ELT in Focus, Vol.

2(2) December 2019

Copyright © 2019 ELT in Focus

TEACHING TOLERANCE THROUGH INTERCULTURAL ENGLISH LANGUAGE

LEARNING TO ELEMENTARY STUDENTS

Fauzi Miftakh*
[email protected]
Universitas Singaperbangsa Karawang

Kelik Wachyudi
[email protected]
Universitas Singaperbangsa Karawang

doi: 10.35706/eltinfc.v2i2.3053

To cite this article: Miftakh, F. & Wachyudi, K. (2019). Teaching Tolerance through Intercultural
English Language Learning to Elementary Students. ELT in Focus, 2(2), 1-10. doi:
10.35706/eltinfc.v2i2.3053

Abstract

This study aims to find out how the intercultural English language learning can foster values
of tolerance in elementary school students, as well as how it is implemented by teacher in the
classroom. This research used a case study research design and the subjects in this study were
a teacher and 20 6th grade students at an elementary school in Karawang. Data collection
techniques were carried out by observation in 4 class meetings to observe the learning activities
and interview with a teacher and 6 students. From the observations, this study showed that
intercultural English language learning was moderately relevant to apply to elementary
students. The teacher used simple, fun and stimulating activities and material such as songs,
short stories and games in English, both from native culture (Indonesian) and target culture
(English). Students could learn the use of English while recognizing cultural differences
between native and target culture and languages. On the other hand, from the interview,
students stated that they were very pleased with the method applied. They expressed their
pleasure because they could get to know other cultures and most importantly they accept
cultural differences as an amazement. Therefore, it can be concluded that students at a young
age are fair enough to be introduced intercultural learning so they can think critically and have
a tolerant attitude from an early age. However, the teaching method and material should be
adapted to their age and thinking capacity.

Keywords: Teaching English; intercultural language learning; tolerance; critical thinking,

young learner.

*Corresponding author 1
ELT in Focus, Vol. 2(2) December 2019

INTRODUCTION of these cases are quite serious violations.

In 2016 there were almost 100 cases, and
English language learning should
in 2017 there were 155 cases (Putra,
not only emphasize the understanding of
2017).
content and grammar, but also it needs to
consider aspects of cultural skills and Therefore, this research
literacy as part of language teaching. The highlights the importance of the
problem that often arises as non-native intercultural language learning in
speakers of English is lack of learning English along with the
understanding about context and meaning development of the character of students
of a discourse described by the target who are tolerant, empathetic and can
language (English), so it can cause appreciate the differences around them.
misunderstandings. Therefore, Brown The character must be built from early
(2000) states that in teaching English, age because it will be their foundation aas
understanding of the culture of the target they can apply in social life.
language is one of factors that can There are several studies that
facilitate foreign language learners in discuss the teaching of tolerance in
contextual and meaningful ways. learning English. First, Levina et al
In Intercultural language learning, (2015) conducted a study entitled
the target language (English) also "Teaching tolerance in the English
involves its culture which aims to language classroom" which concluded
develop the character of someone who is that teaching tolerance values can create
culturally competent, so it is called an a tolerant attitude of students in an
"intercultural person" or someone who atmosphere of mutual respect for one
has attitude of tolerance, accept another. Another study entitled "Culture-
differences, and does not judge other Integrated Teaching for the Enhancement
cultures as wrong (Byram et al, 2002). of EFL Learners" conducted by
Students are also expected to have the Abdollahi-Guilani et al (2012) concluded
ability to put their own cultural values the importance of including cultural
and views and can foster empathy and values in learning English because the
respect the cultural values of others cultural literacy of the target language
because the see the world from different can help students see the world more
lens (Fitzgerald, 2000) wisely.
In this case, the attitude of However, so far no similar studies
tolerance is very important and will be have been found that specifically discuss
very good if introduced early in learning intercultural language learning and
at schools, especially learning English. tolerance in learning English for
Therefore, intercultural language elementary school students. And this
learning can be an alternative method that research will raise the title with two
can be applied in classroom to students in problem formulations as follows:
elementary school. With this method, 1. How is intercultural language
students are not only taught grammar learning applied in learning
content, but also the cultural literacy of English to students in elementary
the target language. This is very schools?
important considering that there are many
cases of intolerance that are increasingly 2. How can the method of
spreading in Indonesia. Data from the intercultural language learning
Indonesian National Human Rights foster tolerance to students?
Commission, intolerance cases are
always increasing every year, and some

