Cross Cultural Conflicts in Not Without My Daughter

This study aims to identify and analyze the cultural conflicts between the main characters in the novel Not Without my Daughter (NW). The analysis was carried out through the following process. The first procedure related to problems of classification i.e. cross cultural conflicts. The next phase of data analysis related to the colletion data of cross cultural conflicts in NW. The last phase is presentation the result of the analysis that had been conducted in this research. Having analyzed the data, the researcher concludes that cultural conflicts occured in NW because of stereotype, prejudice, and ethnocentrism. Cultural conflicts can be prevented if we increase our awareness of our own attitudes and learn to be sensitive to cross-cultural differences. However, if we develop intercultural sensitivity, it does not mean that we need to lose our cultural identities-but rather that we recognize cultural influences within ourselves and within others.


Introduction
Learning language is considered as learning its culture since language LV SDUW RI RXU FXOWXUH 1DVU ,Q 'DPHQ ¶V RSLQLRQ -213), as people learn a target language, their learning activity includes learning the culture of the native speaker. Moreover, he assumes that culture learning and; language learning are inextricably linked so there can be no question as to whether culture should be taught or not. Hence, we may conclude that learning a new culture is an essential part of learning a new language. Leveridge (2008) stated that teachers must instruct their students on the cultural background of language usage. If one teaches language without teaching about the culture in which it operates, the students are learning empty or meaningless symbols or they may attach the incorrect meaning to what is being taught. The students, she added, when using the learnt language, may use the language inappropriately or within the wrong cultural context, thus defeating the purpose of learning a language.
Because language is so closely entwined with culture, language teachers entering a different culture must respect their cultural values. As (QJOHEHUW GHVFULEHV ³«WR WHDFK D IRUHLJQ ODQJXDJH LV DOVR WR WHDFK D foreign culture, and it is important to be sensitive to the fact that our students, our colleges, our administrators, and, if we live abroad, our neighbours, do not

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The implications of language being completely entwined in culture, in regards for language teaching and language policy are far reaching. Language teachers must instruct their students on the cultural background of language usage, choose culturally appropriate teaching styles, and explore culturally based linguistic differences to promote understanding instead of misconceptions or prejudices. Language policy must be used to create awareness and understandings of cultural differences, and written to incorporate the cultural values of those being taught. (Leveridge, 2008) Recent studies focus on the seamless relationship between L2 teaching and target culture teaching, especially over the last decade with the writings of scholars such as Byram (1989;1994a;1994b;1997a;1997b) andKramsch (1988;1993;1996;. People involved in language teaching have again begun to understand the intertwined relation between culture and language (Pulverness, 2003). It has been emphasized that without the study of culture, teaching L2 is inaccurate and incomplete. For L2 students, language study seems senseless if they know nothing about the people who speak the target language or the country in which the target language is spoken. Acquiring a new language means a lot more than the manipulation of syntax and lexicon.
Bada stated ³WKH QHHG IRU FXOWXUDO OLWHUDF\ LQ (/7 DULVHV PDLQO\ from the fact that most language learners, not exposed to cultural elements of the society in question, seem to encounter significant hardship in FRPPXQLFDWLQJ PHDQLQJ WR QDWLYH VSHDNHUV ´ ,Q DGGLWLRQ QRZDGD\V WKH / culture is presented as an interdisciplinary core in many L2 curricula designs and textbooks (Sysoyev & Donelson, 2002).
According to Stewart (1972 Literature indicates the multi-faceted nature of conflict. Mayer (2000:3) states that conflict may be seen as a feeling or as inconsistent worldviews.

Source of conflict
The degree of difficulty is due to dissimilarity between the two original cultures (Myers, et al, 2001:98). The greater the variation between cultural backgrounds, the more obstacles there are to communication. Levine and Baxter (1987) state that culture has been described as the system of knowledge, beliefs, and behaviour shared by a group of people.

Culture
Moreover, people use cultural knowledge and beliefs to understand their world (what exists), their own experience (what happens to them) and to guide their own actions and behaviour (what they do). Therefore, when people share a culture, this means that they also have a shared language and communication style as well as shared customs, beliefs, attitudes and values. This shared knowledge is learned and is passed on from generation to generation.
In addition, culture consists of patterns, explicit and implicit, of and for behaviour acquired and transmitted by symbols, constituting the distinctive achievements of human groups, including their embodiments in artifacts (Brislin 1981:5). Culture is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society (Sherman 1980:77). In short, culture is the system of knowledge, belief, and behaviour, which are shared by and transmitted among members of a society.
In conclusion, then, culture can be defined in terms of the continually changing patterns of learned behaviour, which are shared by and transmitted among members of a society. Damen (1987:120-124) views that language and culture have strong connection in which language serves to facilitate classification and order.

