Catana, S. E. (2014). Teaching cross-cultural communication issues – a way of successfully integrating into the multicultural knowledge society. Procedia – Social and Behavioral Sciences, 128, 343 – 348. The one of the objectives of education in 21st century is dealing with the multicultural awareness. There are many preparations in conducting the teaching process to achieve the objective such as; understand the differences in terms of value, communication and behavior.
The writer stated that cooperative learning and teaching contributes can encourage the students’ independent thinking (finding their own meaning of cultures and solving the problem). Besides that, students can give respond actively in the given communication. Moreover, the writers stated that group work will also enhance their understanding of other cultures. In the group work activity, students will share their ideas and their views regarding certain cultures. In the conclusion, the writer said that to achieve one of the goals of education in 21stcentury, teachers need prepare to teach about cultural awareness. By designing syllabus regarding the matter and applying the method into their teaching and learning process, the goal might be achieved.
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Stefenel, D. (2013). How much culture is in conflict communication? A cross-cultural approach of two European countries. Procedia- Social and Behavioral Sciences, 116, 2691-2696. Vozza, V. M. (2014). Using Professional Presentations to Improve Cross-Cultural Communication. The CATESOL Journal, 26(1), 17-22.
Cross-cultural communication is essential in a globalized economy, society, and learning environment. The ability to take on another person’s perspective and understand a different culture is an important skill. To promote cross-cultural communication, I encouraged my students to collaborate with each other in the classroom by working in groups and providing constructive feedback, as well as creating an individual professional presentation using digital media. The writer in teaching the cross-cultural communication used presentation as digital media. The first day of teaching, she tried to create a conducive environment in the classroom through cooperative learning. After that, she used ‘jigsaw’ method to communicate from every other students. In the end, her teaching result is students get more motivated and excited in the teaching and learning process. One of the effective outcomes of cross-cultural communication was the students’ sharing their culture with each other in small groups. As they shared and exchanged information about their culture. By applying my experience in delivering professional presentations, I was able to empower students and prepare them for language use in business settings. Stefenel, D. (2013). How much culture is in conflict communication? A cross-cultural approach of two European countries. Procedia- Social and Behavioral Sciences, 116, 2691-2696. There has been a debate around whether the way we communicate is educated or culturally inherited. This issue becomes more visible during arguments or in cross-cultural settings.
Understanding the behavior of communication of some cultures is necessary for scholar, economic, social, culture and educational agents. The writer stated that there are two hypotheses in the study they are; the collaborative approach to conflict resolution is influenced by cultural factors more than contextual one, and Romanians and Greeks who are preoccupied with preserving a positive mutual face for their speech are predisposed to use mainly collaborative strategies during conflict resolution. By using questionnaire the findings was related to the cultural background and imprints which become transparent during our research and which are consumed in conflict dialogues by the means of cooperative discursive practices. In this case, this proved to be determined mostly by the concern manifested for mutual favorable relation maintenance during vocal conflict. With regards to communication differences between the two investigated groups, Greeks proved to have a higher concern for integrative strategies, using passive and indirect speech tactics more often, e.g.: private discussion. Frank, J. (2013). Raising Cultural Awareness in the English Language Classroom. English Teaching Forum, 4(4), 2-11. Since there is a lack of consensus on how to introduce cultural elements into the lesson, the writer’s point in the article is how the EFL teachers can incorporate the cultural knowledge and understand within the context of their English language classes.
The writer says that teachers can give guidance about how to think, make, and do to their students in their own cultures by holding the classroom discussion. There are some strategies in conducting the classroom discussion. EFL teachers can make their own cultural awareness with these instructions; determining the aspects of culture that would like to explore, conducting research on the sites related to the cultures, identifying the types of information that might be found by students, and designing questions. Students cannot be considered to have mastered a foreign language until they understand the cultural contexts in which the target language is spoken (NSFLEP, 1996 in Frank, 2013) Teachers need to go beyond introducing the target culture and incorporate a framework that enables students to understand the social aspects of culture as well. Al-Momani, H. (2016). Rabbit Proof Fence: A Struggle for Cultural Existence. Australian International Academic Centre, Australia, 7(6), 276-279. Rabbit Proof Fence is a Pilkingston’s novel which is a real story telling about three aboriginal girls that was separated from their families. In the novel, these girls do not want their freedom to be limited that they try to back to their hometown.
Do not care about the obstacles and the struggle they will face, the girls want to release from colonialism which make them separated from their own family. Here in the article, the writers stated that Rabbit Proof Fence reflects on the aboriginal people’s hard work for their own cultural existence. The way the fight for the cultural existence regardless the pain that they feel shows us that cultural existence need to be preserved. Speaking difficulties encountered by young EFL learnersThis journal article is discuss about the speaking difficulties faced by 5th grade elementary students in Oman. After I read this journal I can find some similarities faced by Oman students and Indonesia students about those speaking difficulties.
