INSERTING LOCAL CULTURE IN ENGLISH LANGUAGE TEACHING TO PROMOTE

CHARACTER EDUCATION

Siti Sudartini
Faculty of Languages and Arts Sciences Yogyakarta State University
email: [email protected]

Abstract: This study attempts to critically analyze the practices of foreign language teaching
parti- cularly English which commonly pay less attention to the accompanying intercultural
communication and also to propose an alternative solution to support and promote the character
education in this country. It is commonly believed that the practices of the English language
teaching are always accompanied by the insertion of foreign cultural values which are not always
in harmony with our own values. In line with the national education goals, it seems that the most
possible way to overcome this problem is by integrating the Indonesian local cultural values in the
practices of the English language teaching to promote character education, which is commonly
believed to play important roles in encouraging, improving, and maintaining the spirit of nationalism
of our future generation.

Keywords: local culture, teaching and learning, English, character education

INSERSI BUDAYA LOKAL DALAM PEMBELAJARAN

BAHASA INGGRIS GUNA MENDUKUNG TERWUJUDNY A
PENDIDIKAN KARAKTER

Abstrak: Kajian ini hendak mencoba menelaah secara kritis praktek-praktek pembelajaran bahasa
asing khususnya Bahasa Inggris yang umumnya kurang memperhatikan aspek akulturasi budaya
yang menyertainya dan juga mencari alternatif solusi pemecahannya demi mendukung
tercapainya pendidikan yang berbasis character building di negara ini. Pada kenyataannya,
praktek pengajaran bahasa Inggris senantiasa menyediakan ruang adanya insersi nilai-nilai
budaya asing masyarakat penuturnya yang belum tentu sejalan dengan nilai-nilai budaya
masyarakata kita. Sejalan dengan tujuan pendidikan nasional, nampaknya salah satu upaya yang
bisa dilakukan untuk mengantisipasi dampak insersi budaya asing tersebut adalah dengan
mengintegrasikan nilai-nilai budaya lokal Indonesia pada pembelajaran bahasa Inggris sebagai
alternatif cara guna mendukung upaya pemerin- tah dalam menggalakkan pendidikan berbasis
karakter yang diyakini sangat penting untuk menum- buhkan, meningkatkan dan memelihara
semangat nasionalisme generasi penerus bangsa ini.

Kata Kunci: budaya lokal, pembelajaran, bahasa Inggris, pendidikan karakter

INTRODUCTION
explicitly the definition of the term edu-
It is commonly believed that edu- cation in the Act of Republic Indonesia on
cation plays the most significant role in the
National Educational System that may be
development of a nation. Education may be
considered as: ... conscious and well plann-
regarded as an investment in human ca-
ed effort in creating a learning environ-
pital formation that lays the foundation for
ment and learning process so that learners
future economic growth and development
will be able to develop their full potential
of a country not to mention our country,
for acquiring spiritual and religious
Indonesia. Our government even has given
strengths, develop self-control, personality,
intelligence,
45
46

