The implementation of multicultural education in German language learning

Journal of Education and Learning (EduLearn)
Vol. 13, No. 4, November 2019, pp. 466~473
ISSN: 2089-9823 DOI: 10.11591/edulearn.v13i4.13469  466
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
The implementation of multicultural education in German
language learning
Wilma Akihary, Patrresia S. Apituley
Study Program of German Language Education, Pattimura University, Indonesia
Article Info ABSTRACT
Article history:
Received Jul 2, 2019
Revised Aug 15, 2019
Accepted Oct 26, 2019
Multicultural education in a diverse cultural society is one of the important
aspects to be addressed in order that it is not viewed as a threat in the current
era of education 4.0. This researchaims at examining the implementation of
multicultural education in German language learning, especially in the
Aufbaustufe A2 course. The samples of this research were second semester
students of class A in the Study Program of German Language
Educationwith the total of 20 students. The instruments used in this research
were questionnaires, interviews and document review. The data of the results
of the questionnaire, interviews, and document review were analyzed
by using descriptive statistics. The results of this research show that
students are aware of their existence and also the existence of other
students who have different cultural backgrounds. In addition, they respect
their own culture even though they are also open to learning and
understanding German culture.
Keywords:
German language learning
Multicultural education
Copyright © 2019 Institute of Advanced Engineering and Science.
All rights reserved.
Corresponding Author:
Wilma Akihary,
Study Program of German Language Education,
Pattimura University.
Jl. Ir. M. Putuhena, Unpatti Campus Poka, Ambon 97233, Indonesia.
Email: wilamq@yahoo.com
1. INTRODUCTION
Today the industrial revolution (IR) 4.0 is developing rapidly and influencing all fields including
education. The education 4.0 develops students to utilize new technologies that can help them improve
according to the changes in society [1, 2]. Therefore, the curriculum needs to be revised by adding five
competencies that must be possessed by students, namely critical thinking skills, creative and innovative,
communication skills, cooperative and collaborative, and self-confidence [3]. In education 4.0, students need
to learn to interact with people from various parts of the world. Thus, students should have the
communication skills and should be professional in their fields. This also means that learning in the era of
education 4.0 provides a learning experience to live in a community using the students’ best skills [4]. World
Economic Forum [5] identifies that the coordination skill with other people is one of the 10 skills in 2020.
Therefore, it can be said that education 4.0 also highlights the ability to interact and to collaborate in
multicultural communities.
One approach that can be used by teachers in accommodating cultural diversity in the classroom is
multicultural education. Multicultural education is an education system that manages ways to convey the
education concepts, a set of principles, values and practices of life of all races and ethnic groups of the
students[6-8]. Banks [9] asserts that the purpose of multicultural education is to help individuals as learners
to understand themselves in depth by seeing themselves from other cultural perspectives, and introducing
other cultures and ethnicities to these individuals. Therefore, Misco [10] adds that in multicultural education,
teachers play an important role in designing multicultural learning, so that learners feel comfortable
in cultural diversity.

