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RINGKASAN FORMULIR UMMI SALAMAH TIANOTAK PROGRAM DOKTOR LUAR NEGERI BEASISWA DAERAH AFIRMASI Kode Registrasi 0005785/EDU/D/AF-2022 Status Pendaftaran Lulus Seleksi Bakat Skolastik Periode Perkuliahan Juli 2023 Belum memilki LoA Subjek Education New York University (NYU), Prodi Teaching English to Speakers of Other Languages University of Washington, Prodi Curriculum and Instruction University of Birmingham, Prodi Applied Linguistics



NAVIGASI PROFIL  (#MULTICOLLAPSEEXAMPLE1)



 PROFIL (#PROFIL)



 BEASISWA (#BEASISWA)



INFORMASI DATA DIRI Nama Lengkap



:



Ummi Salamah Tianotak



Nama Panggilan



:



Ummi



Nomor Induk Kependudukan (NIK)



:



8271025311910002 



Jenis Kelamin



:



perempuan



Status Menikah



:



menikah



Tempat Lahir



:



Pune



Tanggal Lahir



:



13 Nov 1991



Alamat Sesuai KTP



:



Jl. Pasar Inpress Bastiong RT 012/RW 008



Kabupaten / Kota Sesuai KTP



:



KOTA TERNATE



Kode Pos Sesuai KTP



:



97716



Alamat Saat Ini



:



Jl. Pasar Inpress Bastiong RT 012/RW 008



Kabupaten / Kota Saat Ini



:



KOTA TERNATE



Kode Pos Saat Ini



:



97716



Jenis Pekerjaan



:



Dosen (PNS)



Instansi



:



Instansi Pusat - Kementerian Agama



CPNS/PNS/TNI/POLRI



:



CPNS/PNS



Unit Eselon 1



:



Direktorat Jenderal Pendidikan Islam



Unit Eselon 2



:



Institut Agama Islam Negeri Ternate



IPK



:



3.93



SKS Akademik (untuk pendaftar Dokter)



:



IPK Profesi (untuk pendaftar Dokter)



:



SKS Profesi (untuk pendaftar Dokter)



:



IPK Gabungan (untuk pendaftar Dokter)



:



0.00



Universitas Asal



:



Universitas Muhammadiyah Prof Dr Hamka



Prodi Asal



:



Pendidikan Bahasa Inggris



Bahasa Pengantar



:



Indonesia



0.00



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:



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Profil Twitter



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INFORMASI KELUARGA BAPAK Apakah Sudah Meninggal?



:



Tidak



Nama Bapak



:



Djalal Tianotak



Pendidikan Bapak



:



SMA



Pekerjaan Bapak



:



Lainnya



Pendapatan Bapak



:



2000000



Alamat Bapak



:



Desa Pune, RT 001 RW 001 Kecamatan Galela



Apakah Sudah Meninggal?



:



Ya



Nama Ibu



:



Suria Muhir



Pendidikan Ibu



:



SMA



Pekerjaan Ibu



:



Tidak Bekerja



Pendapatan Ibu



:



0



Alamat Ibu



:



Jl. Hasan Esa, Kel. Takoma



Suami/Istri



:



Suami



Nama Suami/Istri



:



Muhammad Fadli Hamsah



Pendidikan Suami/Istri



:



D4



Pekerjaan Suami/Istri



:



Wiraswasta



Pendapatan Suami/Istri



:



3000000



Alamat Suami/Istri



:



Jl. Pasar Inpress Bastiong, Kelurahan Bastiong Talangame Kec. Kota Ternate Selatan, Kota Ternate, Maluku Utara



  IBU



  PASANGAN



KEKUATAN/KELEBIHAN (STRONG POINT) YANG DIMILIKI Kelebihan/Strong Point Pertama, kelebihan yang saya miliki adalah menjadi perempuan yang mandiri. Saya selalu melakukan segala sesuatu tanpa bergantung kepada orang lain. Sejak kuliah S1 hingga S2, saya sudah membiayai kuliah saya sendiri, dan mencari uang jajan sendiri. Kelebihan adalah semangat untuk terus berjuang dan mencoba. Dibalik kemampuan akademik dan non akademik yang saya miliki, sebenarnya cukup banyak kegagalan yang saya alami. Tapi semua itu tidak membuat saya patah semangat dan berhenti berjuang.



