Program Studi Pendidikan Bahasa Inggris
Jurusan Pendidikan Bahasa Inggris
Fakultas Pendidikan Bahasa dan Seni
Universitas Pendidikan Indonesia
Course
Code
Chs
: Intercultural Communication
: IG 520
: 2 Chs
Semester : VII
Prerequisite : -
Lecturers : Prof. Dr. Nenden Sri Lengkanawati, M.Pd.
Ika Lestari Damayanti, M.A.
Riesky, M.Ed.
1. Objectives
Upon the completion of the course, students are expected to:
1.
understand the basic concept of culture related to the teaching and learning a language
2.
be aware of cultural diversity within the English speaking countries
3.
be familiar with some differences and similarities between the TL culture and their native language culture
4.
understand the concepts of cultural conflict and adjustment
5.
be familiar with some specific patterns of communication
6.
use the TL appropriately
2. Course Description
This course is designed to make EFL students aware of the importance of understanding intercultural communication in the teaching and learning a language. Therefore, the course will cover the basic concept of culture related to the teaching and learning a language, the TL cultural encounters, some similarities and differences between the TL culture and the students’ native language culture. By mastering such knowledge mentioned earlier, the students are expected to be able to use the language socio-culturally appropriate, to avoid misunderstanding and misbehaving in using or in comprehending the TL, and to make them capable of integrating some important cultural aspects in using as well as teaching the TL or in continuing their study in the TL countries. Finally, this course is expected to help students appreciate some of the ways that understanding the cultural context of communication is vital to decoding messages.
3. Learning Activities
Learning activities will include lectures, discussions, students performing role plays on specific cultural issues, and table manner.
4. Media
The media used include:
1.
Laptop
2.
LCD
3.
Speaker

5. Evaluation
The evaluation will be based on the following components:
1.
Chapter Reports : 1 point
2.
Mini research based paper : 2 points
3.
Final Test : 2 points
4.
Table Manner Group Report : 1 point
B
C
D
The points will become the basis for further proportioning the scores, which will result in a range of 1.00 to 4.00. Grading policy will then be based on the following criteria:
A : 3.50 – 4.00
E
: 2.80 – 3.49
: 2.50 – 2.79
: 2.00 – 2.49
: < 2.00
Note:

To be entitled to a grade, students have to attend at least 80% of the sessions.

Only 10-minute lateness will be tolerated.

Mobile/Cellular phone should be turned off during the session.

The criteria above are still subject to change. Adjustment will be made when students’ score distribution is not normal.

Plagiarism will not be tolerated and will result in severe penalties.
Each of the components for evaluation is further elaborated below. a.
Chapter reports
Students are required to write a chapter report on every chapter discussed prior to coming to the classroom. The chapter report has to cover the main points of the chapter discussed in every session. b.
Mini research based paper
Students are required to write a mini research based paper on a topic relevant to the issues discussed in the course, specifically on language and culture. The scoring for this paper will be based on the following rubric.
ASPECTS
Abstract
Body
Introduction
CONTENTS
Burning issues
Objectives
Methodology
Findings
Burning issues
Objectives of the research
A brief theoretical foundation
Relevant previous research
Thesis statement
Sub Total
Sub Total
1
2
6
1
1
1
SCORE
2
2
2
2
8

Literature
Review
Research
Methodology
Findings and
Discussion
Citation
Language
Recent publication (10 years); journal and book
Theories relevant to the objectives of the research
Related previous research
Synthesis
Sub Total
1
1
5
1
2
Design
Data collection
Data analysis
Sub Total
2
2
2
6
Data presentation to answer research questions
Interpretation to the findings
Conclusion
Recommendation
Appropriateness
Grammar
Coherence
Sub Total
1
6
5
2
2
2
1
Sub Total
2
4
TOTAL SCORE 40
The total score will be further proportioned and converted to be accumulated for grading. c.
Final test.
At the end of the course, students will have to attend a final test that will measure their overall understanding on the topics that have been discussed in the class. d.
Table Manner
To help students internalize and have an English cultural experience, table manner is planned to be conducted at the end of the semester. Every detail thing about this activity will be further discusses during the sessions.

