EXPLORING OPPORTUNITIES AND CHALLENGES IN INCORPORATING

SOCIOCULTURAL ISSUES INTO ELT IN A VOCATIONAL HIGH SCHOOL IN

SALATIGA

A THESIS

Submitted in Partial Fullfilment

of the Requirements for the Degree of

Sarjana Pendidikan

RintanAriyanti

112012057

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2016

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EXPLORING OPPORTUNITIES AND CHALLENGES IN INCORPORATING

SOCIOCULTURAL ISSUES INTO ELT IN A VOCATIONAL HIGH SCHOOL IN

SALATIGA

A THESIS

Submitted in Partial Fullfilment

of the Requirements for the Degree of

Sarjana Pendidikan

RintanAriyanti

112012057

ENGLISH LANGUAGE AND EDUCATION PROGRAM

FACULTY OF LANGUAGES AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2016

ii

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or

accepted for the fulfillment of any degree or diploma in any university. To the best of my

knowledge and my belief, this no material previously published or written by any other person

except were due reference is made in the text.

Copyright@2016. Rintan Ariyanti and Joseph Ernest Mambu, Ph.D.

All rights reserved. No part of this thesis may be produced by any means without the permission

of at least one of the copyright owners or the English Department, Faculty of Languages and

Arts, universitas Kristen Satya Wacana, Salatiga.

Rintan Ariyanti:

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TABLE OF CONTENTS

COVER .......................................................................................................................... i

COPYRIGHT STATEMENT ...................................................................................... ii

APPROVAL PAGE ...................................................................................................... iii

PERNYATAAN TIDAK PLAGIAT ........................................................................... iv

PUBLICATION AGREEMENT DECLARATION .................................................. v

PERNYATAAN PERSETUJUAN AKSES ................................................................ vi

TABLE OF CONTENTS ............................................................................................. vii

INTRODUCTION......................................................................................................... 1

REVIEW OF LITERATURE ...................................................................................... 2

Defining CP ........................................................................................................... 2

Review of Previous Studies ................................................................................... 4

The Framework of cooperating CP ....................................................................... 5

THE STUDY.................................................................................................................. 7

Context and Participant ......................................................................................... 7

Data Collection Procedure ..................................................................................... 8

Data Analysis Procedure ....................................................................................... 8

FINDINGS AND DISCUSSION .................................................................................. 9

Teaching material based on student’s real life concerns ....................................... 9

Bringing up issue of marginalized group ............................................................. 12

Allowing student’s L1 inside the class .................................................................. 13

Integrating students’ local culture ........................................................................ 15

CONCLUSION ............................................................................................................ 17

ACKNOWLEGMENT ................................................................................................. 18

REFERENCE ................................................................................................................ 18

APPENDIX ................................................................................................................... 21

Interview data.................................................................................................................. 21

1

INTRODUCTION

Critical pedagogues believe that teachers need to apply critical insights into their teaching

practices. Critical practice related to Kumaravadivelu (2006, p. 70, as cited in Akbari, 2008, p.

277) “… connecting the word with the world”. Kumaravadivelu (2006) added that “[i]t is about

recognizing language as ideology, not the just system, it is about extending the educational space

to the social, cultural, and political dynamics of language use” (p. 70, as cited in Akbari, 2008, p.

277). This is the spirit of critical pedagogy (CP). Akbari (2008) defined CP in English language

teaching as “an attitude to language teaching which relates the classroom context to the wider

social context and aims at social transformation through education” (Akbari, 2008, p. 276). CP

encourages ELT to have social justice inside the class (Crookes, 2013). The concept of social

justice in ELT means reducing unfairness that might happen in school system between

dominated group and a marginalized group that is based on gender, ethnic, race, and also social

class through education (Zeichner, 2011), especially in English language classrooms.

Nevertheless, the practicality of CP in ELT has not much been addressed (Akbari, 2008)

and many teachers in Indonesia tend not to know about this approach well. Besides that, Mambu

(2012) noted that critical pedagogy in ELT in Indonesia is still lacking. Moreover, Larson (2014)

reported that the curriculum of ELT in Indonesia did not reflect on students’ needs and local

context.

Although practicality of CP in Indonesia has been called by several Indonesian scholars,

(Larson 2014, Mambu 2011) Mambu (2011) stated that the implementation of CP in ELT is still

lacking. To fill in this gap, this study is to find potentiality of the practicality of CP in ELT. The

practicality will focus on activities and materials that indicate the teacher have the potentiality of

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implementing CP by incorporating socio-cultural issue in a vocational high school in Salatiga.

Moreover, the findings of this study hopefully will contribute to the literature of implementation

of CP in Indonesia.

REVIEW OF LITERATURE

Definition of CP

Canagarajah (p. 932) said CP was “not a theory but a way of ‘doing’ learning and

teaching.” Similar to Canagarajah, Pennycook (1999, p. 33) definition of CP is that which “seeks

to understand and critique the historical and sociopolitical context of schooling and to develop

pedagogical practices that is aimed not only to change the nature of schooling, but also the wider

society.” CP emphasized on the way to change students’ taken-for-granted belief about their

society in the teaching and learning process (Freire, 1972; Hook, 1994; McLaren, 1998). Critical

pedagogy “[is] a way of teaching that strives not only to transmit linguistic knowledge and

cultural information, but also to examine critically both the conditions under which the language

is used, and the social, cultural and ideological purposes of its use” (Carter & Nunan, 2001, p.

220). In other words, we can say that CP promotes social transformation through teaching.

In the area of ELT Norton and Toohey (2004) view critical pedagogy as considering

language as a social practice that cover the student’s way of knowing themselves, their society,

and their histories when they learn the English language. In addition, Pessoa and Freitas (2012)

suggest that education system should promote “social justice” (p. 753) Social justice in ELT

context means teaching in ways that include issues like discrimination that might occur in the

school system between the student who come from lower and higher class in society. The

discrimination in society can impact on a sense of security and access to food, healthcare,

transportation, and proper salary, among others (Zeichner, 2011). It means that in teaching, the

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English teachers not only teach the subject that is given by the government, but they also have to

encourage the student to think critically to make the them aware of the feeling of marginalized

group and now how to take action and fight against oppression in order to achieve social

transformation.

