{"content":[{"text":"International Journal of Language Education, Vol. 1 No. 2, 2017 pp. 38-43","bbox":{"left":0.117688,"top":0.045125,"width":0.542475,"height":0.016958}},{"text":"INTERCULTURAL SENSITIVITY IN ENGLISH DEPARTMENT \n STUDENTS OF AN INDONESIAN HIGHER EDUCATION INSTITUTION \n Syarifuddin Dollah \n Universitas Negeri Makassar, Indonesia \n Email: syarifuddindollah@unm.ac.id","bbox":{"left":0.123897,"top":0.088907,"width":0.7525769999999999,"height":0.10840399999999999}},{"text":"Amirullah Abduh \n Universitas Negeri Makassar, Indonesia \n Email: amirullah@unm.ac.id","bbox":{"left":0.343268,"top":0.212139,"width":0.31298000000000004,"height":0.054894000000000026}},{"text":"Ahmad Talib \n Universitas Negeri Makassar, Indonesia \n Email: ahmadtalib@unm.ac.id","bbox":{"left":0.343268,"top":0.281836,"width":0.313045,"height":0.05491900000000005}},{"text":"Abstract \n This study aimed at identifying intercultural sensitivity elements perceived by English \n department students in an Indonesian university. Broadly, this study used mix-methods: \n quantitative and qualitative data. Quantitative data were obtained through questionnaires. The \n questionnaires were sent to 100 participants and followed by semi-structured interview of 10 \n participants. For this paper, only quantitative data were used. The findings show that there were \n three important intercultural sensitivity dimensions: cultural engagement, respect to cultural \n differences and interaction enjoyment. This study contributes to the more understanding of \n intercultural dimensions and debates across the globe about intercultural issues. In addition, this \n study provides methodological contribution on the set of criteria to determine the scale of \n intercultural sensitivity. This study has further implication of the teaching and learning as one of \n the key elements on English curriculum. The study suggested that the research on wider \n participants can further enhance the sounding of this findings and provide overarching \n understanding of intercultural sensitivity.","bbox":{"left":0.117688,"top":0.369119,"width":0.7650539999999999,"height":0.24666600000000005}},{"text":"Keywords: Intercultural Sensitivity, English Education, Higher Education \n INTRODUCTION with intercultural sensitive mind and behavior \n Most current research in English tend to successfully adapt with people from \n language education focused on generic different cultural and ethnic backgrounds. \n understanding own and cultures, and culture Similarly, Byram (1997) commented that it is \n and identity. Few studies have investigated important for people are equipped with \n intercultural sensitivity in English language intercultural communication competence to \n education. Most research have been help them sensitive to other cultures. \n conducted in the areas of non-English In Indonesia, research was conducted in \n department within western contexts. For this several areas. In the areas of socio-cultural \n reason, intercultural sensitivity is important to and language learning (Abduh & \n further investigate. Rosmaladewi, 2017b), collaborative culture of \n A number of studies have indicated the learning (Rosmaladewi & Abduh, 2017), \n importance of intercultural sensitivity. Chen intercultural and online vocabulary learning \n and Starosta (2000) pointed out that people (Abduh & Rosmaladewi, 2017a), imagined","bbox":{"left":0.117688,"top":0.630409,"width":0.764943,"height":0.27684700000000007}},{"text":"38","bbox":{"left":0.490359,"top":0.919564,"width":0.01960799999999996,"height":0.018266000000000004}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}