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knowledge‖. The writing development is a result of imitating and manipulating
                        processes provided by a teacher.

                               In fact, a good understanding of grammar, vocabulary, pronunciation, and
                        spelling of English language is not a guaranty for students, and even for lecturers,

                        to  have  a  good  ability  to  write.  A  sense  of  the  local  language  (students‘  first

                        language)  influences  the  way  to  express  ideas  and  thoughts  in  the  foreign
                        language  because  writing  is  a  thinking  process  which  needs  a  comprehensive

                        knowledge and critical thinking (Pei, Zheng, Zhang, & Liu, 2017: 31). Knapp &
                        Watkins (2005: 76) state that ―the way expressing ideas and thoughts through a

                        language is a part of cultural domains‖. For this point, the knowledge of cultural
                        features  in  the  language  learning  is  able  to  help  students  in  conveying  and

                        organizing their ideas through writing as a means of communication in the written

                        form.
                               The ability to speak (or write) a foreign language fluently and accurately

                        presupposes not only a good knowledge of language features, but also the ability

                        to process information based on a target culture. Richards & Renandya (2002: 13)
                        state that ―whenever you teach a language, you teach a complex system of cultural

                        customs, values, and ways of thinking, feeling, and acting‖. So, a good knowledge
                        of a target culture makes it easy to process information from speakers. Without

                        the understanding of a language target culture, language learners have difficulties
                        both in their receptive and productive skills because language is inseparable from

                        its culture.

                               The  role  of  cultures  is  assumed  to  be  significant  in  a  foreign  language
                        education  (Liddicoat,  2008,  Wilson  2015,  Stille 2015,  Prasad  2015,  Morong  &

                        DesBien 2016, & Lau 2015). The teaching of English language skills involves the
                        teaching  of  its  culture.  How  the  English  language  teachers  conduct  their

                        instruction affects their students‘ attitudes toward language learning, the English
                        language  in  particular,  and  the  teachers‘  countries  and  cultures.  The  English

                        language  belongs  to  the  English  community  and  its  cultures.  The  teachers  of

                        English  in  Indonesia  bring  their  cultures  in  the  language  learning  and  teaching
                        process. Because of this, an instruction model of intercultural language teaching is







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