LANGUAGE CIRCLE: Journal of Language and Literature 11/2 (April 2017) 

 

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INTERCULTURAL COMMUNICATIVE COMPETENCE (ICC) IN TEACHING 

SPEAKING MATERIAL USED IN ENGLISH DEPARTMENT  

OF UNIVERSITAS NEGERI SEMARANG 

 

Girindra Putri Dewi Saraswati 

UniversitasNegeri Semarang  

girindraputrids@mail.unnes.ac.id 
 

 

Received:  30 December 2016. Revised: 28 February 2017. Accepted: 31 March 2017 

 

Abstract 

 

This study aims at finding out a concrete picture of intercultural-bound English speaking 

material used in English department of UniversitasNegeri Semarang. Specifically, this study 

deeply examines the intercultural component attached in English teaching material used in 

speaking classroom by employing Intercultural Communicative Competence theory. This study 

uses qualitative method, and case study design. The data was collected by using observation, 

interview, as well as documentation study techniques; and was validated by using triangulation 

method which encompasses data source triangulation, researcher triangulation, theory 

triangulation, as well as methodology triangulation. Results show that the teaching material in 

form of textbook used by lecturers in English Department of UniversitasNegeri Semarang has 

implicitly and explicitly embedded the aspect of intercultural communication in a form of 

politeness. It was shown from the explanation, practices, as well as degree of formality provided 

in the textbook that the speaking material attempts to emphasize the teaching of culture in terms 

of politeness acceptable in the target language. Future research needs to be conducted focusing 

on kinds of politeness which have to be mastered by the students. 

 

Key words:  intercultural communication; teaching material; speaking 

 
How to Cite: Girindra Putri Dewi Saraswati. 2017. Intercultural Communicative Competence (ICC) in Teaching 

Speaking Material Used in English Department of  Universitas Negeri Semarang. Language Circle: Journal of 

Language and Literature, XI/2. 

 

 

INTRODUCTION 

In teaching English, nowadays, approach used 

by most teachers worldwide has tended to 

emphasize the use of communicative 

approach rather than employing classical 

method, like, Grammar Translation Method 

(GTM), Direct Method (DM), and Audio-

lingual Method (Bourke, 2006; Efrizal, 2012; 

Ahmad & Rao, 2013). The use of 

communicative approach here has been more 

or less in line with the theory delivered in 

1980 by Canale and Swan about placing 

Communicative Competence as the goal of 

teaching English for modern teachers. This 

communicative competence, according to 

Canale and Swan (1980), is divided into three 

major strands: grammatical competence, 

which encompasses the knowledge needed to 



Girindra Putri Dewi Saraswati. 2017. Intercultural Communicative Competence (ICC) in Teaching Speaking 

Material Used in English Department of  Universitas Negeri Semarang. Language Circle: Journal of Language and 

Literature, XI/2. 

 

 159 

understand and express ideas accurately 

through language; sociolinguistic 

competence, which includes discourse; and 

strategic competence, which emphasizes the 

need to understand the context, meaning, and 

strategy behind delivering utterances in order 

to achieve successful communication. 

Flashing back to the earlier theory of English, 

the approach has also supported the theory of 

Hymes (1972), emphasizing on the 

importance of socio-cultural knowledge to be 

taught to learners besides the grammatical 

knowledge. 

With the emergence of thoughts and 

theories, claiming that English is now used as 

a Lingua Franca in which English is seen as a 

means of communication between people who 

come from different first language 

backgrounds (Jenkins, 2012, p.486), Baker 

(2012) argues that “English is used most 

commonly not by native speakers but as a 

contact language between interlocutors with 

different linguistic and cultural backgrounds 

(p. 63)”. With the appearance of ELF in a 

huge range of different cultural contexts, 

English is claimed to be used as a means of 

intercultural communication. Intercultural 

communication endows people from different 

cultural backgrounds with the potential to 

enter into a dialogue, go beyond their cultural 

boundaries, and contribute to enriching 

cultural practices (Holliday, 2011). Culture is 

thus seen as one of the central aspects in 

teaching language. As Hofstede, et al. (2010) 

argues, culture is always a collective 

phenomenon, because it is shared by people 

who live within a social environment. 

However, culture itself needs to be learned, it 

is not innate. Therefore, the school or college, 

as one of language learners’ most important 

environments, plays a role in introducing 

culture to learners. Especially in the context 

of teaching a second language (L2), an 

awareness and knowledge of intercultural 

communication needs to be given to learners 

in a classroom. 