morals and noble character and skills

cultures to promote character education in
that one needs for him/herself, for the
Indonesia.
commu- nity, for the nation, and for the
State. National education means education
THE COMMON PRACTICE OF ENGLISH
based on Pancasila and the 1945
LANGUAGE TEACH I N G IN INDO -
Constitution, and is rooted in the religious NESIA
values, national cultures of Indonesia,
The need to learn and use English
and one that is res- ponsive to the needs in communication has put English as
of the ever-changing era. (Act Of Republic the most important foreign language in
Indonesia on Natio - nal Educational System the worldwide and not to mention in
(Chapter 1 Article 1 and 2). this country, Indonesia. Our scholars
In line with this definition, common- ly agree that our young
education has also often been defined in generations need to master English well
terms of practices that schools and in order to be able to actively participate
teachers use to influence student in the global world. This has made
learning and develop- ment (Nucci and English becoming one of the most
Narvaéz, 2008:5). There- fore, it seems important subjects in schools. Most
very important to pay great attention to parents even believe that the earlier
the practices of our educational system in children learn English the better. This
our country, considering the fact that it has been becoming the main reason of
would be impossible to reach the goals of intro- ducing English as local content in
our national educational system without elemen- tary school or even in some
involving all aspects determining the kindergartens.
success of educational practices. Those are
These days, foreign language pro-
parents, schools’ elements (not to men- grammes tend to start at an increasingly
tion: teachers, students, facilities, etc), and early stage not only in Europe but the
also the government. Hence, it is urgently same trend is observable on other con-
needed to have a critical study on the prac- tinents as well (Nikolov, 2009:xiii). Follow-
tices of education in this country for the ing Nikolov, Gonzales (1995:58) states that
sake of providing better generation in the the domains in which English is used as an
future who can maintain religious, natio- international, an auxiliary language for in-
nal, and cultural values of this country and tercultural and intercountry and regional
at the same time remain actively respon- communication, are mostly those of inter-
sive to the needs of the ever changing era. national diplomacy, scientific discourse,
This particular study, however, tries and in international trade and business, for
to have a closer look on the common it is the language of financial and global
practices of English language teaching in financial transactions and the language
our country, owing to the fact that edu- of trade negotiations and the medium of
cation is considered having the greatest dis- course of international business.
chance of providing the learners to have This has led English as one of the lingua
a direct contact with a foreign culture. In franca and also encourages the spreads
line with the national education objectives, and develop- ments in the English
this particular study also tends to language teaching in the non English
propose a new perspective in the practice speaking countries (Wood- ford and
of English language teaching by Jackson, 2003).
inserting the local
The current practice of English
Jurnal Pendidikan Karakter, Tahun II, Nomor 1, Februari
 4
language teaching has been focused
on

Inserting Local Culture in English Language Teaching to Promote Character

48

preparing the students to be able to cultural agent but

communicate effectively by using the
language. English teachers have done their
job very well in motivating their students
to learn and use the language. They always
try to use various interesting activities to
present the context of the given
language items being discussed. Some of
them even give the explanation on certain
language items accompanied by the
context of culture in which those items
used. This fact is very common in the
practice of foreign language classrooms.
What may be becom- ing the main
concern is on whether the presentation
of this foreign culture is accompanied
by the explanation of our own culture.
This remains an important question in
the current practice of English language
teaching in this country.
What the teachers commonly do in
their teaching is merely attempts to fulfill
the objectives of the teaching and
learning goals as stated in the current
curriculum. Most teachers are busy with
finding suit- able and relevant materials
without having critical analysis on the
cultural biases that may be covered
within the source mate- rials. What
commonly come in their minds is finding
the materials which are best fitted the
objectives of the teaching and learning
activities as mentioned in the
curriculum.
It is generally agreed so far that the
practice of English language teaching will
not be effective without discussing its cul-
ture. Most educators will agree that teach-
ing the language will be impossible with-
out teaching the culture. Every sentence,
expression, word needs to be put in the
context of culture of the language. In other
words we may say that English teachers
could act as a cultural agent as well.
Every English teacher needs to realize
this, if not they will not only be the
Jurnal Pendidikan Karakter, Tahun II, Nomor 1, Februari
 4
also be the agent of the new form of impe- is the one proposed by Foley (2001:
rialism.
The current English language
teach- ing practice may lead the
students to have better understanding
on foreign culture rather than their own
culture or even in the extreme way could
lead them to make the foreign culture as
their own culture and make them
internalize the norms as well as foreign
cultural values in their daily lives. Some
of our young students may have deep
understanding on the foreign culture
rather than mastering the language.
What may be the most important
impact of the current English language
teaching practice is the loss of our own
culture since our young generations no
longer have clear understanding of it.
Our own valuable cultural norms and
values will be left behind by its
descendents as they like to have and
behave by using the foreign cultural
norms and values. They may even forget
their cultural identity. All individuals
engage in the foreign language teaching
and learning process need to an- ticipate
this by having the cultural aware- ness of
the foreign culture and start having
discussion on the national culture while
explaining the foreign culture in their
class- rooms.
In doing so, they need to start with
understanding the notion of the word
‘culture; itself, for this term has various
definitions. One of the definitions is
pro- posed by Mesthrie, Swann, Deumer
and Leap (2009:28) who define culture
as ‘the way of life of its members; the
collection of ideas and habits which they
learn, share and transmit from
generation to gene- ration’. Culture in
this sense is a ‘design for living’, which
defines appropriate or accep- table ways
and forms of behavior within particular
societies. The other definition of culture