Review of Previous Studies

The practicality of CP has been addressed by several critical pedagogues in terms of

critical dialogue by Morgan (2004), Schneider (2005), and also in an EFL reading class by

Fredricks (2007). Fredricks’ study focused on how CP could be applied in a reading class

through critical reading in Dushanbe, Tajikistan. The majority of Tajiks are Muslims. Fredricks

focuses on how implement CP and critical literacy through reading clubs. In the study, Fredrick

documented student’s reflection of the novel such as The Kite Runner, Lolita in Tehran, and

Shabanu. From this study she suggested that it will be best pedagogical decision to offer the text

to the student and teach them based on the local theme. The result of this study showed that it is

easier for the student to connect themselves with the novel because they reflected it based on a

real event which portrayed ethnic conflicts. She concluded that critical reading makes both

teacher and the students achieved “cultural insight” (p. 27) which means the student and teacher

will able to reflect on their own culture and now how to behave.

In terms of critical dialogue, Shin and Crookes (2005) conducted a case study in two

different schools in Korea, one case study in Junior High school and the other in a Senior High

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school. The study was conducted by allowing the student in those schools to choose whatever

topic that they wanted to discuss and at the same time critical discussion occurred while

discussing it. In this study, Shin and Crookes reported that it is quite challenging to have a

critical discussion, but mostly student enjoy the discussion and participate in critical dialogue

with their teacher and their friend.

Those studies showed that CP plays an important role for both teachers and students to

get better knowledge, especially in English language context. Those researchers are trying to

implement CP in English language context by inserting issues that might have a connection to

students’ life. Unfortunately, the practicality of CP in Indonesia is still not well documented

(Larson, 2014; Mambu, 2012). In order to fill this gap, I want to explore challenges and

opportunities in implementing CP into ELT in a vocational high school in Salatiga

Theoretical framework

Akbari (2008) explains that there are four principles for teacher to make a transformation

in students live by introducing critical pedagogy in ELT classroom.

Teaching based on students’ local culture

Since language is part of culture, students’ own culture can be used as a resource of the

materials or the content of our teaching. Mostly, when we use language to communicate we want

to show from which culture we come from and what background we have. Including student’s

background will make them more aware of which culture they come from and also they will

understand how to behave based on the culture that exists in their society. Akbari (2008) explains

that including students’ own culture as the part of language teaching and learning activity will

make the students aware and respect their own culture and problematize the feeling of inferiority

due to a thought that Western cultures are more admirable than their own culture. Furthermore,

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he explained that a student really needs to improve their ability to talk about their culture and

their own identity. Besides that, by including student local culture will make the student able to

sort whether this culture appropriate for them or not (e.g. AIDS and honor killings).

Regarding students’ L1 as a resource to be utilized

From the critical perspective, it is necessary to allow the student to use their mother

tongue or L1 since it is the part of their identity that teachers cannot deny. This notion does not

mean the teachers can use students’ mother tongue as the only media of instruction during

teaching and learning activity; they still need to reinforce the use of the target language being

learned, especially English. This statement means that the students are free to use their L1 if they

found difficulties to express their opinion in the target language. Allowing the student to use

their mother tongue in English language classroom and wisely use student’s mother tongue as a

teaching aid, allows the teacher to make the setting as the beginning toward “empowerment” and

desirable change for the student’s life (Akbari, 2008).

Including more of students’ real-life concerns

English language teachers need to be concerned more on what their students really need

by considering their culture and also their background. Real-life concerns are important to be

known by teachers. Students in this world cannot be taught in the same way with the same

materials. The students in the rural and urban area need to have different materials and different

styles in teaching to make the materials that the teacher delivered are really useful to their real

life (Akbari, 2008). For example, students in Iran live in places still polluted with landmines.

Therefore, it might be better for the teacher to raise issue of landmines to make them aware and

know how to take an action.

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Making students aware of issues faced by marginalized groups.

Teachers need to include social issues faced by marginalized groups in their teaching to

make the student more aware that the marginalized group exist around them and decide to help

the marginalized groups to help them live a better life. A marginalized group is a group that is

denied certain rights and opportunities because their political views, behaviors, or beliefs are

different from the mainstream group (Akbari, 2008, p. 281). Akbari mentioned that the majority

of course books do not mention the issue of the marginalized group due to their physical

appearance that make them might not get their right on opportunities to have a better life.

The Study

The research question of the current study is: In view of Akbari’s (2008) theoretical

framework of CP in ELT, what are opportunities and challenges in incorporating sociocultural

issues into ELT in a vocational high school in Salatiga?

Research Methodology

This research employed a qualitative case study. This research method design is selected

because it is more relevant to get teachers’ perceptions or points of view. Besides that, by doing

a qualitative case study the data that is collected is richer, so we can know deeper about the

current situation related to my topic that is potentialities or opportunities and challenges in

integrating socio-cultural issues in a vocational high school level.

Context

This study was conducted in SMK X (a pseudonym). Although for larger research I have

distributed the questionnaires developed by Mambu (2012) for 4 vocational high schools in

Salatiga and its vicinity (Schools X, Y, Z, and A), in this study data from only SMK X were

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presented and analyzed. The reason of choosing this school is that I have relatively access to the

teachers and in this school they incorporated socio-cultural issues in ELT.

Participants

The participants of this study are 3 English teachers from SMK X in Salatiga. To select

these participants, I asked 11 teachers from three states vocational high school and one private

vocational high school to give response by answering the open-ended questionnaire that is

developed by Mambu (2015). Those three teachers are selected because of there is potentiality

that they include socio-cultural issues in their English language classrooms. In order to keep their

confidentiality, Mr. Sam, Mrs. Sue, Mrs.Santi is used as the pseudonyms. The questionnaire and

the interview protocol were included in the appendix. The questions and answers in Bahasa

Indonesia were translated to English.

Data Collection Procedure

This study was conducted using three research instruments: questionnaire, semi-

structured interview, and student textbook observation. The questionnaire, which is developed by

Mambu (2015), is used to choose the potential teacher that incorporate socio-cultural issue in

their teaching. To collect richer data, semi-structured interview and students’ textbook

observation were conducted. Those instruments were chosen because of the possibility of

getting richer data related to potentiality and possibility incorporating socio-cultural issue in their

teaching. Textbook observation and interview questions are more focus on material that is

related to CP principals (Akbari, 2008)

Data Analysis

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To answer the research question, teacher responses in questionnaire (developed by

Mambu, 2015) semi-structure interview items and textbook observation are matched to themes

that are provided by Akbari (2008)

• Teaching based on the student local culture

• Regarding students’ L1 as a resource to be utilized

• Including more student’s real-life concerns

• Bringing up issues that faced by the marginalized group.

