KFP60404

(Qualitative Research Methods)

Article Review
Lecturer: Dr. Sani elhaji Garba
Student: Yasin Muhammad

Identity of article
Title : Language Barrier is the cause of Stress among International Students of
Universitas Airlangga
Writers : Shahzad Ali,1 Nono Hery Yoenanto,2 Duta Nurdibyanandaru3
Institution : 1, 2, 3 Developmental and Educational Psychology Department, Fakultas
Psikologi Universitas Airlangga, Surabaya, Indonesia

Review

Review of Introduction
Sentence from Article Review Summary
Paragraph 1
S.1: Globalization is the coin in The author suggests the There are advantage and
which nations across the world are importance of barrier of studying
emerging and all sectors of the life globalization in the abroad, include
including education, (Sawir, 2005). educational aspect language barrier that
effect academic result,
social life, and self
stress.
Globalisasi adalah mata uang dimana Penulis mengemukakan
bangsa-bangsa di seluruh dunia pentingnya globalisasi
bermunculan dan semua sektor dalam aspek pendidikan
kehidupan termasuk pendidikan, (Sawir,
2005).
S.2: Being foreign students in other The author writes about
countries generate various advantages, the advantages of
(Lillyman, S., & Bennett, 2014) studying abroad

Menjadi mahasiswa asing di negara lain Penulis menuliskan

menghasilkan berbagai keuntungan, keuntungan belajar di
(Lillyman, S., & Bennett, 2014 luar negeri

S.3: According to (Warring, 2010), being The researchers believe

as foreign student create wonderful that foreign students
opportunities in interacting to local have the opportunity to
students and teachers of the institution increase their capacity,
that can help to grow the confidence include confidence
level among international students
Berdasarkan Pengkaji meyakini
(Warring, 2010), menjadi mahasiswa bahwa mahasiswa asing
asing menciptakan peluang yang luar memiliki peluang
biasa dalam berinteraksi meningkatkan kapasitas
siswa dan guru lokal dari institusi yang diri mereka
dapat membantu menumbuhkan
tingkat kepercayaan diri
di kalangan mahasiswa internasional

S.4: Moreover, because of studying Foreign students have

abroad, students may get the the opportunity to
opportunity to be employee universally become workers, also
and privileged personality in their appreciated in their own
country,(Campbell, 2010) country

Apalagi karena belajar di luar negeri, Mahasiswa asing

siswa bisa mendapatkan berpeluang menjadi
kesempatan untuk menjadi karyawan pekerja, juga dihargai di
secara universal dan berkepribadian dalam negeri sendiri
istimewa dalam
negara, (Campbell, 2010)

S.5: Whereas students has some Campuses also get

advantages, at the same host institution various benefits
get numerous advantages on having
number of foreign students,(Perry,
2012)
Padahal mahasiswa memiliki beberapa Kampus pun
kelebihan, sekaligus tuan rumah mendapatkan berbagai
institusi mendapatkan banyak keuntungan
keuntungan dengan memiliki jumlah
mahasiswa asing, (Perry, 2012)

S.6: Especially in the sector of finance especially in the

which is very beneficial for host financial sector
institution
Terutama di bidang keuangan yang Terutama sector
sangat menguntungkan institusi tuan keuangan
rumah
S.7: Current study was conducted to This research was
elaborate the serious concerns related conducted to describe
to the stress of language barrier among language barriers in
international students who currently international students at
enrolled in Universitas Airlangga Airlangga University

penelitian ini dilakukan untuk Penelitian ini dilakukan

menguraikan keprihatinan serius terkait untuk menguraikan
dengan tekanan bahasa hambatan bahasa pada
hambatan di kalangan mahasiswa mahasiswa internasional
internasional yang saat ini terdaftar di di Universitas Airlangga
Universitas Airlangga

