APPENDIX 4

Semester Learning Plan

FAKULTAS PENDIDIKAN DAN VOKASI (FADIKSI)

UNIVERSITAS LANCANG KUNING

RENCANA PEMBELAJARAN SEMESTER

Mata Kuliah Kode Kelas Mata Kuliah SKS Semester Tanggal Persetujuan
Intercultural Communicative MP018 Pendidikan Bahasa 2 4 Juni 2022
Competence in ELT Inggris

Otorisasi Dosen Koordinator Ketua Program Studi

Dr. Marwa, S.Pd.I., M.A Herdi, M.Pd

Deskripsi mata kuliah This course serves as an introduction to the field of intercultural Communicative competence by looking at
the practical application of theory and research particularly in English language teaching. Intercultural
Communication focuses on the importance of culture in everyday lives, and the ways in which culture
interrelates with and influences communication processes. The course will cover several general topics
including: identity, perception, communication skills, culture, linguistic differences, stereotyping, and
intercultural communication in foreign language classroom. This course is designed to help EFL teachers and
learners do all these things and become better communicators through intercultural awareness and have the
right intention to integrate ICC in ELT classrooms.

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CPL yang dibebankan pada S5 Bekerja sama dan memiliki kepekaan sosial serta kepedulian terhadap masyarakat dan pendidikan.
MK S9 Bertanggungjawab atas pemenginternalisasi semangat kemandirian, kejuangan dan kewirausahaan.
KU9 Mampu menguasai konsep yang menekankan bahwa informasi sebagai sebuah sumber daya penting
dalam bereproduksi terutama dalam kaintannya dengan kebutuhan koorporasi dalam pencapaian visi dan misi
yang dirancangnya.
KU10 Mampu mengimplementasikan teknologi informasi dan komunikasi dalam konteks pelaksanaan
pekerjaannya.
P1 Mempunyai kemampuan dan pemahaman yang mendalam dalam bidang pendidikan, pengendalian
teknologi dan sistem pendidikan serta teknologi pendidikan
P2 Mempunyai konsep dalam pemecahan masalah kebutuhan pendidikan, pengendalian teknologi dan sistem
pendidikan serta media pendidikan berbasis teknologi.
KK1 Tanggapan terhadap perubahan kurikulum, isu kekinian yang mencakup teori, praktik dan tantangan
dalam pendidikan Bahasa Inggris dan manajemen sekolah.
KK2 Mempunyai kemampuan dalam upaya problem solving, pengelolaan dan pengambilan kebijakan
dibidang pendidikan bahasa Inggris dan manajemen sekolah
KK3 Mampu berpikir kritis terhadap setiap perubahan dan kemajuan ilmu pengetahuan dan teknologi,
khususnya pengembangan kurikulum pendidikan bahasa Inggris dan manajemen sekolah.
Mata kuliah ini membekali mahasiswa untuk mampu:
Capaian Pembelajaran Mata
CPMK 1 Having broad insight of ICC and its Dimensions
Kuliah CPMK 2 understanding ICC for English Language Teachers and Students
CPMK 3 Integrating ICC in English ELT Classroom
CPMK 4 Contextualizing ICC Teaching Strategies Incorporated to ICC Dimensions
CPMK 5 Developing ELT Cultural Topics: Placing Equal Values of Local, Target and Global Cultures’
Knowledge
CPMK 6 Making use ICT Media Sourced from Internet as Tools to Explore the Culture Authenticity
CPMK 7 Using ICC Assessments Methods and Objectives as Reflections of Teaching Activities in the
Classroom
Bahan Kajian Pembelajaran Materi mata kuliah ICC in ELT mencakup:
1. ICC and Its Dimensions
2. ICC for English Language Teachers and Students
3. ICC in English ELT Classroom
4. Contextual ICC Teaching Strategies Incorporated to ICC Dimensions
5. The ELT Cultural Topics: Placing Equal Values of Local, Target and Global Cultures’ Knowledge
6. ICT Media Sourced from Internet as Tools to Explore the Culture Authenticity
7. ICC Assessments Methods and Objectives as Reflections of Teaching Activities in the Classroom

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Metode Kegiatan kelas, PjBL, Case Method, diskusi, dan presentasi.

