exploring efl pre-service teachers’ cognition of
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EXPLORING EFL PRE-SERVICE TEACHERS’ COGNITION OF
INTERCULTURAL COMMUNICATIVE COMPETENCE
(A Case Study at a University in Indonesia in the Academic Year of
2019/2020)
A POST-GRADUATE THESIS
Written by
TOMY KARTIKA PUTRA
S891808019
Submitted to Teacher Training and Education Faculty of Universitas Sebelas
Maret as a Fulfillment of the Requirements for Achieving a Master Degree in
English Education
DEPARTMENT OF ENGLISH EDUCATION
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS SEBELAS MARET
2020
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ABSTRACT
Tomy Kartika Putra. S891808019. Exploring EFL Pre-Service Teachers’
Cognition of Intercultural Communicative Competence. A Masters’ Degree
Thesis. Supervisor I: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Supervisor II: Dr.
Slamet Supriadi, M. Pd. Department of English Education, Teacher Training And
Education Faculty, Universitas Sebelas Maret. Surakarta. 2020.
Globalization inevitably increases communication among people from
different language and cultural backgrounds. This phenomenon dramatically
demands the change of traditional aims of language teaching which is based on
the norms and values of native-speakers countries. A large body of literature
encourages language teaching to concern Intercultural Communicative
Competence (hereafter ICC) which is allegedly effective to help students achieve
successful intercultural communication.
This study attempts to gain an insight into Indonesian EFL pre-service
teachers’ cognition regarding ICC. It goes to investigate: 1) The pre-service
teachers’ definition of culture and ICC; 2) Their perceptions of the main
objectives of ELT, and the objectives of ELT in terms of ICC; 3) Their attitude
towards ICC in ELT; 4) The way the training facilitates them to acquire ICC; and
5) Their perceptions of ICC teaching method in an ELT classroom. This study is
considered as a single case study that employs interviews, questionnaires, and
artifacts. In total, 26 EFL pre-service teachers participate in the study.
The analysis shows that the participants can provide numerous definitions
of culture but they are still prone to see culture based on the essentialist view
which considers culture as concrete and solid forms. Furthermore, the participants
mostly try to achieve the ELT objectives that focus on linguistics aspects, rather
than that on cultural elements. Related to ICC objectives, most of them
acknowledge that the ELT objectives should assist students to acquire abilities
that are aligned with the dimensions of ICC which are attitude, knowledge, skills.
However, ICC teaching objectives related to Critical Cultural Awareness (CCA)
are seemed to be left behind. Further analysis shows that they positively perceive
ICC teaching and learning process during their education. The education provides
them with activities that deal with the improvement of cultural knowledge,
attitude, and skill. However, it is noted that activities to the improvement of CCA
are still insufficient. Regarding their ICC approaches, the result says although they
deliver various ICC teaching methods, they struggle to offer appropriate
explanations about how the methods should be implemented. In the end, some
recommendations for the education of pre-service teachers, pre-service teachers,
and future researchers are discussed.
Keywords: Teacher Cognition; Intercultural communicative competence;
Pre-service teacher; English language teaching
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ABSTRAK
Tomy Kartika Putra. S891808019. Menjelajahi Kognisi Calon Guru Bahasa Inggris
terhadap Kompetensi Komunikatif Antarbudaya . Tesis. Pembimbing I: Dra. Dewi
Rochsantiningsih, M.Ed., Ph.D. Pembimbing II: Dr. Slamet Supriadi, M. Pd. Jurusan
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas
Maret. Surakarta. 2020.
Globalisasi meningkatkan komunikasi antara orang-orang dari berbagai bahasa
dan latar belakang budaya. Fenomena ini mendorong perubahan tujuan pengajaran bahasa
yang traditional yang didasarkan pada norma dan nilai negara penutur asli. Banyak
penelitian mendorong pengajaran bahasa untuk memperhatikan Intercultural
Communicative Competence (ICC) yang dianggap efektif untuk membantu siswa
menguasai komunikasi antar budaya.
