Pak Toni, a pseudonym, 20-06-2012,
my translation)
In addition, Ibu sarah also explained her experiences in teaching English. She taught an IC
course. She explained that she needed to discuss the culture to understand some difficult
worlds.
I teach culture in reading, in the material of IC courses, there is something that is
related to culture. I need to know that, I have to ask Pak Duncan or Pak Andrew
directly, because I’m afraid if I make a mistake in understanding difficult words that
are very cultural. So I need to know their culture to understand
SHOULD BE TAUGHT IN ENGLISH LANGUAGE CLASSROOM
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Sukma Dessy Untari
112008156
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
A STUDY OF TEACHER’S BELIEFS OF WHICH CULTURE
SHOULD BE TAUGHT IN ENGLISH LANGUAGE CLASSROOM
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Sukma Dessy Untari
112008156
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
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iv
A Study of Teacher’s Beliefs of which Culture should be Taught
in English Language Classroom
Sukma Dessy Untari
Abstract
The focus of this study is to understand the English teachers’ beliefs of which culture
should be taught in English language classroom. This study aimed to understand English
teachers’ beliefs of which culture should be taught in English language classroom and
understand the English teachers’ experiences of whose culture should be taught in English
language classroom to help the teachers aware that their beliefs of which culture should be
taught in English language classroom is important to improve their students’ English skills.
This research is qualitative. This research used in-depth interviews of ED lecturers Satya
Wacana Christian University in gathering the data. The teachers believe that teaching the
target language culture in English classroom is not only help the target language learners
could use the language properly but also can understand others cultures and avoid judging
other’s cultures. The researcher suggests that the future researches may not only use teachers’
opinion, but also engage the English learners’ experiences or opinion in collecting the data
so that the data will more complete by knowing the learners’ felling in learning English by
learning its culture.
Key words: culture, teachers’ beliefs
Introduction
In common belief, learning a language is also learning its culture (Cakir, 2006, p.
156). According to Genc & Bada (2005),“without the study of culture, teaching L2 is
inaccurate and incomplete” (p. 73). In addition, Thompson (1990) also said that
Culture is the patterns of meanings embodied in symbols term, including
actions, utterances and meaningful objects of various kinds, by virture of
which individuals communicate with one another and share their experiences,
conceptions and belief (p.132 ).
From Thompson’s explanation about the culture, it can be said that culture is a key to
learn a language. It can carry message or meaning about what people say, how people act or
what people say when they communicate with others.
Like what Thanasoulas (2001) said that,
Culture and communication are inseparable because culture not only dictates
who talks to whom, about what, and how the communication proceeds, it also
helps to determine how people encode messages, the meanings they have for
messages, and the conditions and circumstances under which various messages
1
may or may not be sent, noticed, or interpreted... Culture...is the foundation of
communication.
From Thanasoulas (2001), it can be learnt that culture cannot be separated with
communication. Culture becomes a foundation in a communication. Culture can help people
explore their message of their communication to make their conversation easy to be
understood.
Based on the explanation about the importance of teaching culture in a language
classroom above, this research focused on a problem. The problem is which culture should be
taught in English language classroom. Based on the researcher’s experiences in taking a
speaking class in 2009, a reading class in 2009, a narrative and descriptive writing class in
2010, and some classes, the researcher’s teachers only used or gave material that is related to
the researcher’s culture. That is why, she did not learn about the target language culture and
she thinks that learning a language without learning its culture is a problem. The researcher’s
experience is similar with a research which was done by Hermawan (2012). Based on his
research, learners’ language culture was more presented than the target language culture. In
addition, the researcher needs to learn English is not only to find a job in her country, but also
to know the target language culture in preparing herself if she works or studies in an English
speaking country. If she does not know the English speaking countries culture, how can she
communicate or use the language properly when she meets with some English speakers. The
researcher’s opinion is supported by Zohrabi & syah (2012), who stated that teaching a target
language culture in English language classroom is important, because the reason why people
learn English do not only for passing the exam, finding a job in their country, and so on, but
also preparing themselves to study or work in English speaking countries, or preparing
themselves when they meet with an English speaker or work in a foreign company. That is
why, teaching the target language culture in English classroom is important to make the
English language learners know how to use the language properly. However, as an
2
Indonesian who learns English and wants to be an English teacher, the researcher wonders,
because if the target language culture is taught in English classroom, will the English students
be familiar with the topic related to the target culture? Can they follow the lesson?
The questions can be answered by viewing the English teachers’ experiences in
teaching English in English classroom. Therefore, the researcher would like to explore their
belief of whose culture should be taught in English language classroom.
