Alienation in the Process of Teaching and Learning English in Indonesia
Alienation in the Process of
Teaching and Learning English in
Indonesia
Suryanto
English Education Department
Universitas Muhammadiyah Yogyakarta
Presented International TESOL Conference,University of Mataram, Lombok, Indonesia
11-23 August 2016
Alienation
• Loneliness
• Separation
Aim of this study
• To study on the existence of alienation
• To investigate the ways of teachers to cope
with such a condition in the English teaching
and learning process
Literature Reviews
Students’ alienation is commonly described in terms of five specific
dimensions:
• powerlessness,
• meaninglessness,
• normlessness,
• isolation,
• and self-estrangement
(Brown, Higgins, & Paulsen, 2003; Hoy, 1971; Keating, 1987;
Roberts, 1987; Seeman, 1959)
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
complains about the process of teaching and learning, and
find that their complaints are unheard or not responded to.
(Brown, et al., 2003).
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
that they acquire in school (Keating, 1987)
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 (
Roberts, 1987).
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
in the classroom through group projects, class discussion
and other group activities (Keating, 1987)
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
of self-estrangement that may be felt by students.
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
(Johnson, 1973; Murray & Zvoch, 2011).
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
and sporting activities
(Joo and Han, 2000)
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
obtain the quantitative data.
Findings: existence of alienated students
• The number of alienated students (14.4%) is lower than in
a Korean study by Joo and Han (2000), where alienated
students made up 24.2% of a sample.
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
students
The ways to cope with alienated
students
• Making a personal approach
• Engaging in ‘intense communication’
• Give additional tasks
• Providing stimulation and motivation
• Making use of peers
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Thank you
Teaching and Learning English in
Indonesia
Suryanto
English Education Department
Universitas Muhammadiyah Yogyakarta
Presented International TESOL Conference,University of Mataram, Lombok, Indonesia
11-23 August 2016
Alienation
• Loneliness
• Separation
Aim of this study
• To study on the existence of alienation
• To investigate the ways of teachers to cope
with such a condition in the English teaching
and learning process
Literature Reviews
Students’ alienation is commonly described in terms of five specific
dimensions:
• powerlessness,
• meaninglessness,
• normlessness,
• isolation,
• and self-estrangement
(Brown, Higgins, & Paulsen, 2003; Hoy, 1971; Keating, 1987;
Roberts, 1987; Seeman, 1959)
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
complains about the process of teaching and learning, and
find that their complaints are unheard or not responded to.
(Brown, et al., 2003).
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
that they acquire in school (Keating, 1987)
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 (
Roberts, 1987).
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
in the classroom through group projects, class discussion
and other group activities (Keating, 1987)
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
of self-estrangement that may be felt by students.
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
(Johnson, 1973; Murray & Zvoch, 2011).
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
and sporting activities
(Joo and Han, 2000)
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
obtain the quantitative data.
Findings: existence of alienated students
• The number of alienated students (14.4%) is lower than in
a Korean study by Joo and Han (2000), where alienated
students made up 24.2% of a sample.
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
students
The ways to cope with alienated
students
• Making a personal approach
• Engaging in ‘intense communication’
• Give additional tasks
• Providing stimulation and motivation
• Making use of peers
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