A relationship between adjustment and loneliness amongs international students at Syahid Jakarta, Indonesia

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA, INDONESIA

Skripsi

This skripsi has been forwarded to the Faculty of Psychology, as a requirement to obtain a Bachelors degree.

By:

FATIEMA RHODA NIM: 105070002279

FACULTY OF PSYCHOLOGY

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA, INDONESIA

This skripsi has been forwarded to the Faculty of Psychology, as a requirement to obtain a Bachelors degree.

By:

FATIEMA RHODA NIM: 105070002279

Under the supervision of,

Supervisor I Supervisor II

Bambang Suryadi, Ph.D S Evangeline I. Suaidy, M.Si, Psi Nip.197005292003121002 NIP. NIP. 150411217

FACULTY OF PSYCHOLOGY

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2 This skripsi with the title of “A Relationship Between Adjustment And

Loneliness Amongst International Students At Syarif Hidayatullah State Islamic University Jakarta, Indonesia”, have been examined on the 17 February 2010, at the Faculty of Psychology Syarif Hidayatullah State Islamic University Jakarta. This skrips has been excepted as one of the prerequisites in order to obtain a Bachelor Degree in Psychology.

Jakarta, 17 February 2010

Examining committee

Head of committee, Secretary of committee

Jahja Umar, Ph.D Dra. Fadhilah Suralaga, M.Si

NIP. 130 885 552 NIP. 195612231983032001 Group

Examiner I Examiner II

Jahja Umar, Ph.D Bambang Suryadi, Ph.D

NIP. 130 885 552 NIP. 197005292003121002

Supervisor I Supervisor II

Bambang Suryadi, Ph.D S Evangeline I. Suaidy, M.Si, Psi Nip.197005292003121002 NIP. NIP. 150411217

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(B) February 2010 (C) Fatiema Rhoda

(D) A Relationship Between Adjustment And Loneliness Amongst

International Students At Syarif Hidayatullah State Islamic University, Jakarta, Indonesia.

(E) xvi + 82 pages

(F) The higher education at Syarif Hidayatullah State Islamic University has undergone radical change since the year 2001, with the phenomenal increase in the intake of international students, particularly from Malaysia, Thailand, Somalia, East Timor, South Africa and Singapore. Students from these countries described their experiences in terms of the way they adjust to their environment and their loneliness conditions. In crossing national borders for their education, these students leave the comfort of their homes, family and social networks. Phenomenological analysis revealed the adjustment process and their loneliness condition. The international students find themselves in a relational deficit, if not social isolation, at the time when the need more than usual support. They face language barriers, study environment, or settings, finances, accommodation and day-to-day living problem and they must still negotiate with institutional rules. They often face issues of personal autonomy and recreation of identity in their environment. Often, the cultural and physical environment is very different. International students must establish themselves as foreigners staying for a time as neither inside nor outside.

The purpose of this research study is to determine if there is a relationship between Adjustment and Loneliness amongst international students at Syarif Hidayatullah State Islamic University Jakarta. A descriptive correlation method was used to achieve the goal this study. The research was a quantitative approach. The researcher collected the needed data through using the Likert scale. And the variables of this research were Adjustment variable and Loneliness variable. And the researcher made use of accidental sample with an amount of 60 students as the research sample, with an age-group of 20-25 years. The processing of data was obtained through using statistical analysis and the Pearson’s Product Moment formula. The results of this research was as follows. The result shows a correlation between the two variables. The value of the correlation according to the adjustment and loneliness variable were as big as -0.780 with a probability value of 0.000. According to the value of R, a significant tariff of 5% and N60 with a

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relationship between Adjustment and Loneliness has been denied. With an alternative hypothesis (H1) that there is a significant negative

relationship between the two variables, Adjustment and Loneliness. This hypothesis had been accepted as the hypothesis of this research. There is a significant negative relationship between Adjustment and Loneliness. The direction of the negative relationship that had been obtained in this research means that the more low the feeling of loneliness then the adjustment process will be high. The higher the feeling of loneliness, the lower the adjustment process. Further research suggestions, to enhance this research, it is better for the next researcher to use more than one research method, make use of extra literature, observation and interview.

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In the Name of Allah, Most Gracious, the Most Merciful.

Praise be to Allah, the Lord of the worlds who says in His Glorious Book,

“There has come to you from Allah a Light and plain Book, and Peace and

blessings of Allah be upon the noblest of the Prophets and Messengers, our Prophets Muhammad (SAW).

I praise Allah Subhanahu wa ta’ ala for His favours He bestowed upon me and the completion of this research study: A Relationship between

Adjustment and Loneliness amongst International students at Syarif Hidayatullah State Islamic University Jakarta.

Praying unto Allah to accept this work as a sincere service for His sake and finally I could finish in a healthy state.

The purpose of this study serves as a last requirement in order to obtain a Bachelor Degree at the Faculty of Psychology.

A special vote of thanks goes to the following people:

1. Jahja Umar, Ph,D, Dean of the Faculty of Psychology who gave me permission to complete my research study.

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3. Many credits go to my dearest supervisors Mr Bambang Suryadi, Ph.D and Miss S. Evangeline Suaidy, M.Si, Psi, who gave me their maximal attention. Even though through tough and difficult times, they gave me the best.

Dear supervisors, with patience and more patience you guided me. Thank you for guiding me, and inspiring me. Showing me the way and for giving me the best.

4. My greatest thanks to Abi Yunus and Ummi Shereen, the word patience is what I always remember. Shukran for always reminding me about my duty as a child and a student.

5. My husband, Inoki Nurza, thanks for all your love, support and patience you gave me throughout my studies. My child, Kholil, your first one and a half years after birth you spent with ummi as a student in psychology, unforgettable my boy. And M Qowwam your smile kept me going my boy. 6. Mr Mubarok, The Ministry of Religious Affairs, Head of The Legal Bureau and Foreign Affairs, thank you for all your patience, help and advise you gave us as students in Indonesia.

7. My Family back home, father, Farouk, brother and sister, Achmat and

Shahieda and their families, shukran for all your doa’s and support you

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throughout my studies until finishing my skripsi. May the blessings of Allah always be with you.

9. My family in Padang, dear mother-in-law, thank you for all you have done for me and the love and support you gave me throughout my stay in Indonesia. You gave me pearls of life, and my father-in-law, thank you for

everything. And finally to the younger one’s thanks for all your prayers.

10. The foreign students of UIN who endlessly and willingly gave me their help in order to complete this research study.

11. My dearest friend Subgeyah Hendricks, since the day we met in Dirasat Islamiyah UIN, until this day you still helping me. Thank you my sister for all you have done for me. Help me push the children to class and back home. Your reward is with Allah. No words can describe my thanks and gratitude towards my friend. Believe it not, you taught me confidence, believe it not.

12. My dearest Tietie Faziela and Uncle Akram, gratitude to you for a lifetime support. Forgive me and your reward is with Allah for allowing me to finish my studies. And my cousins, thanks a million for sharing your house with me.

vi on the face of the earth.

14. Rositoh, my dearest friend thank you for all your help you gave. No words can describe my gratitude for all the help you ever gave me.

Finally may this piece of work be of benefit to the Faculty of Psychology and may Allah reward everyone in accordance that made this research possible, Ameen. The writer realize that this piece of work have many mistakes and needs to be rectified. With this if there are any critics or suggestions in order to make this research better, do not hesitate to criticize or give any

suggestions.

