Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities

Haerazi Haerazi, Lalu Ari Irawan

Abstract


This study was aimed at developing an intercultural language learning (ILL) model and finding out its effectiveness to increase students’ writing skills. The kind of this study was procedural research (R&D) design. This study was preceded with the development phases and continued by field-testing. The field-testing was conducted by using a quasi-experimental method to know the effectiveness of the developed learning model. The sample included 64 students. The students were divided into two groups and each group consisted of 32 students. One group was the experimental group taught by suing the ILL model and the other group was the control group taught by implementing the conventional learning model. The mean score of students taught by ILL model was 80.34 and those taught by conventional one was 69.97. The data were defined as normal and homogeneous data because the value of sig. was higher than sig. level 0.05. Based on the ANOVA test, the value of sig. (0,000) was lower than the sig. level 0.05. It means there is a significantly different achievement of students taught using an ILL model rather than the conventional learning model. The result informed ILL model was more effective than the conventional one in the teaching of writing skills.

Keywords


Intercultural language learning; writing skills

Full Text:

PDF

References


Alessio, D. D., & Riley, M. (2002). Scaffolding writing skills for ESL students in an education class at a community college, 13(June), 79–89.

Aprianoto, Maurisa, S., & Haerazi. (2018). Developing instructional tasks and materials of the intercultural-based English speaking skills (IBES) model, Journal of Arts, Science, & Commerce, Vol. IX (October), 57–64. http://dx.doi.org/10.18843/rwjasc/v9i4/08.

Aprianoto, & Haerazi (2019). Development and assessment of an interculture-based instrument model in the teaching of speaking skills. Universal Journal of Educational Research 7(12) pp. 2796-2805. DOI: https://doi.org/10.13189/ujer.2019.071230

Atay, D., Kurt, G., Camlibel, Z., Ersin, P., & Kaslioglu, O. (2009). The role of intercultural competence in foreign language teaching. Inonu University Journal of the Faculty of Education, 10(3), 123–135. https://doi.org/10.11648/j.ijll.s.2014020601.12

Barg, W. R. & Gall, M. D. (2003). Educational research. New York: Longman.

Berk, R. R. (2017). Comparison of writing anxiety and writing dispositions of sixth, seventh and eighth grade students, International Journal of interaction, 10(1), 237–254. https://doi.org/10.12973/iji.2017.10115a

Biebricher, C., East, M., Howard, J., & Tolosa, C. (2019). Navigating intercultural language teaching in New Zealand classrooms. Cambridge Journal of Education, 0(0), 1–17. https://doi.org/10.1080/0305764X.2019.1581137

Byram, M. (1997). Teaching and assessing intercultural communicative competence. UK: Clevedon Hall.

Byram, M., Gribkova, M., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: a practical introduction for teachers. Retrieved from http://www.coe.int/t/dg4/linguistic/source/guide_dimintercult_en.pdf

Corbet, J. (2003). An intercultural approach to English language teaching. Britain: Cromwell Press.

Dimitrov, N., Dawson, D. L., Olsen, K. C., & Meadows, K. N. (2014). Developing the intercultural competence of graduate students. Canadian Journal of Higher Education, 44(3), 86–103. Retrieved from http://ojs.library.ubc.ca/index.php/cjhe/article/view/186040

Dimitrijević, A., StarÄević, J., & Jolić Marjanović, Z. (2019). Can ability emotional intelligence help explain intercultural effectiveness? Incremental validity and mediation effects of emotional vocabulary in predicting intercultural judgment. International Journal of Intercultural Relations, 69(2018), 102–109. https://doi.org/10.1016/j.ijintrel.2019.01.005

Farahian, M. (2017). Developing and validating a metacognitive writing questionnaire for EFL learners, Issues in Educational Research, 27(4), 736–750. http://www.iier.org.au/iier27/farahian.html

Hadi, S., & Andrian, D. (2018). Detecting teacher difficulties in implementing the local curriculum developed by the local government. New Educational Review, 53(3), 250–260. https://doi.org/10.15804/tner.2018.53.3.21

Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes. Journal of Language Teaching and Research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903.13

Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1.246

Haerazi, H., May Vikasari, R., & Prayati, Z. (2019). The use of scientific-based approach in ELT class to improve students’ achievement and classroom interaction. Register Journal, 12(2), 157-180. https://doi.org/10.18326/rgt.v12i2.157-180

Hasani, A. (2016). Enhancing argumentative writing skill through contextual teaching and learning. Educational Research and Reviews, 11(16), 1573–1578. https://doi.org/10.5897/ERR2016.2806

Hoti, I. (2014). A Comparative view on English and Albanian language textbooks: The paper attempts to present a comparative view on English textbook and Albanian language.

