Group 2:

1. Putri Diva P (210210401003)

2. Anindita Risma S (210210401005)
3. Asshah Bayana F (210210401013)
4. Ickda Aulin N (210210401030)
5. Ecclesia Hannah Sahureka (239919990487)

INTERCULTURAL CIRCLE: A COLLABORATIVE INQUIRY ON CULTURES

Meeting 1 – Observation and Description

The teachers take predominant roles to introduce the target cultures, highlighting specific
dimension of cultures through the aid of digital resources. The teachers guide the students to
identify properties of the cultures for comparison and contrast between these target cultures
and home cultures. The teachers also encourage each group to distribute several roles:
1. Culture analyst - analyzing the cultural properties of the target and home cultures and
interpreting the target cultures from different viewpoints.
2. Language specialist – analyzing the language use, cultural references, and visuals as
the representation of target cultures in an ELT textbook.
3. Researcher – searching online resources to address the inquiry questions and collect
relevant resources to inform the analysis of target cultures.
4. Infographic maker – summarizing the overall group discussion results and presenting
these results in an infographic.

Meeting 2 – Intercultural Comparison

In the second meeting, the teachers raise questions and guide group discussion, further
delving into the cultures. These involved the following inquiries:
1. Who are the participants (social tolerate any differences or “foreign”
role/status they have in society)? features of the target cultures?
2. What are they doing? (What happens?) 7. Despite differences and/or similarities,
3. Why did they do that? do you think these target cultures are
4. What discourses are involved? (What worthy of further inquiry from your
institutions?) side? Are you interested in learning
5. How are the institutional values these cultures?
negotiated?
6. What are your views toward the
cultures? To what extent will you

Students are enabled to search more resources from the internet to deepen the ongoing
discussion. The teachers then provide an overview of the target culture in ELT textbook. The
research questions and criteria for evaluating cultural content in the textbook are introduced
at this point. Infographic Maker plans the infographic design based on the group's findings.

Meeting 3 – Intercultural Interpretation

The third meeting, Intercultural Interpretation, focused on the analysis and
interpretation of the very target cultures as represented in an ELT textbook. Students
analyzed and interpreted the cultural representation based on lessons learnt or key takeaways
from the previous meeting. Each group member presented their findings to the group and
discussed how they contributed to the overall analysis. The teachers encouraged open
discussion and collaboration to ensure a comprehensive analysis of the target culture. The
Infographic Maker should finalize the infographic based on the group's discussion and
feedback.