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ELT in Focus, Vol. 2(2) December 2019

Relationship between Language and Definition of Intercultural Language

Culture Learning
Language and culture are two The concept of Intercultural
interrelated and inseparable things. Language Learning is not teaching or
Language is part of culture and culture is introducing foreign cultures to students,
part of language (Seelye, 1993). Kramsch but it rather on how students can see their
(1998) identifies three ways how own cultural differences with foreign
language and culture are related to each cultures as a challenge (Liddicoat and
other. First, language expresses cultural Scarino, 2013). Students are taught to be
reality. This means that people express critical in seeing differences and able to
facts and ideas with words, it also reflects solve the problems they face. Peck (1998)
their attitude. Second, language is an adds that culture must be a message for
embodiment of cultural reality. People students and language as a medium for
give meaning to their experiences the use of language for communication in
through communication tools. Third, classroom activities such as discussion
language symbolizes cultural reality. and conversation. The content discussed
People see their language as a symbol of is about the culture of the target language
their social identity. Language is itself (English) which begins with
categorized as a social practice (Liddicoat students' initial knowledge of their own
and Scarino, 2013). Language is used to culture. Thus, foreign language learning
express, create and interpret meaning and must also be integrated with the target
to build and maintain social and language culture and compare it with the
interpersonal relationships. language and culture itself.
Culture can also be seen as an Liddicoat et al (2003) explain that
important variable to describe the at the global level the goals of language
utterances chosen by native speakers and culture learning are as follows.
(Alwasilah, 1991). Each language spoken 1) Understand and respect all
by native speakers has a different culture languages and cultures
from other languages. This will not be 2) Understand and respect their own
understood if the interlocutor has no language and culture
background knowledge of the culture of 3) Understand and respect the
native speakers. Some utterances may not language and culture of other
be understood and can be very
people
problematic by the interlocutor with a 4) Understand and appreciate how to
different culture if the native speaker mediate between language and
does not have the cultural knowledge of culture
the interlocutor (Grundy, 2008). 5) Develop intercultural sensitivity
Furthermore, Risager (2007) as an ongoing goal.
distinguishes three perspectives of the
relationship between language and Therefore, in teaching English in the
culture. 1) culture is embedded in classroom, teachers are responsible for
pragmatic and semantic language, 2) making students understand their own
culture as a macro context of language culture before exploring other cultures
use and 3) culture as a thematic content of and languages (Valverde: 2005). As a
language teaching. Thus, teaching culture process of developing intercultural
must be an integral part of foreign understanding, students must be able to
language teaching because both are position as a 'decenter' or mediator of
inseparable parts. their own culture (Byram, 1989). This
mediator has two roles: as the mediator of

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ELT in Focus, Vol. 2(2) December 2019