Studi ini berusaha mendapatkan wawasan tentang kognisi calon guru di Indonesia
tentang ICC. Studi ini bertujuan untuk mengetahui: 1) Definisi dari calon guru tentang
budaya dan ICC; 2) Persepsi mereka tentang tujuan utama ELT, dan tujuan ELT dalam
kaitannya dengan ICC; 3) Sikap mereka terhadap ICC di ELT; 4) Upaya program studi
dalam pembelajaran ICC; dan 5) Persepsi mereka tentang metode pengajaran ICC di
kelas ELT. Studi ini merupakan studi kasus tunggal yang menggunakan wawancara,
kuesioner, dan artefak. Secara total, 26 calon guru berpartisipasi dalam penelitian ini.
Analisis menunjukkan bahwa partisipan dapat memberikan berbagai definisi
tentang budaya tetapi mereka masih cenderung melihat budaya berdasarkan pandangan
esensialis yang menganggap budaya sebagai bentuk yang konkret dan solid. Selain itu,
mayorita partisipan fokus kepada tujuan ELT yang lebih menitikberatkan aspek
kebahasaan daripada pada unsur budaya. Terkait dengan tujuan ICC, sebagian besar dari
mereka mengakui bahwa tujuan ELT harus membantu siswa memperoleh kemampuan
yang selaras dengan dimensi ICC yaitu sikap, pengetahuan, keterampilan. Namun, tujuan
pengajaran ICC yang terkait dengan Critical Cultural Awareness (CCA) masih tertinggal.
Analisis lebih lanjut menunjukkan bahwa mereka memandang positif proses belajar
mengajar ICC selama pendidikan mereka. Pendidikan memberi mereka kegiatan yang
berhubungan dengan peningkatan pengetahuan budaya, sikap, dan keterampilan. Namun,
kegiatan terkait CCA masih kurang. Mengenai pendekatan ICC, hasilnya mengatakan
meskipun mereka menyampaikan berbagai metode pengajaran ICC, mereka kesulitan
untuk memberikan penjelasan yang tepat tentang bagaimana metode tersebut harus
diterapkan. Pada akhirnya, studi ini menyampaikan beberapa rekomendasi untuk
pendidikan calon guru, calon guru , dan peneliti mendatang.
Kata Kunci : Kognisi Guru; Intercultural communicative competence; Calon guru;
Pengajaran bahasa Inggris
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ACKNOWLEDGMENT
I would like to starts the acknowledgment by saying “All praise is due to
Allah, Lord of all the worlds”, who has favored human beings with intelligence
and responsible action above all creation; and may Allah’s blessings and peace be
upon Prophet Muhammad, and upon his family and companions from whom
knowledge and wisdom spring.
My sincere gratitude goes to my first supervisor, Dra. Dewi
Rochsantiningsih, M.Ed., Ph.D., and my second supervisor, Dr. Slamet Supriyadi,
M.Pd. I do thank them for being my academic advisors. I am grateful for the time,
unconditional patience, invaluable support, understanding, and constructive
feedback they have given to me in the completion of my study.
My gratitude is expressed to all lectures in the Department of English
Education of Universitas Sebelas Maret, especially to Prof. Dr. Joko Nurkamto,
M.Pd., Dr. Ngadiso, M.Pd., Dr. Endang Setyanngsih, S.Pd., M.Hum, and Dr.
Arifah Drajati, M.Pd. who have given me meaningful knowledge, inspiration, and
experience during my learning journey.
Special thanks I deliver to all pre-service teachers who participated in the
study. I owe a big debt of gratitude for their precious time, honesty, and
willingness to share knowledge during the process of this study. Without their
cooperation, I believe that this study would never be completed.
Finally, I would like to extend my gratitude to all my friends and
colleagues who have been great partners of learning. I fully appreciate all the
good knowledge we have shared together.
Surakarta, October 2020
The Author
Tomy Kartika Putra
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MOTTO
O humanity! Indeed, We created you from a male and a female, and made you
into peoples and tribes so that you may ‘get to’ know one another. Surely the most
noble of you in the sight of Allah is the most righteous among you. Allah is truly
All-Knowing, All-Aware. (Q.S. 49:13)
If to live is understood as to learn, it is reasonable to say that to live requires
lifelong processes of intentions, observations, contemplation, verifications,
conclusions, and regulations. However, you cannot solely rely on such scientific
processes in that the truth of science is always changing and evolving. If you, with
your all limitations, find yourself unable to find satisfying answers to particular
things, remember that Allah God Almighty is truly All-Knowing and All-Aware.
