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countries where governments and societies are unstable, as they are
in many iddle astern nations and 2arur.
Cultural Confict can lead to a divided world in which conficts are
promoted, though those ghting them may not even %now or
understand the root cause o the confict. "his can lead to heightened
tensions, discrimination and even violence in places where Cultural
Confictleads to distrust and ear. "his %ind o violent confict occurs all
over the world, rom the iddle ast to 3outh America.
As suggested by ichelle 6e5ron, a law proessor at the
7niversity o 5ritish Columbia, cultural fuency is %ey to understanding
those who are dierent rom us and preventing or settling cross$
cultural confict. "hrough cultural fuency, one becomes educated and
more understanding o the complexities involved in other cultures.
8ndividuals must become amiliar, and thereore more comortable,
with other cultures. "his heightened awareness should humani&e other
cultures and lead to greater communication, peaceul interaction and
cross$cultural understanding.
5ased on those explanations, the writer is really motivated to
discuss about cultural confict in which the writer hopes that it willhelp the reader to be able to understand the diversity in many
cultures and learn how to adapt with in order to prevent the occurring
o any conficts which will not give any benets to anyone.
1.. Rea!on of Choo!"ng To#"c
"here are a lot o confict which can occurs in our daily lie that is
caused by the dierence o our culture or sometimes, even we come
rom the same cultural bac%ground, we still can ace some conficts
occur in our daily lie. 8n order to prevent the small conficts that may
occur in our daily lie, it becomes an important thing or us to learn
about cultural confict, the %inds o it, the reason that ma%es it
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happens and how to overcome it. "hose are the reason why the writer
is really motivated to discuss about cultural confict.
1.$. %"&"tat"on of the Study
"he writers have limited the paper to the discussion about the cultural
confict which occurs in intercultural communication.
1.'. Re!earch Pro()e&
"he problems that the writer would li%e to observe in her study are :
-. ;hat %inds o confict that can occur by intercultural
communication
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"he writers conducted choose descriptive method as it is
commonly used to investigate problems that occur at present time.
1.. Organ"/at"on of the Pa#er
"he primary contents o the paper are as ollows:
Chapter 8 is introduction.
"he writer has tried to introduce the problem as clearly as
possible. 8t consists o : bac%ground o the problem, reason or
choosing topic, limitation the study, research problem, hypothesis, aim
o the study, population and samples o the research, method and
procedure o the research , organi&ation o the paper and clarication
o terms.
Chapter 88 is 2iscussion.
8n this part the writers have tried to review some related
literatures and theories proposed by some experts to support the
paper and gave a vivid discussion about the title o this paper.
Chapter 888 is conclusion and interpretation.
8n this chapter the writers give the conclusion and suggestion o
the paper
BAB II
DISCUSSION
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.1 Co&&un"cat"on and Cu)ture8ntercultural communication is a orm o global communication. 8t
is used to describe the wide range o communication problems that
naturally appear within an organi&ation made up o individuals rom
dierent religious, social, ethnic, and educational bac%grounds.
8ntercultural communication is sometimes
used synonymouslywith cross$cultural communication. 8n this sense it
see%s to understand how people rom dierent countries
and culturesact, communicateand perceivethe world around them.
As a separate notion, it studies situations where people rom dierent
cultural bac%grounds interact. Aside rom language, intercultural
communication ocuses on social attributes, thought patterns, and thecultures o dierent groups o people. 8t also involves understanding
the dierent cultures, languages and customs o people rom other
countries. 8ntercultural communication plays a role in anthropology,
cultural studies, linguistics, psychologyand communication studies.