Jakarta, December 2010

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Abstract ... i

Forward ... iii

Table of content ... vii

Enlisted tables ... x

Enlisted sketches ... xi

Enclosure list... xii

CHAPTER 1 INTRODUCTION 1.1 Background ... 1

1.2 Research Questions ... 9

1.3 Problem Identification ... 9

1.3.1 Problem Statement ... 10

1.4 Research Purpose and Significance ... 10

1.4.1 Research Purpose ... 10

1.4.2 Research Significance ... 10

1.5 Writing System ... 12

CHAPTER 2 LITERATURE REVIEW 2.1 Adjustment ... 14

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2.1.4 Process of adjustment ... 23

2.1.5 Principles of adjustment. ... 27

2.2 Loneliness ... 29

2.2.1 Definition Loneliness ... 29

2.2.2 Conceptualizing loneliness ... 32

2.2.3 Multidimensional concept of loneliness ... 33

2.2.4 Manifestations of loneliness ... 34

2.2.5 Dimensions of loneliness... 37

2.2.6 Aspects of loneliness ... 40

2.3 International Students ... 40

2.4 The correlation between adjustment and loneliness. 42 2.5 Framework ... 44

2.6 Hypotheses ... 46

CHAPTER 3 RESEARCH METHOD 3.1 Research Type ... 48

3.1.1 Research approach ... 48

3.1.2 Research Variable ... 48

3.1.3 Conceptual and Operational Definition ... 49

3.2 Population and Research Sample ... 50

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3.4 Technique research instrument ... 57

3.4.1 Measuring of validity ... 57

3.4.2 Measuring of reliability ... 59

3.5 Research Procedure ... 59

CHAPTER 4 RESEARCH RESULTS 4.1 Background ... 62

4.1.1 Overall description of the respondents ... 62

4.1.2 Gender ... 63

4.1.3 AGE ... 65

4.1.4 Country... 67

4.2 Tests of Normality ... 69

4.3 Testing of Hypothesis ... 71

4.4 Regression analysis ... 72

CHAPTER 5 CONCLUSION, DISCUSSION AND SUGGESTIONS 5.1 Conclusion ... 75

5.2 Discussion ... 75

5.3 Suggestions ... 79

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List 1 Adjustment scale and loneliness scale. List 2 Try out data.

List 3 Reliability and validity of adjustment scale. List 4 Adjustment and Loneliness scale.

List 5 Field test data

List 6 Descriptive, Normality Tests, Regression descriptive Statistics, Correlations.

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Table 3.1 The 4-point Likert Scale ... 52

Table 3.2 Blue Print Self-Adapted Adjustment Scale ... 53

Table 3.3 Blue Print Self-Adapted Adjustment Scale ... 54

Table 3.4 Blue Print Self-Adapted Adjustment Scale Used For Field Test ... 55

Table 3.5 Blue Print Revised UCLA Loneliness Scale ... 57

Table 3.6 Blue Print Self-Adapted Adjustment Scale Used For Field Test ... 58

Table 4.1 A General Description Of The Research Subject ... 63

Table 4.2 Gender (Adjustment variable) ... 64

Table 4.3 Gender (Loneliness) ... 64

Table 4.4 Age (Adjustment Variable) ... 65

Table 4.5 Age (Loneliness) ... 66

Table 4.6 Country (Adjustment Variable) ... 67

Table 4.7 Country (Loneliness Variable) ... 68

Table 4.8 Descriptive Statistics ... 68

Table 4.9 Shapiro Wilk Normality ... 69

Table 4.10 Correlation Testing Result ... 71

Table 4.11 Model Summary ... 72

Table 4.12 Anova ... 73

xi

Graphic 2.1.QQ Loneliness Plot ... 70 Graphic 2.2. QQ Adjustment Plot (Sketch 2) ... 70

xii

Table 3.1 The 4-point Likert Scale ... 52

Table 3.2 Blue Print Self-Adapted Adjustment Scale ... 53

Table 3.3 Blue Print Self-Adapted Adjustment Scale ... 54

Table 3.4 Blue Print Self-Adapted Adjustment Scale Used For Field Test ... 55

Table 3.5 Blue Print Revised UCLA Loneliness Scale ... 57

Table 3.6 Blue Print Self-Adapted Adjustment Scale Used For Field Test ... 58

Table 4.1 A General Description Of The Research Subject ... 63

Table 4.2 Gender (Adjustment variable) ... 64

Table 4.3 Gender (Loneliness) ... 64

Table 4.4 Age (Adjustment Variable) ... 65

Table 4.5 Age (Loneliness) ... 66

Table 4.6 Country (Adjustment Variable) ... 67

Table 4.7 Country (Loneliness Variable) ... 68

Table 4.8 Descriptive Statistics ... 68

Table 4.9 Shapiro Wilk Normality ... 69

Table 4.10 Correlation Testing Result ... 71

Table 4.11 Model Summary ... 72

Table 4.12 Anova ... 73

MOTTO

Patience has no limits until the end of time.

“Verily, he who fears Allâh with obedience to Him, and

is patient, then surely, Allâh makes not the reward of

the good-

doers to be lost.”

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1.1 Background

As technology is improving so the need to seek knowledge at a higher level is increasing. Education has undergone a radical change. With a phenomenal increase, the intake of International students is growing on a large scale. Students have the need for learning. Consequently, the phenomenon is about having to seek higher education in other countries.

As Indonesia is growing, the educational sector strives to better their

education system. Part of this system is to give scholarships to students from other countries. Every year the Department of Religious Affairs Republic of Indonesia spends a great amount on scholarships for International students. Some students are maintained with a full scholarship and some with a half scholarship. A full scholarship covers all costs, starting from daily living cost, until tertiary education. A half scholarship consists only of educational fees. .

International students are allowed to study at any accredited university across Indonesia. The international students are allowed to choose any university program ranging from language, culture and intensive Islamic studies. As

Syarif Hidayatullah State Islamic University Jakarta is known for the center of Islamic Studies, in Indonesia, the students who receive a scholarship from the Department of Religious Affairs Republic Indonesia are advised to study at the university. Since 2001 until 2010, students are continuing their education on a higher level at Syarif Hidayatullah State Islamic University Jakarta. There are 166 International students, 98 males and 68 females currently studying at the university. These students come from all corners of the world such as Somalia, South Africa, Singapore, Thailand, East Timor and Malaysia.

For many of the students, a first time leaving the comfort of their homes. The students leave their home environment and relocate to study. They leave behind family members, loved ones, husbands, wives and close friends. In crossing national borders for their education, these students leave their family and social network that often leave students to vulnerability. Relocation, however, can be a challenging experience. Students experience an increasing amount of adjustment over time.

The initial stage for students in their adopted country is a very difficult stage. These students have to meet the demands of their environment and how to handle situations well but if possible to enhance the quality of their live. In order to enhance the quality of life, International student’s behavior must go beyond just meeting the demands of people and events in their environment.

Their ability to cope successfully with daily problems and demands of their new environment play an important role in the adjustment process for the students.

Daily adjustments may concern the satisfaction of biological needs, such as hunger and thirst, or they may, at the human level, involve the fulfillment of psychological needs, such as the desire to belong, to receive love and affection, to gain approval or status, or to find an opportunity for creative self-expression.

According to Lehner & Kube (1960) man is continually forced to adjust to his environment, but fail to realize that man also can shape their environment. Both man and his world are modifiable, whether the world be physical or the social and psychological world. As our environment changes, we modify our behavior accordingly. And these modifications, in turn, affect the environment. From our interactions with other people stem some of the most significant experiences in our lives. Some of these people elicit our affection and trust, others arouse in us resentment, anger, jealousy, or rudeness, yet still others stimulate in us creative achievements that would never found expression in the absence of social contacts.

From the above statement the researcher concludes that, adjustment is a formal behavior or an action that follow the accepted rules of society. As international students adopt their new country, these students have to adjust to the culture and customs of the country. Every student adjusts on a different level, depending on the condition of the situation. Some students accept the laws and rules of society. For many other students it is a difficult process to accept everything society asks of them.

At times to accept the principles and laws of society, international students have to go against their own laws and principles they have been taught since childhood. This is a difficult process for most of the international students. For some students who find themselves in conflict with their environment, it will mean to surrender, leaving the student in a state of uncertainty and doubt about himself. The mere fact that international students are forced to adjust to their environment causes damage to their self-esteem. International students become emotionally disturbed with their conditions, which in turn lead to self dissatisfaction.

