Program Studi Pendidikan Bahasa Inggris

Jurusan Pendidikan Bahasa Inggris

Fakultas Pendidikan Bahasa dan Seni
Universitas Pendidikan Indonesia

Course : Intercultural Communication

Code : IG 520
Chs : 2 Chs
Semester : VII
Prerequisite : -
Lecturers : Prof. Dr. Nenden Sri Lengkanawati, M.Pd.
Ika Lestari Damayanti, M.A.
Riesky, M.Ed.

1. Objectives
Upon the completion of the course, students are expected to:
1. understand the basic concept of culture related to the teaching and learning a language
2. be aware of cultural diversity within the English speaking countries
3. be familiar with some differences and similarities between the TL culture and their
native language culture
4. understand the concepts of cultural conflict and adjustment
5. be familiar with some specific patterns of communication
6. use the TL appropriately

2. Course Description
This course is designed to make EFL students aware of the importance of understanding
intercultural communication in the teaching and learning a language. Therefore, the course
will cover the basic concept of culture related to the teaching and learning a language, the TL
cultural encounters, some similarities and differences between the TL culture and the
students’ native language culture. By mastering such knowledge mentioned earlier, the
students are expected to be able to use the language socio-culturally appropriate, to avoid
misunderstanding and misbehaving in using or in comprehending the TL, and to make them
capable of integrating some important cultural aspects in using as well as teaching the TL or
in continuing their study in the TL countries. Finally, this course is expected to help students
appreciate some of the ways that understanding the cultural context of communication is vital
to decoding messages.

3. Learning Activities
Learning activities will include lectures, discussions, students performing role plays on
specific cultural issues, and table manner.

4. Media
The media used include:
1. Laptop
2. LCD
3. Speaker
5. Evaluation
The evaluation will be based on the following components:
1. Chapter Reports : 1 point
2. Mini research based paper : 2 points
3. Final Test : 2 points
4. Table Manner Group Report : 1 point

The points will become the basis for further proportioning the scores, which will result in a
range of 1.00 to 4.00. Grading policy will then be based on the following criteria:

A : 3.50 – 4.00
B : 2.80 – 3.49
C : 2.50 – 2.79
D : 2.00 – 2.49
E : < 2.00

Note:
 To be entitled to a grade, students have to attend at least 80% of the sessions.
 Only 10-minute lateness will be tolerated.
 Mobile/Cellular phone should be turned off during the session.
 The criteria above are still subject to change. Adjustment will be made when students’
score distribution is not normal.
 Plagiarism will not be tolerated and will result in severe penalties.

Each of the components for evaluation is further elaborated below.

a. Chapter reports
Students are required to write a chapter report on every chapter discussed prior to
coming to the classroom. The chapter report has to cover the main points of the
chapter discussed in every session.
b. Mini research based paper
Students are required to write a mini research based paper on a topic relevant to the
issues discussed in the course, specifically on language and culture. The scoring for
this paper will be based on the following rubric.

ASPECTS CONTENTS SCORE

Abstract Burning issues 2
Objectives 2
Methodology 2
Findings 2
Sub Total 8
Body
Introduction Burning issues 1
Objectives of the research 1
A brief theoretical foundation 1
Relevant previous research 1
Thesis statement 2
Sub Total 6
 Literature Recent publication (10 years); journal and 1
Review book
Theories relevant to the objectives of the 2
research
Related previous research 1
Synthesis 1
Sub Total 5
Research Design 2
Methodology Data collection 2
Data analysis 2
Sub Total 6
Findings and Data presentation to answer research 2
Discussion questions
Interpretation to the findings 2
Conclusion 1
Recommendation 1
Sub Total 6
Citation Appropriateness 5
Language Grammar 2
Coherence 2
Sub Total 4
TOTAL SCORE 40

The total score will be further proportioned and converted to be accumulated for
grading.
c. Final test.
At the end of the course, students will have to attend a final test that will measure
their overall understanding on the topics that have been discussed in the class.
d. Table Manner
To help students internalize and have an English cultural experience, table manner is
planned to be conducted at the end of the semester. Every detail thing about this
activity will be further discusses during the sessions.
6. Course Outline

SESSIONS TOPICS SOURCES

1 Syllabus overview  Syllabus

 Experience and some

General description of the course personal notes
The concept of culture  Scollon, R. & Scollon,
What is intercultural communication S.W. 1995.
2
Cross-cultural terms and principles  Wintergerst, A.C. &
The importance of CCU in the teaching & McVeigh, J. 2011.
learning EFL

 Lavine and Adelman

Cross-cultural contact with English speaking Chapter 1 (1993:3-16)
people
Defining multicultural community, a
3 multicultural country (melting pot or mosaic?),
stereotypes and generalization, mainstream
American values, individualism and privacy,
equality and egalitarianism.

