CULTURE SHOCKS FACED BY STUDENTS OF UNIVERSITY
MUHAMMADIYAH MALANG DURING STUDYING ABROAD
THESIS
By:
AFIF IRAWAN
201010100311242
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
CULTURE SHOCKS FACED BY STUDENTS OF UNIVERSITY
MUHAMMADIYAH MALANG DURING STUDYING ABROAD
THESIS
This thesis is submitted to fulfill one of the requirements to achieve
Sarjana Degree in English Education
By:
AFIF IRAWAN
201010100311242
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis is written by Afif Irawan and approved on July 30
th, 2015
By
Advisor II
Advisor I
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree In English Department
on July 30th, 2015
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes
Examiners:
Signatures:
1. Dr. Sudiran, M.Hum
1.
2. Rahmawati Khadijah Maro, S.Pd., M.PEd
2.
3. Dra. Thathit Manon Andini, M.Hum
3.
ORIGINALITY DECLARATION
The undersigned:
Name
: Afif Irawan
Student Number : 201010100311242
Program of Study : English Departement
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself
did not incorporate without acknowledgement any material previously
submitted for a degree or diploma in any university. To the best of my
knowledge this thesis does not contain any material previously publish or
written by another person except were due reference is made in text.
Malang, July 30, 2015
MOTTO AND DEDICATIONS
“
Indeed, we have given you, [O Muhammad],
a clear conquest
”
(Q.S: Al-Fath-48:1)
“Don’t give up because
you are l
osing”
(Kellin Quinn)
“
The world is what you think of it
”
(Paul Arden)
DEDICATION:
I dedicate this thesis to:
CULTURE SHOCKS FACED BY STUDENTS OF UNIVERSITY OF MUHAMMADIYAH MALANG DURING STUDYING ABROAD
ABSTRACT
Culture shock is believed to be a major issue for students who go abroad to study. Though small differences around students may cause frustration, for instance; the food is different, unfamiliar language, norms, and the other traditions that they are used to. Yet, culture shocks are not either sickness or disease. Moreover, culture is could be learnt and culture shock is possible to be prepared in advance. These possibilities encourage the researcher to conduct research concerned in culture shock. Related to culture shock phenomenon, the research problems are formulated as the following: (1). What culture shocks were faced by Students of University Muhammadiyah Malang during studying abroad? (2). How did the students overcome the culture shocks during studying abroad?
This research uses qualitative research while the data are displayed in the form of descriptive. This research requires seven participants who are originally students of University Muhammadiyah Malang to acquire the data sources. In analyzing the data earned, firstly reviews the collected data that have been collected, then identify the culture shocks faced by research subjects. The next step is identifying the solutions made by research subjects to overcome the culture shocks. While drawing the conclusion, the researcher submits an expert’s words to give proofs that culture shocks could be learnt.
Thought most of the consequences of culture shock appear in negative way, it is actually a learning process where sojourners are capable to cope with. As the research findings and discussions were made, the researcher discovered that based on ABCs- “The Treatment of Culture Shock”, the most of the correspondents resolved the culture shock with emphasizing affects. (1) twelve culture shocks were resolved by affect, (2) six culture shocks were resolved by behavior, (3) five culture shocks were resolved by cognitions.
Key words: Studying Abroad, Culture, Culture Shock
Advisor I The researcher
ACKNOWLEDGMENTS
Alhamdulillahi rabbil ‘aalamiin, wassholatu wassalamu ‘ala rasulillah. Praise to Allah SWT, the main source of strength who always gives strength and
patience to finish this thesis. Shalawah and salam may always be upon the holy
prophet, Muhammad SAW.
The researcher would like to express his deepest gratitude to his thesis
advisors, Dra. Thathit Manon Andini, M.Hum and
Mas’udi, Drs., M. Ed
for theirsuggestions, guides, advices, and their times during the advising periods, even life
lessons. May Allah always bestow them an endless blessings. Aamin.
