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Empowering Junior High School English Teachers to Integrate Intercultural Communicative Competence in English Language Teaching Ida Bagus Nyoman Mantra; Anak Agung Putri Maharani; I Kadek Dian Satriawan; Sang Ayu Putu Ichita Dewi; Ni Luh Putu Anggi Widyantari; Ni Made Lovi Arini
Abdimas Indonesian Journal Vol. 6 No. 2 (2026)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.1917

Abstract

Intercultural Communicative Competence (ICC) has become an essential component of English language teaching as educators are expected to prepare learners to communicate effectively in culturally diverse contexts. However, many English teachers still emphasize language proficiency but struggle to incorporate intercultural perspectives into their classroom instruction. The community service was designed to strengthen the Intercultural Communicative Competence of junior high school English instructors through a participatory professional development program. The program was conducted with English teachers from five junior high schools in Gianyar Regency, Bali, Indonesia. The program ran for 8 weeks, incorporating collaborative workshops, lesson planning, classroom mentorship, reflective practice, and peer discussion. Pre-test and post-test, classroom observations, evaluation surveys, and semi-structured interviews were used to collect the data. Results showed that all aspects of ICC improved significantly. The overall mean ICC score rose from 63.5 on the pre-test to 88.0 on the post-test. Teachers also had very positive perceptions of the curriculum, reporting enhanced professional confidence, stronger lesson-planning abilities, and greater preparedness to adopt intercultural pedagogy in English classrooms. The study finds that participatory professional development is an effective and sustainable approach to developing teachers' intercultural competence and supporting culturally responsive English language instruction.
Exploring the Role of Neo-Humanism and Local Cultural Values in Digital English Language Learning for Elementary School Students Ida Bagus Nyoman Mantra; I Made Suyasa; I Nyoman Adi Susrawan; Ni Wayan Adi Priantini; Ida Ayu Praba Iswari Dewi; I Kadek Dian Satriawan
Social Science Academic Vol. 4 No. 2 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10444

Abstract

The rapid development of digital technology into English language teaching has provided new means for interactive learning, but has also raised concerns about safeguarding learners' cultural identity and promoting all-round development. This research aims to investigate the impact of neo-humanistic teachings and local cultural values to the digital English language learning of primary school students. This research was conducted through a qualitative case study approach in public and private primary schools in Bali. The data were collected by semi-structured interviews, classroom observation and document study. The study revealed five main themes: (1) incorporating local culture into English education through traditional ceremonies, folklore, arts, and environmental contexts; (2) incorporating neo-humanistic values such as empathy, cooperation, respect, responsibility, and environmental awareness into classroom activities; (3) effective use of digital technologies; (4) students' holistic development to enhance language confidence, creativity, collaboration, critical thinking, and cultural identity; and (5) implementation challenges related to digital infrastructure, culturally relevant teaching resources, and teacher readiness. This research shows that the integration of neo-humanistic principles and local knowledge turns digital English language teaching into a full learning experience beyond the simple mastery of the language. The results have practical implications for educators, curriculum developers and policy makers interested in designing culturally responsive and technology-enhanced English language teaching in elementary education.
Co-Authors Anak Agung Putri Maharani I Kadek Dian Satriawan I Made Suyasa I Nyoman Adi Susrawan Ida Ayu Praba Iswari Dewi Ni Luh Putu Anggi Widyantari Ni Made Lovi Arini Ni Wayan Adi Priantini Sang Ayu Putu Ichita Dewi