KELEMAHAN/KEKURANGAN (WEAK POINT) YANG DIMILIKI Kekurangan/Weak Point Menurut saya, kekurangan yang saya miliki adalah kurangnya kemampuan berkomunikasi. Saya kadang kesulitan membangun komunikasi dengan orang yang baru saya kenal karena cenderung pemalu dan overthinking bahwa orang lain tidak menyukai saya. Kekurangan kedua yang saya miliki adalah terlalu menyalahkan diri sendiri. Ketika saya mengalami kegagalan atau merasa menjadi penyebab dari sebuah kegagalan atau sebuah masalah maka saya akan terus menerus menyalahkan diri sendiri



PENGALAMAN MEMBANGGAKAN Dari beberapa pengalaman yang saya miliki, salah satu yang paling membanggakan adalah menjadi lulusan terbaik S1 dimana dengan menjadi lulusan terbaik saya bisa membuat ayah saya memberikan pidato di hadapan ratusan wisudawan dan para orang tua yang hadir. Saya melihat betapa bangganya orang tua saya melihat anaknya berdiri menjadi yang terbaik, dan betapa bangganya ayah saya memberikan pidato sampai ia menangis haru di atas podium. Kebanggakan kedua orang tua saya tersebut juga merupakan kebanggaan yang tiada tara bagi saya.



PENGALAMAN KURANG MEMBANGGAKAN  BACK TO TOP (#)



Salah satu pengalaman yang kurang membanggakan yang masih terus terngiang adalah berkali-kali gagal mengikuti seleksi beasiswa. Saya mengalami kegagalan mengikuti seleksi beasiswa sebanyak lima kali. Hal ini membuat saya sempat merasa sangat kecewa dan terus menyalahkan diri saya, meskipun pada akhirnya mendapat beasiswa pemerintah yang hanya mengcover biaya SPP. Saya sempat merasa sangat iri dengan teman-teman yang hanya sekali mengikuti seleksi dan lolos. Tetapi saya jadikan semua pengalaman itu menjadi pelajaran, motivasi, dan semangat buat saya untuk bangkit dan terus berjuang.



HAL TERAKHIR YANG DIAJARKAN PADA DIRI SENDIRI Hal terakhir yang saya ajarkan kepada diri saya sendiri adalah ikhlas. Kadang saya terlalu memikirkan sesuatu yang telah hilang atau hal-hal yang telah terjadi di masa lalu. Hal ini berpengaruh terhadap diri saya sendiri, misalnya saya selalu menyalahkan diri sendiri atas apa yang sudah berlalu sehingga saya susah untuk melangkah maju. Ketika ibu saya meninggal, saya terus menyalahkan diri saya karena saya belum bisa memenuhi cita-cita ibu saya untuk menjadi PNS. Ketika ibu saya meninggal, saya memutuskan untuk mengikuti seleksi PNS dan lulus. Hal ini membuat saya semakin sakit, karena ketika saya sudah menjadi PNS ibu saya telah tiada. Saya sempat memikirkan untuk mengundurkan diri karena berpikir apa gunanya semua yang telah saya lakukan dan capai jika ibu tidak ada lagi di samping saya untuk menyaksikan semuanya. Dari situ saya belajar untuk ikhlas dan menerima kenyataan bahwa sesuatu yang telah hilang atau terjadi merupakan ketentuan Tuhan yang harus kita terima.Jika diri saya mudah untuk ikhlas, maka pikiran menyalahkan diri sendiri akan hilang.



KESALAHAN YANG PERNAH DILAKUKAN SELAMA BELAJAR/BEKERJA Saya terlalu over excited denga apa yang saya lakukan sehingga saya sering mengambil pekerjaan terlalu banyak yang kadang membuat saya kesulitan mengerjakannya. Misalnya, di saat-saat tugas mengajar di kampus utama yang banyak, saya masih mengambil side job sebagai penerjemah dan instrukur TOEFL di kampus lain. Hal ini saya lakukan karena saya selalu yakin pada kemampuan diri saya sendiri yang bisa menyelesaikan semuanya secara bersamaan. Namun, kadang saya kesulitan karena menumpuknya kerjaan yang harus saya lakukan. Untuk mengatasi itu, saya biasanya mendahulukan pekerjaan yang mempunyai deadline tercepat. Misalnya dari beberapa naskah yang akan saya terjemahkan, saya akan dahulukan naskah dengan deadline tercepat. Hal ini mengajarkan saya untuk tetap fokus terhadap satu pekerjaan terlebih dahulu sebelum mengambil pekerjaan lainnya. Sekalipun memungkinkan untuk melakukan multitasking saya berusaha untuk bisa bersikap realistis terhadap kemampuan dan waktu yang saya miliki.



