Main Article Content
Abstract
This study aimed to analyze English teaching based on the perspective of intercultural language teaching (ILT). The ILT perspective was referred to Liddicoat and Scarino's (2013) model. Three English teachers from one of the schools in Kepahiang District were engaged as the participants of this study. This study applied a qualitative method. The data were collected using observation. The findings of this study revealed that the teachers had applied three principles of ILT, namely active construction, making connections, and interaction. Active construction was represented by some activities such as word quiz, the use of cultures-embedded materials, group work, pair-work communication, and check and recheck with partners. Making connection principle was portrayed from some activities such as directing questions and cultural comparison. Interaction principle was depicted from some activities such as the use of cultures-embedded texts, group-interaction, pair-wok communication, and check and recheck with partners. It is recommended that further studies be conducted by involving more participants so that richer data with their varieties can be portrayed.
Keywords
Article Details
References
- ALPLP. (2005). Getting started with intercultural language learning: A resource for schools. Australia: Australian Government Department of Education, Science and Training.
- Ary, D., Jacobs, L. C., Sorensen, C. K., Walker, D. A., & Razavieh, A. (2010). Introduction to research in education. Measurement (8th ed., Vol. 4). USA: Wadsworth, Cengage Learning. https://doi.org/10.1017/CBO9781107415324.004
- Bal, N. G., & Savas, P. (2020). Intercultural Competence in the Eyes of State School English Language Teachers in Turkey. Journal of Language Education, 6(2), 51–70.
- Barrett, M., Byram, M., Lázár, I., Gaillard, M. P., & Philippou, S. (2014). Developing intercultural competence through education. (J. Huber & C. Reynolds, Eds.) (Vol. 1). Council of Europe Publishing. F67075 Strasbourg Cedex.
- Byram, M., & Wenger, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, (December 2017), 1–12. https://doi.org/10.1111/flan.12319
- Candel-Mora, M. Á. (2015). Attitudes towards intercultural communicative competence of English for specific purposes students. Procedia - Social and Behavioral Sciences, 178, 26–31. https://doi.org/10.1016/j.sbspro.2015.03.141
- Fang, F. G. (2017). World Englishes or English as a Lingua Franca: Where does English in China stand? English Today, 33(1), 19–24. https://doi.org/10.1017/S0266078415000668
- Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. 1221 Avenue of the Americas, New York, NY 10020: McGraw-Hill Companies, Inc. https://doi.org/10.1017/CBO9781107415324.004
- Ghasemi, A. A., Ahmadian, M., Yazdani, H., & Amerian, M.
- (2020). Towards a Model of Intercultural Communicative Competence in Iranian EFL Context: Testing the Role of International Posture, Ideal L2 Self, L2 Self- Confidence, and Metacognitive Strategies. Journal of Intercultural Communication Research, 1–20. https://doi.org/10.1080/17475759.2019.1705877
- Hamied, F. A. (2012). English in Multicultural and Multilingual Indonesian Education. Multilingual Education, 1(English as an International Language in Asia: Implications for Language Education), 63–78. https://doi.org/10.1007/978-94-007-4578-0_5
- Haryani, H., & Putry, A. (2020). A Collaboration between Communicative Language Teaching (CLT), Audiolingual, and Community Language Learning (CLL) Approach in teaching and learning English at SMA 1 Singorojo Kendal. Journal of English Education and Teaching, 4(1), 127-139.
- Hua, Z. (2013). Exploring Intercultural Communication. Exploring Intercultural Communication: Language in Action. https://doi.org/10.4324/9780203798539
- Idris, M. M. (2020). Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta. Indonesian Journal of Applied Linguistics, 9(3), 628–636. https://doi.org/10.17509/ijal.v9i3.23213
- Karatas, S., Antalya, S., & Karatas, S. (2017). Teachers’ views on multicultural education: sample of Antalya. The Anthropologist, 19(2), 373–380. https://doi.org/10.1080/09720073.2015.11891670
- Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57–78.
- Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Intercultural language learning. Australia: Commonwealth Department of Education, Science and Training.
- Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. West Sussex, UK: Wiley-Blackwell.
- Liu, S. (2013). Students ’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non English Major Students in a Chinese University. International Journal of English Language Education, 1(3). https://doi.org/10.17507/jltr.0802.27
- Liu, X. (2020). Comparing multicultural education in China and Finland: from policy to practice. Asian Ethnicity, 1–21. https://doi.org/10.1080/14631369.2020.1760078
- Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, California 91320: SAGE Publications, Inc.
