Alienation in the Process of
Teaching and Learning English in
Indonesia
Alienation
•
Loneliness
Aim of this study
•
To study on the existence of alienation
•
To investigate the ways of teachers to cope
Literature Reviews
Students’ alienation is commonly described in terms of five specific
dimensions:
•
powerlessness,
•
meaninglessness,
•
normlessness,
•
isolation,
•
and self-estrangement
Powerlessness
•
Powerlessness refers to the students’ inability to control
their own power toward the matters they encounter at
school.
•
An example of student powerlessness is when the student
Meaninglessness
•
students’ inability to make sense of the meaning of class
activities for their advantage(
Brown
, et al., 2003).
•
Students experience meaninglessness when they see no
reason for taking a class in school.
•
Here, students may sense that the world is not
understandable to them (
Roberts, 1987
).
•
To eliminate meaninglessness, students should be educated
on the importance of every skill and piece of knowledge
Normlessness
•
Normlessness refers to the circumstance whereby rules and regulations used
to control behavior and conduct do not effectively take place (
O'Donnell, Schwab-Stone, & Ruchkin
, 2006).
•
An example of this dimension is students who cheat in examinations in order
to obtain rewards from parents or others, by finding ways outside of norms
practiced by the educational institutions (
Brown
, et al., 2003).
•
In other words, a normlessness condition in school may refer to the state
where students achieve their own objectives using any means, such as
breaking the rules or passing over their own personal responsibility (
Isolation
•
The isolation dimension may refer to the condition where
students do not internalize the school goals as part of their
own study objectives (Hoy, 1971).
•
Such a refusal detaches the student from others,
decreasing their common responsiveness and losing their
interest in important class activities (O'Donnell, et al.,
2006).
•
This problem may be solved by increasing social integration
self-estrangement
•
. A student’s self-estrangement refers principally to their failure
to discover self-rewarding activities (
Seeman
, 1959).
•
In this case, students may lose their basic fulfillment toward
study in school (
Keating, 1987
).
•
Students suffer from loneliness and frequently want to drop out
of school (
Brown
, et al., 2003).
•
Loneliness may be due to shyness on the student’s part (
Myers
, 2010).
•
Thus, shyness may cause loneliness, and loneliness is an aspect
Alienation in the process of English language teaching and
learning comprises a parting relationship that embodies:
•
emotional detachment between the students and teachers
•
resulting in students’ tension and frustration
Characteristics of alienated students in
literatures
•
Firstly, the alienated students are quiet and passive.
•
Secondly, alienated students are defensive and sensitive toward other
people’s feelings.
•
Thirdly, alienated students usually do not admit that they are alienated.
•
Fourthly, the more students confront their alienation, the better they
cope with problems.
•
Fifthly, the alienated students do not like to stay long in the classroom.
•
Lastly, the alienated students feel that they prefer to be involved in art
Methodology
•
This study employs a mixed methods approach
•
combining interviews from the qualitative side and survey
research on the quantitative side
•
Ten teachers and twenty students participated in interviews
to gather the qualitative data,
•
250 students took part in the questionnaire surveys to
Findings: existence of alienated students
•
The number of alienated students (14.4%) is lower than in
Characteristics of alienated students in
the research findings
•
Keeping silent
•
Sitting in the corner
•
Being busy with their own thing
•
Coming late to class
•
Being shy and not mixing with other
The ways to cope with alienated
students
•
Making a personal approach
•
Engaging in ‘intense communication’
•
Give additional tasks
•
Providing stimulation and motivation
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