8ntercultural communication is also reerred to as the base or
international businesses. "here are several cross cultural service
providers around who can assist with the development o intercultural
communication s%ills. )esearch is a maor part o the development o
intercultural communication s%ills.5esides the denition above, intercultural communication also
can be simply dened as the communication between members o
dierent culture. "his denition is surely simple but the process is
complex. ;hy do 8 say that < 8t is caused by the intercultural
communication involves diering perceptions, attitude, and
interpretations. ;e %now that even two people come rom the sameculture also can have communication problem. *eople can
unintentionally hurt each other by something they say or do.Cultures itsel do not communicate@ the one who communicate is
individuals who belong the culture. veryone has a uni+ue style o
communication, but cultures determine a general style or their
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members. "he relationship between individuals and hisher culture is
analogous to an actoractress and hisher director. "he actoractress
puts his own personality into his acting but is nevertheless infuenced
by the director. ;e are not always aware o the subtle infuences o
our culture. 6i%ewise, we may not perceive that others are infuenced
by their cultures as well.
. -"!"nter#retat"on!
3ocial conficts oten involve some misinterpretation. *roblems
and misinterpretations do not result every time members rom two
cultures communicate. Bowever, when cultural conficts do arise,
they may be perceived as personal rather than cultural. Confict
parties communicate by what they say 1or do not say4 and how they
behave toward one another. ven normal interaction may involve
aulty communication, but confict seems to worsen the problem. "he
higher the level o confict, the more costly misunderstandings may
be. 2uring the Cold ;ar, miscommunication between 7.3. and 3oviet
leaders could have been catastrophic in its conse+uences. At every
stage and level o confict, clear communication among partiesusually wor%s to reduce unwise decisions by and costs or the
participants.
All communication has two parts: a sender and a receiver. "he
sender has a message he or she intends to transmit, and she puts it
in words which, to her, best refect what she is thin%ing. 5ut many
things can intervene to prevent the intended message rom being
received.
8 the communication is verbal, tone o voice can infuence
interpretation. "he bosses' words hey, 8 noticed you were ta%ing an
especially long brea% this morning, could be interpreted as an attac%
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i he said that in a disapproving tone@ while the comment might be
seen as a minor reminder about o#ce rules, i it was said in a riendly
way. 8 the employee had a problem re+uiring the long brea%, the
comment might have even been a riendly in+uiry about what has
happening and whether the employee needed any help. Bere, tone o
voice as well as situational and relationship actors would infuence
the interpretation o the message.
Eonverbal cues also are important. 8s the sender's posture
open and riendly, or closed and cold< 8s her acial expression riendly
or accusatory< All o these actors infuence how the same words will
be received.
8n addition to how the message is sent, many additional
actors determine how the message is interpreted by the receiver. All
new inormation we learn is compared with the %nowledge we already
have. 8 it conrms what we already %now, we will li%ely receive the
new inormation accurately, though we may pay little attention to it.
8 it disputes our previous assumptions or interpretation o the
situation, we may distort it in our mind so that it is made to t our
world view, or we may dismiss the inormation as deceptive,
misguided, or simply wrong.
8 the message is ambiguous, the receiver is especially li%ely to
clariy it or hersel in a way which corresponds with her expectations.
(or example, i two people are involved in an escalated confict, and
they each assume that the other is going to be aggressive and
hostile, then any ambiguous message will be interpreted as
aggressive and hostile, even i it was not intended to be that way at
all. !ur expectations wor% as blinders or lters that distort what we
see so that it ts our preconceived images o the world.
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An analogy can be made to the science experiment done to
test people's interpretation o visual cues. ;hen people were given
eye$glasses which turned the world upside down, they had to suer
through with upside down images or a wee% or two. 5ut ater that,
their brains learned to turn the images bac% over again, so they were
seeing things right side up. "he same thing happens when we hear
something we %now is wrong. !ur brain xes it.
Given our tendency to hear what we expect to hear, it is very
easy or people in confict to misunderstand each other.
Communication is already li%ely to be strained, and people will, most
li%ely, want to hide the truth to some extent. "hus the potential ormisperceptions and misunderstandings is high, which can ma%e
confict management or resolution more di#cult.