TUGAS DI LUAR RUANG LINGKUP YANG SEHARUSNYA Sebagai seorang pendidik di perguruan tinggi, saya mempunyai tiga tugas pokok Tri Darma Perguruan Tinggi yaitu Pengajaran, Penelitian, dan Pengabdian Masyarakat. Tetapi saya sering mendapat tugas di luar dari tugas pokok seorang dosen. Salah satunya adalah menjadi penanggung jawab ruangan seleksi penerimaan mahasiswa baru dimana tugasnya adalah mengontrol dan memastikan calon mahasiswa baru yang mengikuti tes masuk tidak memiliki kendala pada saat tes. Selanjutnya adalah menjadi tim sosialisasi penerimaan mahasiswa baru dimana tugasnya adalah mengunjungi sekolah-sekolah untuk menyosialisasikan atau mempromosikan kampus IAIN Ternate kepada para siswa kelas 3. Melakukan tugas diluar tugas pokok mengjarkan saya bahwa kita harus tetap siap pada tugas dan tanggung jawab yang diberikan, dan harus mampu mencoba hal baru.



PEMBEDA DARI PESERTA LAINNYA Satu hal yang membedakan adalah saya memiliki kemampuan akademik dan non akademik khususnya di bidang minat dan bakat yang cukup baik. Hal ini menurut saya sangat jarang ditemukan pada peserta lainnya. Kemampuan di bidang minat dan bakat khususnya di bidang olahraga Karate sudah saya tekuni sejak SD dan badminton sudah saya tekuni sejak SMP, dan sering mengikuti kejuaraan baik di tingkat daerah maupun nasional. Hal ini juga menunjukkan bagaimana saya bisa mengatur waktu untuk belajar dan melakukan hobi saya, sehingga bisa menyeimbangkan prestasi keduanya.



RIWAYAT PENDIDIKAN Jenjang Pendidikan



Tahun Masuk



Tahun Lulus



Nama Sekolah / Perguruan Tinggi



Bidang Studi



Nilai / IPK



S2



2015



2017



Universitas Muhammadiyah Prof. DR. Hamka Jakarta



Pendidikan Bahasa Inggris



3.93



S1



2009



2013



Universitas Muhammadiyah Maluku Utara



Pendidikan Bahasa Inggris



3.97



SMA/SMK/MA



2006



2009



SMK Putra Bahari Ternate



Nautika



25.6



SMP/MTS



2003



2006



SMP Negeri 1 Kota ternate



19.4



SD/MI



1997



2003



SD Negeri Inpres Tanah Tinggi 3 Kota Ternate



72.56



RIWAYAT PEKERJAAN Institusi



Posisi



Tahun Masuk



Tahun Keluar



Pendapatan



Institut Agama Islam Negeri Ternate



Lecturer



2021



0



5.000.000



UPT Bahasa Universitas Khairun



TOEFL Instructor



2019



0



300.000/meeting



English Acces Microscholarship Program by RELO



Teacher



2018



2020



3.000.000



Universitas Muhammadiyah Maluku Utara



Lecturer Assistant



2018



2019



1.500.000



Litbang Kompas: Survey Quick Count Pemilu



Field Surveyor



2018



2019



1.700.000



INASGOC (18TH ASIAN Games Jakarta-Palembang)



Accreditation Volunteer



2018



2018



300.000/Hari (28 Hari Kerja)



Kukche Languages Bogor



Teacher



2016



2018



2.500.000



English Training Center



Teacher



2010



2012



500.000



PENGALAMAN ORGANISASI Jenjang Pendidikan



Organisasi



Tahun



Bulan



Posisi



Luar Sekolah



Social Justice Youth Camp by ISJN



2019



Juli



Sekretaris



Luar Sekolah



Youth Solidarity for Social Change



2019



April



Anggota



Luar Sekolah



Lembaga Karate-Do Indonesia Kota Ternate



2018



November



Sekretaris  BACK TO TOP (#)



Jenjang Pendidikan



Organisasi



Tahun



Bulan



Posisi



Luar Sekolah



Open English Community



2018



Januari



Anggota



Perguruan Tinggi



Ikatan Mahasiswa Pasca Sarjana (IMPAS) UHAMKA Jakarta



2016



Januari



Sekertaris



Perguruan Tinggi



English Debaters Colony



2014



Juni



Ketua



Luar Sekolah



Komunitas Bahasa Asing



2013



November



Anggota



Luar Sekolah



Zona IT Ternate



2013



Februari



Anggota



Luar Sekolah



The Valiant International English Club



2010



Maret



Wakil Ketua



Perguruan Tinggi



Himpunan Mahasiswa Jurusan (HMJ) Pendidikan Bahasa Inggris



2009



November



Ketua



SMA



OSIS



2008



Januari



Wakil Komandan Batalyon (Wakil Ketua OSIS)



