Model for Teaching and Assessment of Intercultural Communicative Competence – Literature-Based Learning (ICC - LBL) at Higher Education

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Juliastuti, Sitti Aisya, Magfirah Thayyib, Edi Wahyono


This study examines the students’ attitudes, knowledge, and skill of intercultural communication through literature-based learning. The ICC-LBL model is initiated for 92 students of English Education Study Program at UIN Datokarama Palu. This study employed a mix method as a form of triangulation of quantitative and qualitative data. The quantitative data were obtained from the result of the questionnaire given to the students at the end of the course. The qualitative data were obtained from the lecturer’s observation. The application of ICC-LBL model is effective in arousing and increasing the students’ intercultural communicative competence. Through exploring the literary texts in the form of English novels, the students have better self-evaluation on their intercultural communicative attitudes, they have got greater experience using various methods in learning language and culture, and they have improved their knowledge and skill of intercultural communication. The pertinent assessment model of intercultural communication competences applied for the ICC-LBL model is adjustable for other language teaching and assessment contexts.

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