English and international students’ adjustment in Indonesian higher education: A teacher’s perspective
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Published:
Sep 4, 2021
Keywords:
international students, academic adjustment, social adjustment, satisfaction, service quality
Main Article Content
(1) * Hamamah
Faculty of Cultural Studies, Universitas Brawijaya Malang
Indonesia
(2) Yulia Hapsari
Faculty of Cultural Studies, Universitas Brawijaya Malang
Indonesia
(*) Corresponding Author
Abstract
International students at higher education in Indonesia encounter an extent of situations amid their adaptations in academic life. These experiences contribute to their satisfaction. As handful of studies within Indonesian context were conducted to identify the international students’ difficulties in adapting to academic life, teacher’s point of view toward the issue is barely available. This study centers at a teacher’s experience in dealing with the international students. Highlight is given to language barrier, not only encountered by the international students but also the teacher. A narrative inquiry was employed involving an academic leader who is also a teacher knowledgeable in internationalization agenda in higher education in Indonesia. Results of the study reveals that the academic adaptation of international students, with the focus of language barrier, was compounded by the absence of roadmap of internationalization policy in national and organizational levels, less-ideal classroom setting, and not effective interaction within classroom with the diversity of people involved. It is suggested that the policy on the proficiency of English language should be regulated to be mastered by students and teachers in international program.
HIGHLIGHTS:
- The lack of policy regulating standard of English proficiency level as entry requirement for international students becomes one of the causes of the language barrier problem that might hurdle the academic adaptation of international students.
The composition of domestic and international students in a class as well as the lack of English proficiency of both the teacher and the students has contributed to the difficulties in academic adjustment.
- The study specifically explores a teacher's experience in dealing with international students, emphasizing the teacher's viewpoint on the challenges faced by both students and themselves
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How to Cite
Hamamah, & Hapsari, Y. (2021). English and international students’ adjustment in Indonesian higher education: A teacher’s perspective. JEES (Journal of English Educators Society), 6(2). https://doi.org/10.21070/jees.v6i2.1133
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Copyright (c) 2021 Hamamah, Yulia Hapsari
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Son, J. B., & Park, S. S. (2014). Academic experiences of international PhD students in Australian higher education: From an EAP program to a PhD program. International Journal of Pedagogies and Learning, 9, 26–37.
Tajfel, H., & Turner, J. C. (Eds.). (1979). An integrative theory of intergroup conflict. Monterey CA: Brooks/Cole.
Wang, Y., & Xiao, F. (2014). East Asian international students and psychological well-being: A systematic review. Journal of International Students, 4, 301–313.
Wang, C. C., Andre, K., & Greenwood, K. M. (2015). Chinese students studying at Australian universities with specific reference to nursing students: A narrative literature review. Nurse Education Today, 35, 609–619.
Ward, C., & Masgoret, A. M. (2004). The experiences of international students in New Zealand. Report on the results of the national survey. Wellington: The Ministry of Education.
Alavi, M., & Mansor, S. M. S. (2011). Categories of problems among international students in Universiti Teknologi Malaysia. Procedia – Social and Behavioral Sciences, 30, 1581–1587.
Anderson, L. E. (1994). A new look at an old construct: Cross -cultural adaptation. International Journal of Intercultural Relations, 18, 293-328.
Archer, W., Jones, E., & Davison, J. 2010. A UK guide to enhancing the international student experience. UK Higher Education International Unit, research series 6. London: UKHE International Unit.
Arambewela, R., & Hall, J. (2013). The international effects of the internal and external university environment, and the influence of personal values, on satisfaction among international postgraduate students. Studies in Higher Education, 38(7), 972-9 http://dx.doi.org/10.1080/03075079.2011.615916.
Arambewela, R., Hall, J., & Zuhair, S. (2006). Postgraduate International Students from Asia: Factors Influencing Satisfaction. Journal of Marketing for Higher Education, 15(2), 105-127. http://dx.doi.org/10.1300/J050v15n02_05.
Ballard, B. and Clanchy, J. 1991, Teaching Students from Overseas: a brief guide for lecturers and supervisors, Longman Cheshire, Melbourne.
Barker, M., ch ild, C., gallois, C., jones, E. & callan, V.J. (1991). Differences of overseas students in social and academic situations. Australian Journal of Psychology, 43, 79- 84.
Barker, M. 1990. ‘Intercultural Adjustment and Communication’ in Barker, M. (ed), Oriented for Success: a resource book on overseas student services, AGPS, Canberra.