As in the case of international students, for many it is a first time experience of leaving the comfort of their homes, not having many details about their new environment and not knowing what to expect. Many students adjust quite well, but eventually become confused with who they are and what they want

in their new environment. For these students it becomes difficult to change who they are as a person. They not only become confused with themselves, but with their living conditions. In the beginning, before learning the initial language of the country, students are not able to socialize in a free manner as they wish to. The language barrier is a big process for the new students. Students often become shy to socialize, because they do not understand how to communicate in the local language of the country.

Students are faced with a foreign language, food problems, cultural

differences, finances, accommodation, and day-to-day living problems, and they must also negotiate to an unfamiliar set of institutional rules. Often the physical and cultural environment is very difficult, with new social norms and customs. International students that study in the west have a great difficulty in the English language, whereas in the east students have to adjust to the

particular country’s language where the student will study. In this case students who study in Indonesia, have to know the Indonesian language, which, in the initial stage most students do not understand. As they have no background of.

Students have to study the language in a short span of time. Most students have to study the Indonesian language in a time span of 124 hours until 150 hours. Then immediately they have to start with university study program. In

my opinion this is a short span of time, which also creates doubt in students. If we study at a tertiary level, students must be very well competent in the language that the classes will be held.

So, even the initial stage of university is practically very difficult for many of the students, because students are forced to understand the language at a high level. The international students condition often leave students in a vulnerable state, which at a later stage may result to difficulty, because of not mastering the local language in a good way.

Language is a social product, a thing of invention and culture. Language is the basic medium of interaction without which human social life as we understand it, could not have originated. Language is the principle means through which humans receive its cultural inheritance. Indeed without language, culture as we know it would not exist at all. So it comes as no

surprise that language is a particular interest to cross-cultural communication, Bonner (1953). Language differs enormously from one another and these differences are related to important differences in the customs and behaviors of cultures in which these languages reside. Language is a sole carrier of culture and there can be no significant social and cultural life without it.

From the above mentioned statement the researcher derives that cultural factors affect international students in two distinct ways. Many students find themselves missing their own culture and linguistic settings, often intensely. Culture plays an important role in the daily lives of every human being.

Many students give up on their conditions and the fact that they could not adjust to their current situation. They eventually fail in their duty to complete their studies in their adopted country. Many students who want to make their studies and stay a success in their adopted country, adjustment becomes a huge struggle. Many students stay optimistic about their condition of

loneliness. They try their utmost best to adjust in a good and successful manner. They arrange, compose, harmonize and come to terms with

themselves and to something else. Students do things according to the laws which govern their harmony.

Newly arrived international students suddenly find themselves in a very difficult situation, whereby students become vulnerable to feelings of loneliness and social isolation. These feelings of loneliness are caused by language difference, social support, and cultural differences. Most students go through a rough patch of loneliness for at least the first month of their stay in their new adopted country.

Many students can adjust to their new situation very well, but for some students adjusting is a very difficult process. For some students, the adjustment process may take years, yet still they cannot adjust in a good manner. International students suffer from a great vulnerability. To maintain their social bonds, the international students conditions are expected to contribute to loneliness.

Loneliness is affected not only by the presence or absence of relationships, but also by the qualitative aspects of social relations. Thus decrease in satisfaction with the relationships and may affect the current conditions of students and may lead to loneliness. In fact, majority of the students suffers from dissatisfaction in their daily functioning with their environment. In the place where they reside, university, or with friendship, ect, which leave students to vulnerability.

From the above mentioned explanation the researcher is interested in doing

this research about “A relationship between adjustment and loneliness amongst international students at Syarif Hidayatullah State Islamic University Jakarta Indonesia.

This research was performed amongst the International students that study at Syarif Hidayatullah State Islamic University Jakarta.

1.2 Research Questions

In this research, the researcher came across a few problems, which are as follows:

1. How do international students adjust to their new environment? 2. Why do international students experience loneliness?

3. Is there a negative correlation between adjustment and loneliness amongst international students?

1.3 Problem Identification

In order for the researcher to stay focus on the research problems, the researcher restricted the problems of the particular article as follows: 1. Adjustment is a question of feeling and behavior, both of which occur in

specific situations. Thus a person might be well adjusted in that he cannot do what he wants to do in other situations. Behavior is a function of the environment. The particular behavior that one person shows in a particular situation is influenced by the learning experiences that the person has had in similar situations. Different learning experiences produce different

behaviors, Watson & Tharp (1973).

2. Loneliness is an overwhelming, persistent experience. Society pressures the individual to act in restricted, socially approved ways. This leads to

discrepancy between one’s true inner self and the self portrayed to others.

3. International students are student who leave their home environment and relocate to study at Syarif Hidayatullah State Islamic University Jakarta.

1.3.1 Problem Statement

Based on the background and restriction of the problem that has been explained, the researcher formulated a problem as follows: Is there a relationship between adjustment and loneliness amongst international students at Syarif Hidayatullah State Islamic University Jakarta

Indonesia?

1.4 Research Purpose and Significance

1.4.1 Research Purpose

The purpose of this research is to identify the relationship between adjustment and loneliness amongst international students at Syarif Hidayatullah State Islamic University Jakarta.

1.4.2 Research Significance

This study has both theoretical and practical significance as follows:

a. Theoretical significance

1. To attain a better understanding of the theory, have a brighter insight of the theory and give the specific information that is needed in this research.

2. If this research supports the hypothesis that there is a relationship between adjustment and loneliness, because of that it will help give a

theoretical understanding that there is a definite significant factor that even though international students can adjust to their new

environment, these students still go through loneliness.

b. Practical significance:

To give extra social information about adjustment and loneliness, so this information can be of benefit to those that give scholarships to foreign students. In order for them to give more attention to these students and their daily needs. To make them overcome their difficulties they are faced with on a daily basis.

For the lectures to understand their students and give special attention to the students needs. To the rector of the university and its staff to assist the students in a most honorable way, for after-all the students are their

guests. To the international office, focus more on the needs of the international students, in order for students to focus on their studies and not be stressed with technical problems.

This information can give a contribution to lecturers and students, especially to international students that go through vulnerability of adjustment and loneliness. And also to the host-nationals at university, and close family and friends this information would be of excellent use in how to assist the foreign students and how to make their stay comfortable.

And also to the international students, how they as students can learn from their conditions and in this way try to overcome their difficulties. The effort of this research will raise a serious concern about the condition of the international and the existence of the international office at the university.

1.5 Writing System

The researcher uses the American Psychological Association (APA) writing system style. The writing system that has been used in this thesis is as follows:

CHAPTER 1 : This chapter consists of an introduction, research questions, problem restriction, and problem formulation, research purpose and benefit, and the writing system.

CHATER 2 : This chapter gives an explanation of the theory of this

research, a layout of the research framework and a complete research hypothesis.

CHAPTER 3 : This chapter gives an explanation of the research

methodology, the research approach, the collecting of data, instruments and the research procedure.

CHAPTER 4 : This chapter consists of the results that had been obtained in this research. It gives an overall conclusion of the

respondents of the research, testing of the research instrument, results of the validity, reliability and normality tests, and a complete research analysis.

CHAPTER 5 : This chapter consists of a conclusion, discussion and suggestions.

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2.1 Adjustment

2.1.1 Definition of Adjustment

The biological concept of adaptation

Lazarus (1976) said the biological concept of adaptation has been borrowed and changed somewhat by the psychologist and renamed “adjustment” to emphasize the individual’sstruggle to get along or survive in his or her social and physical environments.

Adaptation as process and as an outcome

As cited in Grasha and Kirschenbaum (1980), George Vaillant, Richard Lazarus, and Harold Fishbein stated that adaptation can be regarded as a “process” or an “outcome” of our efforts. In both these cases, we make value judgments about how well we are doing things.

