Enhancing Indonesian EFL Learners’ Intercultural Communicative
Competence: A Digital Literacy Project
Deny Efita Nur Rakhmawati
1
, Mira Shartika
1
, Lina Hanifiyah
1
1
Department of English Literature UIN Maulana Malik Ibrahim Malang Jl. Gajayana 50, Malang, Indonesia
Keywords: Intercultural Communicative Competence, Digital Literacy Project, YouTube
Abstract: Misunderstanding during communication, especially with learners from different cultural backgrounds,
might happen easily in this digital era. However, it could be avoided by having intercultural communicative
competence. This study, therefore, was intended to examine EFL learners’ intercultural communicative
competence through a Digital Literacy Project. It employed a descriptive qualitative design as it analyzed
the learners’ intercultural communicative competence through non-numerical data. The project involved 25
EFL learners taking Interculturality in Language and Literary Studies subject in one of the Islamic
universities in Malang, Indonesia, in 2018 academic year. The data were taken from their interpretation
reported in the video and from the questionnaires (reflection sheets). After taking the data, it was revealed
that through this digital literacy project, learners’ intercultural communicative competence were increasing,
as most of them were understanding of intercultural relationships through others’ experiences and
experiencing situations similar to what their peers had. They were also able to position others in no different
place from themselves, which indicated that they had had higher intercultural communicative competence.
1 INTRODUCTION
The interrelation between language and culture in
foreign language learning has become the subject of
discussion in many studies (Crozet, 1997), (Kramsh,
1996), and (Seidl, 1998) . The language determines,
expresses, and communicates one's culture (Seidl,
1998). Therefore, in language learning, the study of
culture—either one's culture or the target language's
culture—is inevitable. Studying culture will help
learners to have a better understanding of their own
culture and others' culture, and to be wise in facing
the differences. In addition, the integration of culture
in a language class is presumed not only to enhance
the learners' language proficiencies but also to
advance learners' intercultural communicative
competence, which will prepare them to interact
with people from various cultures in this global
world (Seidl, 1998).
In this globalization era, the universities all
over the world have been challenged to include the
teaching of culture in language classes. Accordingly,
intercultural communication and competence among
foreign language learners in English as a Foreign
Language (EFL) classrooms should be prioritized
(Murcia, 2007). This case also happens in
Indonesian EFL classes, which often consist of
multilingual and multicultural learners, involving the
interaction between Indonesian EFL learners and
international students from non-English-speaking
countries, resulting in misunderstandings. To avoid
these misunderstandings, intercultural
communicative competence should be introduced to
the learners.
However, today's learners are not very much the
same as language learners from several decades ago.
Current language learners are parts of digital natives,
considered as "native speakers" of the digital
language of computers, video games and the world
wide web (Prensky, 2001). As a consequence, one of
the most effective ways to promote intercultural
communicative competence for this generation is
through digital literacy project. Digital literacy
facilitates the learners to involve in a digital-based
project encouraging them to be able to learn about
beliefs, values, issues of people from different
language and cultural background (Galante, 2014).
Video projects, a final product of the digital literacy
project, are also able to attract the learners' attention
as it provides audio and visual, enabling them to
discover the dimension and realms of different
Nur Rakhmawati, D., Shartika, M. and Hanifiyah, L.
Enhancing Indonesian EFL Learners’ Intercultural Communicative Competence: A Digital Literacy Project.
DOI: 10.5220/0009936018251831
In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1825-1831
ISBN: 978-989-758-458-9
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
1825

cultures from different areas (Galante, 2014) and
(Early, 2011). Moreover, the video projects can be
developed and uploaded online. As one of the most
popular video platforms, YouTube is easily
accessible and believed to be the main mode to share
the notion of intercultural experiences among the
learners, as they are able to watch the platform
without downloading it as well as reflecting the
experiences of their peers at the same time.
Applying digital literacy project in EFL classes
is advantageous for several reasons. (Daryin, 2014),
for instance, say that a digital literacy project is
intended to engage learners to use academic
vocabularies and to increase their intercultural
sensitivity based on the incidents they met and found
in their environment. Moreover, reference (Galante,
2015) also highlights the importance of digital
literacy project to stimulate the learners in sharing
ideas from different cultural viewpoints rather than
just having a discussion in one dominant culture.