Meeting 4 - Dissemination
Finally, in the fourth meeting, Dissemination, students shared the results of their
analysis and discussion with the whole class. This stage involved two sessions of poster
presentation where 4-5 groups presented their work while the other groups played the role of
visitors, raising questions, comments, and feedback on their peers’ works. Table 2 describes
how these learning stages are distributed throughout the semester.
Role-based Performance Scoring
Roles Scores*
Culture Analyst:
Identification of key cultural properties: This
refers to the ability to identify and articulate
the fundamental cultural aspects of both the
target and home cultures, such as beliefs,
values, norms, and practices.
Interpretation of cultural aspects from
different viewpoints: The student should
demonstrate an understanding of how cultural
aspects may be perceived differently by
individuals from different cultural
backgrounds.
Comparison and contrast of target and home
cultures: The student should effectively
compare and contrast the cultural aspects of
the target and home cultures, highlighting
similarities and differences.
Overall clarity and depth of analysis: This
criterion assesses the clarity, depth, and
coherence of the student's analysis of cultural
properties, ensuring that it is insightful and
well-developed.
Language Specialist:
Analysis of language use in the textbook: The
student should analyze the language used in
the textbook, including vocabulary, grammar,
and discourse features, to identify how it
reflects or represents the target culture.
Identification and analysis of cultural
references: This involves identifying cultural
references in the textbook and analyzing how
they contribute to the representation of the
target culture.
Examination of visuals in the textbook: The
student should examine the visuals (e.g.,
images, illustrations) in the textbook to
determine how they depict or portray aspects
of the target culture.
Consideration of language use in conveying
cultural nuances: This criterion assesses the
student's ability to consider how language use
in the textbook conveys cultural nuances and
subtle meanings.
Researcher:
Relevance and quality of online resources:
The student should select online resources that
are relevant to the inquiry questions and of
high quality, demonstrating discernment in
their research.
Collection of examples and anecdotes: This
involves collecting examples and anecdotes
from online resources to support the analysis
of target cultures, enriching the discussion.
 Contribution to the group's understanding of
the target culture: The student should
contribute valuable insights and information to
the group's overall understanding of the target
culture based on their research.
Overall thoroughness of research: This
criterion assesses the thoroughness and
completeness of the student's research,
ensuring that they have explored various
aspects of the target culture.
Infographic Maker:
Clarity and organization of the infographic:
The student should create an infographic that
is clear, well-organized, and easy to
understand, effectively conveying the group's
findings.
Inclusion of key cultural properties and
findings: The infographic should include key
cultural properties and findings related to the
target culture, providing a comprehensive
overview.
Creativity and visual appeal of the
infographic: This criterion assesses the
creativity and visual appeal of the infographic,
ensuring that it is engaging and visually
appealing.
Effectiveness in summarizing group discussion
results: The infographic should effectively
summarize the results of the group's
discussion, presenting the information in a
concise and informative manner.
*) Score range: 1) Basic, 2) Developing, 3) Fair, 4) Good, 5) Excellent
Culture Analyst
Analyzing the cultural properties of the target and home cultures and interpreting the target
cultures from different viewpoints.
My contribution
(please make notes and describe your progress in the space below)
1. How do these cultural practices reflect the value and norms of politeness in each
culture?
Answer :
- In Japanese culture: Japan is one of the developed countries in Asia that highly values
its culture. The values of politeness in Japan have never faded even in this era of
modernization and technological advancement. Politeness is a very important norm for
the daily life of Japanese people. Japan is also a country that is closely related to
patriarchal hierarchy as in the video where Japanese women give space to Japanese
men, domestic women are more like submitting to their husbands both in terms of
domestic life and not interfering with the work problems of male workers. Japan itself
is a country where workers give very high loyalty to the company as a form of showing
respect and politeness, making them willing to work as hard as possible to achieve
company success and Japanese workers are also very disciplined workers both about
time and what they do as proof of their loyalty to work and the company.
-In Western culture: within that cultural framework, politeness and respect can be
regarded as manifestations of deeply rooted customs of loyalty and unity within a
group, which are highlighted by the high-context character of Japanese culture,
especially in the workplace. This is how these features relate to Western values and
politeness norms:
Loyalty to the company is a form of showing respect and politeness, while employees in
Western countries report themselves to be happier in their jobs. This explains why
employees in the West typically exhibit lower levels of loyalty. The company will have
to pay them more than usual if they put in extra time. Long-term loyalty to employers is
a traditional trait among Japanese workers, which reflects a deep-seated sense of
dedication and dependability. Japanese workers' loyalty to a company is a reflection of
their collectivist mentality, which places a high value on the success of the collective.
While Western cultures are more individualistic.
Historically, Japanese society has been patriarchal, with separate duties for men and
women. In contrast to western countries, especially in recent decades, have embraced
gender equality. Women are expected and encouraged to be involved in all parts of life,
including business and professional settings.
2. In what ways do you think these politeness entities impact daily life in each culture?
Answer:
In this video, Japanese workers strongly demonstrate loyalty to the company. When
business is going well or poorly, they are proud and embarrassed, which causes them
to work harder and longer than American workers might. In addition, Japanese workers
believe that they are fully responsible for their company, which makes them willing to
work overtime without pay to help the company. This is in contrast to American
workers who typically will not work overtime or expect compensation for it. They also
arrive late and leave early, and they take sick leave when they don't feel well. Also,
Japanese workers are willing to follow their company's rules and regulations, even if
they don't agree with them. Those give impact on Japanese workers daily life such as,
they respect for politeness in their daily life.
3. Are there any issues of navigating politeness as shown in the video?
Answer:
Yes, there are several issues of navigating politeness in this dialogue.
1. Directness and Rudeness:
○ Mr. Stevenson : "Hey Audrey."
 ○ Audrey : "What."
○ Mr. Stevenson : "Why don't you know leave?"
■ This exchange lacks politeness markers and is quite direct, almost
rude. Mr. Stevenson's suggestion that Audrey should leave is
blunt and could be perceived as dismissive.
2. Dismissive Language:
○ Mr. Stevenson : "you still act like Yokohama mamas, no offence."
■ This comment is culturally insensitive and dismissive. Adding "no
offence" does not mitigate the offensiveness of the statement.
3. Lack of Respect for Authority:
○ Mr. Stevenson : "you can't fire me."
■ This response shows a lack of respect for japanesse guy with
glasses authority and is confrontational.
4. Cultural Insensitivity:
○ Mr. Stevenson : "I've heard a lot of talk about how good the Japanese
businessmen are. frankly I'm sorry I don't get it I don't see it I'm not
impressed not one iota."
■ This statement is culturally insensitive and dismisses the
capabilities of Japanese businessmen, which is likely to offend
japanesse guy with glasses.
5. Aggressive Language:
○ Mr. Stevenson : "Hey would you shut up."
■ This is a direct and aggressive command, which is highly impolite
and could escalate tensions.
6. Inappropriate Humor or Sarcasm:
○ Mr. Stevenson : "as one guy get them to go for it you're looking at you."
■ This statement can come off as sarcastic or overly boastful, which
may not be appropriate in a serious business discussion.
4. How did the comparison improve your understanding of both cultural practices?
Answer:
The comparison of cultural practices provides valuable insights into how politeness is
expressed and interpreted among different cultures. It emphasizes how cultural
expectations affect behaviors and how unawareness can lead to misunderstandings or
discomfort. This understanding encourages cultural sensitivity and awareness, enabling
individuals to navigate intercultural interactions with empathy and adaptability. It
highlights the importance of respecting cultural differences as well as the necessity of
effective cross-cultural communication to avoid unexpected disrespect for politeness
and foster harmonious relationships. Thus, it is essential to recognize and respect the
various customs, traditions, and norms of different cultures.
My score Score
Analysis of language use in the textbook: The student should analyze the language
used in the textbook, including vocabulary, grammar, and discourse features, to
identify how it reflects or represents the target culture.
Identification and analysis of cultural references: This involves identifying
cultural references in the textbook and analyzing how they contribute to the
representation of the target culture.
Examination of visuals in the textbook: The student should examine the visuals
(e.g., images, illustrations) in the textbook to determine how they depict or portray
aspects of the target culture.
Consideration of language use in conveying cultural nuances: This criterion
assesses the student's ability to consider how language use in the textbook conveys
cultural nuances and subtle meanings.
Language Specialist
Analyzing the language use, cultural references, and visuals as the representation of target
cultures in an ELT textbook.
My contribution
(please make notes and describe your progress in the space below)