For example teacher responses in item no. 4 (Why do you think student need to learn the

English language?) “To face ASEAN Economic Community, students need to learn English”) is

matched to theme “including more student real life concerns.”(All transcribed data in this study

are translated into English from Indonesian). Furthermore, the result of student textbook is also

matched to the theme (e.g. Bullying is matched to bringing up the issue of the marginalized

group).

FINDINGS AND DISCUSSION

Three English teachers in SMK X indicated that they have inserted socio-cultural issue in

their teaching which it is the major issue in CP although they didn’t thick CP in the questionnaire

(item questionnaire no.3). Furthermore, after seeing student textbook also showed that there is a

material that discussed bullying which part of incorporating socio-cultural issue. Additionally,

the results of semi-structured interview give teachers’ deeper statement of how the spirit of CP

might happen in their teaching. Findings which are discussed in this section include teaching

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materials based on student real life concerns, bringing up the issue of the marginalized group,

allowing student’s L1 to be utilized, and teaching based on student local culture.

Teaching material based on student’s real life concerns

According to Akbari (2008) to make a transformation in student social life, the teacher

needs to choose the materials that students really need it. This statement can be taken from

questionnaire’s item no 8. “Menurut Anda mengapa siswa perlu belajar Bahasa Inggris? (In your

opinion, why do you think students need to learn English?)”

The result showed that three of eleven teachers mentioned about MEA. MEA,

Masyarakat Ekonomi Asian or Asian Economic Community, is aimed to produce one market and

production base by 2020 with a free movement of services, goods, capital, investments and

skilled labor in Asian” ( Hutabarat, 2014). Therefore, it is essential for the students to be ready to

face MEA if they do not want to be eliminated in industrial competition. Mr. Sam stated: “I think

student really need to learn English because of the need to find a job soon after they graduate

from this school. They need to show off their skill especially in ASEAN Economic Community”

(Questionnaire, June 8, 2016). A similar response has been written by another teacher.

Teacher Sue (English teacher in SMK X) suggested: “To face ASEAN Economic

Community, students need to learn English” (questionnaire, June 8th, 2016).

Those responses showed us that English is essential to be studied since we have

encounter MEA era. Learning English will help SMK graduates able to compete in MEA. MEA

potentially creates an atmosphere of competition for the SMK graduates, so teacher also included

this issue and discussed it with the student to make them aware of MEA and prepared them with

English skills that might be required to compete in MEA. In order to prepare the students, the

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teacher firstly makes the student aware of this issue by discussing this issue together with the

student.

Although MEA is essential to be discussed, practically to prepare the student is hard to be

done for English teacher in ELT context. The problem is the system that has been built by the

government that makes them unable to apply material that is student really needs to face MEA.

The system such as syllabus, have to be covered in one semester and also time allocation that

have been reduced from four hours to two hours a week. Mrs. Sue said: “We are as SMK

teacher, our guide in teaching is syllabus and the syllabus include the title of the material that

need to be taught” (Interview, August 18th, 2016).

Another teacher, teacher Santi (pseudonym) from the same school, SMK X, also

explained that when a teacher gives materials not in line with the syllabus, this teacher is afraid it

might impact student’s performance in final examination and reduce their grade. Further, this

teacher also mentions that the contents of the questions in English examination are the same and

there is no difference for each class (e.g. culinary, accountant, and fashion designer have the

same question). This condition might make the student find difficulties since they might be

unfamiliar with the content that is being tested and reduce their final grade. So Mrs. Santi prefers

to use material that is provided by the government and chooses material that has correlation with

student’s textbook.

Differently, Mr. Sam explained that in creating his English material is based on student’s

need. In creating the English materials, not only take material from the government textbook but

also from other appropriate sources. As he put it:

In my opinion, some materials that are covered in government textbooks are

inappropriate. Therefore, I choose the material from the magazine and newspapers since

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the 3rd-grade student are going to graduate and face the real world. The issue that I

choose is like be careful of overseas job hiring since they are a fresh graduate. Other

issues are enjoying their profession and having good attitudes in the working field. It is

important since as workers they might get a low salary and so they need to be thankful

for whatever that they get. Therefore, materials that I choose are different from

government textbook since student a needs is important (e.g. how to make the student be

careful of overseas job hiring and be patient with the low salary). (Interview, August

18th, 2016)

Actually teachers are aware that what is covered in the syllabus is a little bit inappropriate

for the student especially SMK student that is the class is based on the student’s needs (e.g.

Culinary, fashion designer, accounting, and etc). Even though they did not use the CP approach

in teaching, from those responses English teachers indicates that in teaching there are potentials

to apply CP by incorporating socio-cultural issue into their teaching. According to Akbari (2008)

in CP, a teacher in choosing the material should consider what student really needs is based on

student’s background and culture. Yet, English teachers might have no authority to create their

own system that students really needs and useful for the future.

Bringing up issues of marginalized groups

Akbari (2008) suggests English language teachers bring up the issue of the marginalized

group so that the student will know how marginalized group feeling is. After they know and are

aware of the existence of the marginalized group, hopefully, they can be the agent of social

transformation.

This issue is covered in student textbook “Bahasa Inggris” for the second grader in senior

high school. This book covered the issue of bullying in chapter 2 which title is “Bullying; cancer

that must be eradicated.”

In this chapter student are asked to reflect on their experience related bullying in

“personal connection activity” with the questions bellow:

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1. Have you ever been bullied or have you ever witnessed someone being bullied?

2. How did you feel?

3. Can you express your feelings/opinions on the issue of bullying? (Buku Bahasa

Inggris, p. 26)

The next activity is reading which still discusses how terrible the impact of bullying in

their daily life is. After reading that article, students and the teacher need to discuss their

personal opinion about bullying. This chapter was good for the student to make the student aware

of bullying and the feeling for people who are bullied.

Teacher Santi saw that this is a crucial issue that needs to be discussed inside the class.

She gives an example that bullying has appeared inside her class.

I have discussed that issue in my class and practice it in a group. The students are

motivated and enthusiastic about sharing their opinion. They enjoy group discussion and

one student is satisfied with this discussion. It is because, in the first grade, she has been

bullied. As a teacher I guided her and gave her a religious advice that bullying is not

allowed, since it makes other people offended, and is prohibited. This student is

marginalized by her classmate not because of her ethnicity, religion, or race, but this

student is bullied because of her skin disease and body odor. I told my students that

hurting other people is a sin and now she is not bullied by her classmate anymore.

