The Emotional Geography of International Students in Online Bahasa Indonesia Learning during the COVID-19 Pandemic
DOI:
https://doi.org/10.32674/jis.v10iS3.3205Keywords:
bahasa Indonesia for foreigners, COVID-19, emotional geography, international students, online learningAbstract
This article reports a case study that explores the emotional geography of 25 international students from 12 countries in learning bahasa Indonesia for foreigners virtually during the COVID-19 pandemic. Grounded in a qualitative case study design, the recruited participants were interviewed about their emotional experience of learning bahasa Indonesia online. Data were garnered from the interviews, classroom observations, and students’ testimonials. They were analyzed with Hargreaves’s (2001) emotional geography theory. Findings showed that online bahasa Indonesia learning affects the emotional geography of international students. The international students experienced such positive feelings as intimacy, safety, happiness, seriousness, and successfulness. However, they also experienced such negative feelings as confusion, anxiety, and shock situated in online bahasa Indonesia learning. This indicates that international students should have positive feelings and maintain such feelings in order to succeed in online bahasa Indonesia learning.
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Widodo, H. P. (2014). Metodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101-107.
Anderson, K., & Smith, S. J. (2001). Emotional geographies. Transactions of the Institute of British Geographers, 26(1), 7-10. DOI: 10.1111/1475-5661.00002
Barbalet, J. M. (1999). William James’ theory of emotions: Filling in the picture. Journal for the Theory of Social Behaviour, 29(3), 251-266. DOI: 10.1111/1468-5914.00101
Bondi, L. (2016). Emotional geographies. New York: Routledge.
Bourdieu, P. (1991). Language and symbolic power. Cambrige, MA: Harvard University Press.
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729-732. DOI: 10.1016/j.jsurg.2020.03.018
Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: A review from the stakeholders' perspective. Computers & Education, 144. Terbit pertama online (hlm. 1-20). DOI: 10.1016/j.compedu.2019.103657
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
Council of Europe. Council for cultural co-operation. Education committee. Modern languages division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, MA: Cambridge University Press.
Forbes-Mewett, H., & Sawyer, A. M. (2016). International students and mental health. Journal of International Students, 6(3), 661–677.
Geoghegan, H. (2013). Emotional geographies of enthusiasm: Belonging to the telecommunications heritage group. Area, 45(1), 40-46. DOI: 10.1111/j.1475-4762.2012.01128.x
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. DOI: 10.1016/S0742-051X(00)00028-7
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080. DOI: 10.1111/0161-4681.00142
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983. DOI: 10.1016/j.tate.2005.06.007
Hill, J., Healey, R. L., West, H., & Déry, C. (2019). Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education. Terbit pertama online (hlm. 1–19). DOI: 10.1080/03098265.2019.1661366
Little, D. (2006). The common European framework of reference for languages: Content, purpose, origin, reception and impact. Language Teaching, 39(3), 167-190.
Liu, Y. (2016). The emotional geographies of language teaching. Teacher Development, 20(4), 482-497. DOI: 10.1080/13664530.2016.1161660
Manegre, M., & Sabiri, K. A. (2020). Online language learning using virtual classrooms: An analysis of teacher perceptions. Computer Assisted Language Learning. Terbit pertama online (hlm. 1-16). DOI: 10.1080/09588221.2020.1770290
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. New York: Palgrave Macmillan.
Marvell, A., & Simm, D. (2018). Emotional geographies experienced during international fieldwork: An evaluation of teaching and learning strategies for reflective assessment. Journal of Geography in Higher Education. Terbit pertama online (hlm. 1–16). DOI: 10.1080/03098265.2018.1460806
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
Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. The Clearing House: A Journal of Educational Strategies, 93(3), 135-141. DOI: 10.1080/00098655.2020.1751480
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
OECD. (2012). Education at a glance 2012: Highlights. Paris: OECD Publishing.
DOI: 10.1787/eag_highlights-2012-en
Ramirez, A. G. (1995). Creating contexts for second language acquisition: Theory and methods. New York: Longman.
Sidhu, R., & Ishikawa, M. (2020). Destined for Asia: Hospitality and emotions in international student mobilities. Compare: A Journal of Comparative and International Education. Terbit pertama online (hlm. 1–19). DOI: 10.1080/03057925.2020.1771544
Volet, S., & Wosnitza, M. (2004). Social affordances and students’ engagement in cross-national online learning: An exploratory study. Journal of Research in International Education, 3(1), 5-29.
Widodo, H. P. (2014). Metodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101-107.
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2020-11-05
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The Emotional Geography of International Students in Online Bahasa Indonesia Learning during the COVID-19 Pandemic. (2020). Journal of International Students, 10(S3), 161-179. https://doi.org/10.32674/jis.v10iS3.3205
