This course trains students on the topic of culture, identity, cross-cultural communication, and explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize the source of cross-cultural misunderstanding and miscommunication. It raises awareness and mindfulness in cross-cultural interactions related to lifestyles, communication styles, human behaviour e.g. etiquette, beliefs, values and social issues.

Students become culturally sensitive, open-minded individuals who welcome differences in people across the globe and maintain an attitude to be mindful about others.
Students learn about barriers to cross-cultural communication, adjustment to other cultures, and culture shock.
Students familiarize themselves with the communication norms, rituals, and taboos of other cultures
Students are able to complete a series of tasks in order to help them gain a better understanding of culture in a broader context and the components of culture.
Students are able to act as cultural ethnographers, attempting to analyze their culture as both a member of the culture and as an observer.
Students are able to think critically about who they are as cultural beings.

1. Baldwin, J. R., Coleman, R. R. M., Gonzal, A., & Shenoy-Packer, S. (2014). Intercultural communication for everyday life. John Wiley & Sons.
2. Browaeys, M. J. (2010). Understanding cross-cultural management. Pearson Education India.
3. Feng, A., Byram, M., & Fleming, M. (Eds.). (2009). Becoming interculturally competent through education and training. Multilingual Matters.
4. Janssen, P. T. (2019). Intercultural Competences. Routledge.
5. Wederspahn, G. M., & Sheridan, W. R. (2000). Intercultural Services: A worldwide buyer's guide and sourcebook. Routledge.
6. Setty, Emily. (2020). Risk and harm in youth sexting culture: Young people’s perspectives. Routledge.
7. Osgerby, Bill. (2021). Youth culture and the media. Routledge.
8. Wood, Clare, Kemp, & Nenagh, Plester, Beverly. (2013). Text messaging and literacy - The evidence. Routledge.
9. Goggin, Gerard. 2006. Cell phone culture: Mobile technology in everyday life. Routledge.
10. Gamble, Teri Kwal, & Gamble, Michael. (2016). Nonverbal messages tell more: A practical guide to nonverbal communication. Routledge.
11. Karandashev, Victor. (2019). Cross-cultural perspectives on the expression of love. Springer.
12. Willock, Brent, Curtis, Rebecca C., & Bohm, Lori C. (2009). Taboo or not taboo? Forbidden thoughts, forbidden acts in psychoanalysis and psychotherapy. Routledge.
13. Strang, Veronica; Busse, Mark. (2011). Ownership and appropriation. Routledge.
14. Fonagy, Peter, Krause, Rainer, & Leuzinger-Bohleber. Marianne. (2006). Identity, gender, and sexuality: 150 years after Freud. Routledge.
15. Hertzmann, Leezah, & Newbigin, Juliet. (2020). Sexuality and gender now: Moving beyond heteronormativity. Routledge.
16. Gerda Siann. 1994. Gender, sex and sexuality: Contemporary psychological perspectives. Taylor & Francis.

This course trains students on the topic of culture, identity, cross-cultural communication, and explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize the source of cross-cultural misunderstanding and miscommunication. It raises awareness and mindfulness in cross-cultural interactions related to lifestyles, communication styles, human behaviour e.g. etiquette, beliefs, values and social issues.

Students become culturally sensitive, open-minded individuals who welcome differences in people across the globe and maintain an attitude to be mindful about others.
Students learn about barriers to cross-cultural communication, adjustment to other cultures, and culture shock.
Students familiarize themselves with the communication norms, rituals, and taboos of other cultures
Students are able to complete a series of tasks in order to help them gain a better understanding of culture in a broader context and the components of culture.
Students are able to act as cultural ethnographers, attempting to analyze their culture as both a member of the culture and as an observer.
Students are able to think critically about who they are as cultural beings.