There are many studies on intercultural learning
and digital literacies have been conducted in
Indonesian EFL classes. These studies tend to focus
on various activities done in the EFL classrooms or a
particular online digital media only. However,
combining the intercultural experiences from both
digital and real-life interactions are believed would
give more added values to enhance the learners’
intercultural communicative competence. This
study, therefore, was conducted to investigate EFL
learners' intercultural communicative competence
through a digital literacy project in one of the
Islamic Universities in Malang, Indonesia, in which
there are many international students studying EFL
in this university, varying from Lybia, Thailand,
Sudan, and so forth. It was emphasized on the types
of competence that might be enhanced and the
digital technology affecting the enhancement.
2 LITERATURE REVIEW
The concept of culture is described as a complex
thought that is identified in the connection between
the aspects of ethnic, values, customs, traditions,
social and geographical area (Nieto, 2001). As
learning EFL concerns with the learning of language
and culture of the target language, learners are
expected to understand and respect cultural
diversity, since they need to learn different cultures
from their own. Thus, having intercultural
competence becomes the primary component in EFL
learning.
Intercultural competence is defined as engaging
the learners with appropriate and effective
interaction with others from different cultural
background (Sinicrope, 2007). Moreover, (Byram,
1997) argues that intercultural competence is an
ability to act and communicate with others,
regardless of the speakers' different culture and
origin. Thus, no matter what language is used,
whether it is the speaker's native language or a
foreign language, as long as the speaker has the
aptness to be engaged in a conversation with
someone or people who come from different cultural
background without having any conflicts related to
the differences, the speaker can be regarded as an
interculturally competent speaker.
Intercultural competence is often compared to
intercultural communicative competence, which is
quite common because both competences are not too
different from one another. According to (Byram,
1997), the difference of both terms relies on the
language used for communicating and understanding
other's cultural background, in which the latter term
uses a foreign language. By using a foreign language
in understanding other culture's values, language
learners will be participating in a wider social
network. At the same time, these learners will also
have the capability to make a reflection on their own
culture (Liaw, 1997). Hence, these learners will not
only appreciate others' culture but also acknowledge
their own culture.
Nevertheless, it is not easy to assess learners'
intercultural communicative competence. Teachers
have been challenged to decide whether their
students have had the intercultural communicative
competence or not. This is why a number of scholars
have conducted studies to propose several models of
assessing intercultural communicative competence
(Bennett, 1993) and have categorized the models
into five different types involving co-orientational
(Deardorff, 2006), developmental (Jones, 2012),
compositional (Toohey, 2012), causal (Toohey,
2012), and adaptational (Mayoral, 2018). Among
these models, co-orientational (Jones, 2012) is the
most influential model in the context of EFL
learning, as it guides the teachers to implement
interculturality in EFL classrooms. This model has a
five-factor model of intercultural communicative
competence, including:
1. Attitude: representing the learners’ ability to give
more respects and values to other rather to
themselves, which is indicated by being open and
curious about others. It is also indicated by the
trust given to other cultures rather than just
believing one’s own.
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2. Knowledge: relating to the learners' understanding
of the rules for individual and social engagement
both of their own culture and those from other
cultures.
3. Skills of interpreting and relating: describing and
connecting events, celebrations, and documents of
other cultures to their own culture.
4. Skills of discovery and interaction: allowing the
learners to learn new knowledge and information
about other cultures during the interaction. The
process includes the background knowledge of
learners.
5. Critical cultural awareness: describing learners’
ability in using their perspectives of their own
culture compared to other cultures as evaluation.
The main purpose of incorporating these five-
factor model to assess learners’ intercultural
communicative competence is for learners to
identify misunderstanding, justify the interpretations
of the conflicts and avoid such misunderstanding
(Galante, 2015).
EFL learners should be exposed to interact in
intercultural communication to practice their
intercultural communicative competence. One of the
prospective efforts to develop their intercultural
communicative competence is by asking them to
join a project reflecting beliefs, values, ideologies,
and issues of others from different linguistic and
cultural background (Galante, 2015). Since the
2000s, the project addressing culture in EFL
learning is shifted into the digital one, namely digital
literacy, as it is believed to get learners involved in
more communities from various cultures all over the
world (Galante, 2015). Besides, it will be easier to
draw learners' attention on accomplishing such
project if it is put in a digital form since 2000s'
learners are digital natives.