.$ Ethnocentr"!&!2i#culties in intercultural communication arise when there is
little or no awareness o divergent cultural values and belies. 8n
cross$cultural interaction, spea%ers sometime assume that what they
believe is right, because they have grown up thin%ing their way is thebest. "his problem can be dened as ethnocentrisms.
thnocentrisms itsel can be clearly denes as the tendency to
believe that one's ethnic or cultural group is centrally important, and
that all other groups are measured in relation to one's own. "he
ethnocentric individual will udge other groups relative to his or her
own particular ethnic group or culture, especially with concern
to language, behavior, customs, and religion. "hese ethnic
distinctions and sub$divisions serve to dene each ethnicity's
uni+uecultural identity. "he ethnocentric assumption can result in
negative udgements about other cultures."he term ethnocentrism was coined by ;illiam G. 3umner, upon
observing the tendency or people to dierentiate between the in
0
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groupand others. Be dened it as the technical name or the view o
things in which one's own group is the center o everything, and all
others are scaled and rated with reerence to it. Be urther
characteri&ed it as oten leading to pride, vanity, belies o one's own
group's superiority, and contempt o outsiders. )obert H.
ertoncomments that 3umner's additional characteri&ation robbed
the concept o some analytical power because, erton argues,
centrality and superiority are oten correlated, but need to be %ept
analytically distinct.
Anthropologistssuch as (ran& 5oasand 5ronis law
alinows%iargued that any human science had to transcend the
ethnocentrism o the scientist. 5oth urged anthropologists toconduct ethnographiceldwor%in order to overcome their
ethnocentrism. 5oas developed the principle o cultural
relativismand alinows%i developed the theory o unctionalismas
guides or producing non$ethnocentric studies o dierent cultures.
"he boo%s The Sexual Life of Savages in North-Western Melanesia,
by alinows%i, Patterns of Cultureby )uth 5enedictand Coming of
Age in Samoaby argaret ead1two o 5oas's students4 are classic
examples o anti$ethnocentric anthropology.*eople who are born into a particular culture and grow up
absorbing the values and behaviors o the culture will develop
patterns o thought refecting the culture as normal. 8 people then
experience other cultures that have dierent values and normal
behaviors, they will nd that the thought patterns appropriate to their
birth culture and the meanings their birth culture attaches to
behaviors are not appropriate or the new cultures. Bowever, sincepeople are accustomed to their birth culture, it can be di#cult or
them to see the behaviors o people rom a dierent culture rom the
viewpoint o that culture rather than rom their own.xamples o ethnocentrism include religiously patterned
constructs claiming a divineassociation li%e divine nation, !neI
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Eation under God, God's !wn Country, God's Chosen *eople and
God's *romised 6and.8n Precarious Life,Judith 5utlerdiscusses recogni&ing the !ther
in order to sustain the 3el and the problems o not being able to
identiy the !ther. 5utler notes 'that identication always relies upon
a dierence that it see%s to overcome, and that its aim is
accomplished only by reintroducing the dierence it claims to have
van+uished. "he one with whom 8 identiy is not me, and that 'not
being me' is the condition o the identication. !therwise, as
Jac+ueline )ose reminds us, 'identication collapses into identity,
which spells the death o identication itsel' 1-?D4. Bowever, 5utler's
understanding o 3el and !ther is urocentricitsel because shewrites that one cannot recogni&e 3el unless it is through the !ther.
"hereore, 3el and !ther are limited through a language o binary
codes. Considering that language is essential to culture, individuals
will %now themselves through the result o language plus culture.
2ichotomous language is embedded in nglish and similar languages@
however, dichotomous language is not universal. 8ndeed, there are
ew dichotomies in many 8ndigenous and non$uropean languages
15attiste and Benderson FD4. 8t is by loo%ing into the language o a
culture that one will be able to see onesel in relation to one's
environment and one's place in the world.
.' Stereoty#e!A. De0n"t"on
A stereotype is a popular belie about specic social
groups or types o individuals. "he concepts o stereotype and
preudice are oten conused with many other dierentmeanings. 3tereotypes are standardi&ed and simplied
conceptions o groups based on some prior assumptions.B. Ety&o)ogy
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"he term stereotypederives rom the Gree%words
KLMNMOP 1stereos4, rm, solid and LQRSP 1typos4, impression,
hence solid impression.8t was invented by (irmin 2idotin the world o printing@ it
was originally a duplicate impression o an
original typographicalelement, used or printing instead o the
original. American ournalist ;alter 6ippmanncoined the
metaphor, calling a stereotype a picture in our heads saying,
;hether right or wrong 1...4 imagination is shaped by the pictures
seen 1...4 originally printers' words, and in their literal printers'
meanings were synonymous. 3pecically, clichTwas a (rench word
or the printing surace or a stereotype.
