Unit 1

CULTURE

I. Culture
There are many definitions of culture Gurito stated that Culture indicates all aspects that members of a group share together. Children learn ways of doing things, ways of talking , smiling, laughing, liking and disliking things. Culture determines peoples action, their social relationship and their morality Dwyer stated another definition that Culture is that which language learner needs to know on order to understand the meaning of the message in another language other than the formal properties of the language code. The Collin dictionary stated that Culture is the total of the inherited ideas, belief, values and knowledge which constitute the shared bases of social activities. Or in other words are custom, lifestyle, way of life or society. Conclusion the definition of the culture is whatever we do in our daily life. The way we speak to our parents, to our friends, even to stranger, the way we dress, cook, eat, drink, etc. For example as like: Traditional dance, wedding ceremony, kinship system. Related to concept of culture, we have also concept of cultural values and norms A value is the importance that we attach something. It is concerned with what is good and desirable and what is bad and undesirable. For example the importance values for American culture are independence and self-reliance. Norms are standard rules and they are accepted by the members of the community. For example is Bigamy. Bigamy is unacceptable in American culture so is neglecting a husbands duty as the provider and the breadwinner for his wife and children. Indonesian cultural norms usually are a mix between culture and religion. For example, in Indonesia it is against the norms for two unmarried people, man and woman to live together.

II. Language and Culture

Language as Determined by Culture It means that in our culture rice is very important so many words to represents rice: padi, gabah, menir, beras, nasi. Because in our culture rice is very important different from America where rice is not as important as in Indonesia. Language as Part of Culture For many people, language is not just the medium of culture but also is a part of culture. It is quite common for immigrants to a new country to retain their old customs and to speak their first language amid fellow immigrants, even if all present are comfortable in their new language. For example, to say no in every countries are different. In Japan and Korea, people offer food and drink by using negative expression, like Wouldnt you like some more tea? If the answer is no it means the offer is accepted. In France the answer is merci which has meaning no , thanks but in American would be meant yes ,please Or other example as like word angry which so hard if we translate to Indonesia, and in other hand word isin which is difficult to translate to English.

Unit 2 Culture and Foreign Language Teaching

I. Culture and Foreign Language Teaching
Byram mention three reasons to consider the cultural study in teaching a foreign language. 1. Growing concern within foreign language teaching (FLT) with the ways in which language learning is related to cultural learning, indicated by phrases such as cultural awareness and intercultural learning. 2. Cultural studies in some cases is taught as part of a course for teachers of foreign languages. 3. Foreign language teaching (FLT) is the question of different levels of learning.

Conclusion of reasons above is a cross interest between the students who study a foreign language and the students who study culture. The students who study culture should use the language spoken by society of that culture on the other hand those who study a foreign language should also know the culture of the society. Can you imagine if both of them dont balance, what is going to happen? Check this out! Eni ( Ind ) Mila ( Ind ) : Wah, tas kamu bagus banget, mahal pasti ni. : Ah, ini tas jelek dan murah kok. ( blushing )

This is our culture. Milas reaction to Enis complement is by denying it. Mila acts to becoming humble because its Indonesian culture. Mila considered being arrogant if she agrees to Enis complement. Susan ( USA ) : Woow, your bag is totally beautiful, it must be so expensive Mila ( Ind ) : ah, this is bad bag and so cheap

Can you see what the problem of cross-cultural misunderstanding is? The American might feel offended because the bag that she thought beautiful is considered ugly by the owner. You might feel awkward when you know that your response is hurting other peoples feeling. Better: Susan (USA) : Woow, your bag is totally beautiful, it must be so expensive Mila ( Ind ) : Thank you ( smiling )

According to Tomalin & Stempleski (1993: 7-8), modifying Seelyes (1988) seven goals of cultural instruction , the teaching of culture has the following goals and is of and in itself a means of accomplishing them:

To help students to develop an understanding of the fact that all people exhibit culturallyTo help students to develop an understanding that social variables such as age, sex, social To help students to become more aware of conventional behaviour in common situations To help students to increase their awareness of the cultural connotations of words and To help students to develop the ability to evaluate and refine generalizations about the

conditioned behaviours.

class, and place of residence influence the ways in which people speak and behave.

in the target culture.

phrases in the target language.

target culture, in terms of supporting evidence.

To help students to develop the necessary skills to locate and organize information about To stimulate students intellectual curiosity about the target culture, and to encourage

the target culture.

empathy towards its people

II. Instructional Strategies for Teaching Language and Culture

Cultural activities and objectives should be carefully organized and incorporated into lesson plans to enrich and inform the teaching content. Some useful ideas for presenting culture in the classroom are described in this section. Authentic Materials Using authentic sources from the native speech community helps to engage students in authentic cultural experiences. Sources can include films, news broadcasts, and television shows; Web sites; and photographs, magazines, newspapers, restaurant menus, travel brochures, and other printed materials. Teachers can adapt their use of authentic materials to suit the age and language proficiency level of the students. For example, even beginning language students can watch and listen to video clips taken from a television show in the target language and focus on such cultural conventions as greetings. The teacher might supply students with a detailed translation or give them a chart, diagram, or outline to complete while they listen to a dialogue or watch a video. After the class has viewed the relevant segments, the teacher can engage the students in discussion of the cultural norms represented in the segments and what these norms might say about the values of the culture. Proverbs Discussion of common proverbs in the target language could focus on how the proverbs are different from or similar to proverbs in the students native language and how differences might underscore historical and cultural background (Ciccarelli, 1996). Role Play In role plays, students can act out a miscommunication that is based on cultural differences. Culture Capsules Students can be presented with objects (e.g., figurines, tools, jewelry, art) or images that originate from the target culture. The students are then responsible for finding information about the item in question, either by conducting research or by being given clues to investigate. They can either write a brief summary or make an oral presentation to the class about the cultural relevance of the item.

Students as Cultural Resources U.S. schools are more culturally and ethnically diverse than they have ever been. Exchange students, immigrant students, or students who speak the target language at home can be invited to the classroom as expert sources. These students can share authentic insights into the home and cultural life of native speakers of the language. Ethnographic Studies An effective way for students to learn about the target language and culture is to send them into their own community to find information. Students can carry out ethnographic interviews with native speakers in the community, which they can record in notebooks or on audiotapes or videotapes. Discussion activities could include oral family histories, interviews with community professionals, and studies of social groups (Pino, 1997). It is important to note that activities involving the target-language community require a great deal of time on the part of the teacher to help set them up and to offer ongoing supervision. Literature Literary texts are often replete with cultural information and evoke memorable reactions for readers. Texts that are carefully selected for a given group of students and with specific goals in mind can be very helpful in allowing students to acquire insight into a culture. Film Film and television segments offer students an opportunity to witness behaviors that are not obvious in texts. Film is often one of the more current and comprehensive ways to encapsulate the look, feel, and rhythm of a culture. Film also connects students with language and cultural issues simultaneously (Stephens, 2001), such as depicting conversational timing or turn-taking in conversation. The strengths of these methods above are The text is so natural The students can get an example of actual usage of certain expressions, The students will get information on the cultural back ground of the speakers The students will not get problem when they have to communicate with English native speakers, In other side other experts who support another method believe that the students can learn the target language faster and easier when they are familiar with the materials or using non- authentic materials even though they are made to fit certain purpose.

Presented by :
1. Citra Kurnia Devie 2. Kamilatul R 3. Febrianti 4. Maulana 5. Suseno