Digital native is defined as an advance practices
training the learners to make, share, and understand
knowledge and information in digital spaces
(Hafner, 2015). In higher thinking level, it is not
limited only in using all digital tools, i.e. computers,
mobile phones, cameras, recorders; but also
involving some aspects of social dimension, i.e.
people's relationships, and interactions (Jones,
2012). Among other digital projects, video and
movie projects have been considered as the most
innovative one in EFL learning context; thus, they
become very popular as types of digital projects.
In recent years, young learners are exposed to an
easiest accessed channel of web 2.0 associated
applications which enabling them for uploading and
sharing videos. This platform is well-known as
YouTube. It was started on February 15, 2005, and it
has become one of the fastest growing websites until
now. Since 2013, the visitors of YouTube have
reached more than 1 billion monthly, the video clips
are viewed over 100 million daily, and about 65,000
new videos are uploaded every 24 hours (Mayoral,
2018). Considering this busy traffic, YouTube is
believed as the fastest media to share the video
project prepared by the EFL learners, indicating that
their reflections on intercultural encounters can be
learned and enjoyed by people from diverse cultures
all over the world.
Regarding those theories, a number of studies
has explored digital literacy in the context of
intercultural learning among EFL learners.
(Elboubekri, 2017) showed that the majority of
learners exposed to more engaged cultural learning
after using digital technology in the classroom.
Another previous study proved that the enhanced
competencies by the use of digital technology
indicated the learners' awareness of their attitudes
and it would also show them how to see others'
(Wendy, 2013). Other studies also directly stated
that using digital technology to produce videos
facilitated learners to interact with many people
from different cultural backgrounds both in the
classrooms and in bigger communities (Toohey,
2012).
Moreover, another study (Spires, 2012) also
proved that through movies project, "language
learners will learn how to use their linguistic,
cultural, visual, gestural, and material aspects to be
delivered to the targeted audience so that it brings
them to the higher level and is developing their
critical reflections of literacy". Other studies also
presented that the possible and valuable activities
combining both linguistics and cultural skills are
through YouTube editing; it included the process of
video subtitling, creating soundtracks, captioning,
and sometimes transcribing (Brook, 2011) and
(Terantino, 2011).
These previous studies have informed us that the
use of digital technology, especially YouTube,
might enhance the learners' digital literacy and
intercultural communicative competence.
3 METHODS
A descriptive qualitative design was applied in this
research as it analyzed the students’ intercultural
communicative competence through non-numerical
data. It involved 25 EFL learners of an Islamic
university in Malang, Indonesia, in 2018 academic
year taking Interculturality in Language and Literary
Enhancing Indonesian EFL Learners’ Intercultural Communicative Competence: A Digital Literacy Project
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Studies subject from April to May 2018. As a final
assignment, the participants were required to do a
two-week digital literacy project, in which they were
expected to produce a 30-minute video reporting as
a result of the interviews they conducted previously.
Both interviews’ and reports’ topics were related to
their intercultural communicative competence
experiences. The interviews and reports were
conducted in English. The videos, then, were
uploaded on YouTube.
There were some steps taken for finishing this
digital literacy project (Galante, 2015):
1. Warming up: the explanation about the digital
literacy project was given to the learners. After
being familiar with the procedures of making the
video, the students brainstormed ideas on topics
they wanted to explore. They also designed the
concept of the video. This step was
recommended to them to enhance their
intercultural relationships and predict the
findings they might hear from their interviewee.
2. Scriptwriting: writing scripts were conducted in
two phases. The first phase was preparing the
open-ended interviews and the second one was
preparing the analysis for their reports, which
was done after the interview was conducted. To
do the analysis and report, students should use
their background knowledge. They were also
suggested to do an internet research.
3. Video recording: the recording consisted of two
steps. The first step was recording the video
when students were interviewing their friends on
intercultural encounters. The interviewees should
be the Indonesian EFL learners at the same
university. However, they should not be involved
in the project. While the second step was done
after the interview process was finished. This
step was called the report or interpretation.
4. Editing and uploading the video on Youtube: the
learners were well-informed about the video
editing software, such as YouTube editor, Movie
Maker, and so on. Most of the students had the
digital skills to edit the video. For those who did
not have such capability might learn the editing
tutorials on YouTube. They were not allowed to
hire someone else outside the group to help them
with the video editing.
5. Watching and reflecting: on the last week of the
project, the students were gathered in class,
asked to visit other group’s YouTube channel,
and watched their friends’ videos. After
watching the videos, each student was asked to
answer the questionnaire of reflection sheet
distributed to them beforehand.