SMP



OSIS



2005



Juli



Ketua Bidang Keamanan



PRESTASI Tahun



Prestasi



Tingkat



2019



Medali Perunggu, Kejuaraan Nasional LEMKARI di Jakarta



Nasional



2017



Medali Perak, Kejuaraan Karate Ciomas Cup Bogor Kategori Kumite -50Kg Senior Putri



Nasional



2015



Delegasi pada Indonesia-China Youth Exchange Program



Internasional



2014



Medali Emas pada Pekan Olahraga Provinsi Maluku Utara Kategori Kata Beregu Senior Putri



Provinsi



2013



Runner Up Mahasiswa Berprestasi Kopertis XII (Maluku, Maluku Utara, Papua, & Papua Barat)



Nasional



2012



Runner Up Debat Bahasa Inggris Tingkat Kopertis XII



Nasional



2012



Runner Up Lomba Teater



PT



2011



Terbaik ke-5 Debat Bahasa Inggris Tingkat Kopertis XII



Nasional



2010



Terbaik Ke-6 Lomba Penulisan Proposal Bidang Pengajaran



Nasional



BAHASA Bahasa



Skor



Inggris (TOEFL ITP)



590



Tahun Sertifikat



Masa Berlaku



2022



PENGALAMAN PELATIHAN / WORKSHOP Jenis Pelatihan/Workshop



Institusi Penyelenggara



Tanggal Pelaksanaan



Webinar: Enhancing Learner Motivation in the EFL Classroom



American English for Educators



2019-07-10



Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting (8 weeks)



World Learning American English



2019-04-02



AE-E Teacher Orientation Course



World Learning American English



2019-02-25



ELT Teacher Training for Access Teachers (5 days)



RELO



2018-09-27



Workshop on HOTs in Assessment



UHAMKA Jakarta



2016-11-24



Workshop Perluasan Lesson Study Program Studi MIPA dan Non MIPA



Fak. Ilmu Pendidikan-UMMU



2013-07-04



Workshop Penyusunan Pola Perjalan Wisata (Travel Pattern)



Dinas Kebudayaan dan Pariwisata Prov. Maluku Utara



2012-09-12



PENGALAMAN RISET Tahun



Judul Riset



Sumber Dana



2017



Exploring Senior High School Teachers' Perceptions and Practices in Assessing Students' Higher Order Thinking Skills



Universitas Muhammadiyah Maluku Utara



2013



Using Peer Feedback Technique to Improve Students' Writing Ability (A Classroom Action Research)



Mandiri



KARYA ILMIAH Tipe Jurnal



Tahun 2021



Judul THE CHALLENGE OF PEER FEEDBACK IN EFL WRITING CLASSROOM:



Penerbit/Jurnal/Media



Tautan Publikasi Ilmiah



EDU Jurnal



http://www.jurnal.ummu.ac.id/index.php/edu/article/view/996



Akademia Pustaka



https://isbn.perpusnas.go.id/Account/SearchBuku?



Viewed from Students’ Perspectives Buku



2021



ENGLISH: A Basic Guideline to Daily Conversation



searchTxt=9786236364086&searchCat=ISBN



KONFERENSI DAN SEMINAR Tahun



Judul Kegiatan



Penyelenggara



Partisipasi  BACK TO TOP (#)



Tahun



Judul Kegiatan



Penyelenggara



Partisipasi



2021



5th UHAMKA International Conferention on ELT and CALL



UHAMKA Jakarta



Pembicara



2017



1st UHAMKA International Conferention on ELT and CALL



UHAMKA Jakarta



Panitia



2014



Sosialisasi Pancasila dan UUD 1945



Hizbut Tahris Indonesia



Peserta



2014



Seminar Hasil Lesson Study



Universitas Muhammadiyah Maluku



Panitia



Utara 2012



Seminar Nasional Pembaruan Agraria dan Pengelolaan Sumber Daya Alam



MPR RI



Peserta



2012



Seminar Percepatan Pembangunan Ekonomi Indonesia Menuju Industrialisasi Kelautan & Perikanan



Departemen Perikanan & Kelautan



Peserta



Berkelanjutan



PENGHARGAAN Tahun



Bentuk Penghargaan



Pemberi



2019



Certificate of Course Completion



American English



2018



Asian Games Volunteer Appreciation



INASGOC



2013



Lulusan Terbaik



Universitas Muhammadiyah Maluku Utara



PEMBERI REKOMENDASI Nama Pemberi Rekomendasi Dr. Abdurrahman Hi. Usman, S.Pd., S.H., M.Pd., M.H.



