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INTERNATIONAL
SEMINAR
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As Partial
Fulfillment of the Requirement to Complete the Paper of
Cross-Cultural
Understanding and Cultural Awareness in Indonesian Education
Held by Panca Sakti
University Tegal and Indonesia International Work Camp (IIWC)
December 1st,
2012
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Composed by:
LEKSITO RINI
SMA Negeri 1 Brebes
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THE INFLUENCE OF
STUDENTS’ SOCIO-CULTURAL BACKGROUND ON LEARNING ENGLISH
ABSTRACT
Nowadays, English is communicated
by many people all around the world in order to apply science and technology
development of which references are stated in English, to get a job, and to
establish diplomatic affairs with other countries. In this case, the learners’ socio-cultural
background may influence the students’ progress to learn English during
teaching-learning activities because acquiring English as a second or foreign
language also means acquiring the second culture. Knowing the students’ socio-cultural
background may help the teacher implement the appropriate teaching
methods. The reason is to avoid
misunderstanding and cultural shock when English is taught to Indonesian
students, especially to the students who stay in Brebes Regency. There, some students communicate in Javanese,
while the others in Sundanese. Both
types of students basically possess their own socio-cultural background to
learn English as a foreign language. It
is hoped that noticing the students’ socio-cultural background during teaching
and learning process will accelerate the students' ability to master the target
language.
The aims of this paper are (1) to
show a comparative result between Javanese-speaking students and Sundanese ones
to learn English and (2) to find out the influence of students’ socio-cultural
background on learning English.
The research method applied in
this paper is qualitative research method.
Here, I try to observe my Javanese and Sundanese speaking students in my
class. The number of participants is 310
students of the tenth grade at SMA Negeri 1 Brebes in academic year of
2012/2013. It needs much time if all
participants are observed to gain the result.
So, the data collecting method is simplified to randomly sample 40
students among all students of the tenth grade.
The further discussion is elaborated by empirically describing the
process of English teaching and learning activities, giving questionnaire to,
and interviewing the students.
GALLERY
GALLERY
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| Sandra Bogaers, M.A. (from Belgium) |
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| Panca Sakti University - Tegal |
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