Culture and language
Language reflects cultural emphases and language is related to the worldviews of the speaker. Moreover, he explains that language learning implies and embraces culture learning. Indeed, success in learning a second or even third language is partially related to the acquisition of the cultural baggage that is carried along with any linguistic system. In line with this, Frederick (1989:89) quoting Lado and Rivers, states that learning a language should not be separated from learning the pattern and values of the culture of which it is a part.
In addition, Leveridge (2008)  The dialectical connection between language and culture has always been a concern of L2 teachers and educators. Whether culture of the target language is to be incorporated into L2 teaching has been a subject of rapid change throughout language teaching history. In the course of time, the SHQGXOXP RI (/7 SUDFWLWLRQHUV ¶ RSLQLRQ KDV VZXQJ DJDLQVW RU IRU WHDFKLQJ culture in context of language teaching. For example, during the first decades of the 20th century researchers discussed the importance and possibilities of including cultural components into L2 curriculum (Sysoyev & Donelson, 2002). Kitao (1991) giving reference to several authors lists some of the benefits of teaching culture as follows: First, studying culture gives students a reason to study the target language as well as rendering the study of L2 meaningful (Stainer, 1971). Second, studying culture makes studying foreign language real. From the perspective of learners, one of the major problems in language teaching is to conceive of the native speakers of target language as real person. Although grammar books gives so called genuine examples from real life, without background knowledge those real situations may be considered fictive by the learners. (Genc & Bada, 2005). In addition providing access into cultural aspect of language, learning culture would help learners relate the abstract sounds and forms of a language to real people and places (Chastain, 1971). Third, studying culture increases VWXG\LQJ VWXGHQWV ¶ LQWHUHVW The affect of motivation in the study of L2 has been proved by experts like Gardner and Lambert (1959, 1965, 1972. In achieving high motivation, culture classes does have a great role because learners like culturally based activities such as singing, dancing, role playing, doing research on countries and peoples, etc. Fourth, studying culture motivates students to study foreign languages. 7KH VWXG\ RI FXOWXUH LQFUHDVHV OHDUQHUV ¶ QRW RQO\ FXULRVLW\ DERXW DQG interest in target countries but also their motivation. For example, when some professors introduced the cultures of the L2s they taught, the OHDUQHUV ¶ LQWHUHVWV LQ WKRVH FODVVHV LQFUHDVHG D ORW DQG WKH FODVVHV EDVHG on culture became to be preferred more highly than traditional classes. (Genc & Bada, 2005). Fifth, studying culture is useful not only for understanding people of other cultures but to help students understand themselves and their own culture. In an age of post-modernism, in an age of tolerance towards different ideologies, religions, sub-cultures, we need to understand not only the other culture but also our own culture. Most people espouse ethnocentric views due to being culture bound, which leads to major problems when they confront a different culture. Being culture bound, they just try to reject or ignore the new culture. As if it is possible to make a hierarchy of cultures they begin to talk about the supremacy of their culture. This is because they have difficulty understanding or accepting people with points of view based on other views of the world. (Genc & Bada, 2005). Besides these benefits, studying culture gives learners a liking for the native speakers of the target language. Studying culture also plays a useful role in general education; studying culture, we could also learn about the geography, history, etc. of the target culture (Cooke, 1970).
McKay (2003), furthermore, contends that culture influences language teaching in two ways: linguistic and pedagogical. Linguistically, it affects the semantic, pragmatic, and discourse levels of the language. Pedagogically, it influences the choice of the language materials because cultural content of the language materials and the cultural basis of the teaching methodology are to be taken into consideration while deciding upon the language materials. For  (Stewart, 1981:202) People who are limited in personal experiences become easy to have their own interpretations that make stereotype or overgeneralization.
Stereotype is to decide that something is common to all members of culture.
People who have stereotype about a group of people fail to understand the variety that exists in the culture. They ascribe to the whole what is observed merely of a part. (McAllister 1995:16) Stereotypical beliefs prevent us from seeing people as individuals with unique characteristics. Negative stereotypes lead to prejudice: suspicion, intolerance, or hatred of other cultural groups.
One of the best way to avoid problem of stereotyping and unintentional slights is to make an aeffort at approaching all people as human beings (Arai, et al, 2001:447;Hiebert, 1985:98;Samovar, et al, 1981:87). This mental choice helps one to be more aware of the similarities among people, irregardless of race of skin colour. It also helps to build a positive attitude toward people of other cultures.