Instansi Pemberi Rekomendasi



Jabatan Pemberi Rekomendasi



Institut Agama Islam Negeri Ternate



Dosen/Lektor Kepala/Kepala Satuan Pengawasan Internal (SPI) IAIN Ternate



DOKUMEN Ijazah S2 (Asli atau Legalisir)



 2017090670081



Transkrip Nilai S2 (Asli atau Legalisir) Kartu Tanda Penduduk (KTP) Sertifikat Bahasa Asing yang dipersyaratkan dan Masih Berlaku Ijazah SD/SMP/SMA dari Daerah Afirmasi Surat Keterangan bertempat tinggal/domisili di daerah afirmasi dari Lurah atau Kepala Desa Surat Rekomendasi dari Tokoh Masyarakat atau Akademisi atau Akademisi Surat usulan dari pejabat setingkat eselon II/setara yang membidangi SDM (Khusus pendaftar yang berprofesi sebagai PNS/TNI/POLRI) Surat Pernyataan Beasiswa Pendidikan Indonesia



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ESSAY Proposal Penelitian FOSTERING PRE-SERVICE TEACHERS’ CRITICAL THINKING AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN EFL SETTING Ummi Salamah Tianotak Background Language and culture are two interrelated things. Language is part of culture and culture is part of the language (Brown, 1994). Both are interconnected so that they cannot separate and eliminate the importance of one of the languages ??or cultures themselves. In addition, Seelye (1993: 22) states that the study of language cannot be separated from the study of culture, and vice versa. Kramsch (1998) further identifies three ways how language and culture are related to one another. First, language expresses cultural reality. This means that people express facts and ideas with words, it also reflects their attitude. Second, language is an embodiment of cultural reality. People give meaning to their experiences through communication tools. Third, language symbolizes cultural reality. People see their language as a symbol of their social identity. This is in line with what was stated by Liddicoat and Scarino (2013) that language is categorized as a social practice. It emphasizes that language is used to express, create, and interpret meanings and to build and maintain social and interpersonal relationships. Nowadays, Intercultural Communicative Competence (ICC) has become a popular skill that foreign learners or teachers need to understand. Intercultural Communicative Competence is the ability to “interact successfully with people who are from cultures that are different from theirs” (World Learning, 2018). ICC is needed by people from different cultures and values to avoid conflict. In the EFL setting, ICC becomes a significant knowledge for learners as they learn the language and interact with people from other places. Kramsch (2001) and Moeller & Nugent (2014) believe that it is important for learners to not only learn the linguistic aspects but also consider the cultural boundaries and beliefs of the learners and the target language speakers.  Despite the importance of understanding intercultural communicative competence, it has failed in the EFL setting (Hesar, Konka, & Sarfsaz, 2012). Therefore, an essential part of intercultural competence is the ability to think critically. Critical thinking is necessary for understanding perspectives other than one’s own and for effective problem solving (World Learning, 2018). In line with that, there are various definitions given by scholars about critical thinking. Chance (1986) defines critical thinking as “the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems”(p. 6). Critical thinking distinguishes fact from opinion (Debela & Fang, 2008). Because of different assumptions and different styles of communication, it is common for someone from one culture to think that people from another culture are rude. But this is just an opinion, not a fact. Very



 BACK TO TOP (#)