Each of us has some thoughts and feelings about how well we use various processes to adapt and the things we have achieved. How we evaluate

ourselves affect our thought and actions. Evaluating ourselves very negatively can interfere with our willingness to try new things and our overall ability to

cope successfully with problems and demands of the environment. The most important fact about adaptation is that we can loose sight of the fact that most of us are, to varying degrees, good and bad at different things. For

international students, the first time in their new environment they have to learn how to come around so they can find a way how to get around by themselves. Through finding their way by themselves, will make the process or the outcome of their stay a much easier or difficult tasks.

Grasha and Kirscenbaum (1980) define adjustment asfollows: Adjustment refers to the things we do to meet the demands of our environment.

Adjustment is concerned with our success and failure matching skills and abilities to events in our lives. Those things we do to “get by” or“to hold our heads above water”, to meet basic needs, and otherwise keep ourselves free of symptoms of problems in living, are typically associated with an adequate adjustment.

According to Atwater (1983), adjustment consists of the changes in ourselves and our circumstances necessary to achieve a satisfactory relationship with others and with our surroundings.

Benjamin B. Wolman also explains in (Atwater, 1983), that adjustment is a harmonious relationship with the environment involving the ability to satisfy

most of one’s needs and meet most of the demands, both physically and socially, that are put upon one. The variations and changes in behavior that is necessary to satisfy needs and meet demands so that one can establish a harmonious relationship with the environment.

According to Watson and Tharp (1973), adjustment is a value judgment about the relationship between a person’s behavior and his environment. These relationships are learned. To arrange the parts suitably to themselves and to something else, and to do this according to the laws which govern this harmony.

Watson and Tharp (1973), also explains that adjustment is a question of feelings and behavior, both of which occur in specific situations. Thus a person might be well adjusted in that he can do in one type of situation, but badly adjusted in that he cannot do what he wants to do in other situations. Behavior is a function of the environment. The particular behavior that one person shows in a particular situation is influenced by the learning

experiences that the person has had in similar situations. Different learning experiences produce different behaviors.

Bonner (1953), gives a clear explanation on how students should function in order to adjust to their environment.

As long as students are in interaction with others, they must at every turn adjust themselves to that particular behavior. The process of socialization is long and complicated. It begins at birth and ends at death. Social interaction is the condition of surviving and living in a good-adjusted manner. The analysis of social interaction invariably leads one to an examination of the learning process. Learning is a fundamental process of all behavior. Social learning is the process through which the individual is conditioned to behave in certain ways. A human individual is human because of his relatedness to others and to the customs of his group.

The organization of a personality in significant ways is in the organization of a culture. Cultural factors play an important role in shaping the personality of an individual. From a broad cultural point of view values and norms are the established codes, or existing social rules of behavior. Apart from them personality is the organization of the rules of behavior into a more or less consistent pattern of responses.

Behavior may be described as normal or abnormal depending upon its

From the standpoint of cultural norms, therefore, maladjustment in one culture maybe described as adequate adjustment in another. These are the

integrative systems, or systems of orientation, which enable the individual to organize his attitudes and behavior around a few and relatively stable

systems of ideas and practices.

These systems are found in one form or another, with more or less controlling power over the individual’s conduct in every society.

In order to survive students has at all times found it necessary to devise means of maintaining control over himself or herself and their environment and giving sense of direction. These means have been of three kinds: the rational systems, the believe system, and the social ideologies.

The rational believe system are all those methods of control which make up the knowledge, technology of a group, such as tools, instruments, the system of skills for manipulating these instruments, and its abstract and symbolic knowledge. The chief function of these systems is to adjust individuals and groups to the natural environment and to transform non-usable or natural forms into usable or social forms.

The belief systems are all the ideas, invariably absolute, which function to adapt members of a group to those areas of life which cannot be manipulated by the existing technology or skills namely the realm of the unknown.

The belief system consists of verbal and conceptual systems such as religion, ect. The social ideologies are the set of ideas or values which express the power relations members and groups.

The institutional life of every society is based to some degree on these three integrative systems. No society is dominated by one or the other exclusively, though one may offer greater individual and collective security than the others, Bonner (1953).

The researcher concludes that adjustment is an interaction process. Through this process students learn things about their new environment and how to socialize in an appropriate way. The beginning of the process is a very

important step, because it will determine the success of the student in a great way. Through socializing the students become experience and wise how to operate their condition. For those students who interacts less with their environment, adjustment is a very difficult process. Many students misadjust because of culture. The fact that people grow up with different cultures, these sojourners have to master cultural factors on a high level. If mastered on a

low level, students will face many problems. Another factor is the every people interpret culture in a different way.

In order for students to maintain control over themselves, it is important to stay with what you believe in, because what a person belief in, is very important to stay healthy and focused. As your belief system is the structure of your personality.

2.1.2 Concept of adjustment

Before we can understand how to adjust to daily interaction and how it functions, we need to understand why it is important to adjust.

According to Lehner and Kube (1960), the concept of adjustment consists of three elements. This concept consists of understanding ourselves better. Understand others in better ways, and also to understand better the world around us.

In other words, we need to study the concept of adjustment in order to learn how to get along with other people, how to approach university problems, and how to recognize and resolve general emotional health problems. As long as we live we shall encounter problems that will demand some kind of

readiness on our part to adjust to them. We cannot avoid problems, but we can only learn how to handle them. And we shall be able to handle them only as we learn more about ourselves.

According to Atwater (1983), adjustment consists of three elements such as ourselves, others and change. These three elements are interwoven in the concept of adjustment. One is concern with us. Up to a point, self-interest is a normal and necessary part of life.

Another common element is the need to get along with others. At university or our temporary home, life’s biggest problems often turn out to be “people” problems. At the same time, some of life’s greatest satisfactions come from relationships with our new environment.

A third common element is change. In recent years change has become rapid and that it is no secret that life in itself is change.

The above statements have a few things in common, such as the self, others, and changes in environment. Interwoven in this text means that one element cannot stand by itself. All three elements are interdependent to function in an adjustable way. Adjustment consists of changes within us and our

circumstances necessary to achieve a satisfactory relationship with others and our surroundings. Adjustment is regarded as an achievement that is

accomplished either badly or well. This is a practical way of looking at the matter because it permits us to turn to such questions as how unsatisfactory adjustment can be prevented and how it can be improved.

2.1.3 Aspects of adjustment.

We think of self-adjustment as meaning harmony among the various parts of the self and that is considered as harmony among our thoughts, our feelings, and our actions.

As described by Watson & Tharp (1972), the person who is racked by internal contradiction, who is indecisive, confused, self-contradictory, is not

considered happy or balanced. In common language, such a person may be called mentally ill, disturbed, or badly adjusted. Significantly, a synonym for mental illness is unbalanced. Another aspect of adjustment is the self to the environment. An individual may be out-of-phase with the world around him. He may be called out-of-touch, flipped, spaced, gone, way out, these terms colorfully express our awareness that the maladjusted individual is out-of-tune with his environment.

According to Watson & Tharp (1972), the idea of adjustment has been used to mean conformity. Many people believe that the well adjusted individual must not be in conflict with his environment. Particularly, he must not be

opposed to his social environment he must be like others around him. In the case of international students, it is not all students that find the harmony they need to feel happy and contented. They are in conflict with their thoughts and actions because of the mere fact that they have to prove to all that they are the strong student and nothing is wrong with them. So in this case students fight with themselves in the sense that they fighting a loosing battle and they think that they will not be able to overcome the difficult phases they go through during their stay. Maybe this point brings about conflict within the students which allows students to go through rough patch of loneliness.