Inserting Local Culture in English Language Teaching to Promote Character

50

14) that views culture as transgenerational culture is created and socially construct -
domain of practices through which
human organisms in a social system
communicate with each other. These
definitions parti- cularly see culture as
something inherited from generation to
generation.
On the contrary, Nieto (2010:136) de-
fines culture as “the ever-changing values,
traditions, social and political relationships,
and worldview created, shared, and
trans- formed by a group of people
bound to- gether by a combination of
factors that can include a common history,
geographic lo- cation, language, social
class, and religion”. This definition
provides a new idea of the term culture.
Nieto also makes it clear that everyone has
a culture because all people participate in
the world through social and political
relationships informed by history as well
as by race, ethnicity, language, so- cial
class, gender, sexual orientation, and
other circumstances related to identity and
experience.
In addition to this definition, Nieto
(2010:137-144) also mentions some charac-
teristics of culture. Those characteristics in-
clude the followings. First, culture is dyna-
mic, in the sense that it is active, changing,
and always on the move, that even in its
native contexts, culture is always changing
as a result of political, social, and other
mo- difications in the immediate
environment. Second, culture is multifaceted .
This means, for one thing, that culture
cannot be con- flated with just ethnicity
or race. Third, culture is embedded in context
meaning that it is influenced by the
environment in which it exists. Fourth,
culture is influenced by social, economic, and
political factors . It is commonly agreed that
culture is bound to a particular context,
that it is greatly in- fluenced by the
political, historical, and economic
conditions in which it is found. Fifth,

Jurnal Pendidikan Karakter, Tahun II, Nomor 1, Februari

 5
ed. The main underlying reason for this
is the fact that human beings as the
cultural agents change it. Sixth, culture is
learned . It means that culture is not
handed down through our genes, nor is
it inherited. This is very clear to see, for
example, when children from a
particular ethnic group are adopted by
families from another ethnic group. Nieto
(2010:144) adds that culture, especially
ethnic and religious culture is learned
through interactions with families and
communities. It usually is not cons-
ciously taught, or consciously learned.
That is why it seems so natural and
effortless. Lastly, culture is dialectical . Nieto
also men- tions that a culture is neither
“good” nor “bad” in general, but rather
embodies values that have grown out of
historical and social conditions and
necessities. As individuals, we may find
elements of our own or others culture
uplifting or repug- nant.
Following Nieto (2010) that culture is
not merely seen as something inherited
but also it can be something learned, it
seems urgently needed to have an
innovative way of improving the practice of
English langu- age teaching in this country
for the sake of maintaining the national
identity and achieving the goals of
national education stated in the Undang-
Undang Republik Indo- nesia Nomor 20 Tahun
2003 owing to the fact that this particular
subject provides stu- dents with a direct
contact with a foreign culture.

THE NOTION OF CHARACTER EDU -

CATION
Following Nucci and Narvaéz (2008:
5), education may be defined in terms of
practices that schools and teachers use
to influence student learning and
develop- ment although children’s and
adolescents’ moral development and
character for-