his own language and culture in Promoting the Value of Tolerance in

communicating with others and the Learning English
mediator in the teaching and learning There are many definitions of
process. tolerance that are explained by various
Liddicoat et al (2003) and institutions or researchers. UNESCO as a
Liddicoat & Scarino (2013) develop the culture-related organization, in 1995,
principles of intercultural language defined tolerance as respect, acceptance,
learning. These principles consist of five and appreciation for the rich diversity of
general principles of learning, which are the world's culture, forms of expression,
also important for the language of and ways of human being. The definition
teaching and learning. These principles was added by Tamring (2008) cited in
are intended to guide curriculum design Rahman & Khambali (2013) that today,
and classroom interaction to promote tolerance refers to the willingness of
effective language and cultural learning. individuals to establish relationships, and
The principles consist of the following: coexist with other individuals from
different cultural and social backgrounds.
a) Active construction: This
This definition has clearly described that
principle encourages students to
tolerance is an important attitude that
know and build their own
must be owned and built in our social life.
knowledge of the target culture,
so that they are able to describe, We will always relate and communicate
with people from various cultures,
analyze, and compare their own
language and culture with the especially with different language
backgrounds, we will certainly have
target culture and language.
difficulty understanding both in culture
b) Making connection: In this and language.
principle students need to connect
Therefore promoting tolerance
something new with what is
values in learning English is considered
already known, especially
important based on two aspects of
between their own culture and the
teaching, namely tolerance as one of the
target culture.
main values in education and tolerance as
c) Social interaction: Students a basis for productive cross-cultural
engage in interactive talks and interactions (Levina et al, 2015). Each
question and answer processes by subject has the potential to teach
the teacher and other students tolerance, but foreign language learning
regarding cultural differences. (English) has the most favorable
d) Reflection: Students are given the atmosphere for teaching tolerance.
opportunity to have a response Learning can be applied to the method of
and reflect on other cultures that intercultural language learning. The
focus on interpretation. process of developing tolerance values is
promoted starting from the teacher who
e) Responsibility: Students are gives ethics and tolerance behavior in the
expected to have an attitude of classroom and school environment. In
responsibility to develop cultural addition, class activities that support
sensitivity, mutual respect, and students to be able to continue to develop
tolerance to other cultures. and sharpen their tolerance potential with
interactive discussions or the use of
supporting media. In this way students
can develop a tolerant attitude towards
themselves, empathy and tolerance in

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ELT in Focus, Vol. 2(2) December 2019

relationships with their classmates and collection techniques are discussed as

teachers, and certainly in social life, follows:
today and in the future.
Observation
METHOD Observations are made based on
observing the learning process directly in
Research Design
the classroom that allows researchers to
This study uses a case study see, observe, and record the activities and
research design with a qualitative behaviors of research subjects in a natural
approach. Case studies are in-depth, context. The observation used was
holistic and empirical analyzes of one passive participatory observation, where
case or phenomenon in a natural context the researcher did not participate in
(Nunan, 1992; Hood, 2009). This learning activities in the classroom. This
research is an in-depth analysis that observation was carried out 6 times in
focuses on the application of the different meetings to get different and in-
phenomenon of the application of depth findings.
intercultural language learning in
learning English. This study uses a Interview
qualitative approach based on supporting In this study interviews will be
characteristics, namely using conducted by researchers to the teacher
interactional mechanisms between who teaches English and representatives
researchers and respondents (Alwasilah,
of 6th grade students. This interview is
2002: 60) and explores the phenomena
very important to obtain information
that arises in the classroom as single and about the teacher's understanding of the
small cases. concept of intercultural language
learning, its application in the classroom,
Research Site and Participant
its influence on student character,
The subjects in this study were a especially tolerance. Interviews are
teacher and 20 students of 6th grade conducted in a structured manner and it
elementary school in Karawang. There was still possible to respond to open-
are a number of research considerations ended questions.
in selecting this location. First, the school
is cooperative so that it is expected to Documentation
support the researchers in conducting the In this study, to answer the
research properly. Second, the English research questions, data information
teachers in the school is quite enthusiastic
obtained through observation, interviews,
to develop knowledge and capacity in and questionnaires. Documentation was
teaching English is enthusiastic, obtained through a list of grades and
especially in the application of
results of student assignments so it can be
intercultural language learning. identified that how learning outcomes
and developments in the attitude of
student tolerance by using the method of
Data Collection Techniques
intercultural language learning.
There are four types of data
collection techniques that will be used in Data analysis
this study to meet the triangulation data Data for this study were analyzed
obtained from various data collection
qualitatively. In general, data analysis
techniques and sources. The four data was carried out in three phases of data
transformation, namely description,

