Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex (original) (raw)
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International Journal of Research on English Teaching and Applied Linguistics
The authors address the study on intercultural communicative competence (ICC) of EFL students from different culture at higher education in the classroom setting. ICC is the most interesting and important topic in every meeting among people from different ethnic groups. López-Rocha (2016) mentions that intercultural communicative competence (ICC) needs to be incorporated in the language curriculum if educators hope to help students develop an appreciation for the language and culture studied, an awareness of their own culture, and the development of skills that will allow them to be competent, adaptable, and communicators. This present study therefore aims at exploring students’ perceptions on the practice of intercultural communication competence in EFL classroom at English Department, Faculty of Languages and Literature State University of Makassar, Indonesia in 2019/2020 academic year. A questionnaire was distributed and responded by fifty four undergraduate students. The data ob...
XLinguae, 2021
This study aimed to investigate intercultural communication practice in higher education in Indonesia. Participants (N = 77) were graduate students from the English Education Study Program, State University of Makassar (Males = 16 (20.78%) and females = 61 (79.22%)). The participants ranged in age from 21 to 50. The study found that cultural diversity is important in the EFL classroom, and the students respect other students from different cultures and linguistic backgrounds. The students also claim that intercultural communication is a basic aspect of teaching English in the EFL classroom. Interestingly, intercultural communication can be established properly if all students from different cultural backgrounds respect each other. They feel closer to their classmates regardless of their cultural identity. They find it easy to interact with other students from different cultures and linguistic backgrounds. In classroom discussions, the participants did not look at the cultural backgr...
Intercultural Communicative Competence (ICC) of EFL Students at University Level
Žmogus ir žodis, 2014
Foreign language learning is comprised of grammatical competence, communicative competence, language proficiency and cultural competence. Cultural competence is the knowledge of the conventions, customs, beliefs, and systems of meaning of another country. Language and culture are inseparable. Culture is the foundation of communication. Language itself makes no sense and has no meaning outside the cultural setting in which it is spoken. In the EFL teaching, great attention should be paid to teaching culture of the target language as well as to teaching linguistic knowledge so that learners intercultural communicative competence (ICC) can be enhanced. Foreign language teachers should be culture teachers. As learners learn about language, they learn about culture and as they learn to use a new language, they learn to communicate with other individuals from a new culture. The problem is that the mastery of vocabulary and structures does not necessarily ensure a person's communicative competence. The appearance of disharmony, misunderstandings and even conflicts in communication is largely due to a lack of ICC. The ability to communicate successfully with native speakers depends not only on language skills but also on comprehension of cultural habits and expectations. In the century of the global communication, the goal of EFL teaching has to be changed and a shift should be made to the cultivation of ICC. The main aim of the paper is to reveal whether EFL students at Mykolas Romeris University and Lithuanian University of Educational Sciences hold intercultural communicative competence.
SAGA: Journal of English Language Teaching and Applied Linguistics
The development of intercultural communicative competence (henceforth ICC) has inevitably made one be able to mingle and communicate effectively and appropriately using the target language with other people who have different backgrounds of culture, language, and nation. It is due to the ICC is seen as a complex competence in this twenty-first-century life. However, in the educational context, this competence is rarely noticed seriously by the Indonesian EFL or English teachers. Therefore, this paper is set out to present a comprehensive understanding of ICC and recommend a number of competencies related to ICC that should be possessed by the Indonesian EFL or English teachers in Indonesia. The competencies are linguistic, sociolinguistic, discourse, intercultural competence, and intercultural awareness which are all considered able to assist the Indonesian EFL or English teachers in developing their intercultural competence and their student’s ICC too.