Inserting Local Culture in English Language Teaching to Promote Character

52

mation, however, are not simply the

tinction is between those who view cha-
result of schooling but this is widespread
racter formation and morality as centered
agree- ment that schools should
on the cultivation of virtues and those who
contribute to students‘ moral development
argue that morality is ultimately a
and character formation.
function of judgments made in context.
Although the term “character edu- Traditional character educators generally
cation” has not been explicitly mentioned fall within this perspective. On the other
in the Act of Republic Indonesia on Na - hand, those who emphasize the role of
tional Educational System, but it has beeen reason and judgment draw their
becoming the biggest issues in various se- philosophical argu- ments from
minars or any kinds of academic rationalist ethics with its emphasis on
meetings on national education topic. autonomous justification for moral actions
The needs to build the national character based on principles of justice or fairness.
have also been becoming one of the central
This definition provides to terms con-
concern of the government. Our
cerning the notion of character education
government, through the
that can be considered as the moral or
Badan Penelitian dan Pengembangan Kuri -
the character education. While in the
kulum, Kementrian Pendidikan Nasional even
Cambridge Advanced Learners’ Dictionary
has pulished two books in January 2010 (2008) the origin and literal meanings of
concerning the practices of improving the character, however, are the particular
development of culture and character edu- combination of qualities in a person or
cation. place that makes them different from
The first book is Bahan Pelatihan Pe- others.
nguatan Metodologi Pembelajaran Berdasarkan The other definition of the term
Nilai -nilai Budaya untuk Meningkatkan Daya cha- racter coming from the point of
Saing dan Karakter Bangsa whereas the se- view of someone who is moralistic, that is,
cond book is Pengembangan Pendidikan Bu- a person who wishes to treat moral
daya dan Karakter Bangsa. The first book is categories as broadly as possible and to
mainly a kind of teachers’ guideline to give moral terms the most frequent
conduct the character education in schools possible use, character will appear to lie
while the second is mainly a general sup- entirely within the do- main of morality.
plement for schools to conduct and inte- The education of cha- racter, then, will
grating the character education. Although seem coextensive with moral education,
these two books have merely provided and to have a good cha- racter equivalent
some general overviews of the notion of to being morally virtuous to a high degree.
character education, it shows evidence of Most of us in the latter part of the
the governent’s deep concern on integrat- twentieth century are not mo- ralistic
ing the character education in schools. and, thus, will have a less simple and
Therefore, it would be much beneficial if reductive view of what good character is
there is an additional discussion on the (Kupperman, 1991:9).
notion of character education. In line with these definitions, cha-
In addition, Nucci and Narvaes (2008: racter education also can have some
2) state that in broad terms the debates other definitions as mentioned by
over moral and character education Berkowitz & Bier (2005:8), namely:
divide along some dimensions. One 1) Character educationis a national move-
broad dis-
Jurnal Pendidikan Karakter, Tahun II, Nomor 1, Februari
 5
ment creating schools that foster
ethi-

Inserting Local Culture in English Language Teaching to Promote Character

54

cal, responsible, and caring young peo-

process which consider learners as parts of
ple by modeling and teaching good
their social, culture, national cultural set-
character through emphasis on uni-
tings.
versal values that we all share. It is the
intentional, proactive effort by schools,
THE SIGNIFICANCE OF I NSERTING
districts, and states to instill in their
LOCAL CULTURE IN ENGLISH
students important core, ethical values
LANGUAGE TEACHING
such as caring, honesty, fairness, res-
In line with the notion of character
ponsibility, and respect for self and
education, the practices of foreign language
others. teaching, particularly English language
2) Character education is teaching child- teaching in this country need to have much
ren about basic human values, include- attention in terms of the internalization
ing honesty, kindness, generosity, of other culture. Brown via Richards
courage, freedom, equality, and res- and Renandya (2002:12) claims that, “
pect. The goal is to raise children to whenever
become morally responsible, self-di- you teach a language, you also teach a
sciplined citizens. complex system of cultural customs, values,
3) Character education is the deliberate and ways of
effort to develop good character based thinking, feeling, and acting”. Therefore, it is
on core virtues that are good for the considered an important thing that edu-
individual and good for society. cators and all individuals involving in the
4) Character education is any deliberate practice ofaforeign language teaching need
approach by which school personnel, to have awareness and sensitivity regard-
often in conjunction with parents and ing issues of cultural diversity between
community members help children English and the local languages as well as
and youth become caring, principled, the national language, bahasa Indonesia.
and responsible. The government even has done
Meanwhile, Kementerian Pendidikan their best to provide chances of
Nasional (2010:4) mentions that the term developing the practice of educational
character is closely related to attitudes, be- practices in schools not to mention for the
haviours, or personalities of a particular English subject by providing KTSP
person formed as the result of internali- (Kurikulum Tingkat Satuan Pendidikan). This
zation of believed virtues commonly used curriculum supports the idea of
as the foundation of his/her views, ways of integrating the local culture in the school
thinking, attitudes, and behaviours. There- curriculum not to mention the English
fore, the development of nation character Language curriculum. The practice of this
must be done in the form of building in- curriculum gives more opportuni- ties of
dividual character. As individuals live in a inserting the local culture in the practice
particular social and cultural of English language teaching. This
environment, the effort of buiding insertion of local culture in the practice
individuals character must be done in of English language teaching may be
his/her own social and cultural consi- dered essencial due to the fact
environment. In addition, the that this subject is commonly believed to
development of national culture and cha- provide the learners having a direct
racter must be done in an educational contact to the foreign culture.
One thing to be noted is the fact
Jurnal Pendidikan Karakter, Tahun II, Nomor 1, Februari
 5
that language can be seen as an
unseparable