(Interview, August 18th 2016)

These responses show that raising issues of a marginalized group make the student aware

of bullying that exists around them. This condition needs to be avoided since it might cause

another person get hurt. Therefore raise the issue of the marginalized group in ELT affect student

perception toward bullying that unconsciously occur in their surroundings. As Akbari (2008)

suggests, teachers need to include social issues faced by the marginalized group in their teaching

in order to make the student aware that the marginalized group exist around them and decide to

help the bullied group to get a better life.

Allowing student’s L1 inside the class

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As Bahasa Indonesia is the Indonesian nationals’ first language, mostly students are able

to speak the Indonesian language fluently. It is because their environment mostly speaks

Indonesia and it might make them more confident to use the Indonesian language inside the

class. It also occurs in English language class context. Most teachers that have been interviewed

said that some students were more talkative when using L1 is allowed inside English language

classroom. Mrs. Sue said: “When I forced the student to speak English all the time and didn’t

allow them to speak Indonesian language and the entire student will keep silent, so sometimes I

allow them to speak Indonesian English” (Interview, August 18th, 2016).

Similar responses are also delivered by other teachers that they allowed their student to

speak Indonesian language, and even Javanese language. The purpose is to make their student

enjoy and confident to share what is in their mind, as what Mr.Sam (English teacher from SMK

X) said:

At certain stages, I allowed them to speak Indonesia. Why? It is because when the student

wants to share their opinion in group discussion but they have limitation of time (2

hours). When they are forced to speak English all the time, class discussion will not

work well and we will run out of the time. So, we have to allow them to speak Indonesian

language instead of English language. (Interview, August 18th, 2016)

The specific occasion that teacher allowed the student using the Indonesian language is

on group discussion because in this section they need to share their opinion directly and without

any preparation before. Another reason is to make all group members participate in group

discussion and the discussion will work well. Although students’ L1 is allowed, the teachers still

encourage the student to share what they have discussed in their group using English. Mr. Sam

said:

We allow the students to speak in Bahasa Indonesia, especially in group discussion.

When the students are asked about their opinion related to seeking a job, they might need

extra time to think and translate it into English since this question is asked directly inside

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the class. For each student might need 5 to 10 minutes to think and share it to their group,

so they are allowed to use Indonesian language and Javanese language. In order present it

in front of the class they have to use English. (Interview, August 18th, 2016)

Not only the student who used the Indonesian language in English class, but also the

English teacher. In delivering the material teachers used code mixing and code switching inside

the class. Hopefully, by mixing or switching their language the student get better understanding

toward material that is being discussed. As what explained by Mrs. Santi:

I’m afraid if I speak only English language even in explaining the material, the student

will not understand and ask “what are you talking about, Ma’am?” I have experienced it

when I teach listening topic to the student at 3rd grade, all of my students laughed and

they asked: “Ma’am, what are you talking about?”. I need to explain it again using the

Indonesian language. (Interview, August 18th, 2016)

A similar opinion is shared by Mrs. Santi she mix her languages (Indonesian language

and English language) in explaining the material. Mrs. Santi explained her material using both

Indonesian and English language since she knows that student proficiency level is different. So,

the use of Indonesian language is based on the classroom that she entered.

Yeah, it depends on which class I teach English. It is because proficiency level of each

class is different; for example we have two main majors—business and tourism. The

tourism students usually have a lower proficiency level, and business students have a

higher proficiency level. I tried to explain using English and then I saw the student when

they look confused and I asked they don’t understand I explain again using the

Indonesian language. (Interview, August 18th, 2016)

From the critical perspective, it is necessary to allow the student to use their mother

tongue or L1 since it is the part of their identity that teacher cannot deny it. This notion doesn’t

mean the teacher can use the students’ mother tongue as a media of instruction during teaching

and learning activity all the time; still, the focus on the language class is using the target

language. This statement means that the students are free to use their L1 if they found difficulties

to express their opinion in the target language. As an English teacher in non-English speaking

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country, a teacher needs to consider student L1 as teaching aids since the English proficiency

level of each student is different. Besides that, allowing L1 exist inside English class will

encourage the student to be more active take part in the class activity because they are not afraid

of their language. Yet, still, the teacher have to wisely to use student L1 as teaching aids so that

the target in teaching English can be reached.

Integrating students’ local culture

Akbari (2008) suggested when the teachers want to create their materials, they have to

consider students’ local culture because including it will make the students aware and respect

their culture. Besides that, by including students’ local culture might make it easier for the

students to understand the material since they already have background knowledge related to the

materials that are discussed.

Unfortunately, to practice it in ELT context is a challenge for the English language

teacher because they have the limitation of time and this material is not covered in the syllabus.

Another reason is some teacher afraid when the student faces final examination, the question is

not based on this issue and a student will get confused. Mr. Sam explained:

We haven’t included student local culture because of two reasons. First, we think that it

will not useful for their future. In vocational high school for example culinary student

who work in restaurant, thus local culture is not needed. Second, we have a limitation of

time. 2 hours in a week it is not enough to include other materials outside the syllabus.

So we do not include student local culture in my teaching.

A similar response also given by Mrs. Sue:

As we know we use curriculum 2013. In a very limited time, we have to finish many

materials in a semester, whereas each week we only have two hours. Actually, I really

want to emphasize on their culture by teaching English.

Yet, another response mentioned by another teacher suggests that she included students’

local culture. On her teaching, she asks her students to differentiate the western culture and also

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the Indonesian culture. She provides an example of how people in the western culture behaves

and then she tells how about Indonesian culture. Mrs. Santi stated:

It depends on the materials; for example, English materials for the students in the first

grade. At least in my teaching, I ask them to differentiate those foreign cultures with their

culture, so student reflects on their experience. For example, in England or America, they

will respond to a compliment with thank you. And it might be different from our culture.

(Interview, August 18th 2916)

Those responses show that in teaching, although only one teacher who mentioned

including students’ local culture in their teaching, there are some potentials for the teacher to

incorporate CP into ELT. In this context, the teacher needs to be more creative to include

students’ local culture to develop their material so that the students will be more aware of their

own culture and how they should behave in the society based on their local culture. Siregar

(2013) suggests that as a teacher we need to guide our student to reflect on cultural differences

and similarities between our culture and other countries culture. Moreover, they will be able to

sort which culture that is relevant to their own culture.

