ICC Assessments and Objectives Grounded from Indonesian English Teachers’ ELT Practices in Higher EFL Education: Are they Visible and Worthy

marwa, marwa and cahyono, bambang yudi and latief, muhammad adnan and prayogo, johannes ananto (2018) ICC Assessments and Objectives Grounded from Indonesian English Teachers’ ELT Practices in Higher EFL Education: Are they Visible and Worthy. Jurnal of Applied Linguistics and Language Research, 5 (4). pp. 92-108. ISSN 2376-760X

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Abstract

Intercultural competence (ICC) assessment both quantitative and qualitative methods have been used to identify whether the students have benefited from their intercultural learning. However, ICC assessments which can provide language educators with feedback still need to be studied and developed. This fieldwork study sheds light on the application of ICC assessments in ELT classrooms focusing on the formats/ways and objectives grounded from the English teachers’ teaching practices. University of Riau and Brawijaya University in Indonesia were as the sites for a six-month fieldwork which involved four participants in their ELT classrooms. The study employed observation field notes, teacher interview questions, audio recording, and any supported documents as the research instruments. Regarding ICC assessments methods and objectives, the English teachers applied the sort of authentic ICC assessment methods which eventually also parts of their teaching activities covering the paper test (translation and writing), oral presentation, role play and projects. In fact, such ICC authentic assessment methods can be promoted in the ELT classrooms since they are more visible and worthy in terms of ways and functions which can provide the teachers with feedback. Evidently, the students could have more experience and impressions in their culture learning when they are assigned to work on such authentic ICC assessments. With respect to ICC assessment objectives, some cultural aspects/objectives assessed found covering Byram’s (1997) ICC dimensions: savoir, savoir comprendre, and savoir etre. The findings signal that the ICC assessments and dimensions grounded from the English teachers’ teaching practices were evidently visible and analyzable.

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