English Teachers' Perceptions and Practices: A Case Study of Intercultural Communicative Competence

Zubai, Zubaida (2025) English Teachers' Perceptions and Practices: A Case Study of Intercultural Communicative Competence. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Key words: English Teachers’, Intercultural Communicative Competence, English Teachers’ Perceptions and Practices.
English has now an international language used in various contexts like global trade, education, and cross-cultural communication, highlighting the need for intercultural competence. In English Language Teaching (ELT), developing Intercultural Communicative Competence (ICC) is crucial to help Indonesian learners engage effectively at the global level. However, there is still a research gap in understanding how English teachers perceive and apply ICC, particularly in integrating cultural elements into their teaching. This study addresses this gap by investigating English teachers’ experiences in implementing ICC in their teaching practice.
This study is guided by two main research questions: What are English teachers perception of ICC in their teaching practices? and How do English teachers’ implement ICC in their teaching practices? The objectives of this research are to explore English teachers’ perceptions of ICC in the context of English language teaching and to investigate English teachers’ experinces in implement ICC in their teaching practices.
This study used a case study design with data collected through interviews, classroom observations, and document reviews. Interviews explored teachers' perceptions of ICC, observations examined its implementation in teaching, and document reviews analysed how ICC was integrated into teaching materials and the curriculum. Three English teachers were selected through purposive sampling, with their consent obtained during initial communication.
The findings show that most English teachers recognize the importance of ICC and integrate it into lessons through cultural texts, discussions on social norms, and intercultural-themed projects. However, they face challenges such as limited time and resources. To address this, it is suggested to review the curriculum and allocate more time while using authentic materials. This study offers practical insights for policymakers and curriculum developers to better integrate ICC, ensuring that English learning also fosters intercultural interaction skills.

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