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All Journal Abdimas Indonesian Journal International Journal of Multidisciplinary Reseach
Ni Made Lovi Arini
Universitas Mahasaraswati Denpasar
Religion Computer Science & IT Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Social Sciences

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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.
INTEGRATING INTERCULTURAL COMMUNICATIVE COMPETENCE INTO 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
International Journal of Multidisciplinary Reseach Vol. 2 No. 3 (2026): June
Publisher : International Journal of Multidisciplinary Reseach

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Abstract

The increasing importance of English as a worldwide lingua franca requires that learners are prepared with not only linguistic competence but also the capacity to communicate in meaningful ways across different cultural contexts. The present study explores the integration of Intercultural Communicative Competence (ICC) in English Language Teaching (ELT) by examining its theoretical basis, classroom implementation and the perceived advantages and disadvantages. The qualitative study design was used using literature analysis and semi-structured interviews with five selected purposefully English teachers. Data from both sources were analysed thematically for repeating patterns and themes. The findings suggest that ICC is seen by the literature and the teachers participating as an important aspect of successful English language teaching. Teachers used intercultural education through comparative cultural discussions, real multimedia tools, collaborative projects, role-plays and reflective classroom activities. These strategies were believed to contribute to students’ communicative competence, intercultural awareness, critical thinking, learner engagement, and appreciation for cultural diversity. The study identified several challenges for the systematic implementation of ICC, including: examination-oriented curriculum, limited time for teaching, lack of intercultural teaching resources and lack of professional development opportunities for teachers. Research shows that successful implementation includes curriculum support, ongoing teacher training, and culturally responsive teaching. Intercultural competency in English language education helps learners to be ready to interact successfully and appropriately in multicultural academic, social and professional settings, and promotes global citizenship and intercultural awareness.
Co-Authors Anak Agung Putri Maharani I Kadek Dian Satriawan Ida Bagus Nyoman Mantra Ni Luh Putu Anggi Widyantari Sang Ayu Putu Ichita Dewi