1. Baldwin, J. R., Coleman, R. R. M., Gonzal, A., & Shenoy-Packer, S. (2014). Intercultural communication for everyday life. John Wiley & Sons.
2. Browaeys, M. J. (2010). Understanding cross-cultural management. Pearson Education India.
3. Feng, A., Byram, M., & Fleming, M. (Eds.). (2009). Becoming interculturally competent through education and training. Multilingual Matters.
4. Janssen, P. T. (2019). Intercultural Competences. Routledge.
5. Wederspahn, G. M., & Sheridan, W. R. (2000). Intercultural Services: A worldwide buyer's guide and sourcebook. Routledge.
6. Setty, Emily. (2020). Risk and harm in youth sexting culture: Young people’s perspectives. Routledge.
7. Osgerby, Bill. (2021). Youth culture and the media. Routledge.
8. Wood, Clare, Kemp, & Nenagh, Plester, Beverly. (2013). Text messaging and literacy - The evidence. Routledge.
9. Goggin, Gerard. 2006. Cell phone culture: Mobile technology in everyday life. Routledge.
10. Gamble, Teri Kwal, & Gamble, Michael. (2016). Nonverbal messages tell more: A practical guide to nonverbal communication. Routledge.
11. Karandashev, Victor. (2019). Cross-cultural perspectives on the expression of love. Springer.
12. Willock, Brent, Curtis, Rebecca C., & Bohm, Lori C. (2009). Taboo or not taboo? Forbidden thoughts, forbidden acts in psychoanalysis and psychotherapy. Routledge.
13. Strang, Veronica; Busse, Mark. (2011). Ownership and appropriation. Routledge.
14. Fonagy, Peter, Krause, Rainer, & Leuzinger-Bohleber. Marianne. (2006). Identity, gender, and sexuality: 150 years after Freud. Routledge.
15. Hertzmann, Leezah, & Newbigin, Juliet. (2020). Sexuality and gender now: Moving beyond heteronormativity. Routledge.
16. Gerda Siann. 1994. Gender, sex and sexuality: Contemporary psychological perspectives. Taylor & Francis.

This course trains students on the topic of culture, identity, cross-cultural communication, and explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize the source of cross-cultural misunderstanding and miscommunication. It raises awareness and mindfulness in cross-cultural interactions related to lifestyles, communication styles, human behaviour e.g. etiquette, beliefs, values and social issues.

Students become culturally sensitive, open-minded individuals who welcome differences in people across the globe and maintain an attitude to be mindful about others.
Students learn about barriers to cross-cultural communication, adjustment to other cultures, and culture shock.
Students familiarize themselves with the communication norms, rituals, and taboos of other cultures
Students are able to complete a series of tasks in order to help them gain a better understanding of culture in a broader context and the components of culture.
Students are able to act as cultural ethnographers, attempting to analyze their culture as both a member of the culture and as an observer.
Students are able to think critically about who they are as cultural beings.

1. Baldwin, J. R., Coleman, R. R. M., Gonzal, A., & Shenoy-Packer, S. (2014). Intercultural communication for everyday life. John Wiley & Sons.
2. Browaeys, M. J. (2010). Understanding cross-cultural management. Pearson Education India.
3. Feng, A., Byram, M., & Fleming, M. (Eds.). (2009). Becoming interculturally competent through education and training. Multilingual Matters.
4. Janssen, P. T. (2019). Intercultural Competences. Routledge.
5. Wederspahn, G. M., & Sheridan, W. R. (2000). Intercultural Services: A worldwide buyer's guide and sourcebook. Routledge.
6. Setty, Emily. (2020). Risk and harm in youth sexting culture: Young people’s perspectives. Routledge.
7. Osgerby, Bill. (2021). Youth culture and the media. Routledge.
8. Wood, Clare, Kemp, & Nenagh, Plester, Beverly. (2013). Text messaging and literacy - The evidence. Routledge.
9. Goggin, Gerard. 2006. Cell phone culture: Mobile technology in everyday life. Routledge.
10. Gamble, Teri Kwal, & Gamble, Michael. (2016). Nonverbal messages tell more: A practical guide to nonverbal communication. Routledge.
11. Karandashev, Victor. (2019). Cross-cultural perspectives on the expression of love. Springer.
12. Willock, Brent, Curtis, Rebecca C., & Bohm, Lori C. (2009). Taboo or not taboo? Forbidden thoughts, forbidden acts in psychoanalysis and psychotherapy. Routledge.
13. Strang, Veronica; Busse, Mark. (2011). Ownership and appropriation. Routledge.
14. Fonagy, Peter, Krause, Rainer, & Leuzinger-Bohleber. Marianne. (2006). Identity, gender, and sexuality: 150 years after Freud. Routledge.
15. Hertzmann, Leezah, & Newbigin, Juliet. (2020). Sexuality and gender now: Moving beyond heteronormativity. Routledge.
16. Gerda Siann. 1994. Gender, sex and sexuality: Contemporary psychological perspectives. Taylor & Francis.

This course trains students on the topic of culture, identity, cross-cultural communication, and explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize the source of cross-cultural misunderstanding and miscommunication. It raises awareness and mindfulness in cross-cultural interactions related to lifestyles, communication styles, human behaviour e.g. etiquette, beliefs, values and social issues.

