CROSS CULTURE UNDERSTANDING

Benyamin Lee Whorf one of Sapirs students, norms (norma) and linguistics
pattern. According to him the way people see the world is reflected by the

structure of the language used by them.

Guritno State that :
Culture indicates all aspect that members of group share together. Children learn
ways of doing things, ways of talking, smiling, liking and disliking bthings.Culture
determines people action, their social relationship and their morality

Dwyer Proposed ( mengusulkan ) another definition of culture .

Culture is that which the language learner needs to know in order to understand
the meaning of the message (pesan) in another language than the formal
properties (sifat) of the language code (kode)
Rodeo is sometimes considered as representation of American culture, whereas
Halloween is considered as western culture (not only American but also British
culture)
The ways the western people eat which uses knife and fork.
Indonesian people uses hands and also the way china people eat uses
chopstick .

Language and Culture

Ronald Wardhaugh, Imam Suyitno, Anna Wierzbicka, Cliff Goddard and of course
Wardhaugh (1998) discussed some example of relation between language and
culture . One pf them kinship system
Suyitno wrote that there are many ways to express no. to reject (menolak) or to
decline an offer or request
In Japan and Korea ,people offer food and drink by using negative Wouldnt you
like some tea? Answer for the offer is , no ,
In France the answer for that kind of offer is Merci which mean Thanks. But in
this context merci means No Thanks . which in American would be meant Yes
please

Culture and Foreign Language Teaching (1.18)

According to Dweyer , the problem with incorporating culture into foreign
language teaching is that there are many disagreement about meaning of
language and the meaning of culture.
Bryam mentions three reasons to consider the culture study in teaching a foreign
language :
First is a growing concern within foreign language teaching with the way in which
language learning is related to cultural learning. Indicated by phrase such as
cultural awareness and intercultural.
Dweyer define the meanins of authentic materials as a text created by a fluent
native speaker of a language for communication with other fluent speakers of
that language.
Read the dialog and see whether you can get the cultural background of the
speaker :
Susan
: Can I see you for a minute ?
Prof John
: Sure, Whats up ?
CULTURE CONFLICT (2.2)
On the other hand we encourage some aspect of life that were different from our
country, such as : culture, religion, and food.
Religious differences sometimes became a problem. As Moslems, we must abide
by the Islamic rules. For example, They asked us why I was fasting during the
Chrismast day, and they said we were not respectful, and we did not appreciate
the Chrismas. Then we tald them : This is fasting month.
Living with Canadian families we lost some of our independence. This applied
especially to selecting our own food.
Communication and Culture.
Inter-Cultural communication is communication between members of different
culture (different perceptions, attitudes, and interpretations.
Misinterprretation. (salah tafsir)
Negative feeling and confusion are created by a cultural misubderstanding.

The woman misinterpretation caused her angry reaction and his confusion.
Ethnocentrism.
Concerning relationships between children and parent, people from different
culture may have some misunderstanding (salah paham)
Stereotypes and Prejudice. (2.7)
Sometimes negative reactions are not caused by actual interaction but by fixed,
preconceived beliefs we have about other people.
CULTURAL ADJUSMENT (2.13)
Cultural Shock
Culture shock happens to people who suddenly find themselves in a new culture.
They may be worried or anxious (cemas, gelisah) because they do not speak the
language or very, well, they do not know the customs, they do not
understanding the people behavior in daily life.
Housing, transportation, shopping and language. Mental fatigue results from
continuous effort to cope with foreign language
The Adjusment Process.
Newcomers sometimes feels that they do not belong to that culture, and as a
result they may feel alienated (menjauhkan diri) from the native members of the
culture.
The Re-entry Process.
1.Acceptances and integration.
2.Return Anxiety. There may be confusion anpain about emotional about living
3.Return honeymoon , Immediately upun arrival in country, there is generally a
great
Of excitement.
4. Re-entry Shock, Family and friends may not understand or appreciate what
the traveler has experienced.
5. Re-Integration The former traveler become fully involved with friends.
6. Family and activities and feels home once again and fully integrated in the
society.
Individual Reaction.
When visitors have relatives (sanak, family) in the new culture or speak the
foreign language fluently, they may not experience all the effect of culture shock
and isolation.