Conclusion

It has previously been mentioned that the implementation of CP is still lacking; therefore,

exploring the potentialities and challenges in implementing CP is essential to be done. The study

is integrated with Akbari’s theoretical framework (2008) that is incorporating socio-cultural

issue which are major issue in CP in ELT context. The result of this study showed that the

teacher have actually some potentials to apply CP in their teaching, although they have never

heard of it. Although the three teachers participating in this study did not think of teaching using

CP, their responses indicate that socio-cultural issues are part of their teaching. In choosing the

material teacher inserts the material based on the student’s need for the issue of MEA and related

to seeking a job. In terms of teaching using student local culture, the teacher in this school allow

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their student to use their L1 and also the make the student to reflect on the culture differences

between their own culture and other culture.

Unfortunately, it is challenging for them because they must follow government regulation

that they have to finish to discuss all the material with the limitation of time. Additionally, in

developing the material the teacher has difficulties to teach in two hours with many materials

that are covered in the syllabus. Hence it is hard for them to explore another material outside the

syllabus. Furthermore, the teachers were afraid when they teach the material outside the textbook

and syllabus the student would fail on their examination since the contents of the question for all

majors in the vocational school are standardized. As this is a small case study, it awaits more

studies in more various contexts. For further research hopefully, there will be a deeper

exploration of opportunities for the teacher to implement CP in their teaching.

ACKNOWLEDGEMENT

First of all, I would like to give my big gratitude to my God, Allah SWT because of I was

nothing without Him and help my way to finishing this thesis. I would also thank my supervisor,

Dr. Joseph Ernest Mambu who is very kind smart and also be patient in dealing with all of my

mistakes. His patience and willingness are very helpful for me to finish this thesis. For my

examiners, Ms. Athriana Santye Pattiwael who gave me helpful input to my thesis, I also want to

say thank you.

Moreover, I would also like to thank the teachers whom I have asked to fill out the

questionnaires and interviewed for the time they gave me and for the answers which gave a great

contribution to this thesis. Last but not least, I would like to say thank my parents, my sibling

(Nanang and Fatim) who have very supported me and also all of my friend (Fitri, Firsta, and

Wafa) who give me big support to finish this thesis. I’d like to thank you to all of you since I

can’t finish this thesis without your help.

18

References

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Handbook of research in second language teaching and learning. (pp. 931-949).

Mahwah, NJ: Lawrence Erlbaum

Crookes, G. V. (2013). Critical ELT in action: Foundations, promises, praxis. New York, NY:

Routledge.

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programs (3rd ed) in Breunig, M. (2009). Teaching for and about critical pedagogy in the

post-secondary classroom. Studies in Social Justice, 3 (3), 247-262

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New York, NY: Continuum Books.

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Reading Matrix,7(2), 22-28.

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Kumaravadivelu, B. 2006. ‘TESOL methods: changing tracks, challenging trends’. TESOL

Quarterly 40/1: 59–81. In Akbari, R. (2008). Transforming lives: Introducing critical

pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283. doi:10.1093/elt/ccn025

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138.

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pendekatan pedagogi kritis: Sebuah studi kasus di Salatiga (dan sekitarnya).

Unpublished manuscript.

Mambu, J. E. (2012). English for advocacy purposes: Critical pedagogy’s contribution to

Indonesia. In K. Sung & R. Pederson (Eds.), Critical ELT practices in Asia (pp. 111-

136). Rotterdam: Sense Publishers.

Morgan, B. (2004). Modals and memories: A grammar lesson on the Quebec referendum on

sovereignty. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language

learning (pp. 158-178). Cambridge, UK: Cambridge University Press.

Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning.

Cambridge: Cambridge University Press

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Quarterly, 46(4), 753-776. doi: 10.1002/tesq.46

Scheider, J. (2005). Teaching grammar through community issue. ELT Journal, 59, 298-305.

Shin, H., & Crookes, G. (2005a). Indigenous critical traditions for TEFL? A historical and

comparative perspective in the case of Korea. Critical Inquiry in Language Studies: An

International Journal, 2(2), 95-112.

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Siregar, F., L.,(2013). Indonesia’s ELT and the ASEAN economic community. Retrieved from

http://www.thejakartapost.com/news/2013/02/24/indonesiaseltandaseaneconomiccommu

nity.html

Appendix

Interview data

Mr. Sam

1. Apakah mea pernah anda bahas di dalam pelajaran bahas di kelas? Teacher a: di kelas saya bahkan di upacara sudah pernah dibahas tentang mea dalam rangka

untuk mendorong siswa untuk tau mea dan konteknya dalam bahasa inggris

2. Bagai mana cara anda untuk menyiapkan siswa anda untuk menghadapi persaingan mea? Teacher a: dalam konteks bahasa inggris saya akan menyamppaikan dalam dua hal, antara fakta dan harapan. Nah harapan, yang seharusnya lulusan smk itu bisa berbahasa inggris pada level mereka. Dengan demikian, setelah mereka lulus mereka bisa bersaing didunia kerja. Terlebih harapannya mereka bisa masuk [bekerja di negara lain] itu sebuah harapan. Tapi faktanya antara wish dan fakta, yaitu yang terjadi pemerintah hanya memberikan 2 jam, sehingga harapan harapan itu agak sukar dilakukan. Kita tahu tidak mungkin seoran anak bisa belajar 2 minggu eh 2 jam perminggu itu bisa. Itu sangat menurut saya malaikat aja juga pusing. Nah ok ya, yang kamu lakukan yaitu mengikuti syllabus dengan 2 jam itu, seperti itu. Yang bisa saya lakukan adalah to motivate them, memotivasi mereka misalnya, sebaiknya jika anda punya wkatu kosong, belajarlah di luar. Misalnya, kursus karena disekolah kami ini tidak mungkin. Kami ini bekera dari monday to friday. Sementara kalau sudah diambil kegiatan pra pelajaran seperti pramuka. Hari sabtu itu sudah benar benar free kosong. Shingga itu lagi lagi yang menjadi problem. Nah dorongan saya terhadap mereka memotivasi mereka jika memang ada anggaran, kursus aja dulu diluar. Itu baru ditahapan memotivasi. Karena menagapa hanya itu karena

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memang tidak mungkin orang belajar bahasa inggris 2 jam perminggu. Berarti 2x4 berapa itu, 8jam 1 bulan. Itu menurut saya sudah diatas imposible.