Students become culturally sensitive, open-minded individuals who welcome differences in people across the globe and maintain an attitude to be mindful about others.
Students learn about barriers to cross-cultural communication, adjustment to other cultures, and culture shock.
Students familiarize themselves with the communication norms, rituals, and taboos of other cultures
Students are able to complete a series of tasks in order to help them gain a better understanding of culture in a broader context and the components of culture.
Students are able to act as cultural ethnographers, attempting to analyze their culture as both a member of the culture and as an observer.
Students are able to think critically about who they are as cultural beings.

1. Baldwin, J. R., Coleman, R. R. M., Gonzal, A., & Shenoy-Packer, S. (2014). Intercultural communication for everyday life. John Wiley & Sons.
2. Browaeys, M. J. (2010). Understanding cross-cultural management. Pearson Education India.
3. Feng, A., Byram, M., & Fleming, M. (Eds.). (2009). Becoming interculturally competent through education and training. Multilingual Matters.
4. Janssen, P. T. (2019). Intercultural Competences. Routledge.
5. Wederspahn, G. M., & Sheridan, W. R. (2000). Intercultural Services: A worldwide buyer's guide and sourcebook. Routledge.
6. Setty, Emily. (2020). Risk and harm in youth sexting culture: Young people’s perspectives. Routledge.
7. Osgerby, Bill. (2021). Youth culture and the media. Routledge.
8. Wood, Clare, Kemp, & Nenagh, Plester, Beverly. (2013). Text messaging and literacy - The evidence. Routledge.
9. Goggin, Gerard. 2006. Cell phone culture: Mobile technology in everyday life. Routledge.
10. Gamble, Teri Kwal, & Gamble, Michael. (2016). Nonverbal messages tell more: A practical guide to nonverbal communication. Routledge.
11. Karandashev, Victor. (2019). Cross-cultural perspectives on the expression of love. Springer.
12. Willock, Brent, Curtis, Rebecca C., & Bohm, Lori C. (2009). Taboo or not taboo? Forbidden thoughts, forbidden acts in psychoanalysis and psychotherapy. Routledge.
13. Strang, Veronica; Busse, Mark. (2011). Ownership and appropriation. Routledge.
14. Fonagy, Peter, Krause, Rainer, & Leuzinger-Bohleber. Marianne. (2006). Identity, gender, and sexuality: 150 years after Freud. Routledge.
15. Hertzmann, Leezah, & Newbigin, Juliet. (2020). Sexuality and gender now: Moving beyond heteronormativity. Routledge.
16. Gerda Siann. 1994. Gender, sex and sexuality: Contemporary psychological perspectives. Taylor & Francis.

This course trains students on the topic of culture, identity, cross-cultural communication, and explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize the source of cross-cultural misunderstanding and miscommunication. It raises awareness and mindfulness in cross-cultural interactions related to lifestyles, communication styles, human behaviour e.g. etiquette, beliefs, values and social issues.

Students become culturally sensitive, open-minded individuals who welcome differences in people across the globe and maintain an attitude to be mindful about others.
Students learn about barriers to cross-cultural communication, adjustment to other cultures, and culture shock.
Students familiarize themselves with the communication norms, rituals, and taboos of other cultures
Students are able to complete a series of tasks in order to help them gain a better understanding of culture in a broader context and the components of culture.
Students are able to act as cultural ethnographers, attempting to analyze their culture as both a member of the culture and as an observer.
Students are able to think critically about who they are as cultural beings.

