An Analysis the Cultural Patterns on Students Group Learning in EFL Classroom
DOI:
https://doi.org/10.31764/ijeca.v3i2.2697Keywords:
Cultural Patterns, Cultural Influences, Group Learning, Communication, Social Interaction.Abstract
The objectives of this research were to found out the cultural patterns used by the students and investigated the influences of cultural pattern on student’s group learning and their communication. This research applied qualitative method. This research employed observation and interview. The subject research were 50 female students in Gombara boarding school Makassar. The findings showed that the students’ interaction in learning was indicated in various cultures and attributes as they interacted in their groups. Cultural patterns were found such as beliefs, positive and negative values, and norms. Cultural beliefs indicated when students contributed to each person’s unique configuration and expectations within the larger cultural matrix. Some students applied positive values like practiced and appreciated their culture and customs in the way they interacted in learning and communication attributed a few self-centered in their social attitude from a selfish attitude to be more active in sharing ideas in communication and learning. It was also found negative values such as member of individualistic cultures or collectivistic orientation students on group communication or group learning. Some students demonstrated sharing attitude but they did not practice them throughout their group work, they were more individualistic and preferred individual work. Dealt with norms, some students indicated to guide people’s interaction and to engage in conversation through a good manner.
References
Agawu, K. (2006). Structural analysis or cultural analysis? Competing perspectives on the “standard pattern†of West African rhythm. Journal of the American Musicological Society, 59(1), 1–46. https://doi.org/10.1525/jams.2006.59.1.1
Ambrossi, P. (2015). Language and culture in foreign language teaching. Exploring Education and Childhood: From Current Certainties to New Visions, 117–129. https://doi.org/10.4324/9781315715827
Arikunto. (2010). Metodelogi Penelitian. Pendekatan Penelitian, 61–84.
Dragojevic, M., Gasiorek, J., & Giles, H. (2015). Communication accommodation theory. In C. R. Berger & M. E. Roloff (Eds.), The International Encyclopedia of Interpersonal Communication (pp. 1–21). John Wiley & Sons, Inc.
Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1), 73–84.
Geng, X. (2010). Cultural differences influence on language. Review of European Studies, 2(2), 219–222. https://doi.org/10.5539/res.v2n2p219
Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1), 1–26. https://doi.org/10.9707/2307-0919.1014
Maharsi, E. (2010). Converging and diverging in EFL speaking class. Jurnal Humanitas, 6(1), 1–15.
Marton, F., Wen, Q., & Nagle, A. (1996). Views on learning in different cultures : comparing patterns in China and Uruguay. Sociologias, 12(2), 123–132.
Parcha, J. M. (2014). Accommodating twitter: Communication accommodation theory and classroom interactions. Communication Teacher Journal, 28(4), 229–235. https://doi.org/10.1080/17404622.2014.939671
Salem, W., Carolina, N., & Bennett, J. M. (2016). Interactive Methods for Teaching about Cultural Differences WISE Conference.
Soureshjani, K. H. (2013). Culture knowledge and its availability in language teaching and learning in English as a Foreign Language ( EFL ) contexts. 4(4), 58–64. https://doi.org/10.5897/JLC11.074
Tien, C. (2009). Conflict and accommodation in classroom codeswitching in Taiwan. International Journal of Bilingual Education and Bilingualism, 12(2), 173–192. https://doi.org/10.1080/13670050802153160
Winkler, M. K., & Fyffe, S. D. (2016). Strategies for Cultivating an Organizational Learning Culture. Metropolitan Housing and Communities Policy Center, 1–16.
Wu, Y. (1998). A Study of Knowledge Learning---The Role of Culture In Language Education. Department of Industrial Engineering, Industrial College, Far East, 907–914.
Downloads
Published
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- Authors are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Publication Ethics
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- Authors agree to the following copyright agreement.
Authors who publish with IJECA (International Journal of Education and Curriculum Application) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