Denok. (2015, September 10). Mahasiswa Asing, Duta Brawijaya di Negara Asal. Retrieved from: https://prasetya.ub.ac.id/press/Mahasiswa-Asing-Duta-Brawijaya-di-Negara-Asal-17321-id.html.
De Wit, H. 2011. Internalization of higher education in Europe and its assessment. Towards a European Certificate. In H. de Wit (Ed.), Trends, issues, and challenges in internalization of higher education (pp. 39-43). Amsterdam: Centre for Applied Research on Economics and Management.
Ellis, H., & van Aart, J. 2013. Key influencers of international student satisfaction in Europe. Retrieved from http://www.studyportals.eu/data/images/research/key%20influencers%20report%202013%20%20StudyPortals.pdf.
Edward, V. & Ran, A. (2006). Meeting the needs of Chinese students in British higher education. Retrieved on July 2017, from http://www.ncll.org.uk/10_about/50_research/10_research_projects/ MeetingTheNeeds.pdf.
Fellinger, J., Escriva, J., Kalantzi, E., Oborune, K. & Stasiukaityte, J. 2013. Creating ideas, opportunities and identity. (Research report of the ESN survey 201, Erasmus Student Network. Retrieved from https://esn.org/ESNSurvey/2013.
Gracia-Aracil, A., Gabaldon, D., Mora, J. G., & Villa, L. E. (2009). The relationship between life goals and field of study among young European graduates. Higher Education, 53(6), 843-865. http://dx.doi.org/ 10.1007/s10734-005-7517-3.
Kementerian Riset Teknologi dan Pendidikan Tinggi Republik Indonesia. (2017, Mei1 2). Perguruan Tinggi di Indonesia Diminati Mahasiswa Asing. Retrieved from: http://www.dikti.go.id/perguruan-tinggi-indonesia-diminati-mahasiswa-asing-2/#mYgGguxX8y7XsPdY.99.
Kuo, Y. K., & Ye, K. D. (2009). The causal relationship between service quality, corporate image and adults’ learning satisfaction and loyalty: A study of professional training programmes in a Taiwanese vocational institute. Total Quality Management, 20 (7), 749-762. http://dx.doi.org/10.1080/14783360903037085.
Kukatlapalli, J. (2016). A Study of the Adjustment Experiences of Indian International Students in New Zealand Universities. Unpublished Disertation. Retrieved from: http://researcharchive.vuw.ac.nz/bitstream/handle /10063/4967/thesis.pdf?sequence=1.
Letcher, D. W., & Neves, J. S. (2010). Determinant of undergraduate business student satisfaction. Research in Higher Education Journal, 1-26.
Li, W. M. (2005). A comparative study between UK and USA: The student satisfaction in higher education and its influential factors. Journal of Marketing Management, 21, 859-878. http://dx.doi.org/10.1362/ 026725705774538471.
Mak, A. S. (2009, September 30–October 4). Chinese international students’ English proficiency, social interactions with locals, and satisfaction of life in Australia. In N. Voudouris & V. Mrowinski (Eds.), Proceedings of the 44th Australian Psychological Society Annual Conference (pp. 97–102), Darwin.
Onwuegbuzie, A. J., & Leech, N. L. (2006). Linking research questions to mixed methods data analysis procedures. Qualitative Report, 11(3), 474-498.
Ravindran, S. D., & Kalpana, M. (2012). Student’s Expectation, Perception and Satisfaction towards the Management Educational Institutions. Procedia Economics and Finance, 2, 401-410. http://dx.doi.org /10.1016/s2212-5671(12)00102-5.
Sam, D. (2009). Satisfaction with life among international students. Social Indicators Research, 53, 315-337. http://dx.doi.org/10.1023/A:1007108614571.
Son, J. B., & Park, S. S. (2014). Academic experiences of international PhD students in Australian higher education: From an EAP program to a PhD program. International Journal of Pedagogies and Learning, 9, 26–37.
Tajfel, H., & Turner, J. C. (Eds.). (1979). An integrative theory of intergroup conflict. Monterey CA: Brooks/Cole.
Wang, Y., & Xiao, F. (2014). East Asian international students and psychological well-being: A systematic review. Journal of International Students, 4, 301–313.
Wang, C. C., Andre, K., & Greenwood, K. M. (2015). Chinese students studying at Australian universities with specific reference to nursing students: A narrative literature review. Nurse Education Today, 35, 609–619.
Ward, C., & Masgoret, A. M. (2004). The experiences of international students in New Zealand. Report on the results of the national survey. Wellington: The Ministry of Education.