In your group, analyze how politeness is represented in two of the ELT textbooks
provided: Bahasa Inggris SMA/SMK MA/MAK Kelas X Semester 1 and Life Elementary.
You need to focus on the first Unit in each book. Your analysis needs to answer the
research question: How does each book represent politeness through visual resources in the
first Units?

To help you manage the analysis, you can choose four of the questions below:

1. How do the textbooks address the use of tone and register in polite
communication?

2. How do illustrations or dialogues in the textbooks support the teaching of

politeness?

3. Are there scenarios provided that model polite behavior and language?

4. What role-playing activities or exercises are included to practice polite

interactions?

5. How do the textbooks address cultural sensitivity and appropriateness in

polite communication?

6. Can you identify any gaps or areas for improvement in the way politeness is
taught in these textbooks?

Answer

1. How do the textbooks address the use of tone and register in polite
communication?
a. Tone: The use of tone in both textbooks, most of what we found was the use of
neutral tone that leads to informative responses such as the conversations in both
books that contained informative answers to each question. However, the use of tone
in the example conversations in the "Bahasa Inggris" textbook is more polite than the
"Life Elementary" textbook because it asks for permission first when asking for a name
from a stranger (INTRODUCTION GAME: Party Time in page 13). In contrast, the
conversations in the "Life Elementary" textbook (Grammar in page 10) seem to ask
directly without preamble. This is certainly a significant difference for the use of tone in
the context of polite communication where cultural differences that tend to be
westernized do not prioritize politeness in interaction, in contrast to Asian cultures that
uphold politeness, especially when dealing with strangers. In addition, there is the use
of a friendly and welcoming tone when greeting with the use of greeting words such as
hello, good morning, Assalamu'alaikum, etc. Not only in conversations, but it is also
present in reading content as well such as text 2 on page 5 of the book "English". The
use of a friendly and welcoming tone when introducing oneself is also found in both
textbooks such as "I am Edo.", "My name’s Mike Burney." Various examples of
expressions such as "nice to meet you" on page 16 of the "Life Elementary" textbook
also show the use of polite tone in polite communication. In conclusion, the use of
appropriate and polite tone in both textbooks can build a positive first impression and
establish better communication with strangers. However, it should also be underlined
that the use of appropriate tone may vary depending on the situation and culture.
b. Register: The use of register in courteous communication is included in John Hughes'
textbook "Life Elementary SB" because of its all-encompassing approach to teaching
English. The book contains useful lessons on daily tasks, such as how to use language
appropriately in a variety of social situations. Grammar, vocabulary, and pronunciation
are covered, with a focus on how to modify language for formality and politeness in
various contexts. The effective comprehension and application of polite conversation is
ensured for learners through the use of relevant examples, current vocabulary sections,
and productive activities that incorporate speaking and writing practice.

