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Assessing Intercultural Competence of State Junior High Schools English Teachers in Yogyakarta.
The aim of this research is to assess the level of intercultural competence (IC) of state junior high school English teachers and to reveal whether the four regencies, Sleman, Bantul, Gunung Kidul, Kulon Progo, and one city, Yogyakarta affect their IC level. This research was descriptive quantitative using a sample survey design to collect the information from only a fraction of respondents of the whole population. It was conducted in several state junior high schools in Yogyakarta Special Region (DIY). The respondents were 260 state junior high school English teachers established using the probability cluster sampling technique from the total population of 790 English teachers. The data were collected using a questionnaire adapted from Pestalozzi Programme and Intercultural Cities project of the Council of European Commission and the European Wergeland Centre (2012). It was used to measure the degree of IC along with its three elements, namely attitude, skill, and knowledge. The questionnaire had been piloted and it consisted of 40 items which were valid at the significance level of 0.05 and reliable with the Alpha index of .880. The data were analyzed using the arithmetic mean as criteria and Kruskal Wallis test. The findings of this research show that the level of intercultural competence (IC) of state junior high school English teachers is high (mean score = 156.38) along with the mean score of intercultural attitude (IA) = 30.55, intercultural skill (IS) = 89.98, and intercultural knowledge (IK) = 37.84. These indicate that the teachers perceive well on what they have understood pertinent to cultural differences, values, and norms so that they are able to easily input several cultural elements into their teaching-learning process and they could assist their students to acquire the intercultural competence (IC) properly. This research also found that there are no significant differences of IC levels of the state junior high school English teachers in DIY. It means that the Regency of Sleman, Bantul, Gunung Kidul, Kulon Progo, and the City of Yogyakarta do not affect their IC level. Keywords: assessment, English teachers, intercultural competence, Yogyakarta Special Region province
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