The researcher stated some factors caused 5th grade elementary students' difficulties in speaking. The first is inhibition, while speaking English the EFL learners are afraid if they are making mistakes. The second factor is the students are lack of motivation to express their feeling or ideas in English. The third is not all of the students got same chance to speak English in a class. The fourth is mother-tangue use, while in a teaching learning process of in a discussion the students rarely using English, they are using their own mother tongue to speak up; however, it is English lesson. Actually, the caused not only come from the students, but it also comes from the teacher, the teaching strategies, and the curriculum. The teachers they have known that speaking is one of the important skills which should teach to the students, but the teacher just skip this part because the time to deliver the materials is not enough. On the sixth point of this journal article, the researcher stated some advices to face the factors of the speaking difficulties, for example the teacher should give a training to combine the speaking skills and other skills, the teacher should insert the speaking task in his teaching learning process, not only reading and writing, because speaking is the most important skill in English. This journal article gives me an illustration how to teach my future students. Before, I start to give them the material, I should know the difficulties faced by my future students, so I can prepare what kinds of method I should give to them and also I should include the speaking task in my class. Enhancing the development of speaking skills for non-native speakers of EnglishThis journal article talks about how to improve speaking skills in EFL/ESL learners. The researcher stated that there are 3 key aspects to improve students' speaking skills, that are: the students' confidence, the creatifity of tropics, and students' speaking competence. I do agree that three key aspects are important to improve the EFL/ESL sfudents' speaking skills.
Actually, it is important for the students to speak english fluently and confidently, especially for the real communication with the native speaker. The biggest reason why they are unable to speak english confidently is they might be a lack of confidence in term about making mistakes or errors. To help the EFL/ESL learners improve their speaking skills, the researcher using a task-based approach. A task-based approach was conducted by David Nunan (2006). The researcher finding two research questions related to improve the students' speaking skill by using task-based approach l, that are: what factors help the EFL/ESL learners improve their speaking skills, and what ate the EFL/ESL learners' strengths and weaknesses in speaking english. However, there are a number of factors related to the students' speaking skills to be the effective english speaker, that are: pronounciation, vocabullary, and collocation. I do agrer with the researcher that those factors could develop students speaking skills. If the students have correct pronounciation, vocabullary, and collocation, they can communicate effectively and also those factors can build the students' fluency in English. The creativity of topics can be the strength of the students in speaking english and the weaknesses are the errors or mistakes in pronounciation and grammar. Because, the pronounciation of words in English and the students' mother tongue are different it makes them get some difficulties in pronouncing the english words correctly, and also with the grammar. To help the EFL /ESL learners being effective english speakers, the teacher should give them more practice related to the three main factors first. After they got the knowledge related to English the could practice their english over and over. So, they can decrease their errors or mistakea in speaking english. An Investigation of The Difficulties faced by EFL Undergraduates in Speaking SkillsThe researcher was conducted in Jordan. The reesearch found that undergraduate students have low self-confidence of communicating in English. From all the subjects, 57.2% said that they are lack of self-confidence because of less usage of english in classroom. In line with them 45.3% students said that they lack of self-confidence in speaking english is because Arabic is more familiar than english to be used in daily life.
There are also addition reason why they are lack of self-confidence in speaking english. First, the English Department Programmes and curricula that should be evaluated. Second, adequate facilities like laboratory and large classroom. I think the second problem is the same as in indonesia. Third, the time allocated to communicate in english is insufficient. I think, from three main problem that the students’ face is like what happen in Indonesia. Moreover, the second and the third point. About the facilities provided in English learning process, I think government has the power to olve this problem. For the third points, i am going to build an evironment collaborate with others’ english teacher that the students will have more time to practice their spekaing skill outside the classroom. For example, i will make a deal to the school eo make an English day. Just once a week the students should talk in english. Using communicative game in improving students’ speaking skilloving students’ speaking skill
From the article i learned the definition of communicative game as a tool to improve students’ speaking skill. It is an activity that can stimulate (force) the students to speak in a fun way. I and the researher has the same fridgetiness of what makes the students do not want to speak. The problem is that the teacher uses conventionals way to teach. Instantly, the teacher will deliver the material to the students in front of the class, then the teacher asks what the students should do. The researcher said that this activity is not interesting for the students. It does not engage the students to speak because the students are being forced to do what they don’t want to do. We can say that they have less motivation of speaking because of the technique the teacher conducts inthe classroom. In this article the researcher offers a technique of teaching, that is communicative game. Communicative game refers to an activity that does not concentrate in the grammar and vocabulary but emphasis in the effectiveness of language usage. The result of the research proves that using communicative game can improve students’ speaking skills. In the first cycle teh students still are ashame and having no motivation to speak. And also palying game is an uncommon activity they do. From this article i learn that using students’ interest-based activity can improve students’ English language goals, especially speaking. Improving Speaking Fluency From this article i have learn about the definition of speaking fluency and 4/3/2 techniqu, also its’ relationship. I try to construct the definition that mentioned in the article, fluency is a condition when the speaker has less hesitation, fast thinking, and ready for making any words lexicaly and syntactically spontaneously.
The 4/3/2 technique in this article is very helpful of improving students’ fluency. Why? Because this technique shows the students’ improvement of producing words to deliver a certain topic in different mount of time. It shows that the technique force the students to deliver the topic in less time to the listener, also the speaker should make the listener understand what the speaker’s going to say, although the listeners have different duration to listen to the speaker. The 4/3/2 technique’s steps are :
What i can get for my proposal is the definition of the speaking fluency and the result of using colaborative teaching to improve students’ skill. |
AdeKRamadhaniStarting to write everything, so i can share what i get. May it be useful for the reader. |