2.1.4 Process of adjustment

The emphasis on adjustment was on changing ourselves to fit into our surroundings. It implied a great deal of social conformity. The well-adjusted person is always more of an ideal than a reality. He was highly stable and more inhibited with his or her desires and feelings than people are now. Today we sometimes feel it necessary to change our surroundings as a way of satisfying our needs. Atwater, (1983)

According to Lazarus (1976), adjustment consists of two kinds of processes:

Adjustment as a process: We ask, “How does an individual, or how do people in general, adjust under different circumstances, and what influences this adjustment?”

1. Fitting oneself into given circumstances and, 2. Changing the circumstances to fit one’s needs.

Psychologist are unwilling to consider psychological health as merely getting along or fitting into the external environment whatever its characteristics, and who regard the effective person as one who changes things as well as

himself or herself. “Adjustment” remains a highly serviceable word in psychology, although its roots lie in biology. In psychology it concerns the many ways in which an individual manages his or her affairs.

Everything in life we do, there are processes and procedures towards it. In order for us to adjust in a good manner we must grow in our experiences in life. Actually, adjustment and growth refer to a complementary life process. Both involve satisfying our needs as well as the demands of our

surroundings. But the emphasis is different in each. In adjustment, it is the relationship with our surroundings that is foremost.

In growth, the emphasis falls on the individual. Similarly there is stability and change in both processes. But the stability is more valued in adjustment, while change is the key to growth. Each process also brings its own kind of satisfaction. The movement toward self-fulfillment has served as a corrective to the excessive elements of self-denial implicit in the traditional notion of

adjustment, thereby modifying the giving or getting compact, between us and the environment.

A child is born into this world and acquires a personality in a specific social environment. In this environment he learns a language, acquires approved forms of conduct, and attains some degree of adjustment to others. In this process of learning his behavior is continually reinforced. From this example we can see that the process for international students in their new

environment is almost the same procedure.

First of all, language is the basic medium of interaction, without which human social life as we understand it, could not have originated and without which social participation could not be carried on. In the second place, it is the sole carrier of culture from one generation to another. In the third place, language makes possible a common set of meanings, common definitions by which students regulate their lives.

Apart from language, there can be no significant social and cultural life.

According to Bonner (1953), language as a system of sounds and symbols for communicating his affective and cognitive experiences is wholly acquired. Language is a social product, a thing of invention and culture. Language is fundamentally social. Since most individual needs can be satisfied only in

group living, language has been an important instrument for making these needs known and for having them gratified through concerted action. Language arises and is preserved because of its effectiveness in binding individuals together into a social group. As means of communication and of social control, language has played a role second to other human function.

Successful adjustment involves individual initiative, willingness to

communicate and concern for the mutual satisfaction of needs. Personal fulfillment has greatly enriched our understanding of adjustment. The

movement toward self-fulfillment has served as a corrective to the excessive element of self-denial implicit the traditional notion of adjustment, thereby modifying the giving or getting compact between ourselves and the environment.

From the above mentioned statement, the researcher concludes that the process of adjustment focuses more towards the individual and his

surroundings. How important it is to know oneself in order to survive daily. Each individual have needs and desires. In order to be able to meet the standards of those needs, we need to fully understand ourselves as

interactive beings. If the individual knows himself or herself, adjustment would be seen as an achievement that is accomplished either badly or well Lazarus (1976).

2.1.5 Principles of adjustment.

According to Lehner & Kube (1960), in order to understand why we act the way we do it is important to remember that our behavior, even such a simple act as smiling at another individual when passing him on in the street, may be influenced by many factors. Lehner & Kube (1960) concentrate on three principles that will follow in exploring the problems of adjustment. These problems involve the following concepts: one, the individual’s life-space, two, purposive or goal-directed behavior and behavior as a function of need and need-reduction, three, the importance of learning in our behavior.

1. The individual’s life-space.

Life-space refers to the environment as we perceive and experience it. Our relationship to the environment, our perception of certain aspects of the world around us, our unconscious section of the particular factors to which we shall react comprises what may be termed as “life-space”. We use the term “life-space” here in preference to “environment” because we are not concerned with all aspects of environment but only with that

portion that we experience directly and that therefore affects our behavior.

Basic to our understanding of the life-space of an individual is the fact that what we perceive in any given situation is influenced not only by the physical characteristics of that situation, but also by our needs, goals, and past experiences. It is obvious, therefore, that we must consider the

life-space of each individual in order to understand his behavior. For purposes of analysis, however, we may focus at times on physiological processes, at other times on psychological needs, or at the still other times on the characteristics of a given social situation in which a person finds himself.

2. Purposive behavior and behavior as a function of need and need-reduction.

As biological organisms, we all have needs that must be satisfied if we are to live. These needs have been variously called biological needs, tissue needs, and life-maintaining needs. They include hunger, thirst, the need for air, the need for rest, and so forth. Although we can postpone the satisfaction of these needs to some extend, they must be eventually satisfied if we are to survive. These needs have their basis in man’s biological make-up, but their expression and satisfaction is socially determined. Therefore, to understand what a person will do, how he will do it, and why he will do it, we need to know something not only about his biological needs, but also about his social situations in which he has learned to satisfy these needs. Behavior is a function of both biological and psychological needs, and of the objects and methods by which we satisfy these needs. Behavior, in being motivated by our needs, is purposive.

3. The central position of learning

An organism’s ability to learn is one of its most important and fundamental characteristics. Learning is the phenomenon upon which rests the entire superstructure of our complex mental activity and behavior. Our total culture and civilization are the products and expression of human learning. Man’s ability to adapt in this way is essential to his continued existence. The learning process is the bridge between our innate behavior patterns and the requirements of our environment. Through the learning process we acquire not only what has been called “intellectual knowledge,” but also knowledge of various ways to behave. That is how to greet friends, express our interest, acquire new attitudes and feelings, approach peoples of different cultural backgrounds, react to anxieties and threats.

2.2 Loneliness

2.2.1 Definition Loneliness

Peplau, Russel, and Heim stated, that loneliness occurs when a person’s network of social relationships is smaller or less satisfying than the person desires. Thus, loneliness reflects a discrepancy between the person’s desired and achieved levels of social interaction, Burger (1986)

People can have very little contact with others, but if they are satisfied with that contact, they won’t feel lonely. On the other hand people can have many

friends, yet they still feel a need for more than or deeper friendship, and thus become lonely. This description of loneliness helps to explain why some people who live in virtual isolation of other human beings find such solitude enjoyable, while other people who are surrounded by and who constantly interact with others complain of loneliness.

According to Peplau & Perlman (1982), loneliness occurs when the individual perceives a discrepancy between two factors, the desired and the achieved pattern of social relations. Peplau & Perlman (1982) further suggests that loneliness can be seen as an one end point of continuum for evaluating social relations. In their view, each person has an optimal level of social interaction. When the person’s social relation are suboptimal, he or she experiences the distress of loneliness, in contrast when faced with excessive social contact, the person my experience the distress of “crowding” or feel an “invasion” of privacy. Evaluations of one’s social relations are influenced by comparisons with one’s own past experience and with the experience of other people.

Moustaka (1961) divides loneliness into two categories such as existential loneliness and loneliness of anxiety. According to Moustaka, the existential loneliness is a part of human experience, and the loneliness of self-alienation and self-rejection which is not loneliness at all but a vague and disturbing anxiety.

Existential loneliness is an intrinsic and organic reality of human life in which there is both pain and triumphant creation emerging out of long period of desolation. In existential loneliness man is fully aware of himself as an isolated and solitary individual while in loneliness anxiety man is separated from himself as a feeling and knowing person. Loneliness anxiety results from a fundamental breach between what one is and what one pretend to be, a basic alienation between man and man and between man and his nature.

From the above mentioned definitions it can be understood that loneliness is an unpleasant experience that reveals insufficient social interaction.