"he rst reerence tostereotype, in its modern, nglish use was in -0/, in the noun,
meaning image perpetuated without change."he term, in its modern psychology sense, was rst used
by ;alter 6ippmann in his -I99 wor% Public pinionalthough in
the printing senseit was rst coined in -FI0.
C. Dyna&"c!8n one perspective o the stereotyping process, there are
the concepts o ingroups and outgroups. (rom each individual's
perspective, ingroups are viewed as normal and superior, and are
generally the group that they already associate with, or aspire to
oin. An outgroup is simply all the other groups. "hey are seen as
lesser than or inerior to the in$groups. An example o this would
be: Asians are smarter than Americans. 8n this example Asians are
loo%ed at as being smarter because their education systems are
more strict than that o the Americans.A second perspective is that o automatic and explicit or
subconscious and conscious. Automatic or subconscious
stereotyping is that which everyone does without noticing.
Automatic stereotyping is +uic%ly preceded by an explicit or
conscious chec% which permits time or any needed corrections.--
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Automatic stereotyping is aected by explicit stereotyping
because re+uent conscious thoughts will +uic%ly develop into
subconscious stereotypes.A third method to categori&ing stereotypes is general
types and sub$types. 3tereotypes consist o hierarchical systems
consisting o broad and specic groups being the general types
and sub$types respectively. A general type could be dened as a
broad stereotype typically %nown among many people and usually
widely accepted, whereas the sub$group would be one o the
several groups ma%ing up the general group. "hese would be more
specic, and opinions o these groups would vary according to
diering perspectives.Certain circumstances can aect the way an individual
stereotypes. 3ome theorists argue in avor o the conceptual
connection and that one's own subective thought about someone
is su#cient inormation to ma%e assumptions about that
individual. !ther theorists argue that at minimum there must be a
casual connection between mental states and behavior to ma%e
assumptions or stereotypes. "hus results and opinions may vary
according to circumstance and theory. An example o a common,
incorrect assumption is that o assuming certain internal
characteristics based on external appearance. "he explanation or
one's actions is his or her internal state 1goals, eeling, personality,
traits, motives, values, and impulses4, not his or her appearance.3ociologist Charles . Burst, !ne reason or stereotypes
is the lac% o personal, concrete amiliarity that individuals have
with persons in other racial or ethnic groups. 6ac% o amiliarity
encourages the lumping together o un%nown individuals.3tereotypes ocus upon and thereby exaggerate
dierences between groups. Competition between groups
minimi&es similarities and magnies dierences. "his ma%es it
seem as i groups are very dierent when in act they may be
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more ali%e than dierent. (or example, among Arican Americans,
identity as an American citi&en is more salient than racial
bac%ground@ that is, Arican Americans are more American than
Arican
D. Theories on stereotypes2ierent disciplines give dierent accounts o how
stereotypes develop: *sychologists may ocus on an individual's
experience with groups, patterns o communication about those
groups, and intergroup confict. *ioneering psychologist ;illiam
James cautioned psychologists themselves to be wary o their own
stereotyping, in what he called the psychologist's allacy.