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ELT in Focus, Vol. 2(2) December 2019

analysis, and interpretation (Miles & partly and in no sequence following the
Huberman, 1994). All data taken from principles of intercultural language
different collection methods were learning (Liddicoat & Scarino (2013) that
explained, analyzed and interpreted is a) Active construction, b) Making
qualitatively. To answer the first research connection, c) Social interaction, d)
question about the application of Reflection, e) Responsibility.
intercultural language learning, the data Furthermore, teaching intercultural
was analyzed from observations and understanding to young learners is quite
interviews. While the second research difficult, and it needs fun activities to
question about the development of apply.
students' tolerance values by learning Young learners were not provided
English used observation data analysis, difficult material and complicated
interviews and documentation. activities. The teacher used simple and
fun material such as songs, poems,
Data Validation (Triangulation)
chants, children's stories and games in
This study used data validation in English, both from their own culture or
the form of triangulation of data sources the target culture. As it is stated by Savic
by collecting information obtained from (2013) that there are materials that can be
various data collection techniques and used for bringing a target culture into the
sources or research subjects for data classroom such as authentic texts, audio
checking purposes. The researchers and video material, much of which can be
conducted observations, interviews, and found on the Internet. Students can learn
documents analysis. This is done to avoid the use of English while recognizing
research bias through invalid and cultural differences and their own
unreliable data. It is hoped that the varied language and the culture and target
techniques obtained valid data because it language. The materials were mostly
has passed triangulation phase. In taken from Lestiono et al’s (2018)
addition, the researchers also compared textbook that provide materials for
observational data by cross-checking data teaching English to young learners.
among respondents (Fraenkel et. Al., Furthermore, the activities of teaching
2011). and learning in the classroom are
described into different ways and
FINDING AND DISCUSSION material including using song, short
stories and game.
The implementation of intercultural
English language learning to Teaching English using songs
Elementary Students always becomes one of favourite
activities by students especially the
Basically, Intercultural young learners. Students are more
understanding can be taught to students in enthusiastic and the teaching and learning
every level of education especially to process is also fun and enjoyable. In the
young learners (elementary students). As teaching, the teacher used song and video
Radic-Bojanic (2013) mentions that to introduce students about English
cultural diversity is an important concept vocabularies and the intercultural
to grasp during childhood because this understanding. The song lyric sample can
understanding will enable children to be seen below.
embrace and value the things that make
each person or group of people different. Thank You God
In this study, the implementation of
Thank you God for feet that run
intercultural English learning was done
and hop, jump and have such fun.

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ELT in Focus, Vol. 2(2) December 2019

Than you God for hands that clap, intercultural values learned from the story
wiggle, wave and pet a cat. is students know one of Indonesian tribes
Thank you God for making me, and its story as well as comparing Dayak
and mom and dad and friends culture with Indian culture as American
I see. native. In this phase both students and
We love you, praise you and teacher apply the principle of Making
shout out your name. Connection and Social Interaction where
Our Gods is forever and ever the they discuss the story and compare it with
same! another story in other culture with their
partner guided by the teacher.
(Lestiono et al, 2018)
In addition, teaching by using
The song above tells about game is also liked by most students. One
expressing gratefulness to God in English of games that was used by the teacher was
culture. The students sing the song guided “Attention Game”. The rule is quite easy
by the teacher. It can be seen that there as it is orderly done in these steps:
are some target cultures in the song such
1. Call out commands such as:
as expressing gratefulness by saying
‘Attention’, ‘salute’, march in
“Thank you God” and “Our God is
forever and ever the same!”. There is an place…stop’, ‘sit down’, ‘clap your
hand’, etc.
intercultural value that can be taken in
2. At first, students copy the teacher
this phase. Students were given
3. Later, students give commands to
opportunity to connect their own culture
their friends.
and the target culture in term of
expressing gratefulness. They tried to By doing this activity, students
express it in their language and native learn English vocabulary with some
culture (Indonesian language) such as expression such as doing command in
“Terimakasih Tuhan” as “Thank you English that is “Attention!” and “salute!”.
God” and “Tuhan kita satu” as “Our God In addition, the intercultural values that
is forever and ever the same”. The can be taken is they can perform native
students were also given time to reflect game in Indonesia then comparing them.
and thing about the differences guided by In this phase both students and teacher
the teacher. In addition, the teacher also applied the principle of social Interaction
explained about diversity in believing where they did activities that required
God. In this phase, the students were told interaction and pair work.
that they may have their own God to From all the activities above, it
believe but they were also given the value can be seen that the teacher implemented
to respect other God and religions. This is
the intercultural English learning with
a phase of reflection where both students
different ways and activities. Mayesky
and teacher response and reflect on other
(2008) in Radic-Bojanic (2013) suggests
cultures that focus on interpretation. to incorporate cultural celebration as
Furthermore, the activity was also important items into a foreign language
done by telling native Indonesian short classroom because it is a very practical
story. The short story itself comes from way to show students what is important to
Kalimantan entitled “The Crocodile and other cultures. The cultural celebrations
the Dayak from East Kalimantan”. This can be learned by students from the target
story is about the fame of Dayak tribe culture such as foods, music, art, and
from East Kalimantan for their expertise songs that have values in different
in hunting. They can even beat a culture. Teaching English, including
crocodile with their intelligence. The introducing tolerance value to young

