Learning Dimensions of Teachers Talk: Knowledge and Value Within Cultural Awareness

Abstract

Multicultural context education requires cultural integration in learning. Considering that issue, this research describes the learning dimension with cultural integration. The data were obtained by recording and observing teachers' speeches in the multicultural class and analyzing the speech acts to formulate the learning dimensions found in the speech. The results of the research show that there are three learning dimensions namely using stories and language repertoire, making connections between material and local culture, and referring cultural values to solve problems. Learning dimensions of teachers talk to instill knowledge and value within cultural awareness is demands an instruction reflecting what is the best of what one should know about how a learning should be ideally conducted with characteristic (1) done with knowledge-transforming not only knowledge-telling, (2) involving cultural and language repertoire, (3) spoken with pragmatic force not only understanding, but also motivating, advising, and recommending to change behavior and convince students to do as explained teacher.