3. Terdapat issue tentang bullying di buku bahasa inggris kelas 2 semester 1. Apakah issue tersebut pernah anda bahas? Jika iya, bagaimana anda membahasnya di dalam kelas? Jika tidak mengapa demikian?

4. Dalam pemilihan materi di dalam kelas apakah anda pernah memasukan budaya lokal siswa kedalam materi pembelajaran anda? Mengapa demikian? Nah untuk sampai saat ini kami belum, ada beberapa alasan. Pertama, waktu. Kalau waktu memasukkan misalnya cerita soal dongeng misalnya siapa, anlgling dharmo. Ada dua alasan satu itu menurut smk tidak pas karena ketika mereka bekerja direstoran customer tidak akan bertanya cerita itu, vocab vocabnya juga nggak akan kena. Sementara waktu terbatas dan itu nggak akan dipakai mereka, kami lebih baik menggunakan topic topic yang dekat dengan mereka. Misalnya seperti itu jadi misalnya yang dari pemerintah atau dicarikan yang lebih pas misalnya bahasa bahasa di restoran. Misalnya bisa juga toh, handling guest direstaurant seperti itu kan pas. Bagaimana menawarkan, bagaimana.. Ya handling guest seperti itu kan pas. Itu kalau di ap juga ada di jurusan boga juga ada seperti itu.

5. Selain dari buku pemerintah bapak apakah bapak menggunakan materi yang disediakan dari pemerintah saja?

jika iya, mengapa demikian? Jika tidak jelaskan criteria – criteria yang anda pakai dalam pemilihan materi tersebut.

Nah tulisan yang ada di buku buku pemerintah, itu menurut saya tidak semuanya pas. Oleh sebab itu karena saya berorientasi kelas 3 sebentar lagi lulus, dan mereka akan menghadapi dunia nyata, saya mengambil topic itu dari majalah atau koran. Misalnya isu isu tentang, misalnya a.. Tentang hati hati tentang tawaran kerja keluar negeri. Karena mereka itu kan siswa baru . Nah kemudian juga ada be happy at working. Karena mereka ketika lulus sudah kerja masih dengan gaji kecil, mereka harusnya be happy. Mereka harusnya senang dulu dijalani tidak banyak apa, complaint. Nah ekmudian topic topic lain lagi misalnya kami menga,bil topic tentang bagiamana ber.. Berperilaku didunia kerja. Kami mengambil seperti itu. Kita mengambil dari internet, majalah,, dari jakarta post. Kemudian ada lagi misalnya kalau procedure text selain di buku ada kami juga ambil dari topic topic dari internet seperti itu. Jadi kadang kadang topiknya agak sedikit bergeser dengan yang dari buku dari pemerintah, tapi saya melihat kebutuhan siswa itu penting. Bagaimana agar mereka tidak mudah dikibuli saat ingin bekerja di luar negeri, abgaimana senang di dunnia kerja, bagaimana sabar dengan gaji kecil dulu seperti itu.

Probing question: saya tertarik dengan salah satu topic anda yaitu tidak mudah tertipu tawaran bekerja diluar negeri, nah untuk materi tersebut bagaimana cara anda mendiskusikan materi tersebut di dalam kelas atau mungkin tahapan tahapan proses diskusi.

Answer: nah tahapan pertama, saya mencari text yang benar benar asli, misalnya dari jakarta post, itu kan issue yang sedang hot. Kemudian saya break down, jadi mulai kita simplify, kemudian kita siapkan vocabnya, kemudian kita siapkan grammarnya, kemudian kita breakdown dalam apa, paragraph paragraph pendek. Nahsetelah itu,kemudian mereka diberikan foto kopinya. Mereka tentu dua jam itu tidak akan cukup mereka diberi waktu di rumah. Kemudian nanti sampai paragraph berapa mereka selesai diskusikan di sekolah. Dan disana sudah ada agak instant jadi semua vocab ada disitu yang sekiranya agak sukar sudah diprediksi, dari mulai vocab semuanya sudah dipersiapkan. Kemudian grammar yang mudcul pada bacaan itu sudah dipersiapkan mereka tidak pusing pusing. Kemudian kalau sudah paham disitu,

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disiapkan pertanyaannya sudah disiapkan. Nah pertanyaan itu dari pertanyaan sederhana sampai pertanyaan tingkat diskusi (e.gbagaimana seandainya anda ditawari pekerjaan seperti itu) nah itu masuk dalam share kelompok, networking dalam kelompok seperti itu.

6. Saat anda mengajar, apakah siswa diiijinkan untuk menggunakan bahasa indonesia atau bahasa daerah sebagai media untuk diskusi? Menagapa demikian? Nah, pada tingkatan tertentu diperbolehkan. Kenapa, misalnya mereka ingin menyampaikan masukan mereka. Tapi ingat dengan product 2 jam ini mereka kesukaran. Mereka diijinkan, kemudian di akhir diskusi itu mereka kita dorong simpulannya apa coba try to say it in english. Ini juga butuh waktu. Toh itu sangat original dari pendapat mereka, diijinkan. Nah tentu karena dijawa kadang kadang mereka menggunakan bahasa jawa dan itu nggak bisa dihindari. Tapi terminalnya akhirnya mereka, simpulannya setelah mereka mendapat simpulan, coba try to say it in english. A.. Itu butuh waktu. Probing: 1. Jadi bapak kan saat tadi bilang mereka menyimpulkan materi, nah mungkin kalau mereka saat ingin bertanya tentang, misal mereka tidak tahu tentang salah satu vocab, nah apakah mereka diijinkan bertanya menggunakan bahasa indonesia? Atau bapak mecoba mendorong mereka menggunakan bahasa inggris? Ya, saya ada dua cara. So first, i encourage them to use internet or smartphone, or dictionary. Tapi kalau apda akhirnya mereka dapat kesukaran kita harus helpful. Tetapi disini guru tidak ambil peran dulu. Biarlah mereka menggunakan referensi yang ada. Karena itu merupkan cir k13. Probing 2: untuk lebih spesifiknya bahasa indonesia atau bahasa daerah ini diperbolehkan saat situasi yang seperti apa? Nah, spesifiknya yaitu saat diskusi antar teman. Diskusi ada pertanyaan seperti ini: what will happen, a.. What are you going to do if you are offered a job to work overseas. Sehingga mereka ini kan akan banyak masukan, dan itu tidak butuh waktu 5 menit bisa butuh 10 menit bahkan lebih. Karena apa, mereka akan kalau ada satukelompok 5 orang mereka punya pendapat masing masing. Kemudian untuk menyimpulkan kan memang mereka pakai bahasa jawa pakai bahasa indonesia. Tapi saat presentasi di depan kelas they have to try to say it in english whatever their english is. Ya.. Apapun bahasa inggrisnya mereka.