In response to the issue of teaching culture 

in L2 classrooms, a specific conception of 

culture develops. Culture is distinguished as 

the big ‘C’, which comprises the arts, music, 

and literature of the L2, and small ‘c’, which 

focuses on the everyday communication and 

rules in the L2 (Gill&Čaňková, 2002). With 

the emerging awareness of cultural issues in 

language teaching, the close correlation 

between English and intercultural language 

learning is clearly visible. Intercultural 

language learning attempts to show that 

beyond the importance of teaching a linguistic 

knowledge of the target language (L2), 

teaching a socio-cultural understanding of the 

L2 is also highly beneficial to students – one 

can thus make learners aware of the existence 

of different cultural values held by L2 

speakers when communication occurs. The 

goal of teaching communication thus becomes 

broader, aiming to not only enable students to 

grasp the meaning of sentences in an 

utterance, but also aiming to give them the 

ability to understand the differences between 

the learners’ L1 culture and the L2 culture, 

which are reflected in the communication 

practices. Corbett (2003) proposes the term 

‘intercultural approach’, to refer to teaching 

intercultural knowledge in English Language 

Teaching (ELT). He explains that the ultimate 

goal of an intercultural approach in ELT is no 

longer to help students gain the competence 

of a native speaker, but more to help them 

attain intercultural communicative 

competence (ICC). ICC includes the ability to 

understand both the language and the 

behaviour of the L2 community.  

The theory of ICC was put forward by 

Byram (1997), who attempted to differentiate 

the term ‘intercultural’ into two different 



LANGUAGE CIRCLE: Journal of Language and Literature 11/2 (April 2017) 

 

 160 

competences: intercultural competence (IC), 

and intercultural communicative competence 

(ICC). IC is interpreted as the ability to 

interact with people from another country and 

culture in one’s own language, drawing upon 

one’s knowledge of intercultural 

communication, one’s attitudes of interest in 

otherness, and one’s skills in interpreting, 

relating, and discovering. As an example, he 

employs the ability to translate another 

country’s historical documents, to draw the 

understanding towards this conception. On 

the other hand, ICC is the ability to interact 

with people from another country and culture 

in a foreign language. In other words, ICC is 

“the ability to ensure a shared understanding 

by people of different social identities, and 

the ability to interact with people as complex 

human beings with multiple identities and 

their own individuality” (Byram, Gribkova& 

Starkey, 2002, p. 10). People with this 

competence are considered to be able to 

negotiate a model of communication and 

interaction which is satisfactory to themselves 

and the other, and they are able to act as a 

mediator between people of different cultural 

origins. For the sake of this study, the 

discussion will mainly be related to ICC, 

since it focuses on how to teach learners to 

maintain successful spoken communication 

with people from different L1 backgrounds.  

In order to support his work, Byram 

(1997, pp. 70-71) proposed three basic 

features of the model of ICC. First of all, this 

model proposes an attainable ideal, i.e. the 

intercultural speaker, and it rejects the notion 

of the native speaker as a model for foreign 

learners of the language. Second, this is a 

model for the acquisition of ICC in an 

educational context, and it therefore includes 

educational objectives. Third, because it has 

an educational dimension, the model includes 

specifications of locations of learning, and of 

the roles of both the teachers and the learners. 

Moreover, to support the acquisition of ICC, 

Byram also proposed three main types of 

locations in which ICC is presumably 

acquired. These three locations are: the 

classroom, fieldwork, and independent 

learning. 

Therefore, in my perspective, the teaching 

materials provided by teachers or instructors 

for EFL classroom teaching have a significant 

role, not only as the source of linguistic 

knowledge of the L2, but more to give 

students a model for the application of the L2 

in intercultural communication. It is further 

argued by Troncoso (2010) that language 

materials may become influential artefacts 

which mediate transactions between different 

cultures. The subject of this study is high-

school students, who are relatively capable of 

independent learning through any kind of 

materials. The materials thus have a powerful 

role in mediating the students’ learning of 

both the linguistic features of the L2 and the 

L2 culture, as well as how to mediate between 

the L1 and L2 cultures in intercultural 

communication.  

In addition to the application of ICC in 

ELT classrooms, Byram proposed four 

aspects of interaction across the frontiers of 

different countries, which need to be taught in 

the classroom. They are: knowledge, 

attitudes, skills of interpreting and relating, 

and skills of discovery and interaction. 

Knowledge is considerably important, as it 

may influence the upbringing which is 

attached to individuals while interacting with 

someone from a different L1 and cultural 

background. It may also affect the way 

learners treat the addressees in a polite way. 