Gender In Education (3.3)

A.Short Historical Perpectives On Gender And Education Before 1960S
The government introduced school fee in 1862 when needlework became
compulsory (wajib) for girls. Each pupil earned the same grade for successful
examination performance, but girls were permited a lower standard of
achievement in arithmetic because of the time they spend sewing.
Around the 1900S , the school curriculum still differentiated between boys and
girls lesson. Girls had given lesson related to housework and to being mother.
B.Short Historical Perspective On Gender and Education After 1960S
By the 1960s a radical restructuring of English state education opened up new
possibilities fo changes. This program of education reform was inforced by
human capital theory with its main principle that the role of education was
crucial to the development of economic growth.
Gender in Workplace.
A. WOMEN AND NON STANDARD EMPLOYMENT. (3.11)
Full time work was available to all adult men-that is male breadwinners
(pencari nafkah)
Not all standar full-time employment, therefore (oleh kerena itu) has
necessary been secure and
well paid.
The distribution of non standar employment is different for men and women.
Women predominate (menonnjol) amongs part-time workers, although the
proportion of male part-timers
has been rising.
B. PART-TIME EMPLOYMENT.
In Britain from the 1950 to the 1980s, almost all of increase in womens
employment was in partTime work. In 1994 78 percen of part time job were held by women.
B. HOME WORKING.
In 1991 Census counted 1,2 million people who worked mainly at home
Standard employment in Britain mean Full time work
Non standar work part time job.
Gender In Society (3.16)
A. WHAT IS SOCIETY.
* According to Comte,s model society is analogous to a biological organism
and has its variouits
Part just as a body has its various organs

According to the Colley, society is an illusion when conceived of apart from

individual members and composed of differentiated members, each of
which has a special function.
According to Durkheim, society is a ritual order , a collective conscience
founded on the emotional rhythms of human interaction.
According to Weber, group of people who associated together are basic
units of society.
Emplyed wives, carry a double work load : as the wage earns and the
person who exclusive responsibility for house work.
The media that has many power is television, even though media portrayals
in television often seem sexist.
It seems that many people believe the protayals shown in television are the
reflection of their values.

B. GENDER IN THE WORK WORLD

In discussion gender in work world we have to talk about division of labour.
Women and men have always worked together to reproduce social life on a
long term as well as as day-to- day basis.
C. GENDER IN THE FAMILY.
To understand this better, consider the number of hours wives and husband
contribute to
Wives spent an average of fifty to sixty hours per week on housework ;
husbands contribute
Eleven hours a week (Levan 1987 ; Hartmann 1981; in Renzetti and Curran
1992)
D. GENDER IN MEDIA.
Renzetti and Curren (1992) pointed that the reflection hypothesis holds that
media content
Mirrors the behaviours and relationship and values and norms most prevalent
or dominant in
Society.
Personal Values (4.2)
A.CIRCLES OF FRIENDS
Circles of friend such as church friend, work friends or sports friends. A Person
may not involve

Members of different circles in the same activity (our friends from the office
may never meet our
Friends from the sports clubs). Expression such as office mate and tennis
partner
B.MOBILITY & FRIENSHIP
AMERICANs are geographically mobile. They move from one place to another,
and learn to
Develop friendship quickly and easily. Approximately one out of every five
Americans families
(20%) move every years. Students who attend two or more universities during
undergraduate,
Graduate and post graduate years may change their circles of friends several.
C. INSTANT FRIENSHIP
An example of an instant friendship is when two people become quite, but
there is no strong
Bond between them.
D. MALE (PRIA) & FEMALE (WANITA) RELATIONSHIP.
In the USA men and women socialize or mix relatively freely and develop a
variety of relationship.
Married men and women sometimes consider each other best friends as well
as spouse (suami,
Istri.)
E. INTERCULTURE FRIENSHIP.
Intercultural friendship happens when people move to other countries and will
meet different
Languages and different place.