- Morganna, R. (2017). Theoretical, pedagogical, practical views, and the shift of genre based instruction. English Franca, 1(1), 81–100. https://doi.org/http://dx.doi.org/10.29240/ef.v1i1
- Morganna, R., Sumardi, S., & Tarjana, S. S. (2018a). Teaching Culture: The Prevailing Stance of Indonesian EFL Teachers. International Journal of Multicultural and Multireligious Understanding, 5(4), 317–330.
- https://doi.org/http://dx.doi.org/10.18415/ijmmu.v5i4.169
- Morganna, R., Sumardi, & Tarjana, S. S. (2018b). Immersion vs. construction: The portrayals of culture in Indonesian EFL learning paradigm. Journal of Language and Linguistic Studies, 14(2), 283–304. Retrieved from https://www.jlls.org/index.php/jlls/article/view/969/385
- Noviyenty, L., Morganna, R., & Fakhruddin. (2020). The paradigms of teaching English across cultures: EFL teachers’ perspectives. International Journal of Curriculum and Instruction, 12(1), 1–16.
- Pennycook, A. (2017). The cultural politics of English as an international language. New York: Routledge.
- Porto, M. (2018). Does education for intercultural citizenship lead to language learning? Language, Culture and Curriculum, 0(0), 1–18. https://doi.org/10.1080/07908318.2017.1421642
- Rahim, H. A., & Daghigh, A. J. (2019). Locally developed versus global textbooks: an evaluation of cultural content in textbooks used in English language teaching in Malaysia. Asian Englishes, 1–15. https://doi.org/10.1080/13488678.2019.1669301
- Rauschert, P., & Byram, M. (2017). Service learning and intercultural citizenship in foreign-language education. Cambridge Journal of Education, (July), 1–17. https://doi.org/10.1080/0305764X.2017.1337722
- Si, J. (2018). English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners. Asian Englishes, 1–17. https://doi.org/10.1080/13488678.2018.1544700
- Syafryadin, S. (2020). Students’ strategies in learning speaking: Experience of two Indonesian schools. Vision: Journal for Language and Foreign Language Learning, 9(1), 33-46.
- Stake, R. E. (1995). The Art of case study Research. Thousand Oaks, California: SAGE publications.
- Tolosa, C., Biebricher, C., East, M., & Howard, J. (2018). Intercultural language teaching as a catalyst for teacher inquiry. Teaching and Teacher Education, 70, 227–235. https://doi.org/10.1016/j.tate.2017.11.027
- Tran, T. Q., & Seepho, S. (2016). EFL Learners ’ Attitudes toward Intercultural Communicative Language Teaching and their Intercultural Communicative Competence Development. Journal of English Studies, 11.2
- Wang, J. (2017). Views and Attitudes of intercultural awareness in Chinese teaching and learning in Shanxi Provincial Universities context. Journal of Language Teaching and Research, 8(2), 418–430.
References
ALPLP. (2005). Getting started with intercultural language learning: A resource for schools. Australia: Australian Government Department of Education, Science and Training.
Ary, D., Jacobs, L. C., Sorensen, C. K., Walker, D. A., & Razavieh, A. (2010). Introduction to research in education. Measurement (8th ed., Vol. 4). USA: Wadsworth, Cengage Learning. https://doi.org/10.1017/CBO9781107415324.004
Bal, N. G., & Savas, P. (2020). Intercultural Competence in the Eyes of State School English Language Teachers in Turkey. Journal of Language Education, 6(2), 51–70.
Barrett, M., Byram, M., Lázár, I., Gaillard, M. P., & Philippou, S. (2014). Developing intercultural competence through education. (J. Huber & C. Reynolds, Eds.) (Vol. 1). Council of Europe Publishing. F67075 Strasbourg Cedex.
Byram, M., & Wenger, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, (December 2017), 1–12. https://doi.org/10.1111/flan.12319
Candel-Mora, M. Á. (2015). Attitudes towards intercultural communicative competence of English for specific purposes students. Procedia - Social and Behavioral Sciences, 178, 26–31. https://doi.org/10.1016/j.sbspro.2015.03.141
Fang, F. G. (2017). World Englishes or English as a Lingua Franca: Where does English in China stand? English Today, 33(1), 19–24. https://doi.org/10.1017/S0266078415000668
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. 1221 Avenue of the Americas, New York, NY 10020: McGraw-Hill Companies, Inc. https://doi.org/10.1017/CBO9781107415324.004
Ghasemi, A. A., Ahmadian, M., Yazdani, H., & Amerian, M.