Cross-cultural conflict and adjustment (Part 1)  Lavine and Adelman

How to cope with cross-cultural conflict and to Chapter 2 (1993:35-46)
4 make an adjustment with the target language  Wintergerst, A.C. &
culture. McVeigh, J. 2011.
The adjustment process in the new culture.

Cross-cultural conflict and adjustment (Part 2)  Lavine and Adelman

How to cope with cross-cultural conflict and to Chapter 2 (1993:35-46)
5 make an adjustment with the target language  Wintergerst, A.C. &
culture. McVeigh, J. 2011.
The adjustment process in the new culture.

Verbal Communication  Lavine and Adelman

The way people speak—directness and Chapter 3 (1993:63-74)
indirectness,  Wintergerst, A.C. &
6 cross-cultural implication, conversation McVeigh, J. 2011.
structures, conversation styles, ethnocentric
judgments.

Non Verbal Communication (Part 1):  Lavine and Adelman

7 The way the target language people speak without Chapter 4 (1993:99-
words—cultural differences in non-verbal 110)
communication, Gestures and body positioning,
 facial expressiveness, eye-contact, conversational  Scollon, R. & Scollon,
distance. S.W. 1995.
 Wintergerst, A.C. &
McVeigh, J. 2011.

Non Verbal Communication (Part 2):  Lavine and Adelman

The way the target language people speak without Chapter 4 (1993:99-
words—cultural differences in non-verbal 110)
communication, Gestures and body positioning,  Scollon, R. & Scollon,
8 facial expressiveness, eye-contact, conversational S.W. 1995.
distance.  Wintergerst, A.C. &
McVeigh, J. 2011.

9 Mini Research-based Paper explanation  Handout

Relationship and Acquaintances  Lavine and Adelman

How the target language culture make human Chapter 5 (1993:133-
relationship. The concepts of friends and 167)
10 acquaintances, friendliness vs. friendship, the
‘single scene,’ mobility and friendship, cross-
cultural friendships, benefit of cross-cultural
contact.

Family Types and Traditions  Lavine and Adelman

11 Child raising, Young adulthood, and the elderly Chapter 6 (1993:169-
Types of family Varieties of families in the US 204)

Education Values (Part 1)  Lavine and Adelman

The teacher-student relationship; Trust, honesty, Chapter 7 (1993:241-
and the honor system; Expectation: Diversity in 280)
12 higher education; Active participation;
Competition and grading; Student stress and
coping with it; Problems for international and
immigrant students in the United States.

Education Values (Part 2)  Lavine and Adelman

The teacher-student relationship; Trust, honesty, Chapter 7 (1993:241-
and the honor system; Expectation: Diversity in 280)
13 higher education; Active participation;
Competition and grading; Student stress and
coping with it; Problems for international and
immigrant students in the United States.
 Work: Practices and Attitudes Practices:  Lavine and Adelman
Practices—Cross-cultural implication on the job, Chapter 8 (1993:133-
steps to finding a job, Employee-employer 203)
14
relationship, on-the-job communication skills.
Attitudes—consideration in the work-world, The
work ethic and materialism, Reactions to work.

15 Final Test

16 Table Manner

7. References:
Levine, D.R. & Adelman, M.B. 1993. Beyond language. Cross-cultural communication.
Englewood Cliffs, New Jersey: Prentice Hall Inc.
Scollon, R. & Scollon, S.W. 1995. Intercultural communication. Cambridge: Blackwell.
Wintergerst, A.C. & McVeigh, J. 2011. Tips for teaching culture: Practical approaches to
intercultural communication. White Plains, NY: Pearson.
 COURSE OUTLINE

Sessions
Topics Specific Objectives Learning Activities Evaluation Sources
Students can explain basic Introduce course outline
1 Syllabus overview concepts in intercultural Discuss basic concepts in Self-reflection  The syllabus
communication ICC

