Search

An understanding of cross-culture provides an overview of communication between different cultures. There are often inhibiting factors in the process of learning and understanding intercultural communication. Barriers to intercultural communication may occur because of cultural differences between communicators and communicants. Provision of cross-cultural knowledge to students needs to be done before students enter the workforce. So that they can adapt according to the field of work they are engaged in. This study discusses the role of cross-cultural knowledge in the field of work. The respondents are 99 alumni from three universities in Indonesia who work in various fields. The fields of work studied are admin, manager, trainer, translator. This research was conducted using a quantitative method, the results of the analysis of ANOVA testing (post-hoc analysis) using the Bonferroni method. The results of the test of the significance of the difference in the mean of the four groups of verbal ability rating scores obtained from the four sample clusters, namely the rating scores of admin, manager, trainer, and translator, showed significant test results. This is indicated by the value of F = 3.149 at = 0.05 and = 0.01 which is indicated by the value of -p = 0.29. The results of the research show that the order of work that requires cross-cultural knowledge is translator, manager, admin and trainer. This research is expected to be a reference for higher education providers to prepare human resources who have cross-cultural knowledge. In addition, it is hoped that further research can provide a model of cross-cultural knowledge to management in higher education. [ABSTRACT FROM AUTHOR]

Along with the rapid advances in technology and innovation today because of globalization of the 21st century and the industrial revolution 4.0, educational learning outcomes need to be maintained so as not to deviate to the point of failure. Mandarin is a compulsory subject in Three Language schools (Indonesian, English, Mandarin). Thus, learning Mandarin at the Three-Language School also involves all forms of innovation and transformation that are currently taking place in the delivery of learning materials and learning assessments. Learning outcomes from learning are students' ability to communicate. This paper intends to analyze the latest technological advances and innovations in the Chinese language teaching process along with student test scores, data collection methods based on student activity in collecting assignments in Google Classroom (GCR) and students' final grades. The respondents of this study were 26 junior high school students at the Pahoa Three Language School, Tangerang. The exam questions include completing the dialogue (60%), answering questions after hearing the contents of the text (30%) and answering questions from reading (10%). The learning process that lasted for 4 months was evaluated 5 times with assignment at GCR. The conclusion of this study is that the intensity of task collection has a close relationship with test results. This research is expected to be a reference for further research by utilizing technology and innovation in learning and assignments, especially in foreign language learning. [ABSTRACT FROM AUTHOR]