CULTURE AND LANGUAGE

Culture and communication are inseparable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted. Culture is the foundation of communication. (Samovar, Porter, & Jain, 1981, cited in Rodliyah & Muniroh 2011)

The Use of Local Culture in Teaching EFL

The use of home culture can facilitate learners apply their background knowledge in reading comprehension, express their feelings and ideas when writing essays, and overcome the problem of students having to write in a genre that is absent from their culture (Ariffin, 2009, cited in Rodliyah & Muniroh, 2011). In Chile, the Ministry of Education has decided that it would be more motivating for students to focus on their own culture and country. Hence, the Ministry has designed a series of textbooks for the public schools entitled Go for Chile (Mugglestone, Elsworth, and Rose 1999, 2000, cited in McKay, 2004) that implements the Ministrys learning objectives. Go for Chile features a group of students from various countries onboard a ship sailing along the coast of Chile. The scenario of the sea voyage enables the textbook writers to deal with Chilean places and concerns. Thus, the book is filled with information about various areas of Chile and issues facing the country. Students will be more motivated to learn English if the language is presented in contexts that relate to their lives as young adults rather than in the context of an English-speaking country. Seeing culture is like seeing an iceberg. The top of it only represents the small amount of whats below the surface. Culture is deeper and wider than only arts, music or clothes. Culture also cannot be separated from communication. It is the foundation of communication itself. Using local and target culture can bring some benefits in teaching EFL in the classroom. However, there are also some pros and cons in deciding whether to use local and target culture in the classroom. As the solution proposed by some experts, it is suggested to use both local and target culture. It is seen that the use of amalgamation between local and target culture can encouraged students to discover similarities between their culture and the target language culture, which could bring about common understanding and tolerance. This amalgamation of local and target culture is the best way to teach those EFL learners who, in future, are going to turn into ESL learners or who aim to travel to the target language country.

The Functions of Culture:

1. Culture provides us with design for living. Is is always learned and acquired. 2. Culture provides a series of patterns which biological and sociocultural demands of group members are met e.g food, shelter and reproduction and relationship with group and individuals. 3. Culture provides a set of rules to ensure co-operation of the individuals of a goup in adjusting enviromental situation. 4. Culture provides individual a et of ready mode definition of situation 5. Culture helps in understanding and predictin the human behavior and also it provides channels of interaction for individuals within the group. 6. Culture provides us a guidepost or kind of map for all our life activities. It defines the pattern of behavior for individuals so that that he acts according to the behavior pattern prescribed and define by culture. 7. Culture acts as a means of social control through norms, folkway, and move laws.

IMPLEMENTATION IN MATERIAL
According to those criteria, teachers can insert cultural contents in some materials. In this case, the cultural content that the writer uses is Indonesians culture. The examples are: 1. for elementary students:
Vocabulary about traditional dress of Indonesian Lists of activities that the students can do in relation to their religion

2. for junior high school students: Giving procedure text about traditional food in Indonesia. Giving narrative text about Indonesians folktale. 3. for senior high school students: Giving example of announcement with cultural content.

 Giving recount text about feast day in more advance level.

1. Pre-Activity No. 1. Teacher Greets the students.(toleransi dan disiplin). 2. Checks the students attendance (disiplin). 2. Whilst Activity No. 1. Teacher EXPLORATION Review the lesson of the last meeting by giving questions that are related. (komunikatif). Gives several questions that are contextual to introduce the new material. Have you ever read an narrative text? What is it about? 2. What is the message? ELABORATION Gives explanation about the narrtive text. (rasa ingin tahu dan komunikatif). Gives examples of narrative text which is correlate with local culture . Read the narrative text and asks the students to repeat after the teacher. (rasa ingin tahu dan komunikatif). Lead the students to translate the meaning to make them understand and then guides them to identify the parts of narrative text. (rasa ingin tahu dan komunikatif) Translate the text. (rasa ingin tahu dan komunikatif). Pay attention the teacher explanation. (rasa ingin tahu dan komunikatif). Read and repeat. (rasa ingin tahu dan komunikatif) 90 minutes Answer teachers questions (kreatif dan komunikatif) Give respond to the teacher. (komunikatif) Students Time allocation 10 minutes Students Greet the teacher by saying Good Morning. (toleransi dan disiplin). Inform the teacher about the absence of the day. (disiplin) Time allocation 5minutes

Gives several questions relate to the narrative text and asks the students to answer it. Lead the students to read the narrative text and give them 20 minutes to read and tell them to retell the story in front of the class(rasa ingin tahu dan bersahabat) Let the students retell the story. 3. CONFIRMATION Discusses the students performance together. (komunikatif) Correct the students performance.

Answer the questions (komunikatif) Listen to the teachers explanation and read the narrative text. (rasa ingin tahu dan bersahabat). Retell the story in front of the class. 10 minutes Discuss their work together. (rasa ingin tahu dan komunikatif). Listen to teachers correction.

3. Post Activity No. 1. Teacher Checks students understanding and asks them whether or not they get any difficulties. (demokratis dan 2. 3. komunikatif) Summarizes the lesson of the day. Gives homework to find another indonesian folktale to be presented on the next meeting and end the lesson. Pay attention to the teacher and give respond. Pay attention to the teacher. Students Respond the teacher Time allocation 5minutes

The Steps: Teacher have to provide kind of indonesian folktale to the stidents before he or she starts to teach. Teacher explain about the lesson being learned to the students, at that moment, the students will learn about narrative text and using Indonesian Folktale as a media. Teacher explain the definition and part of narrative text to the students so the students are able to understand what narrative text is.

The teacher explain deeper using example of narrative text, in here the teacher use Timun Mas as an example. The teacher explain about the characters, the plot, where plot that can be named as Orientation, Complication, and Resolution.

After explain about the Story of Timun Mas, the teacher told the student to read about 20 minutes and retell the story of Timun Mas in front of the class, some students will performed it.

CULTURAL CONTENT
According to McKay (2000) as cited by Kilickaya (2004) using cultural content in classroom can foster learner motivation, if we link it into language learning, we can assume that using cultural content will motivate students in learning a language. Students sometimes are lack in motivation of learning language; they need some variety in learning a language. Kilickaya (2004) believes that the material with cultural content is helpful to make learners feel the need to speak and use target language since cultural content consists some facts to be learned. There is also another opinion from Stuart and Nocon (1996) as cited by Kilickaya (2004), they state that learning about the lived culture of actual target language speakers as well as about one's own culture requires tools that assist language learners in negotiating meaning and understanding the communicative and cultural texts in which linguistic codes are used. Here are some suggestions of teaching activities in classroom; the teachers can mix it with suitable methods or strategy. In this case, the cultural content that the writer uses is Indonesians culture. The examples are: 1. for elementary students: Lists of activities that the students can do in relation to their religion Lists of activities that the students do in the students feast day. Fruits that usually use by the students mother when feast day. Telling Indonesian folktale in English 2. for junior high school students: Giving procedure text about traditional food in Indonesia. Giving narrative text about Indonesians folktale.

 Giving short letter with cultural content there. Giving descriptive text about a place in Indonesia Giving asking for something expression with cultural content 3. for senior high school students: Giving example of announcement with cultural content. Giving recount text about feast day in more advance level. Giving procedure text about traditional food in Indonesia in more advance level Giving narrative text about Indonesians folktale in more advance level. Here is the example of an activity in classroom. This material is for junior high school student, in ninth grade for first semester. This is about teaching a procedure text. Procedure text is a text which tells the reader about how to make something. And here, the writer provides one example of procedure text, that is: how to Make Chicken Tum