Forced Remote Learning during the COVID-19 Outbreak
International Students’ Stories from a Bahasa Indonesia (the Indonesian Language) for Foreigners Classroom
DOI:
https://doi.org/10.32674/jis.v10iS3.3206Keywords:
Indonesian language for foreigner, BIPA, COVID-19 outbreak, forced remote learning, international studentsAbstract
The present study explores the international students’ experiences of learning the Indonesian language (bahasa Indonesia) during the COVID-19 outbreak. Five students who learned bahasa Indonesia for foreigners were recruited for this narrative research. They were from Thailand, Vietnam, Yemen, Sierra Leone, and Japan. Narrative data were collected through in-depth interviews and then analyzed using language appraisal and emotional geography theories. Findings showed that the forced remote learning affected students’ emotional conditions, such as sadness, disappointment, anxiety, and resignation which contradicted their expectations. This empirical evidence suggests a change in remote learning management by integrating a sound instructional design to create autonomous learning.
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Widodo, H. P. (2014). Methodological consideration in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101–107.
Widodo, H. P., Perfecto, M. R., Canh, L. V., & Buripakdi, A. (2018). Incorporating cultural and moral values into ELT materials in the context of Southeast Asia (SEA). Dalam H. P. Widodo, L. V. Canh, M. R. Perfecto, & A. Buripakdi (Editor). Situating moral and cultural values in ELT materials: The Southeast Asian context, (hlm.1–14). Cham, Switzerland: Springer.
Ampofo, E. A., & Caine, V. (2015). A narrative inquiry into women’s perception and experience of labour pain: A study in the western region of Ghana. International Journal of Africa Nursing Sciences, 3, 86–93. DOI: 10.1016/j.ijans.2015.10.001
Ang, C., & Ho, E. L. E. (2019). Feeling schools, affective nation: The emotional geographies of education in Singapore, slippages as tactical manoeuvres. Emotion, Space and Society, 32, 1–7. DOI: 10.1016/j.emospa.2019.100589
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior & Emerging Technologies, 2(2), 113–115. DOI: 10.1002/hbe2.191
Benzie, H. J. (2010). Graduating as a ‘native speaker’: International students and English language proficiency in higher education. Higher Education Research & Development, 29(4), 447–459. DOI: 10.1080/07294361003598824
Bordia, S., Bordia, P., Milkovitz, M., Shen, Y., & Restubog, S. L. D. (2018). What do international students really want? An exploration of the content of international students’ psychological contract in business education. Studies in Higher Education, 44(8), 1488–1502. DOI: 10.1080/03075079.2018.1450853
Clandinin, D. J., & Huber, J. (2010). Narrative Inquiry. Dalam P. Peterson, E. Baker, & B. McGaw, (Editor). International Encyclopedia of Education (Edisi ke-3),(hlm. 436-441). Amsterdam: Elsevier.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(2), 2-14. DOI: 10.3102/0013189X019005002
Eder, J., Smith, W. W., & Pitts, R. E. (2010). Exploring factors influencing student study abroad destination choice. Journal of Teaching in Travel and Tourism, 10(3), 232–250. DOI: 10.1080/15313220.2010.503534
Firang, D. (2020). The impact of COVID-19 pandemic on international students in Canada. International Social Work. Terbit pertama online (hlm. 1–5). DOI: 10.1177/0020872820940030
Firdaus. (2013). Indonesian language education in Australia: Politics, policies and responses. Asian Studies Review, 37(1), 24–41. DOI: 10.1080/10357823.2012.760527
Gallagher, F., & Leahy, A. (2014). The feel good factor: Comparing immersion by design and immersion by default models. Language, Culture and Curriculum, 27(1), 58–71. DOI: 10.1080/07908318.2013.877476
Glover, P. (2011). International students: Linking education and travel. Journal of Travel & Tourism Marketing, 28(2), 180–195. DOI: 10.1080/10548408.2011.546210
Gobbo, F. (2017). Are planned languages less complex than natural languages? Language Sciences, 60, 36–52. DOI: 10.1016/j.langsci.2016.10.003
Gomes, C., Berry, M., Alzougool, B., & Chang, S. (2014). Home away from home: International students and their identity-based social networks in Australia. Journal of International Students, 4(1), 2–15.