Loneliness is experienced by all human beings at some time in their life. It is more likely to occur under circumstances such as prolonged absence from home or loss of significant others. Feelings of loneliness are like joy, hunger and sorrow. They can be managed though never completely prevented. A sense of loneliness reflects a discrepancy between an individual’s

expectations of interpersonal relations of his or her social situation in reality. Loneliness is a universal emotional and psychological experience. Loneliness is also seen as a normal experience that leads to individuals to achieve

deeper awareness, a time to be creative and an opportunity to attain self-fulfillment and to explore meaning of life. Loneliness is condition of human life, an experience of humanizing which enables the students to sustain,

extend and deepen his or her humanity. However loneliness remains an unpleasant and distressing experience.

2.2.2 Conceptualizing loneliness

Loneliness is divided into two. These concepts differ in two major ways. It consists of the social needs and cognitive approaches. The social needs approach emphasizes the affective aspects of loneliness. The cognitive approaches emphasize the perception and evaluation of social relations and relational deficits. Thus proponents of the needs approach suggest a rather direct link between rational deficits and subjective reactions to these deficits.

The social need approach have suggested that people may experience loneliness without explicitly defining themselves as lonely or consciously recognizing the nature of their distress.

In contrast, cognitive theorist emphasizes the lonely person’s perceptions and reports of rational inadequacies, and direct attention to those people who do label themselves as lonely.

The cognitive discrepancy theory, which specifies loneliness as the consequence of altered social perceptions and attributions. Specifically, loneliness is defined as the distress that occurs when one’s social

From a cognitive discrepancy perspective, it is clear that loneliness is not synonymous with being alone, nor does being with others guarantee protection from feelings of loneliness, Peplau & Perlman (1982). Rather, discrepancies between ideal and perceived interpersonal relationships produce and maintain feelings of loneliness.

The researcher will investigate both these approaches, because of the fact that international students suffers from a deficit in their social needs. From a cognitive approach, students perceive things in different ways, because of all the different perceptions, its necessary to combine the two approaches.

2.2.3 Multidimensional concept of loneliness

The concept of loneliness concerns situations experienced by the person as involving a disagreeable or unacceptable lack of the quantity or quality of certain relationships. It is important to distinguish these subjective feelings of loneliness from objective social isolation. Objective social isolation refers to the lack of lasting interpersonal relationships. Loneliness concerns the

manner in which the person perceives, experiences, and evaluates his or her isolation and lack of communication with other people.

According to Peplau & Perlman (1982), loneliness consists of three

of positive emotions such as happiness and affection, and the presence of negative emotions such as fear and uncertainty. Two, type of deprivation refers to the nature of the missing relationships.

And three, time-perspective. This dimension can further be differentiated into three subcomponents:

1. The extent to which loneliness is experienced as being unchangeable. 2. The extend to which loneliness is experienced as temporary.

3. The extend to which person resigns himself or herself to loneliness by attributing the cause of loneliness to others.

2.2.4 Manifestations of loneliness

A discussion on the manifestations and correlates of loneliness considers affective, motivational, cognitive, and behavioral factors as well as social problems. It is of course often difficult to draw the line between relatively changeable characteristics that accompany loneliness and more enduring factors that may have caused the loneliness to occur in the first place. The emphasis here is on potentially transient features of the experience of loneliness, Peplau & Perlman (1982).

Affective manifestations

Loneliness is an unpleasant experience. As cited in Peplau & Perlman (1982), Fromm-Reichmann described loneliness as painful and frightening. Lonely

people reports to be less happy, less satisfied, more pessimistic, and more depressed. According to one study by Russel, et. al, lonely college students were apt to feel angry, self-enclosed, empty, and awkward.

Motivational manifestations

As cited in Peplau & Perlman (1982) Sullivan believed, loneliness was a “driving” force that motivates people to initiate social interactions despite the anxiety such interactions may hold for them. Several factors may help resolve the apparently paradoxical motivational properties of loneliness.

First, loneliness may arouse motivation for inter-personal contact but diminish motivation for nonsocial activities. Second, loneliness may be arousing yet interfere with the effective channeling of one’s energies required to complete tasks successfully. Third, different types of loneliness may have different motivational properties. Fourth, loneliness may have different motivational properties over time. Fifth, cognitive factors may mediate the motivational force of loneliness. Last, but equally plausible, lonely people may fluctuate in their moods, alternating between periods of high and low motivational arousal

Cognitive factors

According to Peplau &Perlman (1982), there is some evidence that lonely people may generally be less able to concentrate or focus their attention effectively (Perlman unpublished research). Lonely people are highly

self-conscious or self-focused (Jones, Freemon, & Goswick). Research done by Peplau and her colleagues suggests that lonely people are typically eager to explain the reasons for their distress. Understanding the causes of loneliness may be seen as the first step toward predicting, controlling, and ultimately alleviating loneliness. The type of attributions that individuals make may have significant affects on their optimism about the future, their effective reactions to loneliness, their self-esteem, and their coping behavior.

Thus the first-year university student who attributes his or her loneliness to temporary situational factors may feel more hopeful about improving his or her social life than another student who attributes his or her loneliness to relatively unchanging aspects of his or her personality.

Behavioral manifestations of loneliness.

In thinking about the behavioral manifestations of loneliness, it is at times difficult to distinguish among behavior that accompanies loneliness, behavior that leads to loneliness in the first place, and behavioral strategies for coping with loneliness. We can see the behavioral manifestations from three points of views. First, lonely people may show different patterns self-disclosure than non-lonely people. It may be that lonely individuals either pour out their hearts to listeners, or keep their personal lives extremely private. Second, the

behavior of lonely people may reflect a greater self-focus than that of non-lonely people. Third, data linking loneliness to self-reports of shyness and low

social risk-taking suggest that lonely people may be less assertive in their social interactions.

Social and medical problems

Loneliness has been linked to a variety of problems affecting not only individuals but also our society as a whole. Also of interest are the possible effects of loneliness on physical health, Peplau&Perlman (1982).

2.2.5 Dimensions of loneliness

Underlying these diverse typologies are three major dimensions concerning how, one, the person evaluates his or her social situation, two, the type of social deficit experienced, and three, the time perspective associated with loneliness.

1. The Evaluative dimension

Philosophers have been often distinguished between positive and negative aspects of solitude and loneliness. Those in the German philosophical tradition have discussed the differences between positive and negative experiences of “Einsamkeit” those in the German philosophical tradition have discussed the differences between positive and negative experiences of “Einsamkeit”hose in the German philosophical tradition have discussed the differences between positive and negative experiences of “Einsamkeit”

For example, (Kolbol) has distinguished four types of “Einsamkeit” :

First, a positive, inner type (“splendid isolation”), experienced as a necessary means of discovering new forms of freedom or contact with other people. Second, a negative, inner type, experienced as an estrangement from oneself and from others, a feeling of alienation, even in the midst of others. Third, a positive external type, present under circumstances of physical solitude when one searchers for new positive experience. And fourth, a negative, external type, present when external circumstances (death of a partner, loss of contacts) lead to very negative feelings of loneliness.

Associated with the evaluative dimensions is a common philosophical distinction (Moustakas, 1961) between loneliness as a basic fact of human existence and loneliness as a psychological reaction to relational deficits.

2. The Nature of the Relational Deficit

As cited in Peplau & Perlman (1982) Weis describes his relational deficit typologies in a fundamental distinction way between emotional and social loneliness:

The loneliness of emotional isolation

Appears in the absence of a close emotional attachment and can only be remedied by the integration of another emotional attachment or the

reintegration of the one that had been lost. Those experiencing this form of loneliness are apt to experience a sense of utter aloneness, whether or not the companionship of others is in fact accessible to them. The individual may describe the immediately available world as desolate, barren or devoid of others, or the sense of utter aloneness may be phrased in terms of an empty inner world, in which case the individual may say he or she feels empty, dead or hollow.