often the behavior that appears rude to one person is entirely appropriate behavior within certain cultural contexts. Furthermore, Debela and Fang (2008) mention that Critical thinking can be learned, and critical thinking can be taught. In part, because critical thinking is a process, critical thinking is a skill that improves with practice. Critical thinking can be described and broken down into steps, and this is how critical thinking can be taught. In the EFL context, however, critical thinking and intercultural communicative competence still have some limitations since the EFL teachers are not aware of the importance of ICC and lack of knowledge and experience to teach the components of foreign cultures. As mentioned by Rodliyah & Muniroh (2012) that one of the crucial problems in Intercultural Communicative Competence comes from the English teacher who does not understand the concept of the target language culture. The teacher seems to have limited cultural experience and knowledge about the target and world culture and focus on linguistic forms (Nguyen, 2007). They usually do not know how to convey aspects of the target language culture in teaching English. This misunderstanding is a complex problem because teachers are the main source of information and mediators in the classroom. In addition, Ho's study (2009) shows a shift from traditional to intercultural attitudes in EFL classes that contribute to the professional development of teachers who can increase their awareness of the inseparable and interdependent relationship between language and culture and teaching culture as an integral component of language teaching. This study, therefore, aims at fostering the pre-service English teachers’ critical thinking skills and intercultural communicative competence in an EFL setting. It is expected that the pre-teachers are knowledgeable enough about the ICC concept by integrating their critical thinking so that they can teach and promote cultural elements in teaching English. Statement of the Problems The gap between language and cultural factors results in a process of transfer from a language that has been mastered as a mother tongue into a foreign language that is learned later. This process of transferring language and cultural factors causes errors in using the target language, and in turn, these irregularities can lead to misunderstandings between the two speakers. Unfortunately, the teaching and learning process in the EFL classroom nowadays is still focused on the teaching of linguistic aspects. As EFL teachers, ideally, they are supposed to prepare their students for future intercultural encounters. Intercultural encounters can therefore be a site of conflicts and misunderstandings in terms of emotional issues, stereotypes, and a difference in values. This does not necessarily need to be the case, however. Intercultural encounters can be very positive and can enrich the lives of all involved. Therefore, intercultural competence is needed to make intercultural encounters more likely to be positive. Furthermore, critical thinking becomes an essential part of dealing with intercultural competence in order to understand the different perspectives and values. Despite its urgency, there are limited studies focusing on integrating critical thinking and intercultural communicative competence in the context of the EFL classrooms, more specifically in North Maluku. By conducting such study, it would give some enlightenment for the pre-service teachers to be aware of the importance of integrating culture and critical thinking into their teaching and learning process. Research Questions Regarding the problem elaborated above, the research questions are formulated as follows: What is the pre-service teachers’ attitude toward critical thinking and intercultural communicative competence? To what extent are critical thinking and intercultural communicative competence important in an EFL setting? What are the challenges in integrating critical thinking into the exploration of culture in teaching English in an EFL setting? Rationale From the research questions formulated above, there are some important aspects in regard to the integration of critical thinking and intercultural communicative competence in EFL teaching. By finding out the pre-service teachers’ attitude toward critical thinking and intercultural communicative competence, the researcher will know their perspective toward it and can be used as the basis of considering the teachers as critical and cultural beings. Additionally, the importance and the challenges of CT and ICC faced by the teachers will a great finding that might contribute to further study. Methodology Since the research aims at fostering pre-service teachers’ critical thinking and intercultural communicative competence, a qualitative approach will be employed. The qualitative approach is chosen because it attempts to find out and explain the phenomena within individuals or groups. As Creswell (1998) stated in his book: "Qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The research builds a complex, holistic picture, analyzes words, reports detailed views of informants, and conducted the study in a natural setting." (p. 15) 34 The rationale to use a qualitative approach for the present research is to promote and describe the pre-service attitude toward CT and ICC. Furthermore, the research data will be mostly analyzed in the form of description and explanation. More specifically, this study employs a case study design. The case study is used as an effort made to obtain an in-depth understanding of the situation and its meaning for those involved (Alwasilah, 2002). Yin (2009) stated that a case study is an “empirical inquiry about a contemporary phenomenon or a case set within the real world context especially when the boundaries between phenomenon and context are not clearly evident” (p. 18). The case study design is used because it can provide a rich description of the study being researched. In this case, it is used to promote and describe the pre-service teachers’ critical thinking and ICC. Furthermore, the subjects of this study are English major students in North Maluku. In order to choose the sample, the purposive sampling strategy is used regarding their academic background, age, gender, and length of studying English. To obtain the data, an in-depth interview will be employed in order to dig more data from the participants. The data, therefore, will be analyzed using triangulation.  The aim of triangulation is to increase one's understanding of whatever is being investigated. It can help the researcher find the conclusion of the results among different instruments (Alwasilah, 2002). Significance of Study The results and findings of this study are expected to give a contribution to teaching and learning in EFL setting particularly in North Maluku. Therefore, the significances of this study are: To give contribution insight into integrating critical thinking and intercultural competence in teaching practices in an EFL setting. To provide new insight for teachers on the importance of introducing the aspects of culture into their teaching practices. To provide reference to expand similar research in the future Conclusion The intercultural approach is now very important in teaching foreign languages, especially for EFL learners. The aim of this study is to make teachers become cultural beings. The integration of critical thinking, furthermore, is expected to overcome the intercultural encounters that might happen to learners of the target language. Teachers need to be cultural beings before they teach the target language to their students. References Alwasilah, A. C. (2002). Pokoknya kualitative: Dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: PT. Dunia Pustaka Jaya Brown, H. D. (1994). Principles of Language Learning and Teaching. Englewood Cliffs, New Jersey: Prentice Hall Regents. Chance, P. (1986).Thinking in the classroom: A survey of programs. New York: TeachersCollege, Columbia University. Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. London: Sage. Debela, N., & Fang, B. (2008). Using discussions to promote critical thinking in an online environment. Journal of Systemics, Cybernetics and Informatics, 72-77. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e183sl.pdf