The researcher’s special thanks are well-gifted to his Mother, Mudrikah
Rahmawati for her endless love, love, and love again, for his father, and also big
family for their loves and supports.
The researcher also wants to thank his lover Julia Januarista Savitri for being
together since 14 years long, best buddy Ahmad Husaini for being his companion for
all the entire university life, the comrades of English department year of 2010 for
their togetherness during these late years. The last but not the least, special thanks are
given to the researcher’s special people, Carol Siew Wei, Anna Marie De Las, Wahyu
Sulistiono, Firman Hadi Wijaya, Elly Louisce Kibad, Lidwina Angeline, and Tigor
Hamoenangan, for their supports and bullies.
Malang, July 2015
TABLE OF CONTENTS
APPROVAL ………..…….. i
LEGALIZATION ………... ii
ORIGINALITY DECLARATION ……….... iii
LEGALIZATION ……….…... iv
MOTTO AND DEDICATIONS ………....…..v
ABSTRACT ………...… vi
ACKNOWLEDGMENTS ………... vii
TABLE OF CONTENTS ………..... viii
CHAPTER I INTRODUCTION 1.1 Background of the Study ………..……..…... 1
1.2 Statement of the Problems ………...………..… 3
1.3 The Purpose of the Study ………... 3
1.4 Significance of the Study ………...…....… 4
1.5 Scope and Limitation ………...….…. 4
1.6 Definition of Key Terms ………....… 5
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Culture ……… 6
2.2 Culture Influence………...…………..……….……...… 8
2.3 Culture Shock ………...……….... 11
2.4 The Stage of Culture Shock ………...………...… 13
2.5 ABCs- “The Treatment of Culture Shock”………..………….… 15
2.5.1 Culture Learning ………..………. 15
2.5.2 Stress and Coping……….………. 17
2.5.3 Social Identification ………...………... 19
2.6 Cultural Adjustment ……….……… 19
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ………..…………...……….. 23
3.2 Research Subject ………..…….………...…. 24
3.3 Research Instrument ………..………..………. 25
3.4 Data Collection ………..………...… 26
3.5 Data Analysis ………..….………. 27
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ………. 28
4.1.1 Culture shocks were faced by students during studying abroad ……….………...……… 28
4.1.1.1 Food ………...……… 28
4.1.1.2 Manners ……….……… 30
4.1.1.3 Ceremonies ………...………. 32
4.1.1.4 Beliefs ………...………. 34
4.1.1.5 Laws (written and unwritten) ……… 35
4.1.2 How the way students overcame the culture shocks ……… 39
4.1.1.1 Food ………...………… 38
4.1.1.2 Manners ……….……… 39
4.1.1.3 Ceremonies ………...………. 40
4.1.1.4 Beliefs ………...………. 40
4.1.1.5 Laws (written and unwritten) ……… 42
4.2 Discussion ……….… 43
CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ………..………...………...…… 45
5.2 Suggestions ……….….……….… 46
REFERENCES
REFERENCES
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Burke, C. S., Priest, H. A., Upshaw, C., Salas, E., and Pierce, L. (2007) “A
sensemaking approach to understanding multicultural teams: An initial framework”. The Influence of Culture on Human Resource Management Processes and Practices, p.269.
Cormack, M. L. (1968). “International development through educational exchange”.
Review of Educational Research, 38(3), p.293-302.
De Ley, H. (1975). “Organized programs of study in France: Some contributions of stranger theory. The French Review”, 48(5), 836-847
Donald Ary, Lucy Cheser J., and Christine K. Sorensen (2010), Introduction to Research In Education Eighth Edition. Belmort: Wadsworth, Cengage Learning, p,29,372,426, 649
French, R. (2007). Cross-cultural management in work organisations.CIPD.
Gudykunst, William B and Young Y. Kim (2003).Communicating with Strangers: An approach to Intercultural Communication, 4th ed. NY: McGraw-Hill Publishing Company.