Green, W. (2018). Engaging “students as partners” in global learning: Some possibilities and provocations. Journal of Studies in International Education, 23(1), 10–29. DOI: 10.1177/1028315318814266
Groccia, J. E. (2018). What is student engagement? New Directions for Teaching and Learning, (154), 11–20. DOI: 10.1002/tl.20287
Hill, D. T. (2014). Language as “soft power” in bilateral relations: The case of Indonesian language in Australia. Asia Pacific Journal of Education, 36(3), 364-378. DOI: 10.1080/02188791.2014.940033
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Diakses pada tanggal 20 Mei 2020, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., Zhang, M., Gao, B., Lu, H., Chang, T., Cheng, Q., Yin, X., & Cheng, W. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
King, J. A., Cabarkapa, S., Leow, F. HP., & Ng, C. H. (2020). Addressing international student mental health during COVID-19: An imperative overdue. Australasian Psychiatry, 28 (4), 469. DOI: 10.1177/1039856220926934
Ma, H., & Miller, C. (2020). Trapped in a double bind: Chinese overseas student anxiety during the COVID-19 pandemic. Health Communication. Terbit pertama online (hlm. 1–8). DOI: 10.1080/10410236.2020.1775439
Maria, D. L. D. (2020). A basic formula for effective international student services. Journal of International Students, 10(3), xxv–xxviii. DOI: 10.32674/jis.v10i3.2000
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. New York: Palgrave Macmillan.
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching. Terbit pertama online (hlm. 1–3). DOI: 10.1080/02607476.2020.1755205
Osman, M. E. (2020). Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University. Journal of Education for Teaching. Terbit pertama online (hlm. 1–9). DOI: 10.1080/02607476.2020.1802583
Quayle, A. F., & Sonn, C. C. (2019). Amplifying the voices of indigenous elders through community arts and narrative inquiry: Stories of oppression, psychosocial suffering, and survival. American Journal of Community Psychology, 64, 46–58. DOI: 10.1002/ajcp.12367
Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles, CA: Sage Publications.
Schlesselman, L. S. (2020). Prespective from a teaching and learning center during emergency remote teaching. American Journal of Pharmaceutical Education, 84(7), 1–2. DOI: 10.5688/ajpe8142
Schwieter, J. W., & Ferreira, A. (2020). Learning a language abroad and the implications for social participation and positioning. Critical Inquiry in Language Studies, 17(1), 64–78. DOI: 10.1080/15427587.2020.1713785
Soong, H., Kerkham, L., Reid-Nguyen, R., Lucas, B., Geer, R., & Mills-Bayne, M. M. (2020). Reimagining transcultural identity: A case study of field experiences for international preservice teachers. Teaching Education. Terbit pertama online (hlm. 1–17). DOI: 10.1080/10476210.2020.1790516
Tran, L. T. (2020). Teaching and engaging international students: People-to-people connections and people-to-people empathy. Journal of International Students, 10(3), xii-xvii. DOI:10.32674/JIS.V10I3.2005
Wang, T. (2020). The COVID-19 crisis and cross-cultural experience of China’s international students: A possible generation of glocalized citizens?. Review of Education. Terbit pertama online (hlm. 1–6). DOI: 10.1177/2096531120931519
Widodo, H. P. (2014). Methodological consideration in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101–107.
Widodo, H. P., Perfecto, M. R., Canh, L. V., & Buripakdi, A. (2018). Incorporating cultural and moral values into ELT materials in the context of Southeast Asia (SEA). Dalam H. P. Widodo, L. V. Canh, M. R. Perfecto, & A. Buripakdi (Editor). Situating moral and cultural values in ELT materials: The Southeast Asian context, (hlm.1–14). Cham, Switzerland: Springer.
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2020-11-05
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Forced Remote Learning during the COVID-19 Outbreak: International Students’ Stories from a Bahasa Indonesia (the Indonesian Language) for Foreigners Classroom. (2020). Journal of International Students, 10(S3), 180-197. https://doi.org/10.32674/jis.v10iS3.3206