J. Edu. & Learn. ISSN: 2089-9823 
The implementation of multicultural education in German language learning (Wilma Akihary)
467
Several researches on the implementation of multicultural education have been conducted. Mayo
[11] concludes that the transformation of multicultural curricula in higher education institutions can help all
stakeholders, such as faculties, students and universities as a whole, to produce multicultural literate human
resources, so that they are ready to live and work in the global generation. The research by Campbell-
Whatley et al [12] shows that a higher education institution will continue to experience growth in the number
of students from different cultural backgrounds, therefore universities need to be committed to ensuring that
each faculty is equipped with multicultural education to respond to the diversity of students. This research
also proves that multicultural education has a positive effect on faculties, students, and stakeholders of
universities. Gay [13] adds that multicultural education is an integral part of improving student
academic success regardless of their skin color, and preparing all young people to become democratic
citizens in a pluralistic society.
Today’s classroom learning consists of students who have different cultural backgrounds. The
difference in the students’ cultural background will certainly affect the way they act and think. Therefore,
lecturers should be able to accommodate the students’ cultural diversity in their classes. Nyoni [14] adds that
multicultural education provides equality for the minority students. These students can understand the
dominant culture, so that they can acculturate to the dominant culture.
Learning from the social conflict incident that occurred in 1999, multiculturalism in Maluku
province is one of the aspects that need to be addressed, so that it is not seen as a threat but as a cultural
richness that must be maintained in the community. This will have an impact on learning, especially foreign
language learning, as found in the Study Program of German Language Education, PattimuraUniversity. The
students of Study Program of German Language Educationwith various ethnic and religious backgrounds
learn German, which is the second foreign language in Maluku. Cultural clashes that occur between these can
lead to conflict. For this reason, multicultural education is used as an alternative to realize national life in a
multicultural frame [15]. Based on this explanation, this research aims at aims examining the implementation
of multicultural education in German language learning.
2. RESEARCH METHOD
This research is a descriptive qualitative research to explore the cultural diversity of students during
German language learning, especially in the Aufbaustufe A2 course. The population of this research was the
second semesterstudents of the Study Program of German Language Education with a total number of 60
students. The samples used in this research were 20 students of German Language Education Study Program
Class A in the second semester. The samples were determined using purporsive sampling technique with
heterogeneous cultural criteria.
Several research instruments were used to collect the research data. The instruments were in the
form of a questionnaire sheet, interview guidelines, and a document review to analyze the extent to which the
implementation of multicultural education was achieved by students. Data analysis in this research was
carried out using descriptive analysis. This analysis began with reducing data, selecting and simplifying data,
and focusing on the data obtained from questionnaires, interviews and documentation, and then presenting
the data in the form of graphics, and finally drawingconclusions.
3. RESULTS AND ANALYSIS
3.1. Student responses based on their region of origin and the mastery of regional languages
Based on the results of the questionnaire and interviews, it was found that the second
semester students of the Study Program of German Language Education came from various regions in
Maluku as shown in Figure 1a.
Recognizing and respecting oneself, in this regard, towards self-identity as well as local language is
very good. However, Figure 1b shows this is inversely proportional to their mastery of regional languages.
Only 15% of the students master their regional languages actively, while the remaining 85% do not master
their regional languages. This occurs due to several reasons: 1) the language used as an active means of
communication among students is Ambon Malay; 2) most of their parents also do not use the regional
language at home; 3) regional languages are not taught at schools. Similar research results were also found by
Renganathan [16] that indigenous language in Malaysia was not used as a communication tool in schools, but
it only functioned as an identity marker for indigenous communities. The language used in schools was
Malay and English. Robinson [17]adds that languages are not just a communication tool. However, language
also signifies one’s identity. Local languages and local cultures as the identity of the people of a region are
inseparable. Thus, if the local languages are in the brink of extinction, the local cultures are also in
danger of dying out.

 ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 4, November 2019 : 466 – 473
468
(a) (a)
Figure 1. Student responses based on their region of origin and mastery of regional languages
In national language politics, regional languages are given the main attention, given that regional
languages have functions as (1) symbols of regional pride, (2) symbols of regional identity, and (3) a tool to
connect within families and local communities, regional languages function as (1) to support the national
language, (2) the language of instruction in schools, (3) a tool to develop and to support the local cultures
[18]. Thus, regional governments should appreciate the attention toward regional languages, in this case the
regional government of Maluku, so that the self-defense with the identity as of the child of Maluku region
with its regional language does not die out. Regional languages are also referred to as indigenous
languages.Thatindigenous languagescan be learnt through special courses that work with indigenous
communities or flexible programs, because indigenous languagesare inheritance of elders. Thus, it is
expected that the academy provides resources for learning indigenous languages, provides the opportunities
for students to learn indigenous languages, and ensures the formation of "Indigenous Language sholars" [19].
3.2. Student responses regarding eating manner
Based on the results of the questionnaire and interviews related to eating manner, it was found that
each student had different eating manners as shown in Figure 2.
Figure 2. Student responses related to eating mann
Figure 2 shows 85% of the students stated that they usually ate slowly with their mouth closed, only
5% of the students ate slowly with their mouths open, but 10% of the students stated that they felt
comfortable eating with their mouths open with chewing sounds. Students understand the eating manner in
German culture, for example sitting at a dining table and eating with spoons, forks and knives. When
chewing, the mouth is closed and no chewing sounds. The research by Rodríguez-Arauz et al [20] shows the
importance of considering culture as a major factor in attitudes about eating. In this research, it was found