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ELT in Focus, Vol. 2(2) December 2019

learners, is not easy since they need to be character while they can learn
treated differently as adults. Thus, it English language. “
required fun and interactive activities but However, even in the situation
it also still delivering the massage of above, the teacher still tried to deliver
tolerance. values from the learning activities. It can
be seen from the discussion earlier that
Promoting students’ tolerance through
the teacher used various ways to teach
Intercultural English Language
English as well as delivering the massage
Learning
of intercultural values. The teacher
In promoting tolerance to students involved students to be critical in
in English learning, teachers need to thinking about the diversity. On the other
make culture learning as an important hand, one important point is that the
element to make students aware of the students are still very young so the topic
importance of intercultural and its discussion must be adapted to their
understanding. However, teacher does age and thinking capacity because they
not require to completely understand the cannot think like the adult does.
target culture (English) or having
Students also gave their
experience living abroad, but they just
need to know basic culture knowledge experience in learning English through
intercultural learning. They stated that
and incorporate the target culture.
they were very happy with the learning
Rodliyah & Muniroh (2012) suggests that
process. They express their pleasure
teachers should be reminded that
because they get to know other cultures
incorporating target culture does not
and most importantly accept cultural
mean to impose target cultural values or
differences as an admiration. Some of the
to change the students’ value systems.
students’ comment are stated below:
Rather, it is aimed at developing
awareness among students that they are “I am happy especially when
part of a diverse community and thus singing songs and playing
cultural flexibility and tolerance are games“
expected. “I know other (English) culture,
Furthermore, as it is cited from the different habit, different God”
teacher’s interview, she mentioned that “I know a story about culture
she actually does not quite understand from Indonesia and America
how the English culture is, rather she just (US)”
teaches English including the culture
knowledge that she has already known. From the statement above, it can
The teacher’s statement can be seen in the be seen that students like to learn English
vignette below: and its culture with various ways. They
are given opportunity to know other
“I don’t really understand (English) culture through different fun
how to describe English activities by using song and games. They
culture, I don’t have very good also slightly show awareness of diversity
command of English culture. by stating the differences of habit, story,
When I teach English culture to and religion. It is supported by the teacher
students, I just bring my set of who gave them understanding to respect
beliefs about English culture. the differences among culture. It is in line
The most important thing is with Levina et al (2015) that teaching
they know the culture of target tolerance values can create a tolerant
language in order to foster attitude of students in an atmosphere of
their critical thinking and

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ELT in Focus, Vol. 2(2) December 2019

mutual respect for one another. Students Alwasilah., A.C. (1991). Cultural transfer
at a young age are fairly appropriate to be in communication: A qualitative
introduced cultural understanding of study of Indonesian Students in US
target language so that they can think academic settings. (Dissertation).
critically about other culture. Indiana University, Bloomington.
Nevertheless, the students can not Alwasilah, A. C. (2002). Pokoknya
actually show their values on tolerance Kualitatif (Dasar-Dasar
because that values cannot only be seen Merancang dan melakukan
from their statement but they are reflected Penelitian Kualitatif). Jakarta: PT.
from their attitude. It is quite difficult to Pustaka Jaya. Marshall, C., &
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reflected on the learning activities into Qualitaitive Research 4th Edition.
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Byram, M. (1989). Cultural Studies in
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Clevedon, England: Multilingual
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Matters.
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