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Understanding Culture in Learning English

Developing cultural understanding in language learners is a challenging task for teachers when teaching languages. This is not only to have a sharp understanding of the concept but also to creatively assess the effective ways how these conceptual ideals can be applied in the classroom.McKay (2003) states that in the context of learning English as a foreign language, various cultures that apply in English-speaking communities need to be introduced to students so that they can be more sensitive to various cultural variations in English-speaking communities in order to develop intercultural communication skills. This can be done by integrating it into the material when learning and learning activities so that students can appreciate their own culture and at the same time can recognize their differences and similarities with other cultures.
Zulianti, H., -Maximilian, A., & Ajeng, G. D. (2016). The teaching of English cannot be separated from the cultural teaching of native English speakers. The most students the main opportunity to learn a foreign culture is when they learn the language. Foreign language learning is expected to include cultural learning as one of the elements that must be taught in class. Foreign language teachers are obliged to introduce cultural elements in the language learning they teach. Therefore, the teaching materials presented must be a replica of the situation in which the language is used in a natural cultural context.Afriani, Z. L. (2019). The relationship between culture and language is very close because they influence each other. In learning English, culture can be taught in an integrated manner with learning in four skills, namely, listening, speaking, reading, and writing. According to Brown (2001), the application of cultural learning can be done in several ways, namely:

1. 
   Discuss cross-cultural differences between foreign cultures and students' native languages by emphasizing that no one culture is more than another;
   
2. 
   Azizah, D. M., & Surya, A. (2017). The cultural integration in English learning that is most often done by teachers is the cultivation of noble values. Include learning materials that illustrate the relationship between language and culture;
   
3. 
   Teaches cultural connotations and sociolinguistic aspects of language learning; and 4. Padmawati, N. N., Nitiasih, P. K., & Artini, L. P. (2009). Culture-based English learning is characterized by the inclusion of local culture at the material level. Choosing the right learning method in delivering material related to foreign cultures that is different from the original culture.
   

According to Liddicoat (2004), there is a main framework containing four activities related to culture, namely:

1. 
   Studying and understanding a cultural practice,
   
2. 
   Comparing cultural practices,
   
3. 
   Exploring culture, and
   
4. 
   Position oneself in the third place between two (or more) cultures.
   

Liddicoat (2004) also mentions several possible strategies, including: explicit cultural teaching, integrating culture into four language skills, teaching culture from the beginning of language teaching, teaching bilingual, involving intercultural exploration, and helping learners to continue. learn.
Liddicoat, Papademetre, Scarino, & Kohler (2003) proposed another strategy through five pedagogical principles which include:

1. 
   Active construction, which implies the need for learners to seek and build their own knowledge of the target culture so that they are able to describe, analyze, and compare their culture with the target culture;
   
2. 
   Making connections, which emphasizes the ability to connect and see intercultural linkages;
   
3. 
   Social interaction, which is implemented through interactive discussions among learners;
   
4. 
   Reflection, which is considered a key part that involves learners to respond and reflect on culture in a non-judgmental way; and
   
5. 
   Responsibility, which implies the ability to build awareness of cultural differences and to respect people who have different cultural practices.
   

In the language learning process, it is very important to discuss crosscultural differences because this discussion will help students understand why a group of people perceives things differently when compared to other people's perspectives. This understanding can make students become broad-minded students who can understand cultural differences as something that also colors human life.
Moran (2001) states that cultural experiences on the involvement of learners in learning culture can be highlighted as the key to cultural learning. Language related to cultural learning is explained through four main functions, namely language to participate in culture, language to describe culture, language to interpret culture, and language to respond to the culture being studied.
The strategies presented above can be an alternative for language teachers to increase the cultural understanding of their learners. However, what needs to be kept in mind is that regardless of the strategies that teachers will use, they must ensure that each stage is meaningful and able to lead students to cultural understanding in language learning.
Learning vocabulary and language notes and practicing the four language skills is of course very important. But this can make students only learn a language as a whole if they are not introduced to the socio-cultural aspects of the language. Seeley (1993) states that this can be understood because knowledge of linguistic elements without knowledge of the cultural values prevailing in the language-user community is insufficient to be used as provisions so that students can communicate in a language acceptably.