Why teacher’s belief? Belief plays a role in education. As Pajares (1992, cited in
Zacharias 2003) stated that beliefs play a key role in defining tasks and selecting the
cognitive tools with which to interpret, plan, and make decisions regarding such tasks;
therefore they play a critical role in defining behavior and organizing knowledge and
information. As a result, “the teachers’ belief is the information, attitudes, values,
expectations, theories, and assumptions about teaching and learning that teachers build up
over time and bring with them to the classroom” (Richards 1998, cited in Zacharias 2003). In
additions, Donaghue (2003) also pointed out:
It is generally agreed that teachers’ personal theories, beliefs, and assumptions
need to be uncovered before development can occur, enabling critical
reflection and then change. Beliefs about teaching, learners, or teachers’ role,
for example, guide teachers in their practice, and are derived from sources
such as experience and personality.
(cited in Llurda & Lasagabaster 2010, p.330 )
From both Richard and Donaghue’s writings, it can be said that a teacher’s belief is
important in teaching a language. From the teachers’ belief, the teachers know how to teach
an English lesson to the English learners well. They do their best by seeing their experiences
as language learners because their experiences can give them a lesson in their teaching. Their
beliefs influence the way they teach and how they design materials in English teaching. Their
beliefs help them to do their best in teaching English in this globalization era, especially in
choosing which culture should be taught in English language classroom.
3
Therefore, based on the brief explanation above, the general aims of this research are
to understand English teachers’ belief of which cultures should be taught in English language
classroom and understand English teachers’ experiences of whose culture should be taught in
English language classroom. This study will help students, especially English department
students who would like to become teachers as well as other writers in having critical
thinking. They should think critically that their beliefs are very important to choose about
which culture should be taught in English language classroom in improving their students’
English skill like speaking, listening, reading and writing. This research will open or aware
the readers, especially for them who want to be a teacher. They will be aware that only their
beliefs or experience can give the lesson in choosing of which culture should be taught in
English language classroom in improving their students’ English skill.
Theoretical Framework
This research will use literature review about culture and its relationship with
language teaching and teachers’ belief. First it will discus about the culture and its
relationship with Language Teaching. In addition, this chapter also discusses about the
previous research that is conducted in other countries.
The Definition of Culture
Culture may have many meanings. It can be defined in many ways. Culture is a
picture of people’s daily life that is known well by people who have the culture (Grittner,
1996). According to Goode, Sockalingam, Brown, & Jones (2000 cited in Peterson and
Coltrano 2003), culture is “integrated pattern of human behavior that includes thoughts,
communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners
of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or
social group; and the ability to transmit the above to succeeding generations.” Culture can
also be defined as something that is related with notion of personal space, appropriate
4
gestures, time, and so forth (Hinkel, 2007, p.1). It shows that the great achievement of a
people as reflected in their history, social institution, work of art, architecture, music and
literature which is the nation as the nation as the frame of reference for culture (Moran, 2001,
p.4). The culture is a way of people’s life which will help people to determine their meaning
when they speak. It may be said that language reflects culture which the culture will help
people to understand a language which cannot be learned like a folk song, celebration, etc of
their area in which the language is spoken. Based on the explanation above, it can be seen
that each experts has their own assumption about culture in people’s life. Therefore, if the
meaning of culture is understood by English language teachers, they may help their students
to learn English properly by engage the culture in their teaching. Next, the researcher uses the
experts’ opinion above to analyze about the ED teacher’s opinion about culture in their life,
especially in their English teaching.
The connection between culture and language
As the experts’ opinion above, it may be said that culture has a relationship with
language where the culture reflects on the way people live which help people in conveying
their meaning in their conversation. Like what the previous study explained, Holliday (2011,
p.55) also thought that culture is meaningful in life and cannot be separated from language.
Culture can help people to present what people mean in their conversation like to send what
people mean by using gesture for an example. Culture helps people to communicate to each
other especially in speaking another language. He also said that “... language can be many
things – a cultural reality, a cultural marker, artefact, a cultural arena...” Language is always
related to culture, because culture does not only include religion, ethnicity and class but also
communities, workplace, skills and so on which can carry meaning in the conversations.
Culture is also understanding about its people identity included what they speak. For example
when people use gestures, facial expression, eye contact, touching, physical distance, silence,
5
and other factors it plays an important role in functions, but for the moment it can be
concentrate on written and spoken language (Moran, 2001). In addition, Peterson and
Coltrano (2003, p.1) said, ‘When teaching subject pronouns and verbal inflections in French,
a teacher could help students understand when in French it is appropriate to use an informal
form of address (tu) rather than a formal form of address (vous)—a distinction that English
does not have. An English as a second language teacher could help students understand
socially appropriate communication, such as making requests that show respect; for example,
“Hey you, come here” may be a linguistically correct request, but it is not a culturally
appropriate way for a student to address a teacher.’
