DEPARTMENT OF ENGLISH EDUCATION

TARBIYAH FACULTY AND TEACHER TRAINING

UIN AR-RANIRY DARUSSALAM-BANDA ACEH

Syllabus

CODE /COURSE : PBI 7805/CROSS CULTURAL UNDERSTANDING

SEMESTER : VII (SEVEN)
CREDIT HOURS : 2 CREDIT HOURS
STANDARD COMPETENCY : In this course you are expected to be able to understandcultural concepts of other cultures; understand
that a language, to certain degree, is often associated with a particular culture. As this course is a
required course for English students, we will also try to understand as well as apply the cultural concepts
of English language while learning and practicing the language; understand the different concepts of
culture where English is spoken. You are also expected to understand key cross-cultural terms such as
stereotype, time, culture shock, linguistic relativity, nonverbal communication, and etc. and more
important you will be able to implement your understand when you interact and communicate with
others . In addition, the other goal of this course is that you will be more aware of cultural concepts you,
as EFL teachers, can teach to your students.
PREREQUISITE : ---
COURSE DESCRIPTION :This course serves as an introduction to cross-cultural understanding among people of different cultures.
As the cultures are so diversely different, people from each culture behave and interact differently due to
their different beliefs, values, viewpoints, and ways of life. These different entities, often times, create
tensions, confusions, misunderstanding, and even negative cultural stereotypes among people of
different ethnic groups when communicating. To reduce the risk of experiencing such kinds of
uncomfortable encounters, we need to build more cultural sensitivity by learning others’ and introducing
our cultures to each others as what this course is trying to achieve.

LECTURER : Team
 Time Learning
Meeting Basic Competencies Indicators Topics Learning Activities Evaluation
Allocation Resources
1 2 3 4 5 6 7
1 Introduction  Be able to describe the Introduction to Introduction 1.5 Hrs N/A DeCapua, A.
objectives of the course; Cross Cultural Distributing & presenting the &Wintergerst, A.C.
Understanding syllabus; (2004). Crossing
 Be able to describe the
cultures in the
materials of the course; Class Describing the evaluation
language
 Be able to describe the methods and criteria of the classroom. Ann
methods of the course; course Arbor: The
 Be able todescribe the Grouping students; University of
evaluation methods and Reminding students to copy Michigan Press.
criteria of the course. the materials.
In groups, students discuss Gebhard, J. G.
and share their understanding (2006). Teaching
of the term culture English as a
2 Defining culture  Be able to understand What is culture? Checking students’ attendance 1.5 Hrs Spoken foreign or second
and define the term Apperception and motivation language: A self
culture Lesson presentation and development and
 Be able to enhance their analysis methodology
understanding of culture Question and answer guide. Ann Arbor:
in the context of Aceh Group Discussion The University of
Assignment: Students are Michigan Press.
 Be able to present ideas
on the dynamic of asked to define the term
culture culture in their own words and Hybels, S. &
report them to the class. Weaver, R.L.
3 Quiz& Reflection Quiz 1.5 Hrs written (2001).
Students in groups share their Communicating
reflective writing on the effectively. New
concept of culture York: McGraw-
Other students comment the Hill Higher
work displayed Education.
Lecturer provide feedback
Student would relate their Meyerhoff, M.
discussion to the local (2006).
contexts Introducing
4 Understanding and  Be able to understand the  Elements of Checking students’ attendance 1.5 Hrs Spoken sociolinguistics.
implementing the elements of culture, culture Apperception and motivation London:
 elements of culture, language and linguistic  Language and Lesson presentation and Routledge
language and relativity,emics and etics linguistic analysis
linguistic relativity, of culture, and language relativity Question and answer McKay, S.L.
and language and and culture  Language and Discussion (2002). Teaching
culture in daily life.  Be able to apply the culture Assigning homework English as
elements of culture,  Emics and international
language and linguistic eticsof culture language. Oxford:
relativity, emics and etics Oxford University
of culture, and language Press
and culture in daily life
 Be able to relate
APA style (online)
understanding of the
topics covered to the Additional
local contexts. resources, printed or
5 Understanding and  Be able to understand the  Time Checking students’ attendance 1.5 Hrs N/A and web-based
implementing the concepts of time  Face Apperception and motivation resources can be
concepts of time (polychromic vs.  Individu Lesson presentation and used to support this
(polychromic vs. monochromic time), alistic vs. analysis course.
monochromic time), Individualistic vs. collectivistic Question and answer
Individualistic vs. Collectivistic, and face. Discussion
Collectivistic, and  Be able to apply the Checking the students’
face concepts of time Assignments and homework
(polychromic
vs.monochromic time),
Individualistic vs.
Collectivistic, and face
as they interact with each
other.
6 Understanding and  Be able to understand  Societal Checking students’ attendance 1.5 Hrs written
implementing the and relate the notion of roles Apperception and motivation
concepts of societal societal roles,  Ethnocentris Students, in groups, discuss
roles, ethnocentrism, ethnocentrism, nonverbal m the topics covered.
nonverbal behavior, behavior, and pragmatics  Nonverbal Lecturer provide feedbacks
and pragmatics and and discourse to their behavior Assignment (homework)
discourse. particular contexts.  Pragmatics
 and
 discourse
7 Understanding the  Identify the components Stereotype Check students’ attendance 1 Hrs N/A
notion of stereotype of concluding Apperception and motivation
and how to avoid it paragraphs; Lesson presentation and
Write concluding relevant analysis
paragraphs; Question and answer
Discussion
8 Mid-term test Mid-term test 1.5 Hrs written