Knap, P. & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: UNSW Press Book.

Lee, T. E. (2016). Re-writing and re-constructing British culture : a Case study on Chinese translations of a concise Chinese-English dictionary for lovers, International Journal of Language Learning, 4(1), 75–84. https://doi.org/10.15640/ijll.v4n1a9

Liddicoat, A. J. (2013). Language teaching and learning as an intercultural endeavor, Intercultural Language Teaching and Learning, (section 7), 47–62. https://doi.org/10.1002/9781118482070.ch4

Liddicoat, A. J., & Scarino, A. (2013). Assessing intercultural language learning. Intercultural Language Teaching and Learning, (July), 123–142. https://doi.org/10.1002/9781118482070.ch8

Lourenço, M., Andrade, A. I., & Sá, S. (2018). Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education. Language, Culture and Curriculum, 31(2), 113–127. https://doi.org/10.1080/07908318.2017.1415924

Murcia, M.C. (2007). Rethinking the role of communicative competence in language teaching. Journal of Intercultural Language Use and Language Learning, 41-57.

Mayhill, D. & Watson, A. (2011). Teaching writing. In Andrew Green (Ed.). Becoming a reflective English teacher. Berkshire, England: Open University

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Nurjanah, N., Suryadi, A., Abdulhaq, I., Hatimah, I., & Budimansyah, D. (2019). Gender-sensitive effect of problem-based learning on student performance in Indonesian teacher college classes. New Educational Review, 55(1), 54–63. https://doi.org/10.15804/tner.2019.55.1.04

Peng, R. Z., & Wu, W. P. (2019). Measuring communication patterns and intercultural transformation of international students in cross-cultural adaptation. International Journal of Intercultural Relations, 70(2018), 78–88. https://doi.org/10.1016/j.ijintrel.2019.03.004

Pu, S., & Evans, M. (2019). Critical thinking in the context of Chinese postgraduate students’ thesis writing: A positioning theory perspective. Language, Culture and Curriculum, 32(1), 50–62. https://doi.org/10.1080/07908318.2018.1442473

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. New York: Cambridge University Press.

Sinaga, P., & Feranie, S. (2017). Enhancing critical thinking skills and writing skills through the variation in non-traditional writing task, International Journal of Instruction, 10(2), 69–84. https://doi.org/10.12973/iji.2017.1025a

Susilo. (2019). Pre-service teachers’ teaching skills, English proficiency, intercultural sensitivity, exposure to foreign culture across l2 environments. International Journal of Language Education, 1(1), 55–63. https://doi.org/10.26858/ijole.v1i1.6929

Sun, L. (2013). Culture teaching in foreign language teaching. Theory and Practice in Language Studies, 3(2), 371–375. https://doi.org/10.4304/tpls.3.2.371-375

UNESCO. (2013). Intercultural competences: Conceptual and operational framework. Paris: UNESCO.

Xue, J. (2014). Cultivating intercultural communication competence through culture teaching. Theory and Practice in Language Studies, 4(7), 1492–1498. https://doi.org/10.4304/tpls.4.7.1492-1498

Yu, L., Mei, Z., & Qian, Y. (2014). Challenges in intercultural language education in China. Canadian Social Science, 10(6), 38. https://doi.org/10.3968/5426

Zhang, X. (2010). Developing Students’ Intercultural Communication Competences in Western Etiquette Teaching. English Language Teaching, 3(4), 224–227.

Zhu, H. (2010). College English teaching viewed from the perspective of intercultural communication. English Language Teaching, 3(3), 107–110. Retrieved from http://search.ebscohost.com.




DOI: http://dx.doi.org/10.30659/e.5.1.43-54

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020