Paragraph 2
S.1: Number of researches has been foreign students have to
conducted on the topic of adjustment face several problems
problems on students that take stay in regarding the culture
foreign country for the purpose of and customs of the host
education, in this new environment they country
have to face several issues regarding
culture and customs of the host country
Sejumlah penelitian telah dilakukan mahasiswa asing harus
pada topik masalah penyesuaian pada menghadapi beberapa
siswa yang tinggal di luar negeri untuk masalah mengenai
tujuan pendidikan, di baru ini budaya dan adat istiadat
lingkungan mereka harus menghadapi tuan rumah
beberapa masalah mengenai budaya negara
dan adat istiadat tuan rumah
negara

S.2: The mainstream of students go The language barrier

through in struggling by facing sufficient has caused stress for
stressors, one of the major stress they foreign students
face is language barrier, (Poyrazli, S., &
Grahame, 2007).
Arus utama siswa dalam berjuang Hambatan bahasa telah
menghadapi stressor yang cukup, salah menyebabkan
satu stressor utama yang mereka hadapi mahasiswa asing stress
adalah kendala bahasa, (Poyrazli, S., &
Grahame, 2007

S.3: The other stressors faced by The other stressors are

international students are loneliness, loneliness, homesickness,
(Sawir, E., Marginson, S., Deumert, A., cultural shock, economic,
Nyland, C., & Ramia, 2008), perceived discrimination,
homesickness (Ali, S., Yoenanto, N. H., & and less social support.
Nurdibyanandaru, 2020), cultural shock
(Constantine, M. G., Anderson, G. M.,
Berkel, L. A., Caldwell, L. D., & Utsey,
2005); (Reynolds, A. L., & Constantine,
2007), economic issues (Poyrazli, S.,
Arbona, C., Bullington, R., & Pisecco,
2001), perceived discrimination
(Karuppan, C. M., & Barari, 2010), less
social support (Pedersen, 1991).
Stresor lain yang dihadapi mahasiswa -
internasional adalah kesepian, (Sawir,
E.,
Marginson, S., Deumert, A., Nyland, C.,
& Ramia, 2008), kerinduan (Ali, S.,
Yoenanto, N.
H., & Nurdibyanandaru, 2020), kejutan
budaya (Constantine, M.G., Anderson,
G.M., Berkel,
L.A., Caldwell, L.D., & Utsey, 2005);
(Reynolds, A.L., & Constantine, 2007),
ekonomi
masalah (Poyrazli, S., Arbona, C.,
Bullington, R., & Pisecco, 2001),
persepsi diskriminasi
(Karuppan, C. M., & Barari, 2010),
kurang dukungan sosial (Pedersen,
1991).

Paragraph 3
S.1: The stressors are stated above The language barrier is
shows that the major stressors has been a major cause of stress
faced by international students is
language barrier, (Mori, 2000).
Stresor yang disebutkan di atas Kendala bahasa ialah
menunjukkan bahwa stresor utama penyebab stress yang
telah dihadapi utama
siswa internasional adalah kendala
bahasa, (Mori, 2000)

S.2: A significant variable being as The language barrier of

stressor in a host country’s culture is the host country is a
language barrier, (Yeh, C. J., & Inose, major cause of stress
2003)
Variabel signifikan adalah sebagai Hambatan bahasa
stresor dalam budaya negara tuan Negara tuan rumah
rumah adalah hambatan bahasa, (Yeh, adalah penyebab utama
C. J., & Inose, 2003) stress

S.3: A number of studies proven the There is a correlation

strong correlation between academic between achievement
achievement and proficiency in and the language
language of host country. proficiency of the host
country
sejumlah studi membuktikan korelasi Ada korelasi antara
yang kuat antara prestasi akademik dan prestasi dan kecakapan
kemahiran dalam bahasa negara tuan bahasa Negara tuan
rumah rumah

S.4: Several researches has resulted in The language barrier is a

that language barrier is major stress pressure for academic
that is faced by international students in performance
regards of their academic performance,
(Lin, J.C.G., & Yi, 1997);(Fatima, 2001).
Beberapa penelitian telah menghasilkan Hambatan bahasa
bahasa tersebut menjadi tekanan bagi
hambatan adalah tekanan utama yang kinerja akademik
dihadapi oleh mahasiswa internasional
dalam hal akademik mereka
kinerja, (Lin, J.C.G., & Yi, 1997); (Fatima,
2001).