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Hesar, M.; Konka, M., & Sarfsaz, E. (2012). Why and How to Apply Culture in an EFL Classroom? International Conference on Language, Medias and Culture, IPEDR, 33. Retrieved from http://www.ipedr.com/vol33/014-ICLMC2012-L00030.pdf Ho, S.T.K. (2009). Addressing culture in EFL classrooms: The challenge of shifting from a traditional to an intercultural stance. Electronic Journal of Foreign Language Teaching, 6 (1), p. 63–76. Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press. Liddicoat, A.J., & Scarino, A. (2013). Intercultural language teaching and learning. West Sussex: Wiley-Blackwell Moeller, A. K., & Nugent, K. (2014). Building intercultural competence in the language classroom. Faculty Publications: Department of Teaching, Learning and Teacher Education Nguyen, T.M.H. (2007). Developing EFL learners’ Intercultural Communicative Competence: A gap to be filled? Asian EFL Journal, 21. Rodliyah, R.T. & Muniroh, R. D. D. (2012). The Importance of Incorporating the Target Culture in English Language Teaching [Online] available at: http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/197308062002122ROJAB_SITI_RODLIYAH/The_Importance_of_Incorporating_the_Target_Culture_in_Englis.pdf. Accessed on July 15, 2019 Seelye, H. N. (1993). Teaching culture: Strategies for intercultural communication. New York: National Textbook Company. World Learning. (2018). What is critical thinking? In “Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting” [Online course]. Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.



Komitmen kembali ke Indonesia, rencana pasca studi, dan rencana kontribusi di Indonesia



