NATIONAL SEMINAR ON

ENGLISH LANGUAGE TEACHING

English Language Education Study Program (ELESPA)
10-11 August, 2018

Culture and English Language Learning

in CCU Exhibition

Meita Lesmiaty Khasyar

English Education Department
STKIP Muhammadiyah Bogor
meitaismia@gmail.com
Culture and English Language
Learning
in CCU Exhibition
 The UNESCO promotes The four pillars of education
to be implemented in education:

1) learning to know
2) learning to do
3) learning to be, and
4) learning to live together
 INTRODUCTION
Delors (1999) stated that the goals of education
are not only to prepare learners to ‘understand the
world around them’, to ‘do the type of work
needed in the future’, but also to prepare them to
live in harmony with other people to ‘understand
other’s people reaction by looking at them from
their point of view’ to promote the spirit of
empathy, and to contribute to the learners’
“complete development - mind and body,
intelligence, sensitivity, aesthetic appreciation and
spirituality”.
 Research Questions

 it is necessary to learn about the culture of the

target language to acquire English as a foreign
language?
 Why the students need to learn Cross Culture
Understanding?
 How can the CCU exhibition improve the
student’s language ability?
 CULTURE
CULTURE
CULTURE IN ENGLISH LANGUAGE
CROSS CULTURE
UNDERSTANDING
CCU EXHIBITION
 CULTURE AND LANGUAGE
The issue of teaching culture along with English has been
discussed by some experts from the fields of EFL,
sociolinguistics and linguistics.
Byram & Flemming (1998), ‘target language culture’ should
be taught along with English to acculturate language learners
into the cultures of English speaking countries.
Wei (2005) states that language has a dual character: both as a
means of communication and a carrier of culture. Language
without culture is unthinkable, so is human culture without
language. A particular language is a mirror of a particular
culture.

.. Many more
 CCU
CCU course aims at giving the students of
English understand the concept of cross
cultural. After studying it, the students are
expected to be able to state the importance
of understanding culture in teaching
learning a foreign language, and to give
examples of cultural studies in teaching
learning a foreign language, especially in
English language.
 CCU Exhibition
• shares ideas to engage students in activities and projects
that increase their confidence and foster the motivation
to explore the use of English creatively.
• as an exam project in the English Education Department
of STKIP Muhammadiyah Bogor.
• cross culture understanding exhibition aims at nurturing
students’ creativity and confidence, as well as
encouraging them to share their ideas about culture and
how to explain it in English
 CCU Exhibition
The CCU exhibition should include the following:

 The exhibition reflected CCU

 Examples of written work in a variety of formats and styles:
reports, persuasive texts, explanation texts.
 Oral presentation
 Performances or composition in any medium: dance, music,
visual arts, audio visual, mixed media
 The students are actively and productively involve in the
exhibition from planning stages to the final presentation.
 The students feel free to demonstrate their creativity in
creating their display
RESEARCH METHODOLOGY
QUALITATIVE METHOD
Instrument:
 OBSERVATION
 INTERVIEW
 DOCUMENTATION

Participants:
20 Students of English Education
Department STKIP Muhammadiyah Bogor
CCU EXHIBITION
CCU EXHIBITION
 RESULT AND DISCUSSION
The data gained from the interview with 20
different students as the respondents were
interviewed by the writer with several
questions to verify; 1) Cross Cultural
Knowledge 2) Cultural influence on English
language learning. 3) CCU exhibition. The data
of the interview were recorded as audio files
and documentation.
 RESULT AND DISCUSSION
 CCU exhibition is one of strategies in teaching cross
cultural and the target language.
 This exhibition is purposively providing the ways to
achieve the learning objectives of CCU subject through
the interesting activities.
 CCU exhibition can help them expand their knowledge
of the language, target culture, and their confidence in
presenting their language ability. The participants can
express themselves and learn to follow the social and
cultural rules appropriate in each communicative
circumstance. This activity may include answering verbal
cues, interactive conversation, oral presentation, and
inherently practice listening skill as well.
 RESULT AND DISCUSSION
observation and documentation
 the participants of CCU exhibition conducted the event well.
 The participants enthusiastically performed and persuaded the
visitors to visit their stand which was stimulated by the creative
display they made in CCU exhibition.
 All participants were actively and productively involved in the
exhibition from planning stages to the final preparation
 there was improvement on student’s language ability in English
language and cultural knowledge. It was seen from the spirit of
participants in planning, preparing and staging the exhibition
CONCLUSION
learning culture through CCU exhibition is
motivating, raising their cultural awareness,
exploring their creativity and improving
language ability in English. Another
important point that students can get from
CCU exhibition is they will transfer
information about cross cultural.
Suggestion
 CCU course be taught by English teacher who have
overseas training experience and mastering the subject
matter.
 The teacher should encourage students to read articles,
newspaper and improving their cultural knowledge by
following the information about world issue in the
media. It seems can help them to understand cross-
cultural
 There may be other variables which could improve the
students’ ability in language and cross culture knowledge