S.5: International students experienced Language barriers result

problems in paying attention while cultural and
communicating with locals because of communication barriers
not having enough information of host with the local community
country social norms, poor vocabulary,
and hard work for meeting their writing
skills in academics as per the
requirement,(Sawir, E., Marginson, S.,
Forbes-Mewett, H., Nyland, C., & Ramia,
2012).
Siswa internasional berpengalaman Hambatan bahasa
masalah dalam memperhatikan saat mengakibatkan hambatan
berkomunikasi dengan penduduk kultural dan komunikasi
setempat karena tidak memiliki dengan masyarakat
informasi yang cukup tentang norma setempat
sosial negara tuan rumah, kosa kata
yang buruk, dan kerja keras untuk
memenuhi keterampilan menulis
mereka di bidang akademik sesuai
kebutuhan, (Sawir, E., Marginson, S.,
Forbes-Mewett, H., Nyland, C., & Ramia,
2012).

S.6: A study conducted by (Brown, L., & Language barriers affect

Holloway, 2008) on linguistic linguistic competence
competency resulted in the participants
of this study having stress because of
language barrier in their academics
sebuah studi yang dilakukan oleh Hambatan bahasa
(Brown, L., & mempengaruhi
Holloway, 2008) pada kompetensi kompetensi linguistik
linguistik mengakibatkan peserta
penelitian ini memiliki
stres karena hambatan bahasa di
akademisi mereka

S.7: The researchers of the study Language barriers include

investigated the international students shyness, nervousness,
by using the expressions of “ashamed”, lack of confidence and
“embarrassed”, “nervous”, “not fear
confident”, and “scared” to investigate
the international student’s emotions in
concern of language skill and ability.
Para peneliti penelitian Hambatan bahasa
menyelidiki siswa internasional dengan meliputi malu, gugup,
menggunakan ekspresi "malu", tidak percaya diri dan
“malu”, “gugup”, “tidak percaya diri”, takut
dan “takut” menyelidiki dunia
internasional
emosi siswa dalam kaitannya dengan
keterampilan dan kemampuan
berbahasa

S.8: Students having less confidence Language barriers cause

about language skills might avert in students to be less
participation and can also present their participative
shunning behaviour, (Natowitz, 1995)
Siswa kurang percaya diri Hambatan bahasa
tentang keterampilan bahasa mungkin menyebabkan pelajar
menghindari partisipasi dan juga dapat kurang partisipatif
menunjukkan pengucilan mereka
perilaku, (Natowitz, 1995)

Paragraph 4
A study conducted by (Liu, M., s & The language barrier
Redfern, B. (1997), investigated the causes students to rarely
problems experienced by international go to the library
students while looking or searching the
books in library in the United States.
International students do not have
enough confidence because of language
barrier and their skills in speaking
English to looking for help by staff in
library and they ask help from their
friends. Such experiences of
international students elaborate the
effect of language barrier by not visiting
the library on regular basis. Another
study by (Ishimura, Y., Howard, V., &
Moukdad, 2007), talked about this issue
in his study on Japanese students that
are studying in different universities in
Canada. He mentioned in his study,
Japanese students very rarely visits
library in the universities because of not
having enough confidence in their
language skill. (Zhang, 2006)stated that,
this problem happened because of basic
difference for communicating among
West and East (low context vs high
context), so such variations effects the
erudition skills in students
Sebuah studi yang dilakukan oleh (Liu, Hambatan bahasa
M., s & Redfern, B. (1997), menyelidiki menyebabkan siswa
masalah jarang ke perpustakaan
dialami oleh mahasiswa internasional
saat mencari atau mencari buku di
perpustakaan di
Amerika Serikat. Siswa internasional
tidak memiliki kepercayaan diri yang
cukup karena
kendala bahasa dan keterampilan
mereka dalam berbicara bahasa Inggris
untuk mencari bantuan oleh staf di
perpustakaan
dan mereka meminta bantuan dari
teman mereka. Pengalaman siswa
internasional seperti itu rumit
pengaruh hambatan bahasa dengan
tidak mengunjungi perpustakaan secara
teratur. Studi lain oleh
(Ishimura, Y., Howard, V., & Moukdad,
2007), membicarakan masalah ini dalam
studinya di
Pelajar Jepang yang belajar di berbagai
universitas di Kanada. Dia menyebutkan
di
studinya, mahasiswa Jepang sangat
jarang mengunjungi perpustakaan di
universitas karena tidak
memiliki kepercayaan diri yang cukup
dalam keterampilan bahasa mereka.
(Zhang, 2006) menyatakan bahwa,
masalah ini
terjadi karena adanya perbedaan
mendasar untuk berkomunikasi antara
Barat dan Timur (rendah
konteks vs konteks tinggi), jadi variasi
seperti itu mempengaruhi keterampilan
pengetahuan pada siswa