3ociologists ocus on the relations among dierent groups in a
social structure. *sychoanalytically$oriented humanists 1e.g.,
3ander Gilman4 have argued that stereotypes, by !e"nition, are
representations that are not accurate, but a proection o one to
another.A number o theories have been derived rom sociological
studies o stereotyping and preudicial thin%ing. 8n early studies it
was believed that stereotypes were only used by rigid, repressed,
and authoritarian people. 3ociologists concluded that this was a
result o confict, poor parenting, and inade+uate mental and
emotional development. "his idea has been overturned@ more
recent studies have concluded that stereotypes are commonplace.!ne theory as to why people stereotype is that it is too
di#cult to ta%e in all o the complexities o other people as
individuals. ven though stereotyping is inexact, it is an e#cient
way to mentally organi&e large bloc%s o inormation.Categori&ation is an essential human capability because it enables
us to simpliy, predict, and organi&e our world. !nce one has
sorted and organi&ed everyone into tidy categories, there is a
human tendency to avoid processing new or unexpected
->
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others. "hey believe that there is an 'innate ability bias'. "hese
eects are not ust limited to minority groups. athematically
competent white males, mostly math and engineering students,
were as%ed to ta%e a di#cult math test. !ne group was told that
this was being done to determine why Asians were scoring better.
"his group perormed signicantly worse than the control group.*ossible preudicial eects o stereotypes are:
-. Justication o ill$ounded preudices or ignorance
9. 7nwillingness to rethin% one's attitudes and behavior towards
stereotyped group
>. *reventing some people o stereotyped groups rom entering
or succeeding in activities or elds
3tereotypes allow individuals to ma%e better inormed
evaluations o individuals about whom they possess little or no
individuating inormation, and in many, but not all circumstances
stereotyping helps individuals arrive at more accurate conclusions.
!ver time, some victims o negative stereotypes display sel$
ullling prophecy behavior, in which they assume that the
stereotype represents norms to emulate. Eegative eects may
include orming inaccurate opinions o people, scapegoating,
erroneously udgmentalism, preventing emotional identication,
distress, and impaired perormance.
Xet, the stereotype that stereotypes are inaccurate,
resistant to change, overgenerali&ed, exaggerated, and
destructive is not ounded on empirical social science research,
which instead shows that stereotypes are oten accurate and that
people do not rely on stereotypes when relevant personal
inormation is available. 8ndeed, Jussim et al. comment that ethnic
and gender stereotypes are surprisingly accurate, while
stereotypes concerning political a#liation and nationality are
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much less accurate@ the stereotypes assessed or accuracy
concerned intelligence, behavior, personality, and economic
status. 3tereotype accuracy is a growing area o study and
orXueh$"ing 6eeand his colleagues they have created an *A
odel 1valuation, *otency, Accuracy4 to describe the continuously
changing variables o stereotypes.
. Role in Art and Culture
3tereotypes are common in various cultural media, where
they ta%e the orm o dramatic stoc% characters. "hese characters
are ound in the wor%s o playwright 5ertold 5recht, 2ario (o,
andJac+ues 6eco+, who characteri&e their actors as stereotypesor theatrical eect. 8ncommedia dell'artethis is similarly common.
"he instantly recogni&able nature o stereotypes mean that they
are eective in advertisingand situation comedy. "hese
stereotypes change, and in modern times only a ew o the
stereotyped characters shown inJohn 5unyan's The Pilgrim#s
Progresswould be recogni&able.
8n literatureand art, stereotypes are clichTdor predictablecharacters or situations. "hroughout history, storytellers have
drawn rom stereotypical characters and situations, in order to
connect the audience with new tales immediately. 3ometimes
such stereotypes can be sophisticated, such
as 3ha%espeare's 3hyloc%in The Merchant of $enice. Arguably a
stereotype that becomes complex and sophisticated ceases to be
a stereotypeper seby its uni+ue characteri&ation. "hus while
3hyloc% remains politically unstable in being a stereotypicalJew,
the subect o preudicialderision in 3ha%espeare's era, his many
other detailed eatures raise him above a simple stereotype and
into a uni+ue character, worthy o modern perormance. 3imply
-D
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because one eature o a character can be categori&ed as being
typical does not ma%e the entire character a stereotype.
2espite their proximity in etymological roots, clichT and
stereotype are not used synonymously in cultural spheres. (orexample a clichT is a high criticism in narrotology where genre
and categori&ation automatically associates a story within its
recogni&able group. 6abeling a situation or character in a story
as typicalsuggests it is tting or its genre or category. ;hereas
declaring that a storyteller has relied on clichT is to peoratively
observe a simplicity and lac% o originality in the tale. "o
critici&e 8an (lemingor a stereotypicallyunli%ely escape orJames
5ondwould be understood by the reader or listener, but it would
be more appropriately critici&ed as a clichT in that it is overused
and reproduced. Earrativegenre relies heavily on typicaleatures
to remain recogni&able and generate meaning in the
readerviewer.