Knight, S. M and Schmidt‐ Rinehart, B. C. (2002) “Enhancing the homestay: Study abroad from the host family's perspective”. Foreign Language Annals, 35(2), p.190-201.
Kohls, L. Robert, 2001 “Survival Kit of Overseas Living”. Intercultural Press, Yarmouth, p.25
Matsumoto, David., Hwang and Hyi Sung. (2010) “Culture and Emotion: The
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McCrae, R. R., Allik, I. (Eds.). (2002) The five-factor model of personality across cultures. Plenum Publishing Corporation.
Mckeown, Joshua S, 2009 “The First Time Effect: The Impact of Studying Abroad
on College Student Intellectual Development”. State University of New York, Albany, p.11-12
Morris, Michael W., Zou, Xi., Tam , Kim-Pong., Lau ,Ivy Yee-Man., Lee, Sau- lai.,Chiu and Chi-yue. (2009) “Culture as Common Sense: Perceived Consensus Versus Personal Beliefs as Mechanisms of Cultural Influence”. Journal of Personality and Social Psychology.Vol. 97, No. 4, p.579–597.
Pedersen, Paul. “The Five Stages of Culture Shock: Critical Incidents Around the
World.Contributions in Psychology”. Westport, Conn: Greenwood Press, 1995.
Steers, Richard M. and LuciaraNardon (2006).“Managing in the Global Economy”. NY: M.E. Sharpe.
Taylor, Edward W. (1994) “Intercultural competency: A transformative learning
process”. Adult Education Quarterly, 44.3, p.154-174.
Trompenaars, Fons (1993) Riding the Waves of Culture: Understanding Cultural Diversity in Business. London: Nicholas Brealey.
Ulf Hannerz. (1990) “Cosmopolitans and Locals in World Culture”. Theory Culture
Society, 1Jun 1., p.237-251.
Uwe Flick (2009). An Introduction to Qualitative Research Fourth Edition Sage. London: SAGE Publications Ltd., p.2,233
Ward, Collen.,Bochner, Stephen., Gurnham and Adrian. (2011) The psychology of Culture Schock.East Sussex, Routledge.
Welch, A. (2013). “Technocracy, Uncertainty, and Ethics: Comparative Education in an Era of Postmodernity and Globalization. In Arnove, R.F., Torres, C. A, & Franz, S (Eds.) Comparative Education: The dialectic of the global and the local”. Plymouth, (pp. 27), UK: Rowman&Littlefiled Publishers, Inc.
1
CHAPTER 1
INTRODUCTION
The first chapter of this thesis contains some topics such as: background of
study, statement of problem, purpose of study, significance of study, scope and
limitation, and definition of key terms.
1.1Background of Study
International learning experiences have become increasingly important in
higher education as these institutions seek to educate global citizens who can cross
international and cultural borders and follow the rapid movement of culture,
technology, communication, and business. Current discourse suggests that those
individuals who can successfully navigate a globalized world gain unmitigated access
to advancements in culture and commerce and secure positions as stakeholders in the
new global economy (Welch, 2013). Study abroad programs are at the forefront of the
missions to enhance the global competency of today’s students. Additionally, one’s
motivation to study abroad is often related to the expectation of achieving these
proposed outcomes, which often entail the desire “to learn about a different culture, to
broaden the mental horizon, to extend professional knowledge at a different
university, or simply to improve language skills” (Behrnd&Porzelt, 2012).
Nowadays, there is a boom of globalization in the whole world providing
people with the opportunity to connect to the rest of the world in any time and at any
2
ofhuman beings. Globalization became a pervasive phenomenon that brings various
cultures into more intensive contact.
Culture is "an integrated system of learned behavior patterns that are
characteristic of the members of any given society. Culture refers to
the total way of life of particular groups of people. It includes
everything that a group of people thinks, says, does and makes -- its
systems of attitudes and feelings. Culture is learned and transmitted
from generation to generation” (Robert, 2001)
The international cooperation around the world brings the transmission not
only of human beings but also their cultures. Each human being carries his or her
cultural identity with him or her to the new environment thus it is not only his or her
personality but also his or her cultural background that encounter the new culture.