General description of
the course
The concept of culture Students can explain the
Students present and  Experience and some
What is intercultural concept of culture, cross-
discuss concepts and personal notes
communication cultural education, the
2 examples of cultures, the Classroom participation
Cross-cultural terms and importance of CCU in the  Wintergerst, A.C. &
importance of CCU in the
principles teaching & learning EFL McVeigh, J. 2011.
teaching & learning EFL
The importance of CCU
in the teaching &
learning EFL

Cross-cultural contact
with English speaking
people
Defining multicultural
community, a  Lavine and Adelman
Students can explain and Students perform cultural
multicultural country Chapter 1 (1993:3-16)
give examples of simulation and discuss the Classroom participation
3 (melting pot or  Scollon and Scollon
multicultural country concepts of multicultural and group simulation
mosaic?), stereotypes Chapter 7 (1995: 154)
(melting pot or mosaic?) country
and generalization,
mainstream American
values, individualism
and privacy, equality
and egalitarianism.
 Cross-cultural conflict
and adjustment
Students perform
How to cope with cross- Students can identify and  Lavine and Adelman
cultural simulation and
cultural conflict and to justify ways to cope with Chapter 2 (1993:35-
discuss the concepts of Classroom participation 46)
4-5 make an adjustment with cross-cultural conflict and
cross-cultural conflict and and group simulation
the target language to make adjustment with  Wintergerst, A.C. &
adjustment with the target
culture. the target language culture McVeigh, J. 2011.
language culture
The adjustment process
in the new culture.

Verbal
Communication
The way people speak—  Lavine and Adelman
directness and Students perform Chapter 3 (1993:63-
Students can identify and
indirectness, cultural simulation and Classroom participation 74)
6 compare the ways people of
cross-cultural discuss the concepts of and group simulation  Wintergerst, A.C. &
different cultures speak
implication, verbal communication McVeigh, J. 2011.
conversation structures,
conversation styles,
ethnocentric judgments.

Non Verbal
Communication
The way the target  Lavine and Adelman
language people speak Chapter 4 (1993:99-
without words—cultural Students can identify and Students perform 110)
differences in non-verbal compare the ways people of cultural simulation and Classroom participation  Scollon and Scollon
7-8
communication, different cultures speak discuss the concepts of non- and group simulation (1995: 142-148)
Gestures and body without words verbal communication  Wintergerst, A.C. &
positioning, facial McVeigh, J. 2011.
expressiveness, eye-
contact, conversational
distance.
 Students understand the
Mini Research-based Explanation from the
9 expectation of the Questions and answers  Handout
Paper explanation lecturers
assignment

Relationship and
Acquaintances
How the target language
culture make human
relationship. The  Lavine and Adelman
Students can identify and Students perform
concepts of friends and Chapter 5 (1993:133-
compare the ways people of cultural simulation and Classroom participation
10 acquaintances, 167)
different cultures make discuss the concepts of and group simulation
friendliness vs.
human relationships relationships
friendship, the ‘single
scene,’ mobility and
friendship, cross-cultural
friendships, benefit of
cross-cultural contact.

Family Types and

Traditions
Child raising, Young
Students can identify and Students perform cultural
adulthood, and the
compare family types and simulation and discuss the Classroom participation Lavine and Adelman
11 elderly
traditions of different concepts of family types and group simulation Chapter 6 (1993:169-204)
Types of family
cultures and traditions
Varieties of families in
the US

 Lavine and Adelman

Education Values Students can identify and Students perform cultural
Chapter 7 (1993:241-
The teacher-student compare the teacher-student simulation and discuss the Classroom participation
12-13 280)
relationship; Trust, relationship in different concepts of teacher-student and group simulation
honesty, and the honor cultures relationship
system; Expectation:
 Diversity in higher
education; Active
participation;
Competition and
grading; Student stress
and coping with it;
Problems for
international and
immigrant students in
the United States.

Work: Practices and

Attitudes Practices:
Practices—Cross-
cultural implication on
the job, steps to finding Students can identify and
Students perform cultural
a job, Employee- compare different practices
simulation and discuss the  Lavine and Adelman
employer relationship, across cultures of cross- Classroom participation
14 concepts of work practices Chapter 8 (1993:133-
on-the-job cultural implication on the and group simulation
and attitudes in the 203)
communication skills. job and attitudes in the
workplace
Attitudes—consideration workplace
in the work-world, The
work ethic and
materialism, Reactions
to work.

15 Final Test - - - -

Students can have an Students do table manner in Individual practice

 Table manner
16 Table Manner experience of doing cultural one of the hotels in doing table manner
guideline
practice Bandung Question and answers