Inserting Local Culture in English Language Teaching to Promote Character

56

element of culture. Foley (2001:19) men-

in which this particular language is used.
tions that: “ Language is often treated theo-
Meanwhile, the learners are also need to
retically as a sub system of culture within
learn not only the language but also learn
cognitive anthropology but in practice
the culture of the society using it. This
and structure of language as revealed by
phenomenon is particularly common in the
mo- dern linguistics has generally served
practice of a foreign language teaching
as the paradigm for analyzing other
owing to the fact that to be able to actively
aspects of culture”.
communicate using a foreign language, one
Following Foley, Linton (2009:28) needs to have not only a good proficiency
defines culture as, “ the way of life of its
of the language but also a comprehensive
members; the collection of ideas and habits
understanding of its culture.
which they learn, share and transmit from ge -
This will not be beneficial in terms of
neration to generation ” . By these definitions, maintaining our nation identity. Students
it can be stated that culture can be seen or learners may have a new perspective
as
towards their own culture. Some of the
a‘design for living’ , that gives meanings to
learners may consider the ‘new culture’ is
ways and forms of commonly accepted
better than the ‘previous one’. Teachers
behaviours of a particular society, while
need to have a clear explanation on the
language can be seen as, “ a cultural activity
proposition of ‘Accept the differences’. It
and, at the same time, an instrument for or -
must be clearly defined as understanding
ganizing other cultural domains ” (Sharifian
that there is other culture having
and Palmer, 2007:1).
different norms and values from one’s
Cultural differences are the main
own culture. Teachers need to make sure
questions of intercultural communications.
that this lesson will not lead to the belief
Grant and Lei (2001:10-11) propose four
that the new culture is better than one’s
main problems in the intercultural com-
own culture. Teachers need to have an
munication concerning the sociocultural
alternative way conducting the process of
aspects of language, namely: 1) Subjective
teaching and learning in their classrooms.
and objective support of the identity of
Therefore, the need to have a new
socio-cultural and linguistic minority stu-
perspective on the practice of English
dents; 2) Constructing curriculum contents
language teaching by inserting the local
implying and reflecting the positive value
culture is unavoidable. The underlying rea-
of the plurality of cultures and languages;
son of applying this new perspective to-
3) Building communicative, action-oriented
wards language teaching, is the fact that
skills; and 4) Accepting socio-cultural di-
teachers need to integrate the spirit of cha-
versity and the plurality of ideas as a
racter education for the sake of maintaining
challenge for democracy.
the nation identity. They must be aware
Hence, it is commonly agreed that
of the internalization of foreign culture in
the practice of a foreign language teaching,
the practice of foreign language teaching.
particularly English will not be effectively
They need to be more careful in
carried out without giving explanation of
explaining ma- terials containing cultural
its culture. English Language Teaching
content in order not to make their
educators are practically required not
students having a new semantic frame of
only to teach the language but at the same
their own culture. Teach- ers also need to
time are required to present the cultural
wherever possible, pro-
context

