INVESTIGATING INTERCULTURAL COMUNICATIVE COMPETENCE MODEL FOR ENGLISH STUDENT AT STKIP YAPIS DUMPU NTB

EDI, EDI (2017) INVESTIGATING INTERCULTURAL COMUNICATIVE COMPETENCE MODEL FOR ENGLISH STUDENT AT STKIP YAPIS DUMPU NTB. S2 thesis, UNIVERSITAS NEGERI MAKASSAR.

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Abstract

I. INTRODUCTION In the 21st century, it is predicted that there are around 360 million people who speak English as the first language, amongst 375 million people use English as their second language and 750 million people learn it as a foreign language (Graddol, 2000, p. 10). Indonesia has complicated cultures. There are 726 different languages in this country (Crystal, 2000, p.4). It means that there are 23 million native speakers and 140 million second language speakers. These speakers speak with diverse cultural dialects and have a large number of international communities (Malay, Chinese, Japanese, Singapore, etc.) that made their daily interaction become more intercultural communicative competence (ICC). ICC becomes a vital issue since the human interaction occurred. Intercultural communication refers to communications between people from different ethnic, gender, social, and cultures within the same and different nation. Intercultural communication has been found within the group of the students when they communicate in daily engagement both in and outside the classroom with the increasingly diverse students’ cohort. Intercultural is now ubiquitous. They occur within neighborhoods, across national borders, in face to face interactions, through mediated channels, in various sectors. Intercultural competence can end disputes, save lives, radically transform the existence of millions of people. Intercultural communication can lubricate the wheels of education, industry, and business. Intercultural competence has been defined as the ability to interact with people from different cultures (Guilherme, 2000). Based on the preliminary observation at English study program of STKIP Yapis Dompu-NTB, it was found that the majority of the students have fairly good command of the English grammar, sentence structure, and list of vocabulary items (Lexis) but they have less competence for the language use. Lecturers tend to focus mainly on teaching the macro-language skills (speaking, listening, reading, and writing) and micro-language skills (vocabulary and grammar) without emphasizing on the increasing of the students’ ICC. There are at least two important reasons for studying ICC. Firstly, it builds the personal interaction with people of different cultures in more particular manner. Intercultural communication is the process of exchanging thoughts and meanings among people of diver’s cultures. Secondly, it helps the colleges and universities in designing programs aiming at increasing students’ leadership. The researchers have realized how important to incorporate the culture into strategies for models of ICC. The lack of strategy to improve the attitude, knowledge, skills, and awareness (dimension of ICC) of our student, made us think about, how culture can be interestingly taught using various strategies at the institution. Lecturers cannot teach language without a strategy of intercultural background. There are many strategies for increasing ICC model. In this research, the researchers investigated the students’ strategies for increasing ICC model. The researchers’ interest in this field came from a variety of sources. Firstly it derived from our traveling experiences to increase our ICC in diverse settings, which led us to the process of examining cultural assumptions of cultural beliefs, values, and worldviews. Secondly, it came from our experiences in Malaysia when we became the presenters in an Asia TEFL and Asia EFL conferences for increasing our strategies to improve our attitude, knowledge, skills, and awareness which related to the ICC with different cultures, learning another cultures, languages, situations, environment, etc. These experiences opened up our minds towards the strategies and models of ICC of language learning for our student. The purpose of this study was to investigate the strategies used by the students of English Study Program of STKIP Yapis Dompu-NTB, Indonesia in increasing their ICC model. It attempted to identify the different strategies in accelerating the ICC model of the students.

Item Type: Thesis (S2)
Subjects: PASCASARJANA > BAHASA INGGRIS (S2)
Divisions: PROGRAM PASCASARJANA
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 06 Apr 2018 07:48
Last Modified: 06 Apr 2018 07:48
URI: http://eprints.unm.ac.id/id/eprint/7039

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