The loneliness of social isolation

Is associated with the absence of an engaging social network and this absence can only be remedied by access to such a network. The dominant symptoms of this form of loneliness are feeling of boredom or aimlessness, together with feeling of marginality.

4. Time perspective

A final major dimension concerns the duration of loneliness. As cited in Peplau & Perlman (1982), (Beck & Young), distinguish among three types of loneliness:

Chronic loneliness evolves when, over a period of years, the person is not able to develop satisfying social relations.

Situational loneliness often follows major life stress events, such as the death of a spouse or ending of a marriage. After brief period of distress, the

situational lonely person typically accepts the loss and recovers from loneliness. Transient loneliness is the most common form and refers to shorter bouts of feeling lonely.

2.2.6 Aspects of loneliness

In summary, a variety of loneliness typologies have been presented,

emphasizing three fundamental aspects of loneliness, feelings of deprivation concerning the absence of certain relationships, Peplau & Perlman, (1982). A negative evaluation of the situation, feelings of deprivation concerning the absence of certain relationships, and the time perspective associated with loneliness.

Most typologies stress one of these aspects as the dominating principle. In this way, some focus on differences in situational or role characteristics, while others emphasize differences in time perspective.

2.3 International Students

International students are students who cross national borders for their education. These students leave behind their family and social network and become sojourners of other countries. There are 166 active international students studying at Syarif Hidayatullah State Islamic University Jakarta. The 166 student are divided into 98 males and 68 female students. These

students come from different countries such as, Singpore, Somalia, South Africa, Thailand, East Timor and Malaysia. The international students are allowed to study in any faculty at the university. Since the year 2001 Syarif Hidayatullah State Islamic University Jakarta has been receiving new international students. The university is not functioning at the level of

international standards. They do not have any facilities that satisfy the needs of the international students. There are no counseling services available for the students, which at any university counseling service are one of the most important things that should be available. There is no international association available that represent the international students and not to mention no special activities as a means of interaction between the international students.

Two years ago, Syarif Hidayatullah State Islamic University Jakarta, establish an International office. This international office is suppose to help the students with academic difficulties and paperwork that are needed to be completed at an annually basis. To the surprise of the students, services that are available for them is nothing much than shame. Students are never helped on a regular basis. Academically there is no special data being kept about these students. Every time students need help, no one is there to see to the needs of the students. So the students are left in a confused position, having to run up and down and trying to solve their problems all by themselves.

2.4 The relationship between adjustment and loneliness.

Although intercultural contact is at the heart of the acculturation experience, the effects of this contact on sojourners' social and psychological adaptation remain a subject of debate. This is due in part to varying emphases on the affective, behavioral and cognitive components of acculturation (Ward, 2001a). It is further compounded by competing theoretical approaches that frame intercultural encounters as a source of uncertainty and anxiety (Gudykunst, 1985), on one hand, and as an avenue of culture learning and social support, on the other (Berry, 1997; Bochner, 1982).

Those who have highlighted the benefits of intercultural contact in sojourner research have examined both the quality and quantity of intercultural

interactions as predictors of adaptation. Research has shown that having local friends is associated with decrements in psychological distress (Redmond & Bunyi, 1993). Frequent social contact with host nationals relates to general adjustment and sojourn satisfaction (Pruitt, 1978; Torbiorn, 1982).

It has also been associated with communication competence, fewer academic problems, and fewer social difficulties in student sojourners (Pruitt, 1978; Ward & Kennedy, 1993a; Ward & Searle, 1991; Zimmerman,

1995). These positive findings, however, are by no means uniform; there are also instances where more frequent contact with host nationals is

associated with negative psychological outcomes for sojourners, including depression, mood disturbance and identity conflict (Leong & Ward, 2000; Ward & Kennedy, 1992, 1993a).

Mixed findings such as these should not be surprising in themselves. The contact hypothesis tells us that contact person is insufficient to enhance inter-group perceptions and those specific features of the contact, including the status of its participants and the purpose and the outcomes of the interactions, have psychological and social consequences for inter-group relations. Similarly, specific features of intercultural contact are likely to have psychological and social consequences at the intrapersonal level.

Certainly, the quality of intercultural interactions affects sojourners' psychological well-being (Stone Feinstein & Ward, 1990). Research has shown that comfort and satisfaction with host national contact are

associated with greater sojourn satisfaction (Klineberg & Hull, 1979; Rorlich & Martin, 1991) and enhanced psychological and social adaptation (Searle & Ward, 1990; Ward & Kennedy, 1993b).

Loneliness has been noted as a common consequence of cross-cultural transition (Pruitt, 1978; Sam & Eide, 1991) and is cited as one of the most significant problems experienced by sojourners (Chataway & Berry, 1989). It is predicted by low satisfaction with friendships both locally and overseas (Wiseman, 1997) and has been linked to various forms of psychological distress, including global mood disturbance (Stone Feinstein & Ward, 1990; Ward & Searle, 1991), decrements in life satisfaction (Neto, 1995), and lowered satisfaction with coping abilities (Chataway & Berry, 1989).

Consequently, we hypothesize that the quality and quantity of intra-cultural and intercultural contact will predict decrements in loneliness and that loneliness, in turn, will directly affect psychological adaptation by leading to elevated symptoms of depression.

2.5 Framework

Students leave the comfort of their homes in order to look for education. In searching for education, even though it may be as far as China it is a very difficult process for these students to leave behind the place and the people they love the most.

On entering the new country that they will adopt for a while, these students have to face many problems, such as biological, physical, and psychological

needs. They are faced with a new environment, which differs 100%than the environment they grew up since infancy.

The culture and social norms of their adopted country may be difficult to adjust to. For some students it may be difficult because the culture and social norms are totally different than what they are use to. For many others again, they can adjust in some way because their culture may have some

similarities. For many students the pressure and demands of their new environment becomes a heavy burden. The values and customs of the country are totally different from the ones international students are raised with.

Food and language is a major obstacle in the beginning for many of the student. If students want to make their study and stay a success, they are forced to adjust in a good way. The student and his attitude towards his new environment play an important role.

Tolerance plays an important role in the daily functioning of the international students. Non-verbal communications causes a lot of misunderstanding amongst the people and international students. International students are subjected to high expectations that the condition of the university will get up to an international level in order to decrease the disappointment of these

If the student can adjust well, he or she will be able to accept their new home, even though at times they’ll be subjected to feeling lonely. If they adjust in a poor way, they’ll be subjected to total vulnerability and suffer from loneliness. This state of loneliness may destroy them and their focus as a student will be disturbed, which will put pressure on the student, which in turn will disturbed the psychological state of the student.

2.6 Hypotheses

H0 : There is no significant negative relationship between adjustment and

loneliness amongst international students at Syarif Hidayatullah State Islamic University Jakarta Indonesia.

H1 : There is a significant negative relationship between adjustment and

loneliness amongst international students at Syarif Hidayatullah State Islamic University Jakarta Indonesia.

Host Nationals

Layout of the research framework

STUDENT

UIN

International

- New friends.

- Feel like a stranger because helpless. - Obstacles in coming around. - Dependent on other people. - Helpless.

- Joyful and happy to meet friends from abroad. - Everyday contact with foreigners.

- Perception about having foreign friends. - Want friendship in order to practice the English

language.

- The learning of a new language. - Pressure of learning the language. - Socialization versus reality.

- Language proficiency in the English language. - Lectures not mentally ready facing foreign students.

- For most lectures a first time situation teaching foreign students. - International students, communication barrier.

 Social norms.  Food, cleanliness and health condition. Values and customs.  Social framework about the country.

 Culture.  Non-verbal communication causes misunderstandings.  New language.  Tolerating people.

Demand

Change of Environment

Loneliness

Belief system

Good-Adjustment Poor-adjustment

International students want and needs to be understood. University facilities to be improved. Attitudes of misunderstanding can be changed into positive thoughts. Have available counseling services. Increase the quality of education system.

