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, 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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