The textbook "Bahasa Inggris Kelas X Kurikulum 13" addresses the use of register in
polite communication by incorporating several key elements:

1. It highlights the necessity of understanding the context in which communication

occurs. Students learn to distinguish various social circumstances, connections, and
levels of formality that influence language choice. In the "Bahasa Inggris Kelas X
Kurikulum 13" textbook, students are taught to recognize different social settings,
relationships, and levels of formality that influence language choice relating to
politeness in communication through several strategies:

a. The course reading expressly examines the concept of formality and how it
influences dialect utilize. This incorporates lessons on recognizing formal and
casual settings and understanding how the level of formality impacts word choice,
tone, and way of talking.

b. The textbook includes a variety of scenarios and role-playing activities in which

students must choose the appropriate enrollment based on the given context For
example, students can practice conversations between students and teachers
(formal) versus conversations between friends (informal).

c. Numerous dialogues and examples are provided that illustrate the use of polite
language in different contexts. By analyzing these examples, students learn how to
adapt their language to the social environment and relationships between
speakers

d. Students are assigned assignments that call for them to assess various social
contexts and choose the right vocabulary. This could entail determining the
formality of the situation and choosing appropriate language and expressions.

e. The textbook frequently includes lists of polite expressions and phrases suitable
for different levels of formality. These lists are intended to help students create
their own polite communications.

f. Lessons may include a discussion of how politeness and formality may differ in
different cultures and English-speaking communities. This helps students
understand that what is considered polite in one context may not be the same in
another.

g. There are different exercises that energize students to practice utilizing polite
language. These exercises might include modifying casual sentences to form them
 formal, composing polite emails or letters, or conducting taunt interviews.

By integrating these elements, the textbook ensures that students are not only familiar
with different registers, but also have the ability to choose the appropriate level of
formality to effectively convey meaning within various communication situations..

2. The textbook includes examples of formal and informal language to help students
differentiate between the two for different contexts.

3. The polite expressions and phrases are covered in specific sections. Common
greetings, polite requests and ways to express gratitude or apology are included in
those sections. These expressions are often presented in the textbook through
dialogues, roleplays and real life scenarios.

4. To strengthen the learning, the course reading incorporates down to earth

exercises where understudies can practice utilizing the suitable enroll. These exercises
might include composing assignments, talking exercises, or role-playing works out
where students must select the correct level of convention.

5. The book may also talk about how different cultures use language politely and
formally. This helps students understand how to be polite when talking in different
English-speaking places.

6. The teacher’s guide going with the reading material frequently incorporates extra
tips and methodologies for instructing register. It suggests creating classroom
activities that encourage the use of appropriate register and modeling polite
language.

Through these methods, the "Bahasa Inggris Kelas X Kurikulum 13" textbook aims to
equip students with the skills needed to navigate different communicative contexts
politely and effectively.

2. How do illustrations or dialogues in the textbooks support the teaching of

politeness?
- In the Life Elementary textbook, we can see that there are illustrations or dialogs
included in the book, one of which is in unit 1 that supports teaching politeness.
On page 10 {1a Explorers} there is an interview dialog between the interviewer and
Mike Burney, where the dialog begins with a greeting “Hello” and asks the name
“What's your name?” which teaches us that when meeting new people we know it is
better to greet first and ask the person's name to make it look more polite. Also Mike
Burney's dialog which introduces his name politely and clearly as well as how he
answers questions from the interviewer clearly and well, teaches that we must be
polite when interacting with others both when we are asked about something we
should answer politely and clearly to be understood.
On page 16 {1d At a conference} a picture illustration of 2 workers shaking hands is
presented. This picture teaches politeness when meeting or getting to know someone
in formal circumstances by giving hands to shake hands. This page also teaches various
examples of polite expressions when meeting others, such as expressions when
introducing ourselves “My name's....” & “Nice to meet you”, expressions when
introducing others “I'd like to introduce you to...”, as well as expressions when saying
goodbye “See you later”

