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INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS FROM DIFFERENT CULTURES IN EFL CLASSROOM INTERACTION IN HIGHER INSTITUTION Sukardi Weda; Fathu Rahman; Haryanto Atmowardoyo; Iskandar Abdul Samad; Siti Sarah Fitriani; Mawardin M. Said; Andi Elsa Fadhilah Sakti
International Journal of Research on English Teaching and Applied Linguistics Vol 3, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v3i1.3148

Abstract

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 obtained from respondents were analyzed using descriptive statistics illustrating mean, standard deviation (SD), sum, and percentage of students’ perceptions on the questionnaire dealing with ICC practices in EFL classroom. The findings reveal that the students enjoy interacting with other students from different cultures. Other evidences from the study are: 1) they find it easy to talk to students from different cultures, 2) they like to be with students from different cultures, 3) they are open-minded to students from different cultures, 4) they respect the ways students from different cultures behave, 5) They try to get as much information as they can when interacting with students from different cultures, 6) they never think their culture is better than other cultures, 7) they often give positive responses to students from other cultures when maintaining interaction, and 8) they have a feeling of enjoyment towards diversity in their classroom interaction. The implication of the study is that the inclusion of ICC in the curriculum at higher education is a must.
Measuring Intercultural Sensitivity of English Language Students at a Higher Education Institution in Indonesia Sukardi Weda; Haryanto Atmowardoyo; Iskandar Abdul Samad; Siti Sarah Fitriani; Andi Elsa Fadhilah Sakti
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

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Abstract

This study aims at measuring the intercultural sensitivity of English language students at a higher education institution in Makassar, Indonesia. The participants of the study were the first semester students of the English Literature Study Program from the Faculty of Languages and Literature, Universitas Negeri Makassar, who enrolled in the English Phonology course (N = 73, female = 61 (83.56%) and male = 12 (16.44%). The participants of the study were from the English Phonology course because the participants were from various ethnic group backgrounds. The instrument used for the study was Chen and Starosta’s Intercultural Sensitivity Scale (ISS) to explore the intercultural sensitivity of English language students. The findings reveal that the subjects enjoy interacting with people from different cultures. It was also found that: 1) The participants respected the values of people from different cultures, 2) They felt confident when interacting with people from different cultures, 3) They are pretty sure of themselves in interacting with people from different cultures, 4) They respect the values of people from different cultures, 5) They often give positive responses to their culturally different counterpart during their interaction.
Tantangan Belajar Mahasiswa Bahasa Inggris dalam Menghadapi Perubahan Kurikulum Merdeka Belajar Kampus Merdeka (MBKM) di Masa New Normal Sukardi Weda; Geminastiti Sakkir; Andi Elsa Fadhilah Sakti
Seminar Nasional LP2M UNM SEMINAR NASIONAL 2022 : PROSIDING EDISI 1
Publisher : Seminar Nasional LP2M UNM

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Abstract

Abstrak. Artikel ini merupakan bagian dari hasil penelitian yang berjudul “Strategi Belajar Mahasiswa Bahasa Inggris dalam Menghadapi Perubahan Kurikulum Merdeka Belajar Kampus Merdeka (MBKM) di Masa New Normal”. Penelitian ini dilakukan dengan tujuan melihat dan mengidentifikasi tantangan yang dihadapi mahasiswa dalam belajar bahasa Inggris di masa New Normal saat ini. Metode penelitian yang akan digunakan adalah metode kualitatif deskriptif dengan menggunakan angket online melalui Google Form. Angket tersebut berisi pertanyaan tentang tantangan yang dihadapi mahasiswa dalam belajar bahasa Inggris saat ini. Jumlah sampling yang digunakan adalah 122 orang mahasiswa pada Program Studi Pendidikan Bahasa Inggris Universitas Negeri Makassar. Analisis data kualitatif secara open coding dan axial coding. Hasilnya mengungkapkan bahwa terdapat banyak tantangan yang dihadapi mahasiswa dalam belajar bahasa Inggris dalam perubahan kurikulum saat ini (sebelum masa Pandemi, selama dan pasca masa Pandemi Covid-19). Tantangan tersebut berasal dari kondisi mahasiswa, kondisi dosen, kondisi sekolah/ kampus, kondisi lingkungan, kondisi materi, proses pembelajaran, dan penerapan teknologi. Kata Kunci: Strategi, Belajar, Tantangan, Online, Kurikulum, New Normal.