48

3.1. Research Type

3.1.1 Research approach

The approach that will be used in this research is a quantitative approach that is classified as descriptive research. According to Kumar (1996), it attempts to describe systematically a situation, problem, phenomenon, service or

program, or provides information about, say, the living conditions of a

community, or describes attitudes towards an issue. The main emphasis in a correlation research study is to discover or establish the existence of a relationship/association/interdependence between two or more aspects of a situation. This method that will be used to measure the level and even on a correlation level between the adjustment variable and the loneliness variable. The researcher will obtain data from this research in the form of numerals, which in turn will be using a statistic method, interpreted and then accordingly will be analyzed.

3.1.2 Research Variable

The variables in this research will be divided into two types: Dependent variable : loneliness

3.1.3 Conceptual and Operational Definition A. Adjustment

1. Conceptual Definition

Adjustment is a question of feeling and behavior, both of which occur in specific situations. Thus a person might be well adjusted in that he cannot do what he wants to do in other situations. Behavior is a function of the

environment. The particular behavior that one person shows in a particular situation is influenced by the learning experiences that the person has had in similar situations. Different learning experiences produce different behaviors, Watson & Tharp (1973).

2. Operational Definition

Adjustment is the score that was obtained from the respondent through using an instrument that measured the adjustment variable. The researcher used the summated rating scales, more commonly known as the Likert scale. The following aspects will be covered in the adjustment variable: (1) the self, (2) others, and (3) the environment.

B. Loneliness

1. Conceptual Definition

Loneliness is an overwhelming, persistent experience. Society pressures the individual to act in restricted ways, socially approved ways. This leads to

discrepancy between one’s inner self and the self portrayed to others, Peplau & Perlman (1982).

2. Operational Definition

Loneliness is the score that was obtained from the respondent through using an instrument that measured the loneliness variable. The researcher used a Likert scale. The following things will be covered in the loneliness variable:

Aspect Indicator

Affective Feelings of sociability

Motivational Internal behavior

Cognitive Interpersonal relationships

Behavior Interaction/ assertive behavior

3.2 Population and Research Sample

3.2.1 Population and Sample

A. Population

According to Kumar (1999), population is the class, city, electorates from which you select a few students, families, or electors to a sample. In

accordance with the research problem, which is to see if there is a significant correlation between adjustment and loneliness amongst International

studying at Syarif Hidayatullah State Islamic University Jakarta. The amount of students are166students, 98 males and 68 females.

B. Sample

According to Kumar (1999), sampling therefore, is the process of selecting a few (a sample) from a bigger group (the sampling population) to become the basis for estimating or predicting a fact, situation or outcome regarding the bigger group. A sample is a sub-group of the population you are interested in. This research population were 166 students, the sample that was used in this research were 60 students.

3.2.2 Sampling Technique

This research uses a nonprobability sampling form which is accidental sampling. With nonprobabilty sampling the emphasis relies on the person doing the sampling, and that can bring with it an entirely new and complicated batch of concerns. The person doing the sampling must be knowledgeable of the population to be studied and the phenomena under study. According to Kerlinger (1992), accidental sampling is, the researcher takes any available sample at hand. And according to Kumar (1999), accidental sampling is also based o upon convenience in accessing the sampling population.

3.3 Collecting Data Technique

The research instrument that will be used is a summated Likert scale: 1. Adapted adjustment scale, and

2. A revised UCLA Loneliness scale.

Both of these scales consists of a four-point frequency scale: that is: Never, Rarely, Sometimes, and Often. The respondent will be asked to choose one of the four available alternative answers which describe them the best and not based on other peoples opinion. The Likert model scale that will be distributed to the students as follows:

Table 3.1

The 4-point Likert scale:

No Category Favorable Unfavorable

1. Never 1 4

2 Rarely 2 3

3. Sometimes 3 3

4. Often 4 1

The adapted adjustment scales consists of 53 items. In this research, the adapted adjustment scale uses the summated Likert scale, which has been adapted according to the adjustment theory of Watson & Tharp (1973), where the adjustment process can be described according to three aspects:

1. The self. It can be divided into sub-topics such as: self-control, demands, and the ability to be accepted.

that according to Ward, C., & Masogoret, A.- M. (2004 ), Loneliness has been noted as a common consequence of cross-cultural transition (Pruit, 1978; Sam & Eide, 1991) and is cited as one of the most significant problems experienced by sojourners (Chataway & Berry, 1989). It is predicted by low satisfaction with friendship both locally and overseas (Wiseman, 1997) and has been linked to various forms of psychological distress, including global mood disturbance (Stone Feinstein & Ward, 1990; Ward & Searle, 1991), decrements in life satisfaction (Neto, 1995), and lowered satisfaction with coping abilities (Chataway & Berry, 1989). Consequently, we hypothesize that the quality and quantity of intra-cultural and intercultural contact will predict decrements in loneliness and that loneliness, in turn, will directly affect psychological adaptation by leading to elevated symptoms of depression.

The 2 variables adjustment and loneliness have a significant negative

relationship. That means the higher the process of adjustment, the lower the feelings of loneliness. Lack of understanding played a very important role in the errors of this research. The research instrument of this research was a questionnaire. One of the big problems of the adjustment scale was

misinterpretation. The researcher did a try out twice in order to get a reliable scale. Many things affected the first try out, such as measuring aspects that are in the loneliness variable. Misinterpretation and categorization of items, played a very big role in the failing of the first try out, which in turn forced the

researcher to do a second try out. With a second try out the researcher could complete the field test.

In this research, the adjustment variable gives contribution towards the loneliness variable as much as 60.9. The other 39.1% affects other variables or things in this research. Another problem of this research was the scale the researcher used for the adjustment variable. For further research it is better if the next researcher use an easier scale, on the level of the respondent. The fact that the scale needed more revision made it more difficult for the

respondents to complete the questionnaire. Then another problem of this research was language barriers. The fact that most of the respondents struggle with the language, the answering level was not in accordance with the expectation of the researcher. Time-limits given to the respondents were of very essence, so the next researcher should consider time when

distributing their questionnaire. There are other hidden factors that affected the adjustment variable, for further research usage it is best to revise the scale properly before usage.

Another problem was the population and the sample of this research. In order to get maximal results it is better or advised to use a big sample. The bigger the sample, better the expected results. So the researcher advises following user to use a very big sample in order to receive successful results in their research work. It is also advised that the follower of this research should use

observation and interview as an alternative method.

5.3 Suggestions

Based on the findings of this study, the researcher will give a few theoretical and practical suggestions as follows:

1. Theoretical use.

For further research use, it is advised that the next researcher uses more than one variable. It is also advisable to use a variety of the levels of adjustment variable, in order to see which level has the greatest impact on loneliness.

2. Practical use

For many students it is important to learn to understand themselves in order to understand their environment. To understand what their needs, aims, goals and objectives are. Many of life’s necessities are not obtained so easily but require persistent effort in times of difficulties. As stated by Shaffer & Shoben (1956), in the lives of most civilized people, social adjustment are more significant than response to physiological wants. Human beings are social persons as well as biological organisms. Social interaction amongst people and between groups of people are required to fulfill even some of our elementary needs. When a student feels isolated from his fellows,

the socially-determined frustrations.

To the rector and all its staff of this university, make students affairs easier in order to concentrate more on their studies. By making the students affairs easy, they will be able to concentrate and give their best in return, but if they have to concentrate on technical academic problems, they will stress more than concentrate on studying. Have every month special activities for these students so they can get to know one another. Have counseling services available, because many students need to talk and control the psychological side of them.

To the lecturers, try to understand the students and make them comfortable and never treat them the same as the local students, because they are different and have different needs as the local student. Never feel defended by them because they are here to learn from you, the lecturer.

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http://ebooks.iaccp.org/ongoing_themes/chapters/ward/ward.php?file =ward&output=screen