The learners’ statements in the videos and their
explanations in the reflection sheets were the data of
the research. Finally, the data were analyzed using
the theory of intercultural communicative
competence (Jones, 2012).
4 FINDINGS & DISCUSSION
This research undertook an issue of intercultural
communicative competence through a digital
literacy project among EFL learners in an Islamic
higher institution in Malang, Indonesia. The 25
participants of this study worked in a group of four
of five. However, at the end of the project, there
were only four videos uploaded on YouTube and 23
reflection sheets (questionnaires) collected. Those 4
videos reported the results of interviews with
Indonesian EFL learners; 2 videos described the
intercultural encounters with Lybians (video A and
video B), 1 video with a Thai (video C), and the rest
with Australians (video D). In addition, the 23
reflection sheets consisted of the participants’
answers regarding their participation in the digital
literacy project.
4.1 Indonesian EFL Learners’
Intercultural Communicative
Competence
From the videos and the questionnaires, the EFL
learners presented some models of intercultural
communicative competence. The first model
discussed by all four videos was the attitude. Most
of the participants talked about attitude from the
aspect of openness. Video D, for example, described
the learners as open and welcome people. The
Australian learners in an exchanged program said
that Indonesian learners loved to greet and initiate
conversation, which was different from other foreign
learners. Being welcome was another attitude shown
by the Indonesian learners. In many occasions, they
asked the foreign learners to hang out with them and
visit their houses.
In contrast, 3 other videos illustrated attitude
from different perspectives. Most EFL learners were
not yet ready to suspend disbelief about other
cultures. In video A, there was an intercultural
encounter between one of Indonesian EFL learners
and the Lybians. The learner asked the Lybians
about the way they do their prayers. It seemed that
the Indonesian was difficult to accept different
perspective in term of religious aspects. The
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Indonesian even asked judgemental questions which
showed that it was hard for them to appraise the
difference. Then the participants gave some
comments in dealing with such situations, one of
them was just asking the Lybians to pray together so
that they would learn the differences. Here, the
participants were able to offer an action preventing
the conflicts.
The skill of discovery was another model of
intercultural communicative competence discussed
by 3 videos (video B, C, and D). The participants
defined “discovery” here as the way to find or learn
something new about other culture. As exposed by
video C, Indonesian EFL learners might discover
many new things about cultures from other
countries, Thailand for instance. The participants
mentioned that they experienced the same thing as
the Indonesian EFL learners on new information
about Thailand foods. Some of the foods could
easily be found in Indonesia, such as tom yum
goong (spicy shrimp soup) and pad thai (Thai style
fried noodles). Moreover, she explained that
learning about Thai foods might give some new
insights into learning Thai culture, namely their
healthy lifestyle.
Next, a skill of relating was the other model of
intercultural communicative competence detected
from the videos. The participants related the skill
with the ability to interpret nonverbal
communication. This was one of the points
discussed by video B and video C. They concluded
that Indonesian EFL learners, including themselves,
needed to develop the skill of interpreting. Video B
showed an interesting intercultural encounter by
mentioning the example of how an Indonesian EFL
learner reacted when the Lybian gave a book to him
using his left hand. The Indonesian was angry and
felt underestimated. Most Indonesians believe that
the right hand is more polite to use when giving
something to others. In contrast, Lybians consider
both right and left hands are acceptable to use when
giving something to others. Experiencing the same
thing, they said that asking questions about what was
happening could be one of the ways to avoid the
misunderstanding.
The other model of intercultural communicative
competence found in the videos was critical cultural
awareness. The participants just realized that they
had this model at the end of the project when they
were looking at other groups’ videos. Watching and
listening to what happened to others led them to use
their perspectives in viewing their own culture and
compared it with other cultures. In this step, their
abilities to explore and reflect values from other
experiences navigated them to learn more about how
to respect others. Moreover, they also said that
analyzing the intercultural communicative
competence also made them appreciated their own
culture better than before.
4.2 Intercultural Communicative
Competence and Digital Literacy
This project focused on the use of digital
literacies to facilitate the Indonesian EFL learners to
express their intercultural communicative
competence. The digital tools used by the learners
were varied, from mobile phones to computers. In
recording the interview and report, most of the
participants used their digital cameras. After that, the
videos were edited by inserting music, subtitles,
images, and various transitions. The next step of the
project, considered as the most interesting step, was
uploading the video on YouTube. Before uploading
the video, one of the representatives of the group
should make a YouTube account. The last step is
watching video streaming on YouTube. The use of
digital tools in this project had successfully
enhanced the Indonesian EFL learners' intercultural
communicative competence. Based on the
questionnaires, all of the participants reported were
very happy and enthusiast participating in the
project.