Mrs. Santi: 1. Apakah issue mea pernah anda bahas di dalam pelajaran bahas di kelas?

Pernah,karena perlu kita ketahui mea masyarakat ekonomi asean atau disebut dengan mea. Mea adalah pasar bebas yang harus kita perkenalkan sama anak-anak. Anak-anak kita itu kan smk, mau tak mau banyak kerja ketimbang kuliah. Maka dari itu sedikit sedikitnya kita bekalilah anak anak supaya bisa mempermudahkan nanti dia mencari pekerjaan. Maka dari itu apa yang terasa, apa yang lagi booming ynag sedang lagi diperbicarakan, itu saya coba-coba. Karena keterbatasan waktu mnecari materi diluar sendiri, bisa dari internet download sendiri. Nanti besoknya saya sharing apa yang dia dapati. Oh ini bu, ini bu. Kadang kadang saya yang tidak tahu, dari sharing tersebut saya jadi lebih tahu dapat ilmu baru.

a. Jika iya bagaimana proses diskusi berjalan? b. Jika tidak, mengapa demikian?

2. bagaimana cara anda untuk menyiapkan siswa anda untuk menghadapi persaingan mea? Pertama-tama saya kan juga mengajar diluar ya, pertama tama kalau kita masuk kerja yang paling otomatis itu kan interview. Tentang perkenalan, kadang-kadang anak-anak kita snediri memperkenalkan diri sendri aja belum bisa. Dari saat itulah saya coba bagaimana sikap dan adab memperkenalkan diri, kalau kita mencari pekerjaan. Kadang-kadang walau kita pintar pun,

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dari sikap interview yang pertama kali kalau kita salah dari instansi itu sudah tidak berminat lagi. Tapi kalau kita pertama kali dalam interview meyakinkan, bisa anak anak. Ya insyaallah anak-anak bisa ditutupi.

3. Dalam pemilihan materi diskusi pembelajaran, bagaimana anda memilih materi pembelajaran yang memang sekiranya sesuai dengan kebutuhan siswa? Oke, kita sebagai guru patokannya adalah silabus. Nah dari pemerintah juga dikasih buku paket, kadang kadang menurut syllabus, buku paket tidak komplit. Kadang kadang komplit disini,tapi disisi lain ada materi yang belum tercover. Jadi disini ibu sebagai guru tetap saya cari materi-materi yang lai, agar bisa saya penuhi. Karena didalam buku pemerintah itu kan tidak lengkap sama sekali. Urut-urutannya pun juga tidak urut. Maka dari itu saya juga ada teman teman, saya minta kamu punya materi ini nggak, karena ini dalam buku paket nggak ada. Padahal dalam syllabus kita dituntut. Maka dari itu saya mabil dari beberapa materi yaitu dari lks, lagi ngupload [download] dari internet agar melengkapi materi yang harus saya ajarkan. Kita kan sebagai guru smk, patokan kita kan syllabus. Dalam itu kan ada judul materinya. Nah, saya sebagai guru saya sesuaikan juga. Misal saya masuk kelas 2 boga, nah saya sesuaikan boga itu apa alat alatnya dan bagaimana cara penyampaiannya sama tamu, bagaimana cara bersikapbeda dengan jurusan tata busana. Kalau misal baju untuk pesta seperti ini dan ngomong nawarinya harus soan seperti ini. Jadi masing masing jurusan beda. Kalau perkantoran beda, bagaimana sikap kita dikantor apa yang harus kita lakukan dari soal tingkah badan aja beda kalau perkantoran cara duduk aja beda. Sedangkan dalam pemilihan kosa kata pun juga dibedakan. Jadi pandai pandai lah guru dimana dia mengajar, sesuai dengan jurusan, harys kalau dapat memasuki jurusan. Jadi kelak ketika anak sudah tamat, menuju mea tadi bisa langsung mempraktikan. Jangan nanti sampai dia, jurusan boga tapi nanti tidak bisa bagaimana cara cara bersikap ala ala boga, nggak bisa. Misal mengatakan untuk ini, itu yang berkenaan dengan boga misal menserve tamu bagaimana, beda dengan jrusan lain.

4. Terdapat issue tentang bullying di buku bahasa inggris kelas 2 semester 1. Apakah issue tersebut pernah anda bahas? Jika iya, bagaimana anda membahasnya di dalam kelas? Jika tidak mengapa demikian? Ada, dalam reading itu saya bahas. Langsung saya praktikan per group . Anak anak sangat termotivasiitu. Sangat membara, oh begini begini bu. Nah terus akhirnya dengan masing masing pendapat ada yang enjoy, ada yang merasa puas dia. Karena dia kelas satu pernah mengalami bullying, balas dendam tapi saya sebagai guru saya bawa ke dalam agama, bahwa sikap bullying tiu tidak boleh. Apalgi menyakiti menyakiti seseorang tidak boleh, bikin orang tersinggung aja tidak boleh. Apalagi sekarang pemerintah alhamdulilah tidak mempperkenankan bullying itu terjadi. Sebagai contohnya, ada dikelas kita. Ada siswa paling depan duduknya tapi bukan bukan soal sara, bukan. Mungkin dia, digojlok atau dijauhi oleh teman temannya karena ada kelainan di badannya. Baunya pun juga nggak enak nggak seda. Selalu di kucilkan anak anak dengan adanya saya [sebagai guru] saya bawa mereka ke jalan yang baik, saya arahkan dengan jalan agam. Alhamdulilah sekarang tidak begitu lagi. Tapi saya tanya dulu kenapa, [dan mereka menjawab] ini bu begini bu. Badannya nggak sedap. Dan itu nggak boleh bikin orang sakit hati itu adalah dosa. Tapi itu sekarang anak anak tidak lagi.