The next aspect is attitudes towards people 

who are perceived as different with respect to 

the cultural meanings, beliefs, and behaviours 

they exhibit, which are implicit in their 



Girindra Putri Dewi Saraswati. 2017. Intercultural Communicative Competence (ICC) in Teaching Speaking 

Material Used in English Department of  Universitas Negeri Semarang. Language Circle: Journal of Language and 

Literature, XI/2. 

 

 161 

interaction with interlocutors from their own 

social group or others. The last two aspects 

are skills, which are described as skills of 

interpreting and relating, and skills of 

discovery and interaction. It is argued that a 

person can obtain both skills if they have 

enough knowledge about the culture itself. In 

particular, the skill of interpreting and relating 

draws upon one’s existing knowledge of the 

culture, while the skill of discovery and 

interaction involves interaction with an 

interlocutors or addressees.  

To sum up the theories proposed above, I 

would like to argue that the idea underlying 

the conception of ICC is the need to respect 

one’s own as well as others’ culture when 

communication occurs. It is seen as important 

in teaching English for communication (oral 

English) since inappropriate grammar errors 

are considered to be more tolerable than 

inappropriate language, since the latter has the 

risk of being seen as rude or insulting to the 

addressees (Bardovi-Harlig, 1991; Crandall 

&Basturkmen, 2004).Considering the urgency 

of teaching inter-culturally acceptable English 

to the learners, this study is aiming at finding 

out the Intercultural Communicative 

Competence, as Part of an Attempt to embed 

intercultural knowledge in teaching English, 

contained in the teaching material used in 

Teaching Speaking in English Department of 

Universitas Negeri Semarang. 

 

 

 

METHODOLOGY 

This study employs qualitative method which 

basically attempts at examining people in 

particular living environment, interacting with 

them, and trying to understand the language 

and interpretation they have in facing the 

world (Nasution, 1996, p.5). In particular, this 

is a case study three second-year-teaching 

speaking classes in English Department of 

UniversitasNegeri Semarang Indonesia, 

attending Interpersonal and Transactional 

Conversation class. The teaching speaking 

textbook used in the classroom will be 

evaluated using the theory of Byram (1997) of 

Intercultural Communication Competence, 

comprising: knowledge, attitude, skills of 

interpreting and relating, as well as skills of 

discovery and interaction. Data was collected 

through study document in form of textbook 

analysis, and combined by observations and 

interviews with three teachers and three 

students involved in the teaching process. 

 

RESULTS AND DISCUSSION 

Generally, the textbook currently used in the 

lecture is composed based on communicative 

approach in which there are different themes 

for each unit in the textbook. In each unit, the 

learners are required to master the language 

function provided besides practicing 

conversation and understanding the dialogue 

that shows how English is used in different 

social contexts. 

 

Knowledge 

Cross Cultural Communication knowledge 

contained in textbooks is an interpretation of 

the author of a textbook on the 

communicative approach. This is seen in the 

language role that is taught by language 

function (Richards & Rodgers, 2001). In 

addition to this, there is also explanation of 

the cultural context and the level of formality 

in accordance with the principles mentioned 

in the communicative approach. 

Cross Cultural Communication 

knowledge contained in teaching materials 

can be applied in everyday life of the learners 

because the theme is a manifestation of the 

expression or function commonly spoken 



LANGUAGE CIRCLE: Journal of Language and Literature 11/2 (April 2017) 

 

 162 

language daily. Cross Cultural 

Communication knowledge contained in 

teaching materials, further, can be applied 

when learners are communicating face to face 

with native speakers. The contents of the 

main language function embedded in the 

teaching materials are provided based on what 

considered polite and acceptable in native 

country. 

Cross Cultural Communication needs to 

be assessed for possible inclusion in the 

teaching materials as in the era of 

globalization and communicative as it is 

today, the mastery of grammar is no longer 

critical success factors of an oral skill. 

Decency that determines the success or failure 

of communication in a foreign language as 

one's ignorance of grammar owned another 

language can be understood as a learning 

process, while the misused of language 

because of ignorance of a speaker in decency 

target language can be considered as 

something very offensive and is considered 

inappropriate (Bardovi-Härlig, 1991; Crandall 

&Basturkmen, 2004). Therefore, in the era of 

communicative mastery, knowledge needs to 

be loaded on Cross Cultural Communication. 

The form of an explanation and/or tables 

regards the level of civility, formality, or 

gesture in speaking in the target language. On 

the other hand, it is also considered implicit 

because the doctrine of the Cross-Cultural 

Communication specifically focused on 

politeness embedded in the conversation 

samples. 