Prejudice
Prejudice is the negative prejudgement of entire group usually a racial or ethnic groups they have ever seen-Chinese children learned about the DJJUHVVLYH ³ELJ QRVHG´ ³URXQG H\HV´ EHIRUH WKH GLSORPDWLF WKDZ EHWZHHQ (DVW and West in the 1970s and many Americans knew that Vietnamese were sneaky, cunning, untrustworthy, and dirty. Prejudiced attitudes may also grow from direct interaction between members of different groups. If all the interaction is between one group in a superior position and another group in an inferior position, then it is sure to become stereotyped. It makes prejudice stronger, and a vicious circle is begun (Stewart, 1981:203).
Prejudice is a judgment that a particular ethnic group is inherently inferior to others. If anyone who judges another culture and not his/her own,

Negotiation of cross-cultural conflict
People will never understand someone from another culture without understanding what she or he assumes about the world and worlds. In other words, we can say that people need to know cross-cultural understanding. One of the main reasons cultures are so different is that they have different values.

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A fundamental principle of cross cultural understanding is that only someone who is culturally literate in his/her own culture can truly understand why she/he believes and behaves as she/he does. We can say that by looking into the heart of our own culture, we will be much prepared to understand other

Research Methodology
Novel as one kind of literary text is interesting to be analysed since novel is a fictitious prose narrative of considerable length in which characters and actions representative of real life are portrayed in a plot of more or less complexity (Rees 1973:106). That is why people seem to be interested in reading novels rather than poetry or play.

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feelings, customs, possessions, belief, fear, and joy, and how they speak which are reflected through the characters. They added that this vivid imagined world could quickly give the foreign reader a feel for the codes and preoccupations that structure a real society. Furthermore, Koesnosoebroto (1988:20) says that the novel, more than any other genre, can give form to a set of attitudes regarding society, history and the general culture of which the novel is a part.

The object of the study is a novel Not Without my Daughter (NW for short) by
William Hoffer and %HWW\ 0DKPRRG\ 1: LV D µQRQ-ILFWLRQ QRYHO ¶ LQ ZKLFK the author presents actual people and events in story form (Koesnosoebroto 1988:26). The researcher has chosen this novel because it reflects the social condition and the culture of people, which comes into contact with another culture. By reading this novel, the readers can learn cross-cultural conflict revealed in the novel so it will increase their cultural awareness.
The novel talks about an American woman who was trapped in Iran society, which has different culture from hers. The story is based on the true story of happily. However, they changed their attitude slowly since they were upset why Moody took an American woman as a wife. At that time, Iran was embroiled in a bitter war with Iraq. They assumed that America supported Iraq.
That was the reason why they hated American. Cultural conflicts often occurred when Betty was staying there as she had different culture from that of Iranian such as belief, custom, and value. After experiencing difficult times, she and her daughter, Mahtob finally arrived safely home in Michigan on 7 th February 1986, for an ecstatic but bittersweet reunion with their family. She was helped by William Hoffer and his wife, Marilyn, in writing her story.
Hoffer is the co-author of midnight express, another story of an American held captive in the Middle East. This material is chosen because it contains cultural conflicts between the main character, i.e. Moody, an Iranian and her American wife, Betty Mahmoody.
The research is a qualitative descriptive research. The primary data were cross cultural conflicts caused by ethnocentrism, stereotype and prejudice obtained from the novel NW through frequent reading and analysis. This study employed the researcher as the instrument to find adequate and profound data and analyze them. The procedures that had been used in this research were (1) provision of data; (2) classification and data analysis; (3) presentation of data analysis. The first procedure related to problems of classification i.e. cross cultural conflicts. The phase of data analysis related to the collection data of cross cultural conflicts in NW. They were classified into misinterpretation, ethnocentrism, stereotype and prejudice. The last phase is presentation the result of the analysis that had been conducted in this research.

Characters
Two kinds of characters that are discussed are major and minor characters.
Main characters are the most important characters in a story. Minor characters are characters of less important than those of the main (Koesnosoebroto 1988:67)

Main characters
There are two main characters: Betty Mahmoody and Sayyed Bozorg Mahmoody or Moody. Betty was optimistic in facing difficulty. She always tried to find chances or way out of her problems. She was also a brave and desperate woman. When a chance to run away came, she determined to make a desperate run for freedom. She was honest too. Unless she liked something, she would say it directly although some people would get angry to her.
Moreover, she was a good and loving mother.
Moody was illustrious lineage in his homeland, Iran. He was a brilliant man who could master any subject. He was a physician trained in America.
Culturally he was a mixture of east and west as he had lived in the United States for two decades. He was already beginning to bald and not particularly handsome, but his strong stocky build was appealing. He had paradoxical personality as he was a loving husband and father but he was also shorttempered and belligerent. Sometimes he was kind. On other occasion, he turned into an evil man.

Minor characters
Five minor characters in the novel are Sara Mahmoody Ghodsi or Ameh Judy was a young and blond-haired American woman. Her Iranian-born husband was a contractor in New York city. She introduced Betty to Rasheed, someone who knew people who could take people out of Iran through turkey.
Amahl was a short, thin man. He hoped someday he could get himself and his family out of Iran, but the circumstances of his life were extraordinary intricate.
By day he was a successful businessman, outwardly supportive of the

Setting
Setting in the story was divided into place and time where and when the story occurred. The places were in America, Iran and Turkey. The time in which the story occurred was from 1974 to 1986.