(2020). Towards a Model of Intercultural Communicative Competence in Iranian EFL Context: Testing the Role of International Posture, Ideal L2 Self, L2 Self- Confidence, and Metacognitive Strategies. Journal of Intercultural Communication Research, 1–20. https://doi.org/10.1080/17475759.2019.1705877
Hamied, F. A. (2012). English in Multicultural and Multilingual Indonesian Education. Multilingual Education, 1(English as an International Language in Asia: Implications for Language Education), 63–78. https://doi.org/10.1007/978-94-007-4578-0_5
Haryani, H., & Putry, A. (2020). A Collaboration between Communicative Language Teaching (CLT), Audiolingual, and Community Language Learning (CLL) Approach in teaching and learning English at SMA 1 Singorojo Kendal. Journal of English Education and Teaching, 4(1), 127-139.
Hua, Z. (2013). Exploring Intercultural Communication. Exploring Intercultural Communication: Language in Action. https://doi.org/10.4324/9780203798539
Idris, M. M. (2020). Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta. Indonesian Journal of Applied Linguistics, 9(3), 628–636. https://doi.org/10.17509/ijal.v9i3.23213
Karatas, S., Antalya, S., & Karatas, S. (2017). Teachers’ views on multicultural education: sample of Antalya. The Anthropologist, 19(2), 373–380. https://doi.org/10.1080/09720073.2015.11891670
Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57–78.
Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Intercultural language learning. Australia: Commonwealth Department of Education, Science and Training.
Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. West Sussex, UK: Wiley-Blackwell.
Liu, S. (2013). Students ’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non English Major Students in a Chinese University. International Journal of English Language Education, 1(3). https://doi.org/10.17507/jltr.0802.27
Liu, X. (2020). Comparing multicultural education in China and Finland: from policy to practice. Asian Ethnicity, 1–21. https://doi.org/10.1080/14631369.2020.1760078
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, California 91320: SAGE Publications, Inc.
Morganna, R. (2017). Theoretical, pedagogical, practical views, and the shift of genre based instruction. English Franca, 1(1), 81–100. https://doi.org/http://dx.doi.org/10.29240/ef.v1i1
Morganna, R., Sumardi, S., & Tarjana, S. S. (2018a). Teaching Culture: The Prevailing Stance of Indonesian EFL Teachers. International Journal of Multicultural and Multireligious Understanding, 5(4), 317–330.
https://doi.org/http://dx.doi.org/10.18415/ijmmu.v5i4.169
Morganna, R., Sumardi, & Tarjana, S. S. (2018b). Immersion vs. construction: The portrayals of culture in Indonesian EFL learning paradigm. Journal of Language and Linguistic Studies, 14(2), 283–304. Retrieved from https://www.jlls.org/index.php/jlls/article/view/969/385
Noviyenty, L., Morganna, R., & Fakhruddin. (2020). The paradigms of teaching English across cultures: EFL teachers’ perspectives. International Journal of Curriculum and Instruction, 12(1), 1–16.
Pennycook, A. (2017). The cultural politics of English as an international language. New York: Routledge.
Porto, M. (2018). Does education for intercultural citizenship lead to language learning? Language, Culture and Curriculum, 0(0), 1–18. https://doi.org/10.1080/07908318.2017.1421642
Rahim, H. A., & Daghigh, A. J. (2019). Locally developed versus global textbooks: an evaluation of cultural content in textbooks used in English language teaching in Malaysia. Asian Englishes, 1–15. https://doi.org/10.1080/13488678.2019.1669301
Rauschert, P., & Byram, M. (2017). Service learning and intercultural citizenship in foreign-language education. Cambridge Journal of Education, (July), 1–17. https://doi.org/10.1080/0305764X.2017.1337722
Si, J. (2018). English as a native language, World Englishes and English as a lingua franca-informed materials: acceptance, perceptions and attitudes of Chinese English learners. Asian Englishes, 1–17. https://doi.org/10.1080/13488678.2018.1544700
Syafryadin, S. (2020). Students’ strategies in learning speaking: Experience of two Indonesian schools. Vision: Journal for Language and Foreign Language Learning, 9(1), 33-46.
Stake, R. E. (1995). The Art of case study Research. Thousand Oaks, California: SAGE publications.
Tolosa, C., Biebricher, C., East, M., & Howard, J. (2018). Intercultural language teaching as a catalyst for teacher inquiry. Teaching and Teacher Education, 70, 227–235. https://doi.org/10.1016/j.tate.2017.11.027
Tran, T. Q., & Seepho, S. (2016). EFL Learners ’ Attitudes toward Intercultural Communicative Language Teaching and their Intercultural Communicative Competence Development. Journal of English Studies, 11.2
Wang, J. (2017). Views and Attitudes of intercultural awareness in Chinese teaching and learning in Shanxi Provincial Universities context. Journal of Language Teaching and Research, 8(2), 418–430.