Exploring the Feelings of International Students
When We Learn Virtually during the COVID-19 Pandemic
DOI:
https://doi.org/10.32674/jis.v10iS3.3204Keywords:
feeling, learning experience, sociocultural theory, students’ voices, systemic functional linguisticsAbstract
This narrative study aims to explore the feelings of two Indonesian students studying in Saudi Arabia and the Netherlands in relation to their learning experience during the COVID-19 pandemic. Data were garnered from semi-structured interviews and were analyzed with Martin and White’s language appraisal (2005) theory as well as Bourdieu’s cultural capital and Giddens’ structuration theories. Findings showed that the participants experienced dissatisfaction and insecurity during the learning process. However, they demonstrated adaptability and coping strategies manifested through making peace with themselves.
References
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies. Terbit pertama online (hlm. 1–20). DOI: 10.1007/s10639-020-10219-y
Baba, M. M. (2020). Navigating COVID-19 with emotional intelligence. International Journal of Social Psychiatry. Terbit pertama online (hlm. 1–11). DOI: 10.1177/0020764020934519
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642. DOI: 10.1080/15325024.2020.1769300
Blankenberger, B., & Williams, A. M. (2020). COVID and the impact on higher education: The essential role of integrity and accountability. Administrative Theory & Praxis, 42(3), 404–423. DOI: 10.1080/10841806.2020.1771907
Bourdieu, P. (1986). The form of capital. Dalam J. G. Richardson (Editor.), Handbook of theory and research for the sociology of education (hlm. 241–258). New York: Greenwood Press.
Bourdieu, P. (1996). Understanding. Theory, Culture & Society, 13(2), 17–37. DOI: 10.1177/026327696013002002
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: 10.1191/1478088706qp063oa
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 1–5. DOI: 10.1016/j.psychres.2020.112934
Clandinin, D. J., & Connelly, F. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44–54. DOI: 10.1177/1321103X060270010301
Corbera, E., Anguelovski, I., Honey-Rosés, J., & Ruiz-Mallén, I. (2020). Academia in the time of COVID-19: Towards an ethics of care. Planning Theory & Practice, 21(2), 191–199. DOI: 10.1080/14649357.2020.1757891
DeGenova, M. K., Stinnett, N., & Stinnett, N. (2011). Intimate relationships, marriages & families. New York: McGraw Hill.
Giddens, A. (2016). Teori strukturasi: Dasar-dasar pembentukan struktur sosial masyarakat [Structuration theory: To the foundation of building society’s social structure]. Yogyakarta, Indonesia: Pustaka Pelajar.
Greenhow, C., & Chapman, A. (2020). Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency. Information and Learning Sciences, 121(5/6), 341–352. DOI: 10.1108/ILS-04-2020-0134
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Arnold.
Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (edisi ke-2). Oxford: Oxford University Press.
Harrist, A. W., Henry, C. S., Liu, C., & Morris, A. S. (2019). Family resilience: The power of rituals and routines in family adaptive systems. Dalam B. H. Fiese, M. Celano, K. Deater-Deckard, E. N. Jouriles, & M. A. Whisman (Editor.), APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan (hlm. 223–239). Washington, DC: American Psychological Association.
Josselson, R., & Lieblich, A. (1995). Interpreting experience: The narrative study of lives (Vol. 3). Thousand Oaks, California: Sage.
Jovchelovitch, S., & Bauer, M. W. (2000). Narrative interviewing. Dalam M. W. Bauer & G. Gaskell. (Editor), Qualitative researching with text, image and sound: A practical handbook (hlm. 57–74). London: Sage.
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
Martin, J., & White, P. (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
Murphy, M. P. A. (2020). COVID-19 and emergency e-learning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. DOI: 10.1080/13523260.2020.1761749
Riessman, C. K. (1993). Narrative analysis. Newbury Park, CA: Sage Publications.
Teng, F. (2020). A narrative inquiry of identity construction in academic communities of practice: Voices from a Chinese doctoral student in Hong Kong. Pedagogies: An International Journal, 15(1), 40–59. DOI: 10.1080/1554480X.2019.1673164
Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research. 3(1), 101-109.
Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research. Disertasi, University of Adelaide, Australia.
Widodo, H. P. (2017a). Approaches to needs analysis in ESP curriculum development. The European Journal of Applied Linguistics and TEFL, 6(1), 127–146.
