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All Journal Jurnal Santiaji Pendidikan (JSP) Jurnal Pendidikan Bahasa Jurnal Pendidikan Bahasa Inggris LLT Journal: A Journal on Language and Language Teaching SPHOTA: Jurnal Linguistik dan Sastra WIDYABHAKTI Jurnal Ilmiah Populer PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Yavana Bhasha : Journal of English Language Education Jurnal Abdi Masyarakat Indonesia Abdimas Indonesian Journal Academic Journal on English Studies (AJOES) Journal on Studies in English Language Teaching (JOSELT) Jurnal Abdi Dharma Masyarakat Studies in English Language and Education SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar SUBSERVE: Community Service and Empowerment Journal International Journal of Multidisciplinary Reseach
Anak Agung Putri Maharani
Universitas Mahasaraswati Denpasar
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How do they interact? Exploring issues of interaction forms in an online writing classroom Anak Agung Putri Maharani; Made Hery Santosa
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38995

Abstract

As the 21st century progresses, there is a growing emphasis on equipping students with essential skills, including writing, which is considered crucial to master. Online writing has become particularly significant in fostering this skill, as advanced technology enhances classroom activities and creates new opportunities for interaction between lecturers and students. This study aimed to assess the levels of six types of interaction, identify the forms of interaction students value most, determine the forms most frequently conducted by lecturers, and explore the benefits of these interactions in an online writing course. This study utilized a sequential explanatory design involving 122 respondents. Data were collected using two research instruments: a questionnaire and interviews. The findings revealed that respondents demonstrated two preferences for a high level of interaction, both of which showed a notable increase in the six forms of interaction. Among these, four types of interaction were perceived by students as playing a critical role in their online writing activities. However, only three forms of interaction were identified as being frequently implemented by the lecturer, reflecting an emphasis on student-centred learning. Each type of interaction was acknowledged as contributing distinct benefits to the students. This study underlines the importance of adopting diverse and student-centred interactions in online writing courses to enhance student engagement and learning outcomes.
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 3Dewa Gede Agung Gana Kumara Anak Agung Putu Arsana Anak Agung Putu Arsana, Anak Agung Putu Berliani, Ni Wayan Bella Cahyadi, I Wayan Karang Cahyadi, I Wayan Karang Candrawati, Ida Ayu Dewa Gede Agung Gana Kumara Fatin Nabila Hani Bunga Laely I Gde Putu Agus Pramerta I Kadek Dian Satriawan I Ketut Wardana I Komang Budiarta I Putu Indra Kusuma Ida Ayu Chandra Surya Pratiwi Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Komang Ary Trisna Wahyuni Luh Ade Dwitayani Luh Gd Rahayu Budiarta LUH KETUT SRI WIDHIASIH Luh Putu Darmayani Pulasari Made Ayu Sarika Pratiwi Made Hery Santosa Marini, Kadek Dwi Sapta Marisda Adiasi Daud Ni Komang Cahyani Dewi Ni Luh Eka Putri Haryani Ni Luh Putu Anggi Widyantari Ni Luh Putu Diah Swandewi Ni Luh Putu Rika Wardani Ni Made Lovi Arini Ni Made Wersi Murtini Ni Pande Putu Wirayanti Ni Wayan Krismayani Putri, Ermelinda Aldianingsi Sang Ayu Putu Ichita Dewi Sawitri, Ni Luh Putu Dian SAWITRI, NI LUH PUTU DIAN Wayan Maba