Jurnal Pendidikan Karakter, Tahun II, Nomor 1, Februari

 5

mote the local content to the students by

ground and identity that hopefully also
inserting the local cultural aspects or
improving their nationalism awareness
local wisdom during their teaching and
when they contact or learn a foreign cul-
learning process. This will be important
ture ideology internalized in the practice of
in main- taining the students’
English language teaching.
understanding to- wards their own
It is widely believed that cultural
culture.
aculturation through the intercultural com-
The term local culture in this sense is munication between Indonesian and a fo-
closely related to term tradition which
reign culture particularly Western culture,
can be defined as “inherited behavioural
has commonly inconsciously followed by
cus- toms remain practiced in the
the internalization of the foreign culture by
society, coming from the judgements or
means of various media, not to mention the
assump- tions that everything formerly
English language teaching. This cultural
exists is the right ones” (Kamus Besar
intercultural communication mainly results
Bahasa Indonesia, 2005:1208). The word
in the emergence of the construction of do-
tradition leads to the other related term
mination and hegemony of Western
called ‘tradisional’ having a similar meaning,
cultu- ral values towards the Indonesian
that is a form of attitude or a set of ways
identity and and nationalism. The fact
of thinking and act that always stick to
that na- tionalism is really crucial in the
the inherited norms and customs.
sense of maintaining the nation identity,
Seen from the archeological perspec- has been proposed by Anderson (2006:1-
tive, the term tradition and local culture
15) that views nationalism not only as a
refer to the term ‘local genius’ (Koentja-
imaginary phenomenon (but not
raningrat, 1986:80), that Wales (via Poespo-
imaginative), whose existence always
wardojo, 1986:30) defines as, “ the sum of the
requires to be continually reconstructed
cultural characteristic which the vast majority
and maintained by the whole society.
of a people have in common as a result of their
Consequently, the internalization of a
experience in early life ”. While Anderson foreign culture (Western culture) in the
(2006:6) uses the term of ‘cultural artefacts of
practice of English language teaching
a particular kind ’ to refer to the term local
needs to be critically concerned as this may
genius. By these definitions, the term ‘local
make us the victims of a new practice of
genius’ can be seen as the manifestation
Western imperialism and colonialism. In
of society’s personality reflected in the
relation to the importance of developing,
orien- tation of the society’s ways of life
maintaining and preserving the values
and be- liefs that commonly used to see
and the spirits of nationalism for the sake
and face the outside world manifested in
of the naton-state of Indonesia, the whole
their daily behaviours.
insert- ion of local culture in the practice
Looking at these definitions of local of Eng- lish language teaching meets its
culture and considering the need to
relevance and significance.
main- tain the nation identity, it will be
The insertion of the local culture in
much beneficial to insert the local cultural
the practice of English language teaching
values and norms in the practice of English
can be in the forms of selecting materials
langu- age teaching. The insertion of the
containing the local culture norms and
local cultural values can be an alternative
values and also giving additional expla-
way of preparing the learners’ cultural
back-
Inserting Local Culture in English Language Teaching to Promote Character
58

nation on any foreign cultural norms found

paring the learners’ cultural background
in the process of teaching and learning
and identity that hopefully also improve
English.
their nationalism awareness when they
This insertion of local culture, how- contact or learn a foreign culture
ever, will not be successfully carried out ideology internalized in the practice of
without the supports of all individuals in- English language teaching. This sense of
volved in the practice of English language national cultural awareness is actually
teaching, such as, the teachers, textbook one of the character education goals
publishers, parents, as well as the govern- (Kementerian Pendidikan Nasional,
ment. 2010:7).