1. Baldwin, J. R., Coleman, R. R. M., Gonzal, A., & Shenoy-Packer, S. (2014). Intercultural communication for everyday life. John Wiley & Sons.
2. Browaeys, M. J. (2010). Understanding cross-cultural management. Pearson Education India.
3. Feng, A., Byram, M., & Fleming, M. (Eds.). (2009). Becoming interculturally competent through education and training. Multilingual Matters.
4. Janssen, P. T. (2019). Intercultural Competences. Routledge.
5. Wederspahn, G. M., & Sheridan, W. R. (2000). Intercultural Services: A worldwide buyer's guide and sourcebook. Routledge.
6. Setty, Emily. (2020). Risk and harm in youth sexting culture: Young people’s perspectives. Routledge.
7. Osgerby, Bill. (2021). Youth culture and the media. Routledge.
8. Wood, Clare, Kemp, & Nenagh, Plester, Beverly. (2013). Text messaging and literacy - The evidence. Routledge.
9. Goggin, Gerard. 2006. Cell phone culture: Mobile technology in everyday life. Routledge.
10. Gamble, Teri Kwal, & Gamble, Michael. (2016). Nonverbal messages tell more: A practical guide to nonverbal communication. Routledge.
11. Karandashev, Victor. (2019). Cross-cultural perspectives on the expression of love. Springer.
12. Willock, Brent, Curtis, Rebecca C., & Bohm, Lori C. (2009). Taboo or not taboo? Forbidden thoughts, forbidden acts in psychoanalysis and psychotherapy. Routledge.
13. Strang, Veronica; Busse, Mark. (2011). Ownership and appropriation. Routledge.
14. Fonagy, Peter, Krause, Rainer, & Leuzinger-Bohleber. Marianne. (2006). Identity, gender, and sexuality: 150 years after Freud. Routledge.
15. Hertzmann, Leezah, & Newbigin, Juliet. (2020). Sexuality and gender now: Moving beyond heteronormativity. Routledge.
16. Gerda Siann. 1994. Gender, sex and sexuality: Contemporary psychological perspectives. Taylor & Francis.

This course explains the topics of culture, explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize cutural features from around the globe to improve understading across different cultures.

1. Menghargai keanekaragaman budaya, pandangan, agama, dan kepercayaan, serta pendapat atau temuan orisinal orang lain (S6)
2. Menunjukkan sikapbertanggung jawab atas pekerjaan di bidang keahliannya secara mandiri (S9)
3. Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora yang sesuai dengan bidang pendidikan bahasa Inggris (KU1)
4. Mampu menunjukkan kinerja mandiri, bermutu, dan terukur (KU2)
5. Mampu mengambil keputusan secara tepat dalam konteks penyelesaian masalah di bidang pembelajaran bahasa Inggris, berdasarkan hasil analis isinformasi dan data (KU5)
6. Mampu melakukan proses evaluasi diri terhadap kelompok kerja yang berada dibawah tanggung jawabnya, dan mampu mengelola pembelajaran secara mandiri (KU8)
7. Merencanakan, menerapkan, mengelola, mengevaluasipembelajaran, sertamelakukan perbaikan metode dan proses belajar Bahasa Inggris sebagai bahasa asing sesuai dengan karakteristik dan kebutuhan peserta didik serta pemangku kepentingan sesuai standar proses dan mutu (KK4)
8. Mampu menerapkan metode dan proses belajar dan pembelajaran Bahasa Inggris untuk tujuan tertentu (English for specific purposes) (KK5)
9. Menguasai konsep dan teori tentang pedagogi (PP1)
10. Menguasai konsep, teori dan prinsip-prinsip pembelajaran Bahasa Inggris (PP3)

-

This course explains the topics of culture, explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize cutural features from around the globe to improve understading across different cultures.

1. Menghargai keanekaragaman budaya, pandangan, agama, dan kepercayaan, serta pendapat atau temuan orisinal orang lain (S6)
2. Menunjukkan sikapbertanggung jawab atas pekerjaan di bidang keahliannya secara mandiri (S9)
3. Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora yang sesuai dengan bidang pendidikan bahasa Inggris (KU1)
4. Mampu menunjukkan kinerja mandiri, bermutu, dan terukur (KU2)
5. Mampu mengambil keputusan secara tepat dalam konteks penyelesaian masalah di bidang pembelajaran bahasa Inggris, berdasarkan hasil analis isinformasi dan data (KU5)
6. Mampu melakukan proses evaluasi diri terhadap kelompok kerja yang berada dibawah tanggung jawabnya, dan mampu mengelola pembelajaran secara mandiri (KU8)
7. Merencanakan, menerapkan, mengelola, mengevaluasipembelajaran, sertamelakukan perbaikan metode dan proses belajar Bahasa Inggris sebagai bahasa asing sesuai dengan karakteristik dan kebutuhan peserta didik serta pemangku kepentingan sesuai standar proses dan mutu (KK4)
8. Mampu menerapkan metode dan proses belajar dan pembelajaran Bahasa Inggris untuk tujuan tertentu (English for specific purposes) (KK5)
9. Menguasai konsep dan teori tentang pedagogi (PP1)
10. Menguasai konsep, teori dan prinsip-prinsip pembelajaran Bahasa Inggris (PP3)

-

This course explains the topics of culture, explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize cutural features from around the globe to improve understading across different cultures.

