Intercultural Competence in the English Language Teaching Practices: A Study in Indonesian Islamic Higher Education Institutions in East Java

Thoyib, Muhammad Edy ORCID: https://orcid.org/0000-0003-2099-1289 and Anggrisia, Nur Fitria Intercultural Competence in the English Language Teaching Practices: A Study in Indonesian Islamic Higher Education Institutions in East Java. Research Report. Lembaga penelitian dan pengabdian kepada masyarakat (LP2M). (Unpublished)

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Abstract

This research investigates the integration of Intercultural Competence (IC) within English Language Teaching (ELT) practices across three Islamic Higher Education Institutions (IHEs) in East Java, Indonesia, addressing the fundamental tension between developing global communicative skills and preserving students’ moral and religious identities. The study aimed to examine how lecturers plan, implement, and evaluate IC, and what linguistic, cultural, and institutional factors influence their pedagogy. Using a qualitative, comparative case study design across UIN Kiai Haji Achmad Siddieq Jember, UIN Sayyid Ali Rahmatullah Tulungagung, and UIN Maulana Malik Ibrahim Malang, the findings reveal that IC implementation is highly contextual, resulting in three distinct pedagogical models. Jember focused on Savoir S’Engager (critical awareness) to create "Cultural Ambassadors"; Tulungagung prioritized Savoir Être (attitudes/respect) for "Conflict Mitigation" through explicit moral filtering; while Malang emphasized Savoirs (knowledge) for "Global Integration" via structured exposure. Significant challenges include linguistic hurdles for pesantren-educated students, who struggle with non-religious registers (idioms/humor), and cultural barriers requiring mediation of entrenched stereotypes and intra-Indonesian diversity. Crucially, the study identifies a pervasive “assessment paradox,” where institutional bias towards easily measurable, technical outcomes (e.g., TOEFL scores, rigid thesis proposals) structurally sidelines complex affective IC goals (Savoir Être). This structural flaw renders IC success precarious, confirming that its integration relies heavily on the personal conviction and individual resilience of lecturers acting as “Cultural Gatekeepers,” rather than robust institutional strategy, thereby necessitating urgent systemic reform in assessment metrics and professional development.

Item Type:	Research (Research Report)
Keywords:	Intercultural Competence, Islamic Higher Education, ELT
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) 20 LANGUAGE, COMMUNICATION AND CULTURE > 2002 Cultural Studies > 200299 Cultural Studies not elsewhere classified 20 LANGUAGE, COMMUNICATION AND CULTURE > 2099 Other Language, Communication and Culture > 209999 Language, Communication and Culture not elsewhere classified
Divisions:	Faculty of Humanities > Department of English Language and Letters Faculty of Tarbiyah and Teaching Training > Department of English Language Education
Depositing User:	Muhammad Edy Thoyib
Date Deposited:	06 Jan 2026 08:50

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