Internationalization Awareness and Commitment of Indonesian Higher Education

Abduh, Amirullah; Rosmaladewi, Rosmaladewi; Basri, Muhammad

doi:10.15804/tner.2018.51.1.13

Cited by 11 publications

(10 citation statements)

References 4 publications

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“…For Indonesian higher education, the use of web-based instruction is a new change that happened in the last few years, mainly for soft and hard science. Some researchers investigated the influence of online technologies in language learning: learners aspiration in utilizing technology for learning [25], the use of Instagram for language learning [26], mobile-assisted language learning [27], learners can use technology for their vocabulary development [28], online learning and gamification [29], the culture of language learning [30]- [32], podcast and language learning [33], internationalization awareness and commitment for learning [34], technology and historical literacy [35], literacy and anthropology in higher education [36], literacy in vocational education [37], intercultural literacy [38], technology, oral and written literacy [39], [40], and hybrid-eLearning [41]. Among the studies, none of them have focused on holistic skill development because of online learning and explore the challenges of online education.…”

Section: Introductionmentioning

confidence: 99%

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

Saud¹,

Basri²,

Ramly³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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This paper explored students' perceptions of strategies, impact, and challenges using online resources for foreign language learning. The study also identified challenges faced by learners in applying online resources for their language learning. The study employed a qualitative interview with four students. This case study was conducted in one public university. The participants in this study were chosen purposively due to their investment and commitment using online resources for foreign language learning. The study identified that there were several strategies used students to maximize the use of online resources, i.e., searching meaning and synonyms, testing language proficiency, writing practice, grammar exercise, and gaining teaching materials. Students found it very interactive and enhanced their learning, not only contents and language learning, but also how to use the technologies. However, some students encountered challenges, including technical problems, skill issues, and irrelevant with their interests. The study applied an in-depth exploration of the phenomenon, and the results can contribute to perceptive academic and applied knowledge to the public principally on the idea of online foreign language learning. Future study wishes to examine a significant number of sampling; the broader sample is expected to enhance the findings of this study. The prospective research also demands to be conducted within numerous academic settings. Within multiple parameters, it is expected to contribute to a broader population and encompasses our conclusion by providing a more wide-ranging spot to reinforce the findings of this study.

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Section: Introductionmentioning

confidence: 99%

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

Saud¹,

Basri²,

Ramly³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

Self Cite

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“…In the context of higher education institution in particular, there has been fewer efforts to teach minoritized languages and multilingualism. Most institutions are currently focusing only on an internationalization program (Abduh et al, 2018) which results in the stronger hegemony of English since it endorses English as the only legitimate language for any international communication. Policymakers have tried to focus their attention on the elementary schools when it comes to saving minoritized languages.…”

Section: When Should Translanguaging Be Implemented and When Should It Be Postponed?mentioning

confidence: 99%

Translanguaging and Minoritized Language Maintenance: Lessons from Indonesia

Margana

Rasman

2021

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Translanguaging has been considered as an effective pedagogical approach to foster multilingualism. Previous studies have suggested further that teaching English through pedagogical translanguaging can increase participation of language-minoritized students and thus, promote minoritized language maintenance. However, it remains unclear as to what extent the assumed transformative power of translanguaging allows students to challenge prevailing monolingual ideologies that are gradually pushing minoritized language use to the periphery of society. There is growing evidence that promoting translanguaging practices to language-minoritized students can inadvertently contribute to their language shift from minoritized to majoritized languages (i.e., English and national languages). To maintain and extend this discussion, this article reports on a case study investigating the extent to which translanguaging practices in a tertiary-level EFL class in Indonesia contributes to the efforts to reverse language shift from Javanese to Indonesian and English. The data were drawn from audio-recorded classroom interactions, artefacts of student work and follow-up semi-structured interviews. The findings suggest that translanguaging pedagogy can support minoritized language maintenance only when language inequalities and language hierarchies are transgressed. Furthermore, the effectiveness of translanguaging in maintaining Javanese seemingly relies on whether students have enough proficiency in the Javanese language. Otherwise, the endorsement of translanguaging in this polity may be perceived as an opportunity to practice more dominant languages.

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“…Many universities, then, operate the internationalization with immature planning. Because of that, one of the main problems that emerge along the way of internationalization which also happens a lot in other non-English speaking countries, is the language barrier, that is the lack of English language competence (Abduh et al, 2018;Kyrychenko, 2018). The example of the lack of policy regulating the internationalization in her university is that her university does not yet set standard of English proficiency level as entry requirement for international students.…”

Section: Policy Levelmentioning

confidence: 99%

English and International Students’ Adjustment in Indonesian Higher Education: A Teacher’s Perspective

Hamamah

Hapsari

2021

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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.

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Internationalization Awareness and Commitment of Indonesian Higher Education

Cited by 11 publications

References 4 publications

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

Translanguaging and Minoritized Language Maintenance: Lessons from Indonesia

English and International Students’ Adjustment in Indonesian Higher Education: A Teacher’s Perspective

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