Profiling Intercultural Communication as Global Competence for Indonesian University Students
Proceedings of the 3rd Green Development International Conference (GDIC 2020), 2021
The skill of Intercultural Communication is needed in today's global world. This is due to the development of digital communication and the easy movement of people across the globe that increases the chances of people to meet and interact with others who are coming from different spheres of the world. By being familiar and owning Intercultural Communication competence, one would be able to communicate and to behave appropriately based on the conversation context and can achieve the goal of the interaction effectively. In a similar vein, university students as the member of academic society are also crucial to be introduced to the concept of Intercultural Communication and the skills entailed within since they frequently interact with other students and lecturers who have a different cultural background. Thus, this paper explores the components of Intercultural Competence as part of intercultural communication of students and alumni from the Faculty of Education and Teacher Training at Universitas Jambi. The data of this research are from FGD with lecturers and from document study of Faculty curriculum regarding what contributes to graduate competencies. Data show that there are several skills in Intercultural Communication that are important to be presented and practiced to fulfill the criteria of competent Intercultural speakers such as, understanding of the cultural concept, awareness of different values and norms, and recognition of Intercultural Communication practice in a workplace context. It is also found that the need for intercultural effective components to be encouraged, for example increasing students' appreciation towards their own and others' cultural values. Finally, after the components of Intercultural Communication for university students are identified, the finding can provide information for further development such as teaching instruments and assessment methods to achieve the profile.
Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018), 2019
This study aims at finding the pattern of intercultural communication reflected from the English students’ dialogues from the perspective of Intercultural Communicative Competence (ICC). In addition to the general aim of the study, research was conducted in the 2 year speaking class of English Department in Universitas Negeri Semarang. Approach employed in the research was interdiscipline in qualitative method. The research design was case study with observation, interview, and documentation study used for the data collection techniques. Data validity was tested by implementing the source, researcher, theory, and methodology triangulation. Further, the data collected was analyzed by using interactive model, including data reduction, data presentation, and conclusion/verification. Results show that the majority of students’ dialogues have reflected the three ICC components of Byram namely knowledge, attitude, and skill as well as the three ICC dimensions of Byram and Morgan known as ...
Journal of English Language Teaching and Linguistics
In the twenty-first century life, the demand to become an intercultural speaker becomes very crucial. It is seen through the incremental important attention of having an intercultural communicative competence (ICC) which is seen as one of the main key competencies in global worldwide. This condition urges any teacher to master the ICC completely as to assist their students to become intercultural speakers in multicultural situations. However, this competence has not been noticed thoroughly by Indonesian EFL teachers since most of them are reluctant to develop their competence in term of integrating the elements of ICC into their teaching-learning process. Hence, this present article recommends a number of competencies related to ICC's elements in which the Indonesian EFL teachers should have, namely, the linguistic, sociolinguistic, discourse, and intercultural competence which are considered able to aid the Indonesian EFL teachers in enhancing the students' ICC.
Indonesian EFL Journal, 2020
As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture a...
International Journal of Multicultural and Multireligious Understanding, 2021
Since the 21st century, English learning has been governed by three lingual paradigms, namely the theories of English as a lingua franca, world Englishes, and English as an international language. The three theories agree that ideally the goal of English learning, especially for the EFL context, is to master intercultural communicative competence (ICC). Thus, this study applied a mixed method to investigate Indonesian EFL teachers’ attitudes towards ICC as a goal of EFL learning. 50 Indonesian EFL teachers were involved as the participants. The quantitative data were collected using questionnaires, and the qualitative data were garnered from interviews. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using an interactive model. This study revealed that in general most of Indonesian EFL teachers had positive attitudes towards ICC as a goal of EFL learning. Their positive attitudes represented their psychological tendencies cove...
Technium Social Sciences Journal, 2021
Currently, there are many international students come to Indonesia to learn the language and culture. However, it is undeniable that they experienced a very diverse culture shock when they arrived in Indonesia. There are many differences that they experience ranging from weather, food, different ways of eating, time and delay problems to different type of toilet. This study aims to answer the questions on how they adapt to the new culture, and how to become competent in intercultural communication. This is a qualitative research with a case study approach. Data collection was obtained by semi-structured interviews with 8 international students who are studying language and culture in Indonesia. The results showed that intercultural communication competence can be possessed by international student if they have a motivation to learn that can make them more easily to adapt with new cultures and environment.