Based on all explanation above, it can be seen that culture and language are
interconnected, especially in a conversation. From statement which is stated by Holliday
(2011) above, culture is not only included religion or ethnicity but also can carry meaning in
a conversation. In addition, Moran (2001) also has a view that culture can help people to
understand about people’s identity and people speak. When people speak, they bring their
identity. They use gesture, facial expression, and other body movement to explore their
meaning.
Next, Peterson and Coltrano (2003) show that culture can help people to
understand and respect what people say, therefore people will respect each other or other
culture. That is why, the explanation from the experts above are used to analyze the teacher’s
belief about the importance of culture in a conversation.
Based on all explanation above, it can be seen that culture and language are
interconnected, especially in a conversation. From statement which is stated by Holliday
(2011) above, culture is not only included religion or ethnicity but also can carry meaning in
a conversation. In addition, Moran (2001) also has a view that culture can help people to
understand about people’s identity and people speak. When people speak, they bring their
identity. They use gesture, facial expression, and other body movement to explore their
6
meaning.
Next, Peterson and Coltrano (2003) show that culture can help people to
understand and respect what people say, therefore people will respect each other or other
cultures. That is why, the explanation from the experts above are used to analyze the
teacher’s belief about the importance of culture in a conversation.
Teaching a language and culture are interconnected
The previous experts’ explanations give knowledge that teaching a language has
relationship with culture. According to Rowsell, et al. (2007) cited in Zohrabi & Shah (2012,
p.276), “culture is the heart of ESL teaching”. It has been further stated that learning a second
language cannot be separated from its culture. As a result, education of a language has to
have some lessons about its people and their culture. The fact is that there are big differences
between people and cultures. The differences of views and perceptions are realized in
people’s language. The culture can influence the learner’s success in learning a language.
Like what Stern (1983 cited in Byrd, Hlas, Watzke & Falencia 2011) said, teachers are
suggested not to ignore culture in teaching a language to achieve a success in learning a
language. Teaching culture is like teaching about social interaction. Understanding the
culture can help people to communicate with each other. It is a tool for people to send their
meaning to other EFL learners in their daily lives (Kramsch 1991 cited in Hinkel 2007). In
addition, Allen (1985, cited in Byrd, et al. 2012) said that culture is a tool to understand a
language (Allen, 1985). Byrd, et al. (2011, p. 6) also said that, “culture was viewed as a fifth
‘modality’ of language, which means that culture can help the target language learners in
learning a language, alongside reading, writing, listening, and speaking.” The culture
teaching should make learners increase their knowledge of culture in terms of people’s way
of life, values, attitudes, and beliefs, and how these terms of knowledge of culture manifest
themselves or are couched in linguistic categories and forms.
7
Being viewed from this perspective above, ‘teaching a language without teaching its
culture in which it operates, is similar to teaching meaningless symbols or symbols to which
student attaches the wrong meaning…’ (Politzer, 1959 cited in Thanasoulas 2001). Therefore,
it is often considered that learning a language is also learning culture. However, Kramsch
(1993, cited in Thanasoulas 2001) said that learning a foreign language does not only learn
how to communicate but also how the learners could manipulate grammatical forms, sounds,
and meanings, and to reflect abrupt, or even flout, socially accepted norms at work both in
their own or the target culture. In addition, Zohrabi & Syah (2012) categorize the teaching of
language and culture into two: culture-bond & culture-free English language teaching. In
addition, based on Hermawan (2012), culture free is often happen in Indonesian classroom.
based on his research, most of 50% English teachers did not presented culture in English
language classroom well. They just focused on helping their learners to pass the English
exam and to find a job in their country.
The way of teaching culture in a language classroom depends on the learners’ needs
or purposes in learning English. It can be seen in the Zohrabi & Syah’s writing. According to
Zohrabi & Shah (2012), English should be taught with the norm and standards of the native
speakers so that language learners will have awareness about people and culture of the
language they have learned which is called culture-bound in English language teaching.