- In the textbook Bahasa Inggris SMA/SMK/ MA/MAK Kelas X Semester 1, we can see
that there are illustrations or dialogs included in the book, one of which is in chapter 1
 that supports teaching politeness. On page 4 {text 1 and text 2} there are emails and
letters from girls named Hannah and Saidah writing about how they are interested in
becoming pen pals to the recipients of their messages. Starting with the opening
greeting “Hello, Alia” & “Assalamu'alaikum Alia”, introducing themselves, and
continuing to introduce their hobbies or likes, and the closing message “Please drop me
a line, Alia can't wait to hear from you” & Wassalam, Saidah”. From these two
examples of texts teach us when sending messages either by email or letter let us not
forget to be polite in terms of greeting, good self-introduction, also what we like
without offending the recipient of our message, and not forgetting the polite and good
closing greeting. Also on page 13 {Introductory Game: Party Time}, there are 2 picture
illustrations showing politeness. In the picture above, shows an event where guests are
taking food on a long table. This picture teaches polite behavior by respecting other
people's space and patience in taking turns when taking the food. Meanwhile, the
picture below shows a dialogue between two people from different places of origin
who are chatting to introduce themselves, their work, and their culture. This picture
teaches politeness as in the dialogue "Hello, I am Edo. May I show your name, please?"
& "Sure, I am Slamet. I am from Jepara, what about you?" teaches how we introduce
ourselves and where we come from politely regardless of differences in background.

4. What role-playing activities or exercises are included to practice polite interactions?

Bahasa Inggris SMA/SMK MA/MAK Kelas X Semester 1:

The unit provides a role-playing activity on page 14 in the speaking activity where
students are instructed to imagine that they’re invited to that party. Think about a new
identity that they have. Then, talk to the other guests and introduce themselves; tell
about their family, their profession, and their hobbies. This activity allows students to
practice polite language and conversational norms in a simulated scenario.

Life Elementary:

The unit provides a role-playing activity on page 11 in the speaking activity where
students work in pairs to create their own dialogues to ask their partner about name,
job, country, and marital status, and introduce your partner to the class. This allows
them to practice polite conversational conventions in a simulated setting, using phrases
like "May I ask your name?" or "Can you tell me where you are from?" and responding
with "Yes, of course" or "Thank you for asking.” The unit includes a section on vocabulary
and common expressions used in introductions, reinforcing the use of polite language.

5. How do the textbooks address cultural sensitivity and appropriateness in polite

communication?

Life Elementary:

Textbooks provide dialogues and scenarios that illustrate polite language use in various
cultural contexts. These examples show how to adjust tone and formality based on the
situation and the people involved.

Bahasa Inggris SMA/SMK MA/MAK Kelas X Semester 1

Exercises that encourage students to practice polite communication through role-

playing, allowing them to experience and understand appropriate behavior in a
controlled setting.
My score Score
Analysis of language use in the textbook: The student should analyze the language
used in the textbook, including vocabulary, grammar, and discourse features, to
identify how it reflects or represents the target culture.
Identification and analysis of cultural references: This involves identifying
cultural references in the textbook and analyzing how they contribute to the
representation of the target culture.
Examination of visuals in the textbook: The student should examine the visuals
(e.g., images, illustrations) in the textbook to determine how they depict or portray
aspects of the target culture.
Consideration of language use in conveying cultural nuances: This criterion
assesses the student's ability to consider how language use in the textbook conveys
cultural nuances and subtle meanings.
Researcher
Searching online resources to address the inquiry questions and collect relevant resources to
inform the analysis of target cultures.
My contribution
(please make notes and describe your progress in the space below)

My score Score
Relevance and quality of online resources: The student should select online
resources that are relevant to the inquiry questions and of high quality,
demonstrating discernment in their research.
Collection of examples and anecdotes: This involves collecting examples and
anecdotes from online resources to support the analysis of target cultures,
enriching the discussion.
Contribution to the group's understanding of the target culture: The student should
contribute valuable insights and information to the group's overall understanding
of the target culture based on their research.
Overall thoroughness of research: This criterion assesses the thoroughness and
completeness of the student's research, ensuring that they have explored various
aspects of the target culture.
Infographic Maker
Summarizing the overall group discussion results and presenting these results in an infographic.
My contribution
(please make notes and describe your progress in the space below)

Japanese cultural practices are deeply rooted in the value of politeness, which is evident in
various aspects of daily life. One prominent example is the concept of "the way they eat,"
which embodies respect towards the chef. From the sit down etiquette to the emphasis on
modesty in behavior, Japanese society places a high value on maintaining harmony and
showing consideration for others. Additionally, japanese people still use hierarchy to highlight
the importance of mindfulness, grace, and respect for elders, further reinforcing the cultural
norms of politeness and courtesy.

My score Score
Clarity and organization of the infographic: The student should create an
infographic that is clear, well-organized, and easy to understand, effectively
conveying the group's findings.
Inclusion of key cultural properties and findings: The infographic should include
key cultural properties and findings related to the target culture, providing a
comprehensive overview.
Creativity and visual appeal of the infographic: This criterion assesses the
creativity and visual appeal of the infographic, ensuring that it is engaging and
visually appealing.
Effectiveness in summarizing group discussion results: The infographic should
effectively summarize the results of the group's discussion, presenting the
information in a concise and informative manner.