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All Journal Journal of English Language and Pedagogy Pedagogia : Jurnal Ilmiah Pendidikan
Aditya Sahrul Akbar
Universitas Sarjanawiyata Tamansiswa
Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Implementation of Intercultural Communicative Competence in Evaluation: An Analysis of English Summative Assessment Dinar Martia Azizah; Aditya Sahrul Akbar
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.47

Abstract

Assessment plays an important role in supporting an effective and responsible learning process. Thus, this study aims to analyze the implementation of the Intercultural Communicative Competence (ICC) component in the summative assessment of English in one of the vocational high schools in Yogyakarta. The qualitative approach with thematic content analysis method were implemented in this research and the data were collected from 30 students of odd semester summative exam questions and analyzed using the theoretical framework which includes of three main components: knowledge, skills, and attitudes. The results showed that six questions contained ICC elements, namely one question reflected the knowledge component and five questions reflected the skills component. No questions were found that represented the attitude component. This finding indicates that although there have been efforts to integrate ICC in assessment, its implementation is still limited and has not been applied systematically. The dominance of the skills component indicates a focus on the ability to interpret and understand cross-culturally, but the absence of the attitude aspect indicates that intercultural sensitivity has not been adequately measured. Futhermore, it can be concluded that the application of ICC in summative assessment is still partial and emphasizes the cognitive aspect. This study emphasizes the need to develop more comprehensive assessment instruments that cover all ICC components to support students' intercultural awareness in accordance with the objectives of the Merdeka Curriculum.
Unpacking bilingualism in English Language Teaching: An empirical study of Weinreich’s typology in the Indonesian EFL context Aditya Sahrul Akbar; Hanandyo Dardjito; Nadya Septiani Rahman; Ma. Azalea Candyd B. Redoble
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19625

Abstract

The process of acquiring the target language cannot be separated from the aspect of bilingualism, which explains how an individual can acquire a second language. Thus, this research aims to analyze how English teachers acquire English as their target language. The analysis is based on the three types of bilingualism proposed by Weinreich (1953). In addition, this study aims to identify the type of bilingualism that is most commonly used by teachers in the context of English learning. A qualitative research design was employed in this study to investigate the topic qualitatively, utilizing data analysis techniques as outlined by Miles & Huberman (2014). The data in this research were collected through questionnaires, interviews, and video observations of two teachers who actively teach English at a vocational school in Yogyakarta. The results show that in language acquisition, subordinate and coordinate bilingualism emerge as the most dominant types of bilingualism in how teachers acquire their target language. Additionally, subordinate is a type of bilingualism that is often used by both teachers in the ELT context. Future research can explore the correlation between parenting patterns and the process of acquiring an individual's target language.
Co-Authors Dinar Martia Azizah Hanandyo Dardjito Ma. Azalea Candyd B. Redoble Nadya Septiani Rahman