Encountering the new culture results in new and interesting experience. Nevertheless,
the process of encountering is usually accompanied with a phenomenon of culture
shock problems especially when a sojourner stays abroad for a longer period of
time.The most common problems include: information overload, language barrier,
generation gap, technology gap, skill interdependence, formulation dependency,
homesickness, infinite regress, boredom, response ability (Paul, 1995)
Living and studying abroad are personal experiencesfound by Students of
UniversityMuhammadiyah Malang who went across the border, not as a tourist but as
someone having an everyday life in a new place. Most students will experience some
challenges when moving abroad: the food is different, familiar greetings such as
3
language, and have other norms and traditions than they are used to. At the same
time, university rules and students life may be different. Sometimes the small
differences that are most frustrating, as they think they know how to behave and do
things, but they get a strange responses. In some cases, students experience what is
called culture shock. These experiencesconsequently givemotivation to the researcher
to write about the experiences of culture shock.
The purpose of the research isto describe the phenomenon of culture shock. In
the first part, the researcher of the research introducesthe culture shock in a broader
context where phenomena such as culture, cultureinfluence,dimension, beliefs and
action its impact on ones’ experiencing the cultureshock. The second part of the
research deals with the culture shock itself, its symptoms, phases andpossibilities how
to cope with it. Thus, the research intends to provide narrow as well asbroader insight
into the phenomenon of culture shock.
1.2 Statement of Problems
The statements of problems of this research are:
a) What culture shocks were faced by Students of UniversityMuhammadiyah
Malang during studying abroad?
b) How did the students overcome the culture shocks during studying abroad?
1.3 Purpose of the Study
The purpose of the study are made to answer the statement of problems in this
4
a) To identify what culture shocks were faced by student of University
Muhammadiyah Malang during studying abroad.
b) To reveal the solutions that students used to overcome the culture shocks during
studying abroad.
1.4 Significance of the Study
Significances of the study in this research are to the researcher himself, to the
lecturers,to the Students of University Muhammadiyah Malang and to the next
researchers.
a) For the researcher: this research will help researcher to enrich his knowledge about
culture shocks faced during studying abroad in various countries.
b) For lecturers: The result of the research may add their materials in teaching Cross
Cultural Understanding Subject, especially in case of culture shock.
c) For Students of University of Muhammadiyah Malang. This research is expected
to enrich experiences before starting study abroad programs, especially in case of
culture shocks
b) For the future researchers: This research is expected to be knowledge references of
students in cross cultural studies and theme of culture shock in more specific way.
And hopefully this research can be the one of sources for students want to attempt a
research around cultural studies even further.
1.5 Scope and Limitation
The scope of the research focuses on Students of University Muhammadiyah
Malang who successfully navigated the study abroad.Robert (2001) identifies culture
5
five kinds of culture shock; manners, ceremonies, foods, beliefs, and laws (written
and unwritten).
1.6 Definition of Key Terms
To avoid any kind of misunderstanding, the researcher would like to give
some key terms in this research. The key terms are as follows:
a) Studying Abroad: Studying abroad is an academic experience, whether short
term (as short as 1 week) or longer (up to a full academic year), during which
students physically leave the origin country to engage in college study, cultural
interaction, and more in the host country. It may include foreign language study,
residing with a foreign host family, internships, and service (Joshua 2009: 11,12)
b) Culture:an integrated system of learned behavior patterns that are characteristic
of them members of any given society (Robert 2001: 25). In short, culture is the
total way of lie of any people. Thus, it is obvious that culture is woven
intricately into the very fiber of every member of the group and is a controlling
influence in the way people live, think, speak, and behave.
c) Culture Shock:a normal process of adaptation to cultural stress involving such
symptoms as anxiety, helplessness, irritability, and longing for a more
predictable and gratifying environment” (Church in Taylor 1994: 156). Hence,
culture shocks can be described as a complex process of adaptation of a person