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MY CONTRIBUTION TO INDONESIA Being the only child who has the opportunity to pursue the studies to bachelor's and even master's degree is really a great pride for me, and it makes me even more excited to continue my studies to the highest level. I completed my undergraduate program in 2013 at Muhammadiyah University of North Maluku majoring in English Education. Since being in the first year, I have dreamed of becoming a lecturer, therefore I was determined to continue my studies at the master's level after graduating. Two years after graduating from S1, I had the opportunity to continue my master's studies at Uhamka Jakarta through a scholarship funded by the local Government and graduated in 2017. During my campus life, I tried to actively participate in some organizations and communities. One of them is The Valiant club. It is an English club that focuses on preparing its members to be aware of the importance of English because at that time people's awareness of English was still poor. One little contribution that I gave was voluntarily teaching English to elementary and junior high school students and motivating them to keep pursuing their education. Besides, we also voluntarily cleaned some forts and beaches in Ternate while sharpening our cultural and tourism knowledge. These activities aimed to foster people’s awareness of keeping the tourism spots clean as our important legacy. Besides The Valiant Club, I was also active in English Students’ Association as a chief and ran some programs called “English Day” and “Debating Prep”. Through these programs, I was able to win regional English Debating competition and represented my campus at National English Debating Championships for two consecutive years. Furthermore, in 2015, I was selected as a Young Ambassador representing North Maluku in the Indonesia-China Youth Exchange (IchYEP) program with other Young Ambassadors from other provinces. This program aims to strengthen friendly relations between the two countries in order to improve the quality of cooperation in the future. During the program, we conducted courtesy calls, discussions on global issues and Indonesia-China issues, visits to universities and startup companies, etc. We also had the opportunity to contribute introducing Indonesia through Cultural Performances in Beijing. After completing the program, we created a program called “Hands for Haze” to raise funds for victims of haze caused by forest fires in Riau, South Sumatra, South and West Kalimantan, and Lampung. From this fundraising, we managed to collect more than 33 million Rupiah which was then distributed to those in need. Apart from this program, I also carried out a short program called “Fun English Goes to School” (FEGS) as a post-program activity after returning from China. This program lasted for approximately 2 weeks in which I visited 3 schools around my place in Bogor. This program was done in Bogor because at that time I was still studying in Jakarta but lived in Bogor. After completing my master's degree, I was even more motivated to continue to contribute something to Indonesia no matter how small it was. Then in 2018, I was selected as one of the 13,000 volunteers at the multi-sports event, the 18th Asian Games event, held in Jakarta and Palembang, and had a chance to serve more than 15 thousand athletes and officials. I felt like my nationalism was boosted up there. From being the volunteer, I learned that as Indonesian citizens, we are the ones who are responsible for introducing and maintaining the good name of Indonesia to other countries. Currently, I work as a PNS lecturer at the State Institute of Islamic Studies (IAIN) Ternate. I have been a lecturer at IAIN Ternate since January 2021. Becoming a lecturer has been my dream since I was in undergraduate college. Therefore, after completing my bachelor's, I have become an Assistant Lecturer and was assigned to teach several courses independently from 2013 to 2015. After completing my master’s degree, I returned to teach at Muhammadiyah University of North Maluku until 2019. Besides being a lecturer, I have been a TOEFL Instructor at Khairun University since 2019 until now. Furthermore, I had also been a teacher in the English Access Microscholarship program organized by IIEF and funded by RELO, US. Embassy. In the English Access Program, we also ran some community services like cleaning the beach (Kastela beach) and distributing totebags to people around Car Free Day to be exchanged with trash as an effort to minimize the use of the plastic bag. These activities were done to foster people’s awareness of keeping the environment clean and reducing the single use of plastic bags as one of the biggest causes of environmental damage. In addition to my teaching experiences, in 2021 I created an android-based application for students to study English. This app was made as a teaching and learning media to help students learn English wherever and whenever they are. I expect that I can create more learning apps to support me and other lecturers or students in teaching and learning. Besides, I am also active in Karate, Badminton, and Archery activities. I do these sports for at least twice a week. I believe that doing sports is beneficial for my physical and mental health which then supports my daily personal and professional activities.   Personally, I am a highly motivated and passionate English educator, and I am always convinced that an educator must always improve him/herself to give better education to students. Therefore, in February 2019, I was selected as one of the Indonesian participants of The American English (AE) E-Teacher Program sponsored by the U.S Department of State under the course “Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting”, an 8-week online teacher training course delivered by World Learning. I also joined a webinar held by American English for Educators about “Enhancing Learning Motivation in the EFL Classroom” presented by Neil Anderson. By attending such courses, the AE-E Teacher Program particularly, I experienced various exposures because I had a chance to be acquainted with English professionals from different countries which have given me some enlightenment during and after the course. As an educator, additionally, I am really excited to share my knowledge to everyone needed. To do this, I created a Whatsapp group named “English Platform” as a medium for me and the students to share anything about English. Through this group, it is expected to give a flexible environment so the students can learn wherever and whenever they want. They also can consult their tasks in the group. It is aimed at giving the students comfort in learning English. Besides, I also teach free English to children surrounding my renting house. It is done because I see children surroundings used to play games and are less motivated to learn. In line with that, I believe that being an educator means being a lifetime learner. Therefore, I plan to continue my doctoral degree in Teaching English for Speakers of Other Languages (TESOL) at New York University (NYU Steinhardt). The Ph.D. in TESOL is a coursework program with 60 credits in total. The program consists of compulsory courses and two elective courses. Besides, students are required to enroll in a research experience course. This course is for students to gain research skills and provide students with foundation skills for various aspects of the research process. This is important for me to take as I can be well prepared in meeting the subsequent benchmarks for my Ph.D. requirement. Furthermore, I am taking TESOL for my Ph.D. because I have a high interest in how to develop curriculum, assessment, and evaluation in English Language Teaching to create methods in accordance with the student's needs who come from various cultures and backgrounds. My experiences in teaching have given me the courage and insight to take further steps in pursuing my education, and they shall assist me in completing my study. For my long-term career plan after completing my Ph.D., I want to be a specialist and researcher in English Language Teaching, provide appropriate learning instruction for students, and train teachers especially in North Maluku so we have more qualified English teachers. My expertise, therefore, is expected to be useful for my institution in providing better education in the future. Then, there are several reasons why NYU is chosen. The first and the foremost, NYU graduate school of Education is one of the most excellent schools in America. The professors are also active researchers whose work is quite popular in shaping the field of teaching and learning. Next, it is because at NYU, there is one subject that I am really interested to go deep into. It is “Intercultural Communication” which is in line with my research proposal that I am going to conduct. In NYU also, they offer some interesting courses like English as second or foreign language acquisition, ESL/EFL pedagogy, ESL/EFL research, how to implement alternative research methodologies, and educational foundations. These courses will help me gain in-depth insight and knowledge of what I am looking for during my Ph.D. studies. And lastly, it is because NYU is the only university in the US that offers Ph.D. in TESOL. I strongly believe that those privileges shall assist me to improve my personal and professional development in the field of education and become the greatest and most valuable asset to support my career as a lecturer, educator, and researcher which then can contribute to realize a better education in Indonesia.



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