THE CROSS-CULTURAL COMMUNICATION ACTIVITIES ON ENGLISH ORAL PROFICIENCY IN SENIOR HIGH SCHOOL

The purpose of this study is to analyze the elements of cross-cultural communication
on students English oral proficiency and also the miscommunication faced by
students during the students exchange program. The research adopts a qualitative
descriptive design as a method. The subjects of this study were three students of
senior high school. The instruments of data collection used observation by using
zoom and audio recording. The results of data analysis show that there are several
elements of cross-cultural communication on their English oral proficiency such as
artifacts, stories, histories, myth, jokes, ceremonies, celebrations, heroes, symbols, or
symbolic action, beliefs, assumptions, attitudes, rules and norms. The
miscommunication faced by the three is sociolinguistic transfer, accents,
pronunciation, gestures or mimics and intonation. The findings reveal that, despite the
initial disorientation caused by culture shock, students experienced significant growth
in their English proficiency and cross-cultural communication, as they navigated
cross-cultural challenges, adapted their communication styles, and developed a
deeper understanding of the cultural nuances inherent in language, which ultimately
enriched their overall learning experience and enhanced their ability to communicate
effectively in diverse environments.