Culture-free English language teaching does not view English language as exclusively
belonging to the English native speaker. English language is learned and taught for utilitarian
purposes such as getting a job, passing an exam, communicating with other non-native
speakers and so on (Zohrabi & Shah, 2012). Culture-free is also used in this era, because
people learn English not only to speak with native speakers but also to survive their needs of
getting job, passing exam and so on. Here the role of culture in the classroom is almost
neutral. When they learn English, they also need material that is related to their daily lives
8
and activities. It means that the material should be related to their background knowledge that
is related to their daily life in their own country. As a result, it will be easier for them in
learning English if their material or topic is related to their daily life, such as topics that tell
about the learners’ country or local culture. It is different from the culture bound which
believes the learners will have problems in learning English if they are not familiar with the
topic of their material.
The English language teaching should be easy to be understood by learners. Then,
Zohrabi & Syah (2012) further emphasize that it is important that “English language courses
should be designed based on international and multicultural trends” (p.276). It means that
teachers need to teach both the target language culture and the learners’ own culture in
English classroom. The need of using the leaner’s own culture in English classroom can help
them to learn and use English contextually with the familiar topics that is related to their daily
life and their needs of English, for example the topics that tell about their country and local
culture. Therefore, the learners can read and produce text in English by using the topics
(Zohrabi & Syah, 2012).
In addition, teaching culture allows language learners to “feel, touch, smell, and see
foreign people and not just hear their language” Peck (1998 cited in Fleet, p.9). The language
learning experience becomes more real, more purposeful and more authentic for learners
when they are taught the cultural contexts of the language itself (Peterson & Coltrane 2003).
It will help learners to have awareness to study in understanding the distinguish of the
cultural norms, habits, belief of native speaker’s countries. EFL learners also may share their
culture and try to understand about the differences between their culture and the native
speaker’s culture to prevent a misunderstanding in their communication with native speakers
(Cakir 2006, p.160). In sharing about EFL learners’ culture and target culture not only helps
learners reach the communicative goal but also learn sociocultural knowledge in the second
9
language group. The sociocultural knowledge means social meaning, value, or utterances,
such as greeting, formulas, and other utterances that are found in a dialogue (Canale, 1979
and Swain, 1983 as cited in Fleet, 2012).
However, teaching of which culture should be taught in a language teaching, it may
see, learn or hold on the teacher’s belief. The teacher’s beliefs are important in English
language teaching classroom because the sources of teachers’ beliefs are teachers’
experiences as language learners, experience from teaching, teachers’ own personality,
expectations from the school, parents, the government and the local society and educationbased or research-based principles (Kindsvatter, Willen, and Ishler, 1988 cited in Richards
and Lockhart, 1996: 30 as cited in Zacharias 2003). Based on the previous explanation above,
the beliefs are experiences which are important to be learned or used in teaching something.
That is why, this research uses the teacher’s belief in a hope the beliefs or experiences will
give a picture for the teacher to choose which culture in English language classroom,
therefore they may improve their target language learners’ ability in using the target language
properly. Next, two previous studies about teaching culture in English language classroom
which were done by researchers will be discussed bellow. The previous studies will be
discussed to give a picture about how far teaching target language culture or target learners’
culture in English classroom were conducted before.
Previous Research
Although two previous researches here and the researcher’s study told about teaching
culture in English classroom, they are different. The previous researches have their own focus
on their studies which is different with researcher’s research focus. Hermawan (2012) had a
research entitled Traces of Cultures in English Text Books for Primary Education which was
conducted in January 2012. His study is focused on how culture as a good material in English
teaching is presented in English text books and whose culture are more disseminated in the
10
English text book. His study is descriptive qualitative in nature. The data for this study are
collected from three English textbooks for primary schools entitled “Grow with English”,
book four to six published by Erlangga. He categorized and analyzed the data which are in
the form of written texts and illustrations that may accompany the reading passages. His
study shows that culture is not introduced well in English classroom although local or
learners’ culture is more presented in the material or text books, because the English teachers
just focus on preparing learners in passing the examination. From his research, he hoped that
culture should be factually applied in textbook or English class, because culture is a perfect
topic to be taught. However, Hermawan (2012) did not include teachers’ experiences or
feeling of the advantages of teaching target or local culture in English classroom. That is
why, the researcher was interacted to find or to know about teachers’ beliefs of which culture
should be taught in their English classroom and to find the advantages of teaching target
language culture or students’ culture in English classroom, in a hope to help the English
learners can use the target language properly.