Family Values (nilai, menilai)

In the eighty years time (from to the 1980) the number of children of every
American family decreased in average from about 5 children in the year 1900 to
3 children in the 1980.
A. CHILD RAISING (MENGANGKAT , MEMBESARKAN) (4.10)
The Americans parents to put a new born baby in a separate room that
belongs (mestinya, punya)
Only to the child. This will help parents keep their privacy and allow the child
to get used to having

His own room

American children often work for many outside the house, such as washing the
neighbors car, as
First step to establish their autonomy.
B. YOUNG ADULTHOOD (DEWASA)
When reaching a certain age (usually between 18 and 21 years) children are
encourage
(menganjurkan) but not force, to leave the nest (casting off) and begin an
independent life.
After leaving the house, children often find new social relationships and
financial support outside
Their family.
C.THE ELDERLY
Some families send their older relatives to nursing ( panti asuhan ) home
rather that integrate
(menggabungkan) them into the homes of children and grand childen.
D. THE NUCLEAR (NUKLIR) AND THE EXTENDED FAMILY ( 4.12 )
In the USA, The nuclear family which consist of the father, the mother and the
children, is
Considered the family The extended family, common in other countries
including ours,
Includes grand parents, aunts, uncles, cousin, nephews, niece and in-law.
The American nuclear family usually has its own separate residence and is
economically
Independent.
Some mother works because the family needs additional income and not
because the mother
Wants to change her role. Some others are motivated to work because of
professional interests
And a desire to contribute to society . More 50 % of American woman are now
part of the labor
Force

Introduction People (5.2)

FORMAL INTRODUCTIONS
Shake hands in introduction
When people introducing to other usually shake hands. According to Tllit &
Bruder (1985) Men
usually shake hands when they are introduce to other
men.
1. The expression of formal introduction
Dialoque 1
Marry
: Id like to introduced Fadly Akbar.
John
: How do you do ?
Fadly
: How do you do ?
Dialoque 2
Peter
: Id like to introduce Jamie
Norman
: Glad to meet you
Jamie
: The pleasure is mine
Dialoque 3
Isnina
: Id like to introduce Anto
Erina
: Nice to meet you
Anto
: Nice to meet you.
Dialoque 4
Brian
: Hello, Im Brian
Ellen
: How do you do, Im Ellen
Dialoque 5
Karen
: Hello, My name is Karen
Mickey
: Pleased to meet you. Im Mickey.
Illustrated formal introduction between people who has the same social
position.

2. The expression of Informal Introduction

Dialoque 1
Roberto
: This is Jessica
Viventin
: Hi
Jessica
: Hi,
Dialoque 2
Mike
: Hi, Im Mike, What,s your name ?
Margaret : Hi, I,m Margeret , but every one call me Peggy.
Agre and Disagree (5.10)
More Formal
- I agree completely .
- Thats just what I think, of course .
- In my opinion, you are right .
- I could agree more .
- Do/Would you agree with .
Less Formal
- You are right
- Im with you there
- Sure
- OK/Yes
- Yeah
- Right.
Direct disagreement :
Doni
: The train will be delayed for one hour.
Tetty
: No, It doesn,t They told me just half hour.
Inderect Disagreement
Yanti
: The , meeting will be closed at eleven in the meaning.
Darmin
: Oh, really ? Thats strange. The dean told me it would
around three o,clock.

Asking Permission (5.19)

Formal
:

Im going to.
I thought I,d .
Id like to ..
OK, If I .
Anybody mind if I ..
Is it all right if I ..
Would it be OK if I .. ?
Would you mind if I . ?
I wonder if I could possibly ?
I hope you dont mind, but would it bcant any objection
possible for me to ..?
Giving Permission :
Here some expression that can be used to give permission
That seems perfectly acceptable
I cant see any objection.
Yes certainly
Of course
Yes certainly you can
By all means
Yes all means
Sure
OK/Fine/Allright
Go ahead
Of course you can
Yes, why not ?