Mood or atmosphere
The atmosphere of NW was the Iranian culture. It concerned with the way of dressing and the celebration. In dressing Iranian women were required to keep their arms, legs and foreheads covered. They were wrapped almost completely in chadors. A chador was a large half-moon-shaped cloth entwined around the shoulders, foreheads and chin to reveal only eyes, nose and mouth. They wore montoes, which were large coats that reach down nearly to ankles and rosaries, long and heavy scarves when they went outside. However, if there were guests came, they still had to wear the chadors.
Meanwhile for celebration, there were some mentioned in the story.

Incentive moment
The story began when Betty Mahmoody went to Iran with moody, her Iranian-ERUQ KXVEDQG DQG KHU GDXJKWHU 0DKWRE WR YLVLW KHU KXVEDQG ¶V IDPLO\ +H swore that they would stay in Tehran for only two weeks. However, he lied and said they would stay in Tehran forever. Although she did not agree the idea, he was adamant.

Complication
Moody asked her to go to see her dad alone, without her daughter as her dad was sick. She was surprised with his change at first, but then she knew the mad reasoning behind his sudden decision to let her return to America. He wanted her to sell everything they owned in America and he would not allow her coming back before she brought the money. He held Mahtob as a hostage.

Climax
Moody imprisoned her for three days until she got onto the airplane so that she could not make a contact with Amahl, someone who could help her getting out of iran. Finally, she had a chance when an ambulance came to pick moody up.
She GHFLGHG WR GR VRPHWKLQJ WR JHW RXW RI PRRG\ ¶V KRXVH DQG UXQ KHU SODQ Finally, she succeeded and then made a difficult journey to turkey.

Resolution
The resolution started when Betty arrived at the border between Iran and turkey. Although they were still far from free, at least, they were out of Iran.
However, it was not the end of the story. It was just the beginning of the resolution. The next story was how they journeyed to Ankara, turkey, where they could fly safely to America.

Theme
Themes that can be formulated from the novel are: (1) A mother who loves her GDXJKWHU VR PXFK WKDW VKH GDUHV WR IDFH DQ\ GDQJHU IRU KHU GDXJKWHU ¶V VDNH DQG (2) there must be a way out of any problems as long as you try hard. Both women considered themselves American (p:522)

Point of view
There were also some people who wanted to go out of Iran to America. They preferred living in America to Iran. They were Hamid who was an ex-officer in WKH VKDK ¶V DUP\ DQG ZDV D PHQVZHDU-shop owner and Amahl. Actually, Iranian people were divided into two groups. The first group was very fanatic to the $\DWROODK .KRPHLQL ¶V 6KLLWH VHFW RI ,VODP VXFK DV $PHK %R]RUJ %DED +DMML Reza, Mammal. The other one seemed a bit more westernized. The other one seemed a bit more westernized. They were more likely to speak English such as Chamsey, Zaree, Hamid, and Amahl.

Prejudice
Prejudice is a judgment that a particular ethnic group is inherently LQIHULRU WR RWKHUV ,Q 1: ZH FDQ DOVR ILQG %HWW\ ¶V SUHMXGLFH WRZDUG ,UDQ country which can be seen in the citation below, ³6XUHO\ , WKRXJKW LQ WLPH 0RRG\ ZRXOG EH VLFNHQHG E\ WKH ILOWK around him. He would realize that his professional future was in America, not in a backward nation that had yet to learn the basic of hygiene and social justice (p:444) Here, Betty considered that Iran was a filthy country because Iranian did not know the basics of hygiene. She thought that Moody, his husband was not proper staying in Iran since a doctor, he must know the value of hygiene. She also regarded Iran as a backward nation that indirectly means that she was of the opinion that Iran was inferior to her country. In short, Betty has negative judgment toward Iran country.

Conclusions
Cultural conflicts occurred because of friction of different cultures EHWZHHQ %HWW\ ¶V FXOWXUH LQ WKLV FDVH $PHULFD DQG ,UDQ FXOWXUH 7KH FXOWXUDO aspects causing conflicts found in NW were misinterpretation, prejudice, stereotype and ethnocentrism. It is necessary for English learners to know about the English culture so that they may have a better cross culturally understanding. Further they will be more tolerant and wiser in order to reduce cultural conflicts that may occur in intercultural communication.
Cultural conflicts can be prevented if we increase our awareness of our own attitudes and learn to be sensitive to cross-cultural differences. However, if we develop intercultural sensitivity, it does not mean that we need to lose our cultural identities-but rather that we recognize cultural influences within ourselves and within others. By understanding other cultures well, we could respect other cultures and reduce cultural conflicts that might occur in intercultural communication.