In addition, Yilmaz (2005) also had a research about teaching in English classroom
which had different focus with the researcher’s research focus. His research entitled Culture
in English Language Classroom: What Do Students Think? which focused on target language
learners’ feeling about teaching culture in English classroom. He used questionnaire to find
the data. The questionnaire was applied to three hundred and eighty five senior Anatolian
High School students in five different schools in Edirne, Istanbul, and Diyarbakir during the
academic year of 2005-2006. He also interviewed twenty students were in Turkishby based
on semi-structured questions to generate items for the questionnaire. His research result was
the English learners thought that learning target language culture in English classroom is
important and interesting. They learned English to prepare themselves to work, to be able to
use internet and to be able to speak with people from English speaking countries properly.
11
However, his research did not include English teachers’ beliefs in gathering the data. Over
viewing from the theoretical framework which was discussed above, based on Zacharias
(2003), belief is an experience which may become a good teacher in a teaching. That is why,
viewing from the Yilmaz (2005), the researcher’s research focuses on teachers’ beliefs of
which culture in English language culture in order to get more real information based on the
teachers’ experiences.
Over viewing from the previous researches above, between Hermawan (2012) and
Yilmaz (2005) did not included teachers’ opinion or experiences of teaching culture in
English language classroom. However, based on an expert opinion which was discussed
above, teacher’s belief is important to be used in a teaching to improve the quality of a
teaching. That is why, the researcher are interested to do include the teachers beliefs in order
to understand of which culture should be taught in English language classroom and to find
the advantages of teaching target language culture or learners’ culture in English language
classroom based on their beliefs. Then, how to get or gathering data for the researcher’s
research is discussed in research methodology bellow.
Research Methodology
Context of the study
The study will be conducted in English Department of Faculty of Language and
Literature of Satya Wacana Christian University, Salatiga, central Java, Indonesia. The status
of English there is as a foreign language. There are about 30 lecturers in the Department.
Why the researcher choose ED is because ED is a place where the researcher studies. It will
be easier to get the data there because every day the researcher studies there.
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Participant
The participants are ten lecturers in an English Department at the Faculty of Language
and Literature of Satya Wacana Christian University. The reason why the researcher chooses
10 out of 30 teachers are because 30 participants are too much and 10 participants are enough
to give information that is needed by the researcher. The researcher also has easy access to
the lecturers in the English Department. The researcher also believes that the lecturers have
many experiences that may help her to answer my research question. This study will use
purposive sampling strategies. Purposive sampling is popular qualitative research (Patton,
1990). Purposive sampling is choosing some subjects with specific purpose because a
researcher thinks that the subjects who are selected have information which is needed by the
researcher (Mustafa, 2000).
Instrument of Data Collection
The study would make use of qualitative data. The research used in-depth interviews
in gathering the data because the research questions were related to the teachers’ experiences
and beliefs about the using of learners’ cultural background in their ELT practice. According
to Boyce & Neale ( 2006 ), an in-depth interview is a qualitative research technique which
can explore people’s thoughts, behaviors or experiences which can produce detailed
information. In addition, the interview was conducted around 15 - 30 minutes in the
participants’ spare time. By interviewing in their spare time, it may give the maximal data
needed. By choosing this type of interview, I got much rich data because all of my
participants gave many reasons why they need to teach the target language culture or the
target language learners’ culture in English classroom. In addition, I could compare their
answers and compare their different reasons in choosing the culture in teaching English. The
interview was audio-taped and transcribed. Then, they are divided into two parts. The first
part focused on questions about English teachers’ beliefs towards whose culture should be
13
taught in English language classroom. The second part focused on English teachers’
experiences in using a specific culture in English language classroom.
Procedures of data collection
Before I did the interview, I met my participants one by one to get permission about
their agreement to become my participant of my research. I also told them about my topic in
the interview so that they would prepare themselves for the interview. During the interview, I
recorded their voices, because using the recording can help me to capture all of what the
participants say. The recording can also preserve the actual language use (Zacharias, 2011,
p.96). In addition, I can transcribe and play the recording again and again if I don’t
understand about what my participant said or I can take notes from the recording. If there is
something not clear in the recording, I can take notes, then I would ask it to my participants
again. In addition, during the interview I also used note-taking to complete the recording as a
preparation if there were something missing in the recording.
Data Analysis
After doing the interviews, I did the transcribing. I used clean transcription
(Zacharias, 2011) because I just focused on the content of interview. By using the clean
transcription, I could tidy up the language by adding some words or punctuation so that the
reader would have an easier time to read this writing.
This research used qualitative data. It was analyzed qualitatively. After I transcribed
the data, I used content / thematic analysis (Riessman 2008, cited in Zacharias 2011) to
analyze the transcription. It is a way to analyze data by focusing on the contents, themes or
ideas based on what the participant say. I analyzed the data about the teachers’ beliefs of
which culture should be taught in English language classroom included the reason of the
reason of why the teachers need to teach the target language culture or target language
14
learners’ culture in English classroom. Next, elaboration of the data analysis is explained in
finding and discussion part.