8n movies and "Y the halo eectis oten used. "his is
when, or example, attractive men and women are assumed to be
happier, stronger, nicer people .
.* Pre2ud"ceA. De0n"t"on
*reudice 1or oredeeming4 is ma%ing a udgment or
assumption about someone or something beore having enough
%nowledge to be able to do so with guaranteed accuracy, or
udging a boo% by its cover. "he wordpre%u!iceis most oten
used to reer to preconceived udgments toward people or a personbecause o race, social
class,ethnicity, age, disability, obesity, religion, sexual orientation,
or other personal characteristics. 8t also means belies without
-F
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%nowledge o the actsand may include any unreasonable attitude
that is unusually resistant to rational infuence.
B. H"!tor"ca) A##roache!
"he rst psychological research conducted on preudiceoccurred in the -I9/s. "his research was done to attempt to
prove white supremacy. !ne article rom -I9 reviewing F> studies
on race concluded that the Zstudies ta%e all together seem to
indicate the mental superiority o the white race[."his research
among others led many psychologists to view preudice as a
natural response to inerior races.
8n the -I>/s and -I?/s, this perspective began to change
due to the increasing concern aboutanti$3emitism. "heorists o this
time viewed preudice as pathological and loo%ed or personality
syndromes lin%ed with racism. "heorist"heodor Adornobelieved
preudice stemmed rom an authoritarian personality. Adorno
described authoritarians as Zrigid thin%ers who obeyed authority,
saw the world as blac% and white, and enorced strict adherence to
social rules and hierarchies[. Adorno believed people withauthoritarian personalities were the most li%ely to be preudiced
against groups o lower status.
8n -I?, Gordon Allportlin%ed preudice and categorical
thin%ing. Allport claims preudice is in part a normal process or
humans. According to him, Z"he human mind must thin% with the
aid o categories\!nce ormed, categories are the basis or normal
preudgment. ;e cannot possibly avoid this process. !rderly livingdepends upon it[.
8n the -IF/s, research began to show that much o
preudice is based not on negative eelings towards other groups
but avoritism towards one=s own groups. According to arilyn
-0
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5rewer, preudice Zmay develop not because outgroups are hated,
but because positive emotions such as admiration, sympathy, and
trust are reserved or the ingroup[.
8n -IFI, "homas *ettigrew described the ultimateattribution errorand its role in preudice. "he ultimate attribution
error occurs when ingroup members Z1-4 attribute negative
outgroup behavior to dispositional causes 1more than they would
or identical ingroup behavior4, and 194 attribute positive outgroup
behavior to one or more o the ollowing causes: 1a4 a fu%e or
exceptional case, 1b4 luc% or special advantage, 1c4 high motivation
and eort, and 1d4 situational actors[.
C. Conteorary Theor"e! and E"r"ca) "nd"ng!
3ocial psychologistBenri "aelound that preudices can
be witnessed in even randomly$created groups, called the minimal
group paradigm. 8n his minimal group experiments, "ael ound
that when strangers were assigned into groups based on something
trivial such as a coin toss, participants exhibited in$group and out$
group biases, giving preerential treatment to in$group membersand acting more hostile toward out$group members.