6. Course Outline
SESSIONS TOPICS
1 Syllabus overview
2
3
4
5
6
General description of the course
The concept of culture
What is intercultural communication
Cross-cultural terms and principles
The importance of CCU in the teaching & learning EFL
Cross-cultural contact with English speaking people
Defining multicultural community, a multicultural country (melting pot or mosaic?), stereotypes and generalization, mainstream
American values, individualism and privacy, equality and egalitarianism.
Cross-cultural conflict and adjustment (Part 1)
How to cope with cross-cultural conflict and to make an adjustment with the target language culture.
The adjustment process in the new culture.
Cross-cultural conflict and adjustment (Part 2)
How to cope with cross-cultural conflict and to make an adjustment with the target language culture.
The adjustment process in the new culture.
Verbal Communication
The way people speak—directness and indirectness, cross-cultural implication, conversation structures, conversation styles, ethnocentric judgments.
7
Non Verbal Communication (Part 1):
The way the target language people speak without words—cultural differences in non-verbal communication, Gestures and body positioning,
SOURCES

Syllabus

Experience and some personal notes

Scollon, R. & Scollon,
S.W. 1995.

Wintergerst, A.C. &
McVeigh, J. 2011.





Lavine and Adelman
Chapter 1 (1993:3-16)
Lavine and Adelman
Chapter 2 (1993:35-46)
Wintergerst, A.C. &
McVeigh, J. 2011.
Lavine and Adelman
Chapter 2 (1993:35-46)
Wintergerst, A.C. &
McVeigh, J. 2011.

Lavine and Adelman
Chapter 3 (1993:63-74)

Wintergerst, A.C. &
McVeigh, J. 2011.

Lavine and Adelman
Chapter 4 (1993:99-
110)

8
9
10
11
12
13 facial expressiveness, eye-contact, conversational distance.
Non Verbal Communication (Part 2):
The way the target language people speak without words—cultural differences in non-verbal communication, Gestures and body positioning, facial expressiveness, eye-contact, conversational distance.
Mini Research-based Paper explanation
Relationship and Acquaintances
How the target language culture make human relationship. The concepts of friends and acquaintances, friendliness vs. friendship, the
‘single scene,’ mobility and friendship, crosscultural friendships, benefit of cross-cultural contact.
Family Types and Traditions
Child raising, Young adulthood, and the elderly
Types of family Varieties of families in the US
Education Values (Part 1)
The teacher-student relationship; Trust, honesty, and the honor system; Expectation: Diversity in higher education; Active participation;
Competition and grading; Student stress and coping with it; Problems for international and immigrant students in the United States.
Education Values (Part 2)
The teacher-student relationship; Trust, honesty, and the honor system; Expectation: Diversity in higher education; Active participation;
Competition and grading; Student stress and coping with it; Problems for international and immigrant students in the United States.

Scollon, R. & Scollon,
S.W. 1995.

Wintergerst, A.C. &
McVeigh, J. 2011.

Lavine and Adelman
Chapter 4 (1993:99-
110)

Scollon, R. & Scollon,
S.W. 1995.

Wintergerst, A.C. &
McVeigh, J. 2011.

Handout

Lavine and Adelman
Chapter 5 (1993:133-
167)

Lavine and Adelman


Chapter 6 (1993:169-
204)
Lavine and Adelman
Chapter 7 (1993:241-
280)
Lavine and Adelman
Chapter 7 (1993:241-
280)

14
15
16
Work: Practices and Attitudes Practices:
Practices—Cross-cultural implication on the job, steps to finding a job, Employee-employer relationship, on-the-job communication skills.
Attitudes—consideration in the work-world, The work ethic and materialism, Reactions to work.
Final Test
Table Manner

Lavine and Adelman
Chapter 8 (1993:133-
203)
7. References:
Levine, D.R. & Adelman, M.B. 1993. Beyond language. Cross-cultural communication.
Englewood Cliffs, New Jersey: Prentice Hall Inc.
Scollon, R. & Scollon, S.W. 1995. Intercultural communication . Cambridge: Blackwell.
Wintergerst, A.C. & McVeigh, J. 2011. Tips for teaching culture: Practical approaches to intercultural communication . White Plains, NY: Pearson.