5. Dalam pemilihan materi di dalam kelas apakah anda pernah memasukan budaya lokal siswa kedalam materi pembelajaran anda? Mengapa demikian? Iya, sekolah kami kan sudah memakai kurikulum 2013 jalan ke dua tahun.dengan waktu yang sangat terbatas yang hanya 2 jam dalam seminggu yang dulunya 4 jam. Jadi saya tidak masukkan karena waktu yag sangat terbatas. Sebenernya ingin sih tapi ya, begitu lah. Jadi kadang kadang saya melalui diluar pelajaran karena terbatasnya waktu.saya bikin pr saya suruh

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dia membuat dirumah saya kumpulkan disitu saya pelajari. Karena waktunya terbatas, 2 jam perminggu, biasanya kan 4 jam. 2 jam permnggu nanti materi kita nggak sampai, anak anak kasihan. ibu berkata tadi pr, pr itu berupa apa ya? Terkadang berbentuk portfolio, tugas sesuai dengan materi yang saya ajarkan. Misanya pertama tama hope and wish. Saya sesuaikan deh pertama saya suruh mereka bikin dirumah, harapanmu apa untuk masa yang akan datang. Waktunya dua jam jadi dengan besok dia dikumpulkan saya baca, oh saya bisa tahu anaknya ingin jadi seperti ini dan saya bisa mengaasih pertanyaa ke anak anak tersebut.

6. Anda mengajar, apakah siswa diiijinkan untuk menggunakan bahasa indonesia atau bahasa daerah sebagai media untuk diskusi? Mengapa demikian Contohnya daam diskusi, masing masing anak akn ingin mengeluarkan pendapat mereka, bagi anak yang bisa, langsung dia bahasa inggris, dia mengutarajan pendapat menggunajan bahasa inggris. Tapi, anak yang tidak mampu dan ingin mengutarakan pendapat tapi tidak tahu bahasa inggrisnya, kadang kadang dia ngomong pakai bahasa indonesia. Saya sebagai guru, itu saya terima. Karena nanti, kalau kita gap nanti dia tidak bermotivasi lagi untuk mencoba belajar. Setelah saya coba, baru saya suruh bahasa inggrisnya. Tapi kalau langsung saya suruh, don’t speak indonesian language, you must speak english language. Nah, nanti semua pada keep silent semua. Nah begitu makannya boleh sekali kali. Karena kadang kadang kan mereka vocabnya nggak tahu, [misal] “bu, cara bilang ini bagaimana” nah jadi untuk sekali sekali boleh untuk menggunakan bahasa indonesia. ibu sendiri saat memberikan pelajaran di dalam kelas, apakah ibu selalu menggunakan bahasa inggris all the time? Ya ok tergantung kelasnya, kita ka nada pariwisata dan business management. Kadang-

kadang pariwisata itu agak lemah, jadi dia apabila saya menggunakan bahasa inggris sampai the last time, saya lihat anak anak dan anak ada anak yang nggak mudeng tapi malu bertanya. Nah disitulah saya sedikit saya menerangkat menggunakan bahasa indonesia. Kalau nggak kan nanti kasihan. Ya kalau bagi kelas kelas yang tertentu ok, tapi kalau ada kelas yang khusus kita harus member kesimpulan dengan bahasa indonesia. Karena anak anak itu takkut bertanya, padahal dia tidak mengerti tapi karena dia takut tetap dia pendam. Lebih baik kita terangkan sedikit.

Mrs. Sue

1. Dalam pemilihan materi, criteria apa saja yang anda terapkan untuk disampaikan ke murid di dalam kelas?

Mungkin untuk jurusan-jurusan tertentu, say amengajarnya kelas ap, pm, serta kecantikan, dan paling sedikit saya masukan yang sesuai jurusan mereka. Kenapa sedikit karena saya berfikir, di akhir nanti ujian terutama untuk evaluasi mereka dan uian mereka kan sama tidak ada perbedaan ini jurusan apa, ini jurusan apa. Dalam pemilihan materi tetap didasarkan pada buku pemerintah namun tetap dikembangkan lagi di aktivitas dan kosa kata yang sesuai dengan jurusan mereka tapi sedikit. Karena keterbatasan waktu serta di akhir pas ujian nnanti tidak akan keluar tidak ada bedanya untuk perjurusan. 2. Saat anda mengajar, apakah siswa diiijinkan untuk menggunakan bahasa indonesia atau bahasa

daerah sebagai media untuk diskusi? Mengapa demikian? Diperbolehkan, supaya komunikasi mereka tetap jalan. Kalau terus bahasa inggris malah mereka nggak kepingin ngomng. Karena semua siswa tidak seperti siswa akuntasi yang anak aktif jadi kalau saya perbolehkan untuk meggunakan bahasa indonesia. ‘

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probing question daam kegiatan apa mereka diijinkan untuk menggunakan bahasa indonesia atau bahasa daerah? Untuk presentasi mereka menggunakan bahasa inggris sebisa mereka. Tapi dalam kegiatan

diskusi mencari materi mereka dipersilahkan menggunakan bahasa indonesia. Selain itu saat mereka bertanya kepada saya mereka menggunakan bahasa campuran. Terutama anak anak kelas 3, mereka akan sebisanya unutk menggunakan bahasa inggris dan ketika tidak bisa “bu boleh pakai bahasa indonesia ya bu?” Boleh. Tapi ketika saya menjelaskan saya menggunakan bahasa inggris. Tapi kadang kadang, saya sudah menjelaskan pakai bahasa inggris anak anak “bu dh ngomong apa?” Jadi harus saya ulang bahasa inggrisnya kemudian saya pakai bahasa indonesia. Saya khawatir kalau saya memaksa hanya penggunaan bahasa inggrs yang diijinkan mereka nggak paham “bu ds ini ngomong apa?” Seperti kemarin saya menjelaskan tentang listening ke anak kelas 3 anak anak pada ketawa, ketika saya tanya ada apa dan mereka menjawab “ bu diah tadi ngomong apa?”

3. Dalam pemilihan materi di dalam kelas apakah anda pernah memasukan budaya lokal siswa kedalam materi pembelajaran anda? Mengapa demikian? Tergantung materinya, kalau misal materi kelas 1 apa ya? Paling tidak seandainya ada paling saya suruh mereka membandingkan. Harus ada pembandingnya. Misalnya giving compliment, misal di indonesia seperti ini di luar neger seperti ini. Dan di inggirs orang kan diberi pujian, mereka kan akan mengatakan thank you dan lain lain. Kalau dibudaya kita kan tidak mengatakan seperti itu reponse nya. Jadi langsung amsuk ke konteks perbandingan apa yang ada di sini dan bagaimana di luar sana.