J. Edu. & Learn. ISSN: 2089-9823 
469
that 100% of the students knew the eating manner in German culture. They would use this manner when they
were among Germans, or when they were in Germany. However, when the students were eating together
with their friends, they felt comfortable to eat with their usual eating manner. For example, 90% of the
students ate using their hands while folding their legs on a chair, or sitting cross-legged on the floor.
3.3. Student reactions toward different eating manners and kinds of food from respondents
Based on the results of the questionnaire and interviews, it was found that each student had different
reactions toward eating manners and kinds of food as shown in Figure 3.
Figure 3. Students’ reactions towards different eating manners and kinds of food from the respondents
Responding to the differences among students, it was found that; 40% of the sudents ignored it, 30%
of the students understood it, and 30% of the students would remind their friends politely or humorously
when they thought their friends’ eating manner disturbed others. Meanwhile, 100% of the students
understood when their friends ate different kinds of food as shown in Figure 3. The Non-Muslims were very
understanding when their friends could not eat a particular of food because they thought it was haram
(forbidden/unlawful food). For the Muslims, the food that can be eaten is not tolerated because it is related to
faith. Meanwhile, Fadzlillah [21] adds that in Islamic law, Muslims emphasize on the importance of the
sources of food to be consumed. The Non-Muslim students also understood this, even they would also
remind their Muslim friends not to eat the forbidden food. The awareness that he is a Muslim, and thathis
friends are also Muslims makes them look after each other, tolerate each other, and not force their friends to
eat the forbidden food (haram). Based on the research conducted by Drake [22], everyone has their own
feelings about food, some peole like some kinds of food and do not like some other kinds of food.
Such attitudes toward food help define who we really are. Similar research results were also reported by
Eddyono [23] that when students were in a foreign country or place, they became more aware of halal food
(permissible/lawful food). Food is part of following the 'rule' of being a 'good Muslim'. The importance of
halal food was also felt by non-Muslim students. Nurrachmi [24]adds that the awareness of consuming halal
food does not only come from Muslim communities but also non-Muslim communities. This is because halal
products are thought to be safer. Regardless of belief/religion, food can bring cultural values, identity,
personality, social class, lifestyle, gender, and ethnicity, and even food is a lens for analyzing the structure of
society [25-27]. Chen [28] adds that food can also be a powerful tool for acculturation or assimilation
of minority cultures.
3.4. Student responses toward dressing manners
Based on the obtained data, it was found that 100% of the students were aware of the different ways
of dressing among them. In their opinion, this difference was normal as shown in Figure 4.

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470
Figure 4. Students' responses to different ways of dressing manners and the use of open clothing on the beach
In the theme "Kleidung und Wetter" students learnt the seasons and the dressing manners in
Germany. Germany has four (4) seasons, namely Frühling, Sommer, Herbstand Winter. The summer is the
Germans’ favourite season. They realize that the summer provides them the chance to experience warm
sunlight. Therefore, during the summer, they do not hesitate to sunbathe on the campus yard while reading or
doing their assignments. And on the beach, they enjoy waring two-piece or one-piece swimsuits.
For the discussion related to this theme, dressing manner such as wearing swimsuit is an option that
represents the identity of that person. The understanding about swimsuit for both the Muslim and non-
Muslim students has similarities. Wearingone piece or two pieces ofclothing is tolerated for “bule”(people
from other countries), and it is considered inappropriate for Indonesians. Even the Muslim and Non-Muslim
students do not approve of Indonesians wearing these swimsuits. In their opinion, the good clothes to wear in
beaches are are sleeveless shirts and shorts. Even then it has been categorized as open clothing to them. From
the data in Figure 4, it was found that 40% of the female students and 10% of the male students agreed to
wear open clothing on beaches, while 30% of the female students and 20% of the male students did not
approve of wearing open clothing on beaches. For them, the eastern identity needs to be maintained. For the
Muslim female students, they realize that the hijab is important because it is their identity. Thus, they will
still wear hijab even when they are on the beach as thier identity, and they will not open it (except at home)
for other purposes. This attitude is as what has been stated by Higgins in Handayani et al [29] that self-
awareness is the first step to understand oneself and to determine whether someone needs to change the
existing patterns of behavior to be more effective. For this reason, Khoeriyah et al [30] adds that maintaining
culture and noble values as manifested in individual character is needed, because through culture and values
we gain our personal identity in the midst of multiculturalism. Therefore, Hua [31] adds that studying cross-
cultural concepts does not mean to understand the cultures of other countries, but it facilitates students to
become cross-cultural speakers who are able to accept differences without making conflicts, but still have the
awareness to maintain their cultural identity.
The same results were also reported by Morgana et al [32] that language teaching also teaches about
cultures, so that students must be sensitive to the essence of cross-culture. For example, when a teacher
(writer) teaches English in class, he or she has to teach and facilitate students to become Indonesian speakers
who understand English culture, so that these cross-cultural students care about the nuances of
multiculturalism. Therefore, according to Setyawati et al [33], the attitude of respecting differences among
human beings is tolerance among humans, accepting differences as normal event, and not violating
other human rights. Tolerance implies a willingness to accept reality from different opinions about
the truth believed.
3.5. Student responses toward multicultural education and the reasons for the implementation of
multicultural education
Based on the results of the questionnaire and interviews, it was found that multicultural education
needs to be applied in learning as shown in Figure 5a.