(Tomy Kartika Putra)
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DEDICATION
I dedicate this thesis to family, especially to my beloved parents, who always give
me limitless supports in my entire life.
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TABLE OF CONTENTS
TITLE ...................................................................................................................... i
APPROVAL OF THE THESIS .............................................................................. ii
LEGITIMATION ................................................................................................... iii
STATEMENT OF ORIGINALITY ....................................................................... iv
ABSTRACT ............................................................................................................. v
ABSTRAK ............................................................................................................. vi
ACKNOWLEDGMENT ....................................................................................... vii
MOTTO ............................................................................................................... viii
DEDICATION ....................................................................................................... ix
TABLE OF CONTENTS ......................................................................................... x
LIST OF TABLES ............................................................................................... xiv
LIST OF FIGURES ............................................................................................... xv
LIST OF APPENDICES ...................................................................................... xvi
CHAPTER I INTRODUCTION
A. Background of the Study ..................................................................................... 1
B. Problems Statements ........................................................................................... 6
C. Purposes of the Study .......................................................................................... 6
D. Significance ......................................................................................................... 7
CHAPTER II LITERATURE REVIEW
A. Definitions of Culture .......................................................................................... 8
B. The Place of Culture in ELT ............................................................................. 10
C. The Paradigm of Culture in ELT ....................................................................... 11
D. Approaches to Culture in the Language Teaching ............................................ 14
E. Conceptual Theories of Intercultural Competence ............................................ 20
1. Defining Intercultural Competence .............................................................. 20
2. Byram's Intercultural Communicative Competence Framework ................. 21
F. The Notions of Teachers’ Cognition ................................................................. 25
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1. Theoretical Concept of Teachers’ Cognition ................................................ 25
2. Researches on Teachers’ Cognitive Domain of Intercultural Teaching ...... 29
CHAPTER III RESEARCH DESIGN AND METHODOLOGY
A. Research Context ............................................................................................... 35
B. Design of the Research ...................................................................................... 36
1. The Choice of Qualitative Research with Case Study Design ..................... 36
2. Selection of the Research Site and Participants ............................................ 37
C. Types and Sources of Data ................................................................................ 38
1. Participants ................................................................................................... 38
2. Artifacts ........................................................................................................ 39
D. Techniques for Collecting Data ......................................................................... 39
1. Interviews ..................................................................................................... 40
2. Artifacts ........................................................................................................ 40
3. Questionnaires .............................................................................................. 41
E. Techniques for Analyzing Data ......................................................................... 42
1. Data Condensation ........................................................................................ 42
2. Data Display ................................................................................................. 43
3. Drawing and Verifying Conclusion .............................................................. 43
F. The Credibility of the Study .............................................................................. 43
1. Building Trustworthiness ............................................................................. 44
2. Conducting Triangulation ............................................................................. 44
G. Ethical Consideration ........................................................................................ 45
CHAPTER IV FINDINGS AND DISCUSSION
A. The Findings ...................................................................................................... 47
1. Participants’ Definitions of Culture and Intercultural Competence ............. 50
a) Participants’ Understanding of Culture ................................................... 50
b) Participants’ Understanding of Intercultural Competence ....................... 54
c) Summary .................................................................................................. 58
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2. Participants’ View of ELT objectives and Intercultural Competence
Teaching Objectives ..................................................................................... 59
a) Participants’ Views of English Language Teaching Objectives .............. 60
b) Participants’ Views of Intercultural Competence Teaching Objectives . 63
c) Summary .................................................................................................. 67
