Euis Rina Mulyani, Handoyo Puji Widodo, Srifani Simbuka, Nelson Balisar Panjaitan, Reni Puspitasari Dwi Lestariyana
The present study aims to examine the extent to which language learning tasks promote intercultural awareness. Drawing on Kachru’s (1985) circles framework, the analysis of 15 chapters and 107 tasks shows that more than fifty percent of the analyzed tasks do not belong to any of Kachru’s circles. In terms of Baker’s (2011) ICA levels, the majority of the tasks demonstrate the basic level (Level 1); none belongs to the advanced level (Level 2); and only fourteen percent exhibit the top level of intercultural awareness (Level 3). These findings suggest the need to incorporate more intercultural dimensions into language learning tasks to enhance students’ intercultural awareness. © 2024 National Institute of Education, Singapore.
Department of English Education, Institut Keguruan dan Ilmu Pendidikan (IKIP) Siliwangi, West Java, Cimahi, Indonesia; Department of Research and Publication, PERIISAI Center for Social Science Research-PERIISAI, East Java, Banyuwangi, Indonesia; Department of English Education, Institut Agama Islam Negeri Manado (IAIN Manado), North Sulawesi, Indonesia; Department of English Education, Universitas Advent Indonesia, West Java, Bandung, Indonesia