Finding and Discussion
The data of this research showed that 10 lecturers that were interviewed said that they
always teach culture in English courses. They usually teach culture in writing, reading,
speaking and listening skill or other courses. When I asked Ibu Ine (a pseudonym), she said
that in writing, reading, speaking or listening, the culture was used
to understand the
meaning of phrases.
In writing and speaking, we use culture to understand the meaning of something. For
example, there is a culture in the word, which word should be used, or maybe the
word is not appropriate, abrupt or impolite for them. Then, in a listening, maybe we
don’t hear what we don’t know, like ‘telling live‘, and so on. The culture will help
learners in understanding the meaning of the phrases. (Ibu Ine, a pseudonym, 08-052012, my translation)
In addition, what Ibu Ina (a pseudonym) said relates to Allen (1985, cited in Byrd, et al.
2012) who said that culture is a tool to understand a language. Moreover, culture was viewed
as a fifth ‘modality’ of language. Culture can help the target language learners in learning a
language, alongside reading, writing, listening, and speaking. Then, it can be seen that culture
can help learners in understanding the meaning of phrases that are not common in learners’
vocabulary.
Surprisingly, Ibu Ita (a pseudonym) said that the culture is also needed in the content,
not only skills. The culture is also used in some contents like prose, drama, introduction to
literature, and writing and poetry. It can be seen that culture is used in many courses. She also
said that the function of learning culture is to understand a content of something like the
content of literature.
15
Moreover, from the explanation above, it can be seen that culture is important to teach
in an English language classroom. According to Ibu Ine (a pseudonym), teaching culture is
important because teaching a language is always related with culture.
“English and culture are interconnected. If there are some idioms written in English,
we can’t translate into Indonesian directly, because it’s interconnected with its
culture. We need to know how the native speaker sees the idioms. There are culture
values which should be taught.” (Ibu Ine, a pseudonym, 08-05-2012, my translation)
From Ibu Ine’s explanation above, it can be seen that culture can help learners in
understanding the meaning of words in sentences or what English speakers mean. It is
supported by Moran (2001) that culture also focused on understanding its people’s identity,
including what they speak. What Ibu Ine (a pseudonym) and Moran (2001) said is similarly
with what Pak John said that,
Learning about a foreign culture is important, so the language learners can
understand how to appropriately interact with people from another country. Different
countries have different rules of conduct and etiquette, even if the same medium of
communication is used between them. Foreign language learning is related with
foreign culture learning, and culture is generally in the background at some level in
foreign language learning. (Pak John, a pseudonym, 31-05-2012, my translation.)
From the excerpt, Pak John (a pseudonym) shows that the culture can give a background
knowledge to understand a language. The excerpt is supported by Cakir (2006), that the
culture is needed to understand how to interact with English speakers appropriately. In
addition, Pak John (a pseudonym) also said that different countries have different rules.
Therefore, the target language learners need to know about other cultures. What Pak John
said is supported by (Canale, 1979 and Swain, 1983), cited in Fleet (2012) that knowing
16
about social values of another’s culture is needed to help learners in understanding its
language.
In addition, based on the interview, the teachers believe that target language culture
should be taught in English language classroom. However, they also give several reasons
why it should be taught in English language classroom. The reasons are about politeness,
prevent misunderstanding, learning critical thinking, respect beliefs and religion or culture,
helping English language learners to use the language properly and preparing the target
language learners to work in foreign countries. In addition, the reasons are discussed below.
Politeness
Out of 10 participants, 3 participants had a similar view with (Canale 1979 and Swain
1983 as cited in Fleet), that knowledge of a target language culture is needed to learn
sociocultural knowledge. Then, the target language learners will get inferences about the
social values like knowing the utterances which are polite or impolite to say. If the learners
know the social values or the utterances of the target language culture, they will know that
not all things that are polite in Indonesia will be polite in other countries. Here, Ibu Ine, one
of the participants also said that teaching culture is needed to make the target language
learners understand about the differences between Indonesian culture and other cultures.
In speaking, we give a knowledge to learners about some questions that is impolite for
people from English speaking countries; for example when we ask about ages, getting
married, or how many children they have. In Indonesia it is fine, but in English
speaking countries that is an impolite thing. (Ibu Ine, a pseudonym, 08-05-2012, my
translation)
Ibu Ine (a pseudonym) thought that she taught culture in an English language classroom. She
used the culture to explain that both Indonesian and English speakers have different ways to
speak. Moreover, some words, sentences, or utterances, which are polite to say in Indonesia,
17
can be impolite if it is used in English speaking countries. It is similar with Pak Toni (a
pseudonym) who expressed that how to greet someone in English speaking countries is
different from Indonesia.