"he out$group homogeneity biasis the perception that
members o an out$group are more similar 1homogenous4 than
members o the in$group. 3ocial psychologists Wuattrone and Jones
conducted a study demonstrating this with students rom the rival
schools *rinceton and )utgers. 3tudents at each school were shown
videos o other students rom each school choosing a type o musicto listen to or an auditory perception study. "hen the participants
were as%ed to guess what percentage o the videotaped students=
classmates would choose the same. *articipants predicted a much
greater similarity between out$group members 1the rival school4
than between members o their in$group.-I
http://en.wikipedia.org/wiki/Ultimate_attribution_errorhttp://en.wikipedia.org/wiki/Ultimate_attribution_errorhttp://en.wikipedia.org/wiki/Social_psychologyhttp://en.wikipedia.org/wiki/Henri_Tajfelhttp://en.wikipedia.org/wiki/Minimal_group_paradigmhttp://en.wikipedia.org/wiki/Minimal_group_paradigmhttp://en.wikipedia.org/wiki/Out-group_homogeneity_biashttp://en.wikipedia.org/wiki/Ultimate_attribution_errorhttp://en.wikipedia.org/wiki/Ultimate_attribution_errorhttp://en.wikipedia.org/wiki/Social_psychologyhttp://en.wikipedia.org/wiki/Henri_Tajfelhttp://en.wikipedia.org/wiki/Minimal_group_paradigmhttp://en.wikipedia.org/wiki/Minimal_group_paradigmhttp://en.wikipedia.org/wiki/Out-group_homogeneity_bias8/10/2019 Content Tugas Individu Ccu
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"he ustication$suppression model o preudice was
created by Christian Crandall and Amy shleman. "his model
explains that people ace a confict between the desire to express
preudice and the desire to maintain a positive sel$concept. "his
confict causes people to search or ustication or disli%ing an out$
group, and to use that ustication to avoid negative eelings
1cognitive dissonance4 about themselves when they act on their
disli%e o the out$group.
"he realistic confict theorystates that competition
between limited resources leads to increased negative preudices
and discrimination. "his can be seen even when the resource is
insignicant. 8n the )obber=s Cave experiment, negative preudice
and hostility was created between two summer camps ater sports
competitions or small pri&es. "he hostility was lessened ater the
two competing camps were orced to cooperate on tas%s to achieve
a common goal.
CHAPTER III
CONC%USION AND SU33ESTION
"his chapter presents -4 the summary o the paper, 94 answer the
+uestion o paper +uestion and hypothesis, >4 implication and suggestion,
and ?4 recommendation or urther research.
9/
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$.1 Su&&ary
Cultural conficts occur as a result o misinterpretations,
ethnocentrisms, stereotypes and preudice. *reventing these conficts
is possible by increasing awareness o our own attitudes as well assensitivity to cross$cultural dierences. 2eveloping intellectual
sensitivity does not mean that we need to lose our cultural identities$
but rather that we recogni&e cultural infuences within ourselves and
within others.
$. An!4er"ng The Pa#er 5ue!t"on! And Hy#othe!"!
-. Cultural conficts that can occur in intercultural communication,
such as :
a. isinterpretations
b. thnocentrisms
c. 3tereotypes and *reudice
$.$ Sugge!t"on!
-. ;e have to increase awareness o our own attitudes as well assensitivity to cross$cultural dierences to prevent the occurs o
cultural confict during intercultural communication.
Reference!
6evine, 2eena ).&'()* +eyon! Language , ntercultural Communication .or
/nglish as a Secon! Language* Eew Jersey : *rentice$Ball 8nc.
http:en.wi%ipedia.orgwi%i*reudice1 (riday, ?th Eovember 9/--. -?:-/4
http:en.wi%ipedia.orgwi%ithnocentrism 1 (riday, ?th Eovember 9/--.
-?:-4
9-
http://en.wikipedia.org/wiki/Prejudicehttp://en.wikipedia.org/wiki/Ethnocentrismhttp://en.wikipedia.org/wiki/Prejudicehttp://en.wikipedia.org/wiki/Ethnocentrism8/10/2019 Content Tugas Individu Ccu
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http:en.wi%ipedia.orgwi%i8ntercultural]communication]principles 1 (riday,
?th Eovember 9/--. -?:9/4
http:en.wi%ipedia.orgwi%i3tereotype1 (riday, ?th Eovember 9/--. -?:9?4
99
http://en.wikipedia.org/wiki/Intercultural_communication_principleshttp://en.wikipedia.org/wiki/Stereotypehttp://en.wikipedia.org/wiki/Intercultural_communication_principleshttp://en.wikipedia.org/wiki/Stereotype