All of them also mentioned that YouTube was
their favorite part of all. They said that it was
interesting and enjoyable. At the same time, they
eredid not get bored easily. During the process of
scriptwriting, they learned and observed about the
other cultures from YouTube. It helped them to
know more about the aspects of cultures. The
audiovisuals showed them real descriptions.
Moreover, they also recognized some new
vocabularies during this process. It was in line with
the research result in (Brook, 2011) and (Terantino,
2011).
In addition, the participants should cooperate
with other members of the group to share the tasks,
which was mostly conducted online. Using websites
and some search engines, googling topics, for
instance, could be done by the participants to
brainstorm the topic of their videos. They would also
read, discuss, and select the common topics and
definition of intercultural communicative
competence. 20 of them said that finding some
sources from the search engines helped them to learn
much new information about cultures in such quite
short times. There were many articles and texts
providing such needed information about the aspects
Enhancing Indonesian EFL Learners’ Intercultural Communicative Competence: A Digital Literacy Project
1829

of cultural differences and they could share the tasks
with others and then discussed it. It is in line with
(Bennett, 1993) stating that working an online
project collaboratively increases the students’
intercultural awareness.
Moreover, they were also exposed to conduct an
autonomous learning as they needed to visit
academic websites to download the intercultural
communicative competence sources. (Elam, 2012)
showed similar results. The online assignments
given periodically during 8 weeks put the learners in
online networking sites. Consequently, flexible
independent learning facilitates them to find out
others’ background cultures easily and interesting
audiovisual information provided online encourages
them to know more about other cultures. In addition,
they reported that scriptwriting was no longer
frightening as they could use the online website to
check their grammar. Even though not the most
favorite digital technology; using other digital tools,
social media, and emails during the project also gave
them different experiences as it related to the
cultural research they conducted to prepare the
analysis.
To some extent, the increasing intercultural
communicative competence could be seen from their
steps to finish this digital literacy project. The steps
required them to interpret and critique other cultures
which then led them to have wider perspectives on
other cultures. This was supported by the results of
the research in (Galante, 2015), mentioning that
being active in online media constructs larger
intercultural communicative competence through
criticizing and commenting digitally.
Joining this digital literacy project also enabled
the participants to increase their intercultural
communicative competence by accepting the
differences, adapting with the new culture, and
integrating their values into another culture. This
was in line with the findings in (Hafner, 2015) that
by joining this project, the learners are able to
respect and appreciate other people from different
cultural backgrounds. Having such competences also
guided the participants in recognizing the difficulties
faced by others from different cultures and lowering
the possibilities of misunderstanding among people
from different cultures. As it was shown in the
research result (Galante, 2015) that integrating the
competencies in the process of intercultural
communication might help them to identify
misunderstandings and avoid conflicts, stereotypes,
and expand their worldviews.
Finally, involving the Indonesian EFL learners in
this digital literacy project showed them the
importance of the art of interpreting, relating, and
explaining. Such abilities would be able to open any
possible boundaries prior to the interaction happens.
Every time they learn something new, they do not
have to judge or give a bad reaction to other people
with different cultural backgrounds. The differences
should be accepted with open arms. It also does not
mean there is something wrong with them.
5 CONCLUSION
By referring to the aforementioned background,
literature review, findings of research and the
discussion on the result of data analysis, the
following conclusions can be drawn. First, by
participating in a digital literacy project, the
Indonesian EFL learners are able to enhance their
intercultural communicative competence by showing
each model of the competence. Although there are
some components that could not be reached deeper,
this project escalates them to a higher level of
intercultural communicative competence.
Moreover, it also proves that the Indonesian EFL
learners are able to reflect on others’ intercultural
experiences. The reflection, to some extent, invites
them to be more flexible with any cultural
differences. The flexibility might promote the
feeling of accepting, adapting, and integrating with
new and different cultural backgrounds.
As the implication of this study, other Indonesian
EFL teachers are suggested to provide their students
with some activities and projects concerning with
the digital literacy project in developing learners’
intercultural communicative competence.
Furthermore, sophisticated digital tools and more
reliable internet connection should be used by the
learners to find more strategies to enhance their
intercultural communicative competence.
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