Penilaian Penilaian pembelajaran berdasarkan kehadiran partisipasi/keaktifan di kelas 10%,

Penugasan (proyek) (40%), Ujian Tengah Semester (25%), dan Ujian Akhir Semester (25%). Skor dan grade:
A > 80, B 70-79, C 60-69, D 50-59, E < 49
Referensi 1. Byram, M., Gribkova, B., & Starkey, H. 2002. Developing the Intercultural Dimension in Language
Teaching: A Practical Introduction for Teachers. Strasbourg: Council of Europe.
2. Martin, Judith N., and Thomas K. Nakayama. Intercultural Communication in Contexts. 6th ed. Boston:
McGraw-Hill, 2013. Print. ISBN# 978-0-07-803677-4
3. Marwa. 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 ResearchVol.5/No.4/2018
4. Marwa. 2018. Interculturally Competent English Teachers’ Teaching Practices in Indonesian EFL Higher
Education Institutions. Unpublished Dissertation.
5. Marwa. 2021.Intercultural Topics in the Indonesian English Language Teaching Classroom:
Contextualizing Local and Neutral Cultures to Target and Global Cultures. Journal of Intercultural
Communication,Volume 21, No.1 (Issue 55/2021)
6. Marwa. 2022. Websites Use as Learning Resources in Developing Intercultural Communicative
Competence in English Language Teaching Classroom. ELT Lectura Journal

Dosen Pengampu Dr. Marwa, S.Pd.I., M.A

Mata Kuliah Syarat

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Ming- Sub-CPMK CPMK/Indikator Materi Perkuliahan/ Metode Moda Alokasi Penilaian Refe-
gu ke Pokok Bahasan Pembelajaran Pembelajaran Waktu rensi
Luring Daring (Menit) Strategi Kriteria
& Rubrik
1 Having broad Understanding ICC and its 1. Intro. To ICC course Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
insight of ICC dimensions 2. ICC and Its
and its Dimensions Case method, zoom, Observasi,
Dimensions Project based google Penilaian
learning, meet Kinerja
presentation

2-3 Students can Developing ICC for English ICC for English Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
develop ICC Language Teachers and Language Teachers and
for English Students Students Case method, zoom, Observasi,
Language Project based google Penilaian
Teachers and learning, meet Kinerja
Students
presentation

4-5 Students can Integrating ICC in English ELT ICC in English ELT Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
integrate ICC Classroom Classroom
in English Case method, zoom, Observasi,
ELT Project based google Penilaian
Classroom learning, meet Kinerja
presentation

6-7 Students can 1. Exploiting the Cultural Facts Contextualizing ICC Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
contextualize and Values from the ELT Teaching Strategies
ICC Teaching Materials/Topics through Task Incorporated to ICC Case method, zoom, Observasi,
Strategies Based Activities Dimensions Project based google Penilaian
Incorporated 2. Discussing Cultural Similarities learning, meet Kinerja
to ICC and Differences to Activate
Dimensions Students’ Cultural Awareness presentation
3. Developing and Transferring
ICC Dimensions through a
Medium of Teachers’ Discourse
4. Using Teachers’ Sharing
Knowledge and Intercultural
Experiences as the Extended
Explanation

8 MID SEMESTER TEST

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9-10 Students can 1. Local Culture Topics as to The ELT Cultural Topics: Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
develop ELT Develop Students’ Cultural Placing Equal Values of
Cultural Awareness Local, Target and Global Case method, zoom, Observasi,
Topics: 2. Target Culture Topics as to Cultures’ Knowledge Project based google Penilaian
Placing Equal Develop Students’ learning, meet Kinerja
Values of Understanding on English
Local, Target Speaking Countries and presentation
and Global global Cultures
Cultures’ 3. Neutral Topics of Cultural Fact
Knowledge as to Develop Students’
Understanding on Local, Target
and Global Cultures

11-12 Students can 1. Exploring Cultural Issues and ICT Media Sourced from Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
make use ICT Authenticity via YouTube Internet as Tools to
Media Sourced Videos Explore the Culture Case method, zoom, Observasi,
from Internet 2. Searching Websites as Authenticity Project based google Penilaian
as Tools to References for Additional learning, meet Kinerja
Explore the Culture Learning Sources
Culture 3. Presenting Cultural Images as to presentation
Authenticity Visualize the Cultural Topics
Cultural Topics
13-14 Students can 1. Teaching Activities Serve as ICC Assessments Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
employ ICC Kinds of ICC Assessment Methods and Objectives
Assessments Methods as Reflections of Case method, zoom, Observasi,
Methods and 2. Aspects of ICC Assessment as Teaching Activities in the Project based google Penilaian
Objectives as to Evaluate Students’ ICC Classroom learning, meet Kinerja
Reflections of Learning
Teaching presentation
Activities in
the Classroom

15 Students can 1. Students’ Priorities in EFL Students’ Perceptions of the Discussion, √ LMS, 2x50 Non test: Kuantitatif 1-6
employ ICC Learning Culture Teaching and
Assessments 2. Students’ Views of Culture Learning in the EFL Case method, zoom, Observasi,
Methods and Learning Classroom Project based google Penilaian
Objectives as meet
learning, Kinerja
Reflections of
Teaching presentation
Activities in
the Classroom
16
Semester Test

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  Students’ Assignments
a. Week 3 Asignment: What do you know about “Integrating ICC in English ELT Classroom?” (write the answer in 10 paragraphs)

b. Week 6 Assignment: Search research articles pertaining to ” Contextualizing ICC Teaching Strategies Incorporated to ICC
Dimensions” and write what information you find out from the issue in 10 paragraph?

c. Week 12 Assignment: In terms of “ICT Media Sourced from Internet as Tools to Explore the Culture Authenticity” please write
an argumentative essay (10 paragraphs)

d. Week 14 Assignment: Write your reflections as an English teacher on “The ELT Cultural Topics: Placing Equal Values of Local,
Target and Global Cultures’ Knowledge” in 10 paragraphs.

