Alienation in the Process of Teaching and Learning

Transcript:Alienation in the Process of Teaching and Learning:
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,