9 Understanding and  Be able to  Definiti Check students’ attendance 1 Hrs Written

coping with culture understand the concept on of culture Apperception and motivation
shock of culture shock, stages shock Lesson presentation and
of culture shock, causes  Stages analysis
of culture shock, and of culture Question and answer
aspects of culture shock. shock Discussion
 Be able to develop  Causes Assignment: reflective writing
strategies to cope with of culture
culture shock. shock
 Aspect
of culture
shock
10 Understanding and  Be able to define  Definition of Check students’ attendance 1.5 Hrs N/A
applying Nonverbal nonverbal culture shock Apperception and motivation
communication communication  Stages of Lesson presentation and
 Be able to understand the culture shock analysis
functions of nonverbal  Causes of Students, in pair, role play
communication culture shock activities on nonverbal
 Be able to understand  Aspect of communication
and apply the types of culture shock
nonverbal
communication
11 Understanding and  Be able to Understand High/low power Check students’ attendance 1.5 Hrs Written
identifying the and identify the concepts distance Apperception and motivation
concepts of societal of societal roles and High/low Lesson presentation and
roles and evaluating evaluating own societal uncertainty analysis
own societal roles; roles; Understanding avoidance Question and answer
 Understanding high/low power distance, Discussion
high/low power high/low uncertainty- Assignment: reflective writing
distance, high/low avoidance.
uncertainty-
avoidance
12 Understanding sex  Be able to Sex roles and In groups, student share and 1.5 Hrs Spoken
roles and gender, understand sex roles and gender discuss their reflective writing
self-identity, gender, self-identity, Self-identity and relate it with their
household and household and family Household and contexts
family roles, roles, Education and family roles Other students comment the
Education and social social roles, and age Education and work displayed
roles, and age roles roles social roles Lecturer provide feedbacks
 Be able to identify Age roles
one’s own sex roles and
gender, self-identity,
household and family
roles, Education and
social roles, and age
roles
13 Understanding and  Be able to understand Language and Check students’ attendance 1.5 Hrs Written
analyzing the and analyze the communication Apperception and motivation
correlation between correlation between Speech acts Lesson presentation and
language and language and analysis
communication and communication and the Question and answer
the use of speech use of speech act for Discussion
acts in daily daily communication Assignment: Reflective paper
communication  Be able to use proper
speech acts when
communicating

14 Quiz & reflection Quiz 1.5 Hrs Written

Students in groups display
their group assignments
Other students comment the
work displayed
Lecturer provides feedback
15 Understanding  Be able to define Avoiding Check students’ attendance 1. 5 Hrs Written
communication communication styles plagiarism Apperception and motivation
styles and registers and registers Lesson presentation and
 Be able to understand analysis
why communication Question and answer
styles and registers Discussion
matter in Assignment: Reflective
communication; writing
 Be able to apply
appropriate
communication styles
and register for
appropriate purposes and
situations
16 Review & class wrap up Students and lecturer review 1.5 Hrs N/A
and discuss major points
discussed/addressed
throughout the semester.