Linguistics and Cultural Barriers in Cross-Country; Perspectives Indonesian Teacher and Thai Students

Utami, Hanum Marda (2025) Linguistics and Cultural Barriers in Cross-Country; Perspectives Indonesian Teacher and Thai Students. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

ABSTRACT
Hanum Marda Utami, 2025: Linguistics and Cultural Barriers in Cross-Country; Perspectives Indonesian Teacher and Thai Students

Keyword: Linguistic Barriers; Cultural Barriers; Perspectives

Cross-border education, such as Indonesian pre-service teachers teaching in Thailand, often encounters serious challenges caused by linguistic and cultural differences. These differences may hinder classroom communication and affect the interaction between teachers and students. Linguistic barriers appear in the form of pronunciation differences, limited English proficiency, unfamiliar vocabulary, and the use of different mother tongues such as Thai, Malay, and Indonesian. Cultural barriers arise from different classroom norms, levels of assertiveness, gender interaction boundaries, and differences in interpreting non-verbal cues such as eye contact, gestures, tone, and body language.

This research focuses on: 1) What are the linguistic and cultural barriers in cross-country perspectives between Indonesian pre-service teachers and Thai students? 2) How do Indonesian pre-service teachers and Thai students overcome these barriers in the teaching and learning process? The objectives of this study are: 1) To describe the linguistic and cultural barriers in the interaction between Indonesian pre-service teachers and Thai students; 2) To examine the strategies used to overcome these barriers during the cross-country teaching program.

This research is a qualitative study with a phenomenological design. Data were collected through observation, in-depth interviews, and document analysis. The data were analyzed using data condensation, data display, and conclusion drawing, with triangulation techniques to ensure data validity. This study concludes that: 1) Linguistic barriers include differences in pronunciation, vocabulary, and contextual meaning, while cultural barriers involve communication norms, gender-based interaction boundaries, and interpretation of non-verbal cues; 2) The strategies used to overcome these barriers include the involvement of bilingual students as translators, the use of visual aids and gestures, translation tools, and building rapport between teachers and students.

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