If you meet someone else or strangers from native countries, they won’t say ‘how are
you’, because it is only used to greet someone who know you or familiar with you.
Then, they will say ‘how do you do’ for the first meeting with anyone. In addition, if
you meet your friend in Indonesia, you usually greet her/him by saying ‘ where are
you, but you can’t greet someone who is from English speaking country by saying
‘where are you’, because it is impolite for greeting them. Then, they will say, ‘that’s
not your businesses. (Pak Toni, a pseudonym, 20-06-2012, my translation)
From the explanation above, it can be seen that Pak Toni (a pseudonym) needs to explain to
the target language learners that the way to greet someone in Indonesia and English speaking
countries is different. It may be polite to Indonesian by saying ‘where are you’, but the
utterance will be impolite if it is used to people from English speaking countries. Something
that is polite to be said in Indonesian is not always polite to be said in English speaking
countries, because of different values. That is why, language learners should know the
cultural differences of politeness of the English speaking countries. Then, the learners will
use the language properly in their conversation with the English speakers.
Preventing Misunderstanding
In addition, out of 10 participants, 3 lecturers said that they teach the target language
culture in English language teaching to prevent misunderstandings. It is also supported by
Cakir (2009) that EFL learners need to learn the target language culture, and then try to
understand about the differences between their culture and the native speaker’s culture to
prevent a misunderstanding in their communication with native speakers. Surprisingly, Pak
18
Toni, one of the participants also has an experience as what Cakir (2009) said. He ever taught
his students about greetings, how to call people from English speaking countries is different
with how to call Indonesian people.
I ever taught in an English course about “greeting”, how to greet somebody else. If
we call people from English speaking country, we say “Mr.” using their last name,
Mr. Johnson for example, we can’t call him, Mr. Frank. But I heard in Indonesia, my
students called Pak Andrew as Mr. Andrew. Why? Is it true? I think, we should call
him with his behind name. (Pak Toni, a pseudonym, 20-06-2012, my translation)
Then, it can be seen that Pak Toni (a pseudonym) taught English to his learners that it is
important to know how to greet people from other countries to prevent misunderstanding.
How to call people in English speaking countries is different with how to call people in
Indonesia. The use of last name after ‘Mr.’ is an important role to learn by the language
learners. From the excerpt, it can be said that every country has different role that should be
understood.
Learning critical thinking
Surprisingly, Pak John (a pseudonym), added that learning other cultures is needed to
give learners knowledge or open the learners’ minds that every country has a different
culture. They can learn and think critically about society in English speaking countries; for
example all America cannot be depicted like the behaviors reflected in the movies.
Indonesian students are generally close-minded related to what they see in movies or
videos. If a film shows a scene with a partially nude individual they immediately
relate that with pornography without considering the reason why that scene is in the
movie and the meaning behind it. However, in movies with excessive violence or
swearing, they are generally indifferent. Indonesian students need to think beyond the
surface level of what they see in movies to understand the true meaning behind visual
19
images depicted within multimedia. Just because a certain movie or video depicts a
certain lifestyle or behavior, it does not mean that American society as a whole
reflects that kind of behavior. Students need to think more critically about what they
see or hear instead of just passing judgment based on superficial reasons.(Pak John,
a pseudonym, 31-05-2012, my translation)
In addition, from Pak John (a pseudonym) explanation, it can be seen that learning others’
culture is needed so that the language learners can think critically. People should stop judging
each other. Something that is shown in a film does not always describe the societies’
behaviors in the country where the film comes.
Respecting beliefs and religion or culture
According to Kramsch (1993, as cited in Thanasoulas 2001), learning a foreign
language is not only learning how to communicate but also learning how the learners could
manipulate grammatical forms, sounds, or meanings. Learning an English language also
helps the language learners understand something that the English speakers mean, or their
beliefs. Moreover, Ibu Sandra (a pseudonym) taught her students that they need to know why
the societies in English speaking countries very respect time. They always are on time in
doing everything. She wanted her students to know and respect other cultures if they meet or
have a meeting with someone who is from an English speaking county.
The people from English speaking countries are very disciplined and on time. It’s
their custom to manage their time to be always disciplined in doing something. So the
learners should know the differences between western culture and our culture.
