Member Of Group: Intercultural Communication

Rosa Sapaat Singa Dipraja/031119014

Moh. Septi Diana/031119008
Muhammad Raihan Arifian/031119021

Summary about Context, Perception and Competence

1. Context
Context means connection. This means that communication can occur if the local
situation and conditions are not disturbed between the communicator and the
communicant and the means or media of communication are interrelated.
In intercultural communication there are two types of context between: High
Context and Low Context.

 High Context
High culture is a culture that is born from a high class so that its
manifestation is only for the upper class and cannot be enjoyed by all
groups. Another characteristic of high culture is its exclusivity and high
artistic value. High culture itself developed in the era of enlightenment
(renaissance), where at that time, art was only monopolized by the upper
class. This group produces art with high quality and technicality and is
difficult for the lower class to digest.
 Low Context
Low culture that basically can be easily digested by everyone. Low culture
is also often referred to as popular culture (popular culture).
Popular culture is a cultural product that comes from the lower society.
According to Zeislar, popular culture is all cultural products that have a
large audience
One of the characteristics of cultural products is that they are heterogeneous
(liked by many people) and tend to be inferior (low quality).

Sources: This content has been published on Kompasiana.com with the title "Popular
Culture, When Popularity Becomes a Deified Construct", Click to read:
https://www.kompasiana.com/kikilesmana16/5dda8fc1d541df6bc45e2f23/popular-culture-
when-popularity-became-construction-yang-didewakan

2. Perception
In Intercultural Communication, perception itself,  along with the associated skills of
perception-checking (often stressed in interpersonal communication), are necessary for the
process of intercultural communication to begin. Perception is more of a process whereby
each of us creates “mental images” of the world that surrounds us, that is, of the “world out
there” (Green, Fairchild, Knudsen, & Lease-Gubrud, 2018).
Moreover Green, Fairchild, Knudsen, & Lease-Gubrud (2018) explain:
Perceptions determine communication choices, so understanding this process helps us to
avoid common perceptual problems.  We gain greater insight into how there can be
multiple, equally valid perceptions of the same stimuli, increasing our ability to respect a
range of diverse views. A significant implication of this understanding is it reveals how
much responsibility we receiver-based communicators have in the success or failure of an
event.  We have to be responsible for those perceptions (Module II, Section 1).
The importance of perception as a concept is evidenced by the nature of communication
simply. Communication, recalling Professor Tucker’s three questions (Who am I? Who are
you? and What are we doing here together?), may be understood as an intentional
relationship between the Self and the Other. Fundamentally, then, the perception one’s Self
possesses of the Other, and, vice-versa, informs the nature and character of the
communication which establishes, forms, and furthers (or, unfortunately, perhaps may fail
to do so) the relationship between the two.
Sources:
https://mlpp.pressbooks.pub/interculturalcommunicationcompetence/chapter/perception/

3. Competence
Intercultural communicative competence, or ICC, refers to the ability to understand
cultures, including your own, and use this understanding to communicate with people from
other cultures successfully.
Example:
ICC could include understanding how gestures and the distance between speakers vary
from culture to culture.
In the classroom
Ways to develop this competence include learners producing a written or online guide to
their own country and culture for visitors, reading and discussing guides written by visitors,
researching aspects of a target culture in various media including cinema, literature and
television, giving presentations on aspects of the target culture, and exploiting the teacher's
own expertise of their own culture.
Sources:
https://www.teachingenglish.org.uk/article/intercultural-communicative-competence