CONCLUSION ACKNOWLEDGEMENT
It is widely known that the common My gratitudes go to the reviewers of
practice of English language teaching has Jurnal Pendidikan Karakter for the input,
been focused on preparing the students important notes, and corrections on the
to be able to communicate effectively language aspects to make this article
by using the language. Most people agree acceptable. May this article broaden the
that the practice of English language readers’ perspectives on the efforts of in-
teaching of English will not be effective serting the local culture to support the
without dis - cussing its culture, therefore implementation of character education.
teaching a language will be impossible
without teach- ing the culture. This,
REFERENCES
however, may lead the students to have
Anderson, Benedict Richard O'Gorman.
better understanding on foreign culture
2006. Imagined Communities: Reflect -
rather than their own culture or even in
ions on the Origin and Spread of
the extreme way could lead them to Nationalism . London, United King -
make the foreign culture as their own
dom: Verso.
culture and make them inter- nalize the
norms as well as foreign cultural values in
Berkowitz, Marvin W. & Melinda C. Bier.
their daily lives. All individuals engage
2005. What Works in Character Edu -
in the foreign language teaching and
cation: A Research-Driven Guide For
learning process need to anticipate this by Educators. St. Louis: University of
having the cultural awareness of the
Missouri Press.
foreign culture and start having discussion
on the national culture while explaining
Foley, William A. 2001. Anthropological
the foreign culture in their classrooms.
Linguistics: An Int roduction. Massa-
The fact that the practice of English chusetts: Blackwell Publishers.
language teaching cannot be separated
from teaching the accompanied culture and
Gonzales, Andrew. 1995. “T he Cultural
by considering the need to maintain the
Content of English as an Interna-
nation identity, it will be much beneficial to
tional Auxiliary Language (EIAL):
insert the local cultural values and norms
Problems and Issues”, in Makhan L.
in the practice of English language teach-
Tickoo (ed.), Language and Culture in
ing. The insertion of the local cultural
Multilingual Societies: Vi ewpoints and
values can be an alternative way of pre-
Visions. Singapore: SEAMEO Regio -

Jurnal Pendidikan Karakter, Tahun II, Nomor 1, Februari

 5

nal Language Centre with Sherson Nucci, Larry P. and Darcia Narvaés. 2008.
Publishing House, Pte. Ltd.
Handbook of Moral and Character
Education. New York: Routledge.
Grant, C. A. and J. L Lei. (eds). 2001. Global
Constructions of Multicultural Edu -
Richards, Jack C and Willy Renandya (eds).
cation: Theories and Realities. New
2002. Methodology in Language Teach -
Jersey: Lawrence Erlbaum Asso -
ing: An Anthology of Current Practice.
ciates, Inc.
Cambridge: Cambridge University
Press.
Kementerian Pendidikan Nasional. 2010.
Pengembangan Pendidikan Budaya dan
Sharifian, F. and G. B. Palmer. 2007. Applied
Karakter Bangsa: Pedoman Sekolah. Ja-
Cultural Linguistics Implications for
karta: Kementerian Pendidikan Na-
Second Language Learning and Inter-
sional, Badan Penelitian dan Pe-
cultural Communication. Amsterdam
ngembangan Pusat Kurikulum.
& Philadelphia: John Benjamins
Pu- blishing Company.
Koentjaraningrat. 1986. “Peranan Local
Genius dalam Akulturasi”, dalam
Walter, Elizabeth (ed). 2008. Cambridge Ad-
Ayatrohaedi, (ed.), Kepribadian Bu-
vanced Learner’s Dictionary 3rd Edit-
daya Bangsa (Local Genius). Jakarta: ion. Cambridge: Cambridge Univer-
Pustaka Jaya.
sity Press.

Mesthrie, R., J. Swann, A. Deumer and W. Woodford, Kate and Guy Jackson (eds.).
L. Leap. 2009. Introducing Socio - 2003. Cambridge Advanced Learner’s
linguistics. Edinburgh: Edinburg Dictionary. Cambridge: Cambridge
University Press. University Press.

Nikolov, Marianne (ed.). 2009. Early Lear-

ning of Modern Foreign Languages:
Processes and Outcomes. Second Edit-
ion. Bristol: Short Run Press Ltd.

Inserting Local Culture in English Language Teaching to Promote Character