 Mid Semester Test: Please find out and read the relevant references/research articles about ICC in English language teaching, then
write a state of the art (writing an article review).

 Semester Test: Please design teaching activities by integrating ICC dimensions in English language teaching, then write teaching
scenario and inform the way of assessing ICC after teaching (Designing 4 teaching activities by integrating ICC).

 Penilaian
Penilaian pembelajaran berdasarkan kehadiran partisipasi/keaktifan di kelas 10%,
Penugasan (proyek) (40%), Ujian Tengah Semester (25%), dan Ujian Akhir Semester (25%). Skor dan grade: A > 80, B 70-79, C
60-69, D 50-59, E < 49

Disetujui oleh, Pekanbaru, Juni 2022

Ketua Prodi Dosen

Herdi, M.Pd Dr. Marwa, S.Pd.I., M.A

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APPENDIX 3
Interview Transcript

Peneliti : Assalamu’alaikum Mam, maaf mengganggu waktunya. Saya

bermaksud ingin mewawancarai mam terkait penelitian saya.
Pertanyaan yang pertama seberapa penting ICC bagi mahasiswa
yang belajar bahasa inggris?
Narasumber : Oke, ICC (Intercultural Communicative Competence) tentu sangat
penting ya, karena di dalam ICC ada dimensi-dimensi yang seorang
penutur bahasa lagi orang yang sedang belajar bahasa Inggris itu
memang harus menguasai itu. Jadi, kalau mahasiswa ingin menjadi
penutur suatu bahasa mampu berkomunikasi secara efektif dan efisien,
maka dia harus menguasai dimensi yang ada pada interculture dari
aspek dimensi pengetahuan. Pengetahuan apa? Pengetahuan akan
budaya dia budaya orang lain. Kemudian attitude apa, attitude
mengenai bagaimana dia memandang sesuatu, keterbukaannya, rasa
ingin tahu sikap menghargai yang lain ya, itu adalah attitude dalam
dimensi ICC. Dan yang terakhir adalah skill bagaimana dia nanti
ketika dalam berinteraksi mengaitkan informasi apapun, dia punya
kemampuan untuk mengkontekstualisasikan oh ini berkaitan dengan
ini ya, oh bagaimana nanti akhirnya dia bisa membanding bandingkan,
interpretasikan informasi apapun yang dia dapat dan dia juga punya
kemampuan untuk berinteraksi dengan baik.
Peneliti : Kemudian pertanyaan yang kedua Mam. Apakah benar mam
menghighlight isu-isu tentang lokal, target and global di kelas ICC?
Dan seberapa penting hal tersebut.
Narasumber : Okay. Intercultural communicative Competence itu basicnya adalah
budaya. Nah, tentu bicara interculture ragam budaya. Nah, sebenarnya
banyak sekali pendefinisian mengenai ragam budaya, tapi salah satu
yang bisa kita jadikan referensi kita bisa merepresentasikan ragam
budaya dengan istilah lokal, target dan global culture. Kalau lokal
untuk berkaitan dengan budaya si penuturnya mahasiswa kita orang

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 Indonesia nih, waktu lokal culture ini budayanya dia. Targetnya yang
mana, tuh dia belajar bahasa Inggris, maka English speaking countries
culture atau budaya-budaya dari negara yang berbahasa Inggris itu
menjadi target culture. Sementara global culture ini global culture ini
sifatnya sudah mendunia. Jadi semua orang di dunia ini mengklaim
bahwa oke ini kan udah jadi budaya kekinian itu sudah ada makna
global culture. Contoh penggunaan hand phone, internet, teknologi
makanan-makanan yang sudah mendunia itu, music, film itu semua
sudah menjadi budaya global. Jadi kalau guru bahasa Inggris atau
dosen bahasa Inggris tidak menganggap isu ini penting, maka tentu ini
berdampak pada pengembangan interculture itu sendiri. Jadi sangat
penting ya ketiga bagian dari budaya itu dipromosikan di kelas kelas
belas.
Peneliti : Okay Mam. Terimakasih atas jawaban waktu dan kesempatannya
dalam interview hari ini Mam.

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