 

Attitude 

Attitudes in communicating Cross-Cultural 

contained in the textbook is exemplified in 

conversation or dialogue, explanation and 

table of degree of formality. Attitudes used 

communication may include politeness and 

the predominance in interacting with foreign 

speakers include gesture and intonation of the 

word stressing. 

Attitudes in communicating across 

cultures contained in textbooks are based on 

the interpretation of the author of textbooks in 

terms of politeness of native speakers. 

Attitudes in Cross-Cultural communication in 

the text book can be applied in everyday life, 

especially in the target language country for 

socio-cultural patterns described is acceptable 

in the target language country. 

Attitudes in Cross-Cultural 

communication contained in textbooks can be 

applied when there are situations listed in 

textbooks are reflected in the actual life of 

learners. The contents contained in the text 

book itself are patterns of general 

conversation of a beginner level. Attitudes in 

cross-cultural communication, which focuses 

on the understanding of politeness, about how 

to give and answer greeting, thank, apologize, 

etc., considered to be included in the 

textbooks so that learners can have the basics 

knowledge of cross-cultural communication 

with the target language and to open 

opportunities for foreign speakers to be 

accepted in the community of the target 

language (LoCastro, 2012). 

Attitudes in communicating across 

cultures contained in teaching materials in 

textbooks are equipped in the explanation of 

the customs or habits of people in the country 

of the target language, conversation, and table 

degree of formality. Emphasized by Nguyen 

(2011) that the skills of foreign speakers in 

using the target language will be considered 

accomplished when the speakers can 

understand when, where and to whom is an 

utterance worthy to be delivered. 

 

Skills of Interpreting and Relating 

Aspects in the ability to interpret and relate 

contained in textbooks through the activities 



Girindra Putri Dewi Saraswati. 2017. Intercultural Communicative Competence (ICC) in Teaching Speaking 

Material Used in English Department of  Universitas Negeri Semarang. Language Circle: Journal of Language and 

Literature, XI/2. 

 

 163 

of a small group practice or, more specifically 

on activities cued dialogs. In these activities, 

learners are given the opportunity to interpret 

the situation given by the author of the book. 

Furthermore, given the clue to link the 

context of the situation with the outcome 

expected by the author of textbooks. The 

ability to interpret and relate is seen from the 

author's understanding of textbooks. 

The ability to interpret and relate can be 

applied in speaking practice for novice 

learners and to be applied in a general and 

simple conversations with native speakers. 

Furthermore, the ability to interpret and relate 

is contained in the text book can only be 

applied at the beginner level when learner 

attempts to initiate a conversation or a 

relationship with a native speaker, to which 

the relationship belongs to general 

introduction. 

The ability to interpret and relate should 

be included in the textbooks is considered to 

be essential to be embedded since learner 

needs to be given with sensitivity in 

connecting context with speaking practice. 

The ability to interpret and relate embedded in 

the textbook through activities that can be 

done by learners to practice speaking. 

 

Skills of Discovery and Interaction 

Discovery and interact capabilities contained 

in the textbooks through the activities of 

general discussion and role play. Aspects 

contained in the textbook is the aspect of 

critical thinking and linking of certain cases in 

the context in which the skill in language such 

as vocabulary was also emphasized because 

learners are required to find ideas in speaking 

and interacting. 

 The ability of discover and interact in the 

text book is discussed based on the 

conception of the book author who use the 

social background of American culture. The 

ability of discovery and interaction can be 

applied in the classroom during the rehearsal 

talk that may trigger the verbal ability of 

learners. The ability to discover and interact 

contained in the textbooks can be applied 

after the learner understands the theories in 

cross-cultural communication and has 

managed to make conversation by clue or 

after the cue is given. 

 The ability of discovery and interaction 

should be included in the textbook because 

this ability can stimulate students' creativity in 

interpreting theory given by speaking 

practice. Discovery and interacting 

capabilities contained in the textbooks in form 

of role-play activities. 

 

CONCLUSION 

This study aims at finding the aspect of 

Intercultural Communicative Competence 

(ICC) in the textbook used in Teaching 

Speaking Textbook in English Department of 

UniversitasNegeri Semarang. Results show 

that the textbook used has embedded the 

cross-cultural competence in four main 

aspects, i.e. knowledge, attitude, skills of 

interpreting and relating, and skills of 

discovery and interaction. In particular, most 

of the knowledge and practice of 

understanding of culture is given in terms of 

politeness and how to be polite in native 

country. Further research is needed to explore 

about the teaching of politeness. 

 

 

 



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