Widodo, H. P. (2017b). Constructing and negotiating agency and identity of English language learners: Teacher-learner driven ESP materials development in the Indonesian secondary school context. Electronic Journal of Foreign Language Teaching, 14, 233–249.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. DOI: 10.1080/17439884.2020.1761641
Wodak, R. (1999). Critical discourse analysis at the end of the 20th century. Research on Language and Social Interaction, 32(1/2), 185–193. DOI: 10.1080/08351813.1999.9683622
Xue, E., Li, J., Li, T., & Shang, W. (2020). How China’s education responses to COVID-19: A perspective of policy analysis. Educational Philosophy and Theory. Terbit pertama online (hlm. 1–13). DOI: 10.1080/00131857.2020.17 93653
Zhu, X., & Liu, J. (2020). Education in and after Covid-19: Immediate responses and long-term visions. Postdigital Science and Education. Terbit pertama online (hlm 1–5). DOI: 10.1007/s42438-020-00126-3
Baba, M. M. (2020). Navigating COVID-19 with emotional intelligence. International Journal of Social Psychiatry. Terbit pertama online (hlm. 1–11). DOI: 10.1177/0020764020934519
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642. DOI: 10.1080/15325024.2020.1769300
Blankenberger, B., & Williams, A. M. (2020). COVID and the impact on higher education: The essential role of integrity and accountability. Administrative Theory & Praxis, 42(3), 404–423. DOI: 10.1080/10841806.2020.1771907
Bourdieu, P. (1986). The form of capital. Dalam J. G. Richardson (Editor.), Handbook of theory and research for the sociology of education (hlm. 241–258). New York: Greenwood Press.
Bourdieu, P. (1996). Understanding. Theory, Culture & Society, 13(2), 17–37. DOI: 10.1177/026327696013002002
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: 10.1191/1478088706qp063oa
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 1–5. DOI: 10.1016/j.psychres.2020.112934
Clandinin, D. J., & Connelly, F. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44–54. DOI: 10.1177/1321103X060270010301
Corbera, E., Anguelovski, I., Honey-Rosés, J., & Ruiz-Mallén, I. (2020). Academia in the time of COVID-19: Towards an ethics of care. Planning Theory & Practice, 21(2), 191–199. DOI: 10.1080/14649357.2020.1757891
DeGenova, M. K., Stinnett, N., & Stinnett, N. (2011). Intimate relationships, marriages & families. New York: McGraw Hill.
Giddens, A. (2016). Teori strukturasi: Dasar-dasar pembentukan struktur sosial masyarakat [Structuration theory: To the foundation of building society’s social structure]. Yogyakarta, Indonesia: Pustaka Pelajar.
Greenhow, C., & Chapman, A. (2020). Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency. Information and Learning Sciences, 121(5/6), 341–352. DOI: 10.1108/ILS-04-2020-0134
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Arnold.
Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (edisi ke-2). Oxford: Oxford University Press.
Harrist, A. W., Henry, C. S., Liu, C., & Morris, A. S. (2019). Family resilience: The power of rituals and routines in family adaptive systems. Dalam B. H. Fiese, M. Celano, K. Deater-Deckard, E. N. Jouriles, & M. A. Whisman (Editor.), APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan (hlm. 223–239). Washington, DC: American Psychological Association.
Josselson, R., & Lieblich, A. (1995). Interpreting experience: The narrative study of lives (Vol. 3). Thousand Oaks, California: Sage.
Jovchelovitch, S., & Bauer, M. W. (2000). Narrative interviewing. Dalam M. W. Bauer & G. Gaskell. (Editor), Qualitative researching with text, image and sound: A practical handbook (hlm. 57–74). London: Sage.
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
Martin, J., & White, P. (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
Murphy, M. P. A. (2020). COVID-19 and emergency e-learning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. DOI: 10.1080/13523260.2020.1761749
Riessman, C. K. (1993). Narrative analysis. Newbury Park, CA: Sage Publications.
Teng, F. (2020). A narrative inquiry of identity construction in academic communities of practice: Voices from a Chinese doctoral student in Hong Kong. Pedagogies: An International Journal, 15(1), 40–59. DOI: 10.1080/1554480X.2019.1673164
Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research. 3(1), 101-109.
Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research. Disertasi, University of Adelaide, Australia.
Widodo, H. P. (2017a). Approaches to needs analysis in ESP curriculum development. The European Journal of Applied Linguistics and TEFL, 6(1), 127–146.
Widodo, H. P. (2017b). Constructing and negotiating agency and identity of English language learners: Teacher-learner driven ESP materials development in the Indonesian secondary school context. Electronic Journal of Foreign Language Teaching, 14, 233–249.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. DOI: 10.1080/17439884.2020.1761641
Wodak, R. (1999). Critical discourse analysis at the end of the 20th century. Research on Language and Social Interaction, 32(1/2), 185–193. DOI: 10.1080/08351813.1999.9683622
Xue, E., Li, J., Li, T., & Shang, W. (2020). How China’s education responses to COVID-19: A perspective of policy analysis. Educational Philosophy and Theory. Terbit pertama online (hlm. 1–13). DOI: 10.1080/00131857.2020.17 93653
Zhu, X., & Liu, J. (2020). Education in and after Covid-19: Immediate responses and long-term visions. Postdigital Science and Education. Terbit pertama online (hlm 1–5). DOI: 10.1007/s42438-020-00126-3
Downloads
Published
2020-11-05
Issue
Section
Research Articles (English)
Categories
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.
How to Cite
Exploring the Feelings of International Students: When We Learn Virtually during the COVID-19 Pandemic. (2020). Journal of International Students, 10(S3), 142-160. https://doi.org/10.32674/jis.v10iS3.3204