1. Menghargai keanekaragaman budaya, pandangan, agama, dan kepercayaan, serta pendapat atau temuan orisinal orang lain (S6)
2. Menunjukkan sikapbertanggung jawab atas pekerjaan di bidang keahliannya secara mandiri (S9)
3. Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora yang sesuai dengan bidang pendidikan bahasa Inggris (KU1)
4. Mampu menunjukkan kinerja mandiri, bermutu, dan terukur (KU2)
5. Mampu mengambil keputusan secara tepat dalam konteks penyelesaian masalah di bidang pembelajaran bahasa Inggris, berdasarkan hasil analis isinformasi dan data (KU5)
6. Mampu melakukan proses evaluasi diri terhadap kelompok kerja yang berada dibawah tanggung jawabnya, dan mampu mengelola pembelajaran secara mandiri (KU8)
7. Merencanakan, menerapkan, mengelola, mengevaluasipembelajaran, sertamelakukan perbaikan metode dan proses belajar Bahasa Inggris sebagai bahasa asing sesuai dengan karakteristik dan kebutuhan peserta didik serta pemangku kepentingan sesuai standar proses dan mutu (KK4)
8. Mampu menerapkan metode dan proses belajar dan pembelajaran Bahasa Inggris untuk tujuan tertentu (English for specific purposes) (KK5)
9. Menguasai konsep dan teori tentang pedagogi (PP1)
10. Menguasai konsep, teori dan prinsip-prinsip pembelajaran Bahasa Inggris (PP3)

-

This course explains the topics of culture, explore several areas of culture, all the while encouraging students to look below the surface and begin to recognize cutural features from around the globe to improve understading across different cultures.

1. Menghargai keanekaragaman budaya, pandangan, agama, dan kepercayaan, serta pendapat atau temuan orisinal orang lain (S6)
2. Menunjukkan sikapbertanggung jawab atas pekerjaan di bidang keahliannya secara mandiri (S9)
3. Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora yang sesuai dengan bidang pendidikan bahasa Inggris (KU1)
4. Mampu menunjukkan kinerja mandiri, bermutu, dan terukur (KU2)
5. Mampu mengambil keputusan secara tepat dalam konteks penyelesaian masalah di bidang pembelajaran bahasa Inggris, berdasarkan hasil analis isinformasi dan data (KU5)
6. Mampu melakukan proses evaluasi diri terhadap kelompok kerja yang berada dibawah tanggung jawabnya, dan mampu mengelola pembelajaran secara mandiri (KU8)
7. Merencanakan, menerapkan, mengelola, mengevaluasipembelajaran, sertamelakukan perbaikan metode dan proses belajar Bahasa Inggris sebagai bahasa asing sesuai dengan karakteristik dan kebutuhan peserta didik serta pemangku kepentingan sesuai standar proses dan mutu (KK4)
8. Mampu menerapkan metode dan proses belajar dan pembelajaran Bahasa Inggris untuk tujuan tertentu (English for specific purposes) (KK5)
9. Menguasai konsep dan teori tentang pedagogi (PP1)
10. Menguasai konsep, teori dan prinsip-prinsip pembelajaran Bahasa Inggris (PP3)

-

Cross Cultural Understanding adalah mata kuliah tentang budaya yang berbeda yang mempelajari bahasa inggris. bedanya budaya antara 2 budaya seperti amerika dan indonesia

Mahasiswa mengetahui tentang budaya berbahasa inggris

Levine, Deena R, et al. 1987. The Culture Puzzle: Cross-Cultural Communication for English as a Second Language. New Jersey; Prentice-Hall Inc.

Cross Cultural Understanding adalah mata kuliah tentang budaya yang berbeda yang mempelajari bahasa inggris. bedanya budaya antara 2 budaya seperti amerika dan indonesia

Mahasiswa mengetahui tentang budaya berbahasa inggris

Levine, Deena R, et al. 1987. The Culture Puzzle: Cross-Cultural Communication for English as a Second Language. New Jersey; Prentice-Hall Inc.

Cross Cultural Understanding adalah mata kuliah tentang budaya yang berbeda yang mempelajari bahasa inggris. bedanya budaya antara 2 budaya seperti amerika dan indonesia

Mahasiswa mengetahui tentang budaya berbahasa inggris

Levine, Deena R, et al. 1987. The Culture Puzzle: Cross-Cultural Communication for English as a Second Language. New Jersey; Prentice-Hall Inc.