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471
(a) (b)
Figure 5. (a) Students’ responses toward the importance of multicultural education, (b) the students’
responses toward the reasons why the multicultural education needs to be implemented
Figure 5b shows he students argued that the multicultural education needed to be implemented
because multicultural education made them feel fair because they were not neglected, and even it gave them
the opportunity to be more involved in learning (13%), the students became more confident, active,
comfortable and motivated (26%), and most importantly, this multicultural education built togetherness
among them (60%). Similar research results were also reported by Shannon-Baker [8] that multicultural
education is very important to be implemented in interdisciplinary schools. This is based on the life
experiences of students and teachers, and it develops the understanding of theories and concepts based on the
reality of life. The research by Kim [34] shows that multicultural learning is carried out through three
multicultural understandings, namely describing and learning culture, norms, language, the uniqueness of
each individual as a whole; critical empathy which is reflecting ourselves into other people; and promoting
individual thinking into shared thinking by opening our mind to accept other people’s views and being able
to adapt to a combination of thoughts.
3.6. Student responses toward the awareness of the integration of multicultural education in learning
Based on the results of the questionnaire and interviews, it was found that the students’ awareness
of the implementation of multicultural learning in the Aufbaustufe A2 course was as much as 80% as shown
in Figure 6.
Figure 6. Student responses toward the awareness of the integration of multicultural education in A2
aufbaustufe course
According to the students on Figure 6, multicultural education integrated in a course builds up their
self-confidence to be themselves and to interact with each other, and especially it builds togetherness among
them. The same results were also reported by Nakaya [35] that the implementation of multicultural education
could overcome ethnic conflicts which occured in Kalimantan, Indonesia. Based on the social identity
analysis, this research recommends that multicultural education be implemented along with civic education
that changes with the times.
Yes
80%
No
20%
Are you aware of the cultural education integrated in the
Aufbause Course?

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4. CONCLUSION
Based on the results and discussions, it is concluded that multicultural education can
be implemented in German language learning, especially in the Aufbaustufe A2 course. This is because
multicultural education can build togetherness among students, students become more confident,
active, comfortable, amd more involved in learning, and they feel motivated to interact with others and
feel appreciated.
ACKNOWLEDGEMENTS
The authors express their gratitude to the Faculty of Teacher Training and Education, Pattimura
University for providing research grant through the Social, Humanities, and Education Research Grant
(PSHP) in the 2018 budget year with the Decree No. 955/UN13/SK /2018 dated July 10, 2018.
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BIOGRAPHIES OF AUTHORS
Wilma Akihary is one of the lecturers in the Study Program of German Language Education,
Faculty of Teacher Training and Education, Pattimura University. Bachelor of German
Language Education was achieved at the Faculty of Teacher Training and Education, State
University of Manado (1988-1994). In 1997 she continued her study at the Postgraduate of
the Sam Ratulangi University, got a Masters in Linguistics in 2000. In 2010, she attended S3
education at the Postgraduate Program at the State University of Malang in the Indonesian
Language Education Doctoral Program. Her career as a Lecturer began in December 2002.
Patrresia S. Apituley is one of the lecturers in the Study Program of German Language
Education Faculty of Teacher Training and Education, Pattimura University. Her Bachelor
of German Language Education was achieved at the Faculty of Teacher Training and
Education, State University of Manado in 1986 and got her Master degree in Language
Education at the Postgraduate of the State University of Jakarta in 2003. She joint Patimura
University as lecturerfrom October 1988 until now.

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