3. Participants’ Attitudes towards Cultural Teaching in ELT .......................... 68
a) General Attitudes towards Cultural Teaching in ELT ............................. 68
b) Participants’ Views of the Importance of Intercultural Competence
compared with Language Skills ............................................................... 70
c) Willingness to Promote ICC in ELT ........................................................ 72
d) Summary .................................................................................................. 75
4. The Way the Trainning Facilitates Participants to Acquire ICC .................. 76
a) Reading Culture-Based Materials ............................................................ 77
b) Identifying Self-Identity........................................................................... 80
c) Getting Involved in a Sociocultural Digital Platform .............................. 82
d) Summary .................................................................................................. 87
5. Participants’ Views of Developing Cultural Teaching in Their Classroom . 88
a) Teacher-Centered Strategies .................................................................... 89
1) Teaching Culture through Explicit Explanations ................................ 89
2) Utilizing YouTube as a Teaching Material ......................................... 89
b) Student-Centered Strategies ..................................................................... 90
1) Reading Culture-Based Materials ....................................................... 90
2) Asking Students to Engage in Sociocultural Digital Communication 91
3) Inviting Students to Discuss Particular Cultural Topics ..................... 92
4) Summary ............................................................................................. 92
B. Discussion ........................................................................................................ 93
CHAPTER V CONCLUSION AND IMPLICATION
A. Conclusion ....................................................................................................... 102
B. Implication ....................................................................................................... 104
C. Limitations of the Study and Suggestions for the Future Researchers ............ 107
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BIBLIOGRAPHY .............................................................................................. 109
APPENDICES .................................................................................................... 119
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LIST OF TABLES
1. Table 2.1 Summary of Seven Themes of Culture ............................................... 9
2. Table 2.2 The Essentialist and the Anti-essentialist Paradigm of Culture ........ 12
3. Table 3.1 Time of the Research ......................................................................... 35
4. Table 4.1 Demographic Information of the Questionnaire Participants ........... 48
5. Table 4.2 Demographic Information of the Interview Participants ................... 48
6. Table 4.3 Pre-Service Teachers’ Definitions of Intercultural Competence ...... 57
7. Table 4.4 Pre-Service Teachers’ View of the Main of ELT Objectives ........... 62
8. Table 4.5 Participants’ Views of ICC in ELT objectives .................................. 66
9. Table 4.6 Participants’ Views of the importance of ICC .................................. 75
10. Table 4.7 Participants’ Views of Intercultural Teaching in Their Training.... 87
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LIST OF FIGURES
1. Figure 2.1. Byram’s (1997) ICC Framework .................................................... 21
2. Figure 2.2 Borg’s (2003) Teacher Cognition, Schooling, Professional
Education, and Classroom Practice ................................................................... 27
3. Figure 2.3. The Dynamic Nature of Teacher Cognition (Macalister's, 2010) ... 29
4. Figure 4.1 Brief Picture of the Research Findings ............................................ 49
5. Figure 4.2 Front Cover of Multicultural Manners ............................................ 78
6. Figure 4.3 Example of the Poster Presentation ................................................. 79
7. Figure 4.4 Data Extract of Participants Agus’ Report on Feelings when
Starting Conversation ........................................................................................ 83
8. Figure 4.5 Data Extract of Participants Agus’ Report on Discussing Particular
Issues ................................................................................................................. 84
9. Figure 4.6 Data Extract of Participants Betty’s Report on Miscommunications
in the Conversation ............................................................................................ 86
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LIST OF APPENDICES
1. Appendix 1. Consent form of the questionnaire ............................................. 120
2. Appendix 2. The questionnaire and its blueprint ............................................ 121
3. Appendix 3. Sample of Google Form questionnaire ....................................... 125
4. Appendix 4. Sample of the result of the questionnaire ................................... 126
5. Appendix 5. Interview invitation ..................................................................... 131
6. Appendix 6. Interview protocol ....................................................................... 132
7. Appendix 7. Iinterview transcription .............................................................. 133
8. Appendix 8. Sample of interview analysis ...................................................... 155
9. Appendix 9. Screenshots of participants’ YouTube ........................................ 160
10. Appendix 10. Sample of YouTube transcription .......................................... 161
11. Appendix 11. Sample of participants’ assignments ...................................... 163
12. Appendix 12. Screenshots of teachers’ instruction ....................................... 166
13. Appendix 13. Result of Grammarly check.................................................... 167
14. Appendix 14. Result of Turnitin check ......................................................... 168
15. Appendix 15. Permission Letter from the faculty ......................................... 169
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