Therefore, the learners will know the situation why the western people try to prepare
everything first. They are better at time management than us. (Ibu Sandra, a
pseudonym, 19-06-2012, my translation)
20
It can be seen that Ibu Sandra (a pseudonym) needs to explain the target language culture to
make her students aware that they should know and respect the English speaking culture and
the value of time. In addition, if the learners have a meeting of promise to meet with someone
from English speaking county, they should be on time to respect them.
In addition, Ibu Sarah (a pseudonym) said that she taught the target culture in English
language classroom to make the learner aware that they need to respect other beliefs or
religion. It is also supported by (Peterson & Coltrane, 2003) that talking about the culture
context is needed to understand the differences of other cultural norms and Indonesian culture
norms.
Usually, I teach the culture because the materials in teaching are related to the
culture, for example, when the material talks about “Halloween” and “thanks
giving”. So I need to know what the people do in celebrating the thanks giving or
“Halloween”. Other example is Christmas, although in Indonesia also has a
Christmas day, it is different with foreign Christmas day. They decorate everything on
Christmas day and being together with family gathering. I also ask about the cultures
to my friends, the lecturers who are from English speaking countries. (Ibu Sarah, a
pseudonym, 11-06-2012, my translation)
From Ibu Sarah (a pseudonym) above, she thinks students must know the target
language culture to respect other beliefs that Indonesian people do not have. The learners
need to understand that every country has their culture. They cannot judge others’ culture,
because the culture is the societies’ life.
Helping English language learners to use the language properly
In addition, out of 10 participants, 6 participants said that they taught culture in an English
language classroom to help the English language learners to use the language properly. It is
supported by Allen (1985) that culture is a tool to understand a language. Moreover, Ibu Ine
21
(a pseudonym) also said that she taught culture in a language classroom to make learners
understand utterances in English speaking countries that are not popular for them. It’s
supported by Byrd, et al. (2011) who also said that, “culture was viewed as a fifth ‘modality’
of language, culture a tool to learn a language alongside reading, writing, listening, and
speaking (p.6).” The culture teachings should make learners increase their knowledge of
another culture in terms of people’s way of life, values, attitudes, and beliefs, and how these
manifest themselves or are couched in linguistic categories and forms. In addition, Ibu Ine (a
pseudonym) also explained the advantages of teaching culture.
Teaching culture will help learners in understanding the meaning of the phrases. (Ibu
Ine, a pseudonym, 08-05-2012, my translation)
In addition, Ibu Ine (a pseudonym) thought that culture will help the language learners in
understanding what the English speakers say by knowing the way they speak. The excerpt is
also supported by Goode, Sockalingam, Brown, & Jones (2000) as cited in Peterson and
Coltrano (2003), who said that culture is “integrated pattern of human behavior that includes
thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals,
manners of interacting and roles, relationships and expected behaviors of a racial, ethnic,
religious or social group; and the ability to transmit the above to succeeding generations.” In
addition, Ibu Sarah (pseudonym), Ibu Sandra (pseudonym) and Pak Toni (a pseudonym) also
experienced sharing about the target language culture to help their learners in using the target
language appropriately. In addition, Ibu Sandra (a pseudonym) explained that teaching
culture will help the language learners to know how to use the language in the right way.
Better understanding is not only understanding about culture but also understanding
about the people. If someday the learners will meet the people from English speaking
countries, and they interact with each others, ‘‘so try to know what they have to say.
22
They know what they have to express in the right time to the right person.” (Ibu
Sandra, a pseudonym, 19-06-2012, my translation)
In addition, Pak Toni (a pseudonym) also explained that teaching culture will help the
learners in understanding something. The learners will know how to use the language
properly. Then, the learners will know the differences of how to call someone in other
countries.
Teaching both cultures will help the learners in understanding the meaning of
something. For example, if in Indonesia, I speak with Sukma, and sukma is a mother, I
say “Ibu, Ibu harus seperti ini”. But in target language culture, people say “You”,
“You, have to...” the word “ You can be used to speak with the president or senior.
Indonesian people have a higher respect in speak with people who has high status,
but in target language culture, it is to the point. (Pak Toni, a pseudonym, 20-06-2012,
my translation)
In addition, Ibu sarah also explained her experiences in teaching English. She taught an IC
course. She explained that she needed to discuss the culture to understand some difficult
worlds.
I teach culture in reading, in the material of IC courses, there is something that is
related to culture. I need to know that, I have to ask Pak Duncan or Pak Andrew
directly, because I’m afraid if I make a mistake in understanding difficult words that
are very cultural. So I need to know their culture to understand