Sessions
1
2
3
Topics
Syllabus overview
General description of the course
The concept of culture
What is intercultural communication
Cross-cultural terms and principles
The importance of CCU in the teaching & learning EFL
Cross-cultural contact with English speaking people
Defining multicultural community, a multicultural country
(melting pot or mosaic?), stereotypes and generalization, mainstream American values, individualism and privacy, equality and egalitarianism.
Specific Objectives
Students can explain basic concepts in intercultural communication
Students can explain the concept of culture, crosscultural education, the importance of CCU in the teaching & learning EFL
Students can explain and give examples of multicultural country
(melting pot or mosaic?)
Learning Activities
Introduce course outline
Discuss basic concepts in
ICC
Students present and discuss concepts and examples of cultures, the importance of CCU in the teaching & learning EFL
Students perform cultural simulation and discuss the concepts of multicultural country
Evaluation
Self-reflection
Sources

The syllabus

Classroom participation

Experience and some personal notes
Wintergerst, A.C. &
McVeigh, J. 2011.
Classroom participation and group simulation

Lavine and Adelman
Chapter 1 (1993:3-16)

Scollon and Scollon
Chapter 7 (1995: 154)

4-5
6
7-8
Cross-cultural conflict and adjustment
How to cope with crosscultural conflict and to make an adjustment with the target language culture.
The adjustment process in the new culture.
Verbal
Communication
The way people speak— directness and indirectness, cross-cultural implication, conversation structures, conversation styles, ethnocentric judgments.
Non Verbal
Communication
The way the target language people speak without words—cultural differences in non-verbal communication,
Gestures and body positioning, facial expressiveness, eyecontact, conversational distance.
Students can identify and justify ways to cope with cross-cultural conflict and to make adjustment with the target language culture
Students can identify and compare the ways people of different cultures speak
Students can identify and compare the ways people of different cultures speak without words
Students perform cultural simulation and discuss the concepts of cross-cultural conflict and adjustment with the target language culture
Students perform cultural simulation and discuss the concepts of verbal communication
Students perform cultural simulation and discuss the concepts of nonverbal communication
Classroom participation and group simulation
Classroom participation and group simulation
Classroom participation and group simulation

Lavine and Adelman
Chapter 2 (1993:35-
46)

Wintergerst, A.C. &
McVeigh, J. 2011.


Lavine and Adelman
Chapter 3 (1993:63-
74)
Wintergerst, A.C. &
McVeigh, J. 2011.



Lavine and Adelman
Chapter 4 (1993:99-
110)
Scollon and Scollon
(1995: 142-148)
Wintergerst, A.C. &
McVeigh, J. 2011.

9
10
11
12-13
Mini Research-based
Paper explanation
Students understand the expectation of the assignment
Explanation from the lecturers
Relationship and
Acquaintances
How the target language culture make human relationship. The concepts of friends and acquaintances, friendliness vs. friendship, the ‘single scene,’ mobility and friendship, cross-cultural friendships, benefit of cross-cultural contact.
Family Types and
Traditions
Child raising, Young adulthood, and the elderly
Types of family
Varieties of families in the US
Education Values
The teacher-student relationship; Trust, honesty, and the honor system; Expectation:
Students can identify and compare the ways people of different cultures make human relationships
Students can identify and compare family types and traditions of different cultures
Students can identify and compare the teacher-student relationship in different cultures
Students perform cultural simulation and discuss the concepts of relationships
Students perform cultural simulation and discuss the concepts of family types and traditions
Students perform cultural simulation and discuss the concepts of teacher-student relationship
Questions and answers

Handout
Classroom participation and group simulation

Lavine and Adelman
Chapter 5 (1993:133-
167)
Classroom participation and group simulation
Lavine and Adelman
Chapter 6 (1993:169-204)
Classroom participation and group simulation

Lavine and Adelman
Chapter 7 (1993:241-
280)

15
16
14
Diversity in higher education; Active participation;
Competition and grading; Student stress and coping with it;
Problems for international and immigrant students in the United States.
Work: Practices and
Attitudes Practices:
Practices—Crosscultural implication on the job, steps to finding a job, Employeeemployer relationship, on-the-job communication skills.
Attitudes—consideration in the work-world, The work ethic and materialism, Reactions to work.
Final Test
Table Manner
Students can identify and compare different practices across cultures of crosscultural implication on the job and attitudes in the workplace
-
Students can have an experience of doing cultural practice
Students perform cultural simulation and discuss the concepts of work practices and attitudes in the workplace
-
Students do table manner in one of the hotels in
Bandung
Classroom participation and group simulation
-
Individual practice doing table manner
Question and answers

Lavine and Adelman
Chapter 8 (1993:133-
203)
-

Table manner guideline