Paragraph 5
Section 1: This paragraph is about
There are couple of questions related to question research:
language stress have to discussed. First 1. What is
one is, what is language stress? And language stress?
how it is significant to learn and speak 2. how it is
host country language? Another significant to
question is, why new language generate learn and speak
the stress as compare to native host country
language? Language stress will describe language?
by two methods; first one is, this 3. why new
language stress trigger the sentiment of language
human which can bring several factors generate the
of arrangements regarding situation, stress as compare
(Purcell-Gates, V., McIntyre, E., & to native
Freppon, 1995) language?
Ada beberapa pertanyaan terkait
dengan tekanan bahasa yang harus
didiskusikan. Pertama
satu adalah, apa stres bahasa? Dan
betapa pentingnya mempelajari dan
berbicara tentang negara tuan rumah
bahasa? Pertanyaan lain adalah,
mengapa bahasa baru menimbulkan
tekanan dibandingkan dengan bahasa
asli
bahasa? Stres bahasa akan dijelaskan
dengan dua metode; yang pertama
adalah, tekanan bahasa ini
memicu sentimen manusia yang dapat
membawa beberapa faktor pengaturan
mengenai
situasi, (Purcell-Gates, V., McIntyre, E.,
& Freppon, 1995)

Section 2: This is about theoretical

Supposed that, a student who have shy frame work of this
personality can face stress on asking for study:
talking on a topic in front of class, Researcher use
(Horwitz, E. K., Horwitz, M. B., 1986). language psychology
The second one is, because of theory
uniqueness in experiencing of new
language learning is the cause of making
an individual stress or nervous. Such
feelings of stress and nervousness
limited situation in learning of new
language, this become the cause of
peculiar or particular stress. According
to its specification, psychology
differentiate it as specific stress by
mentioning individuals of having
situational stress face this stress,
(Horwitz, E. K., Horwitz, M. B., 1986).
Generally, language stress is an extra
experiment for the learner of new
language and teachers as well.
Misalkan, seorang siswa yang
memiliki kepribadian pemalu dapat
menghadapi tekanan untuk meminta
berbicara tentang suatu topik di depan
kelas,
(Horwitz, E.K., Horwitz, M.B., 1986).
Yang kedua adalah, karena keunikan
dalam
mengalami pembelajaran bahasa baru
adalah penyebab membuat individu
stres atau
grogi. Perasaan stres dan kegugupan
seperti itu membatasi situasi dalam
belajar hal baru
bahasa, ini menjadi penyebab stres yang
aneh atau khusus. Menurut nya
spesifikasi, psikologi membedakannya
sebagai stres khusus dengan
menyebutkan individu
mengalami stres situasional
menghadapi stres ini, (Horwitz, E.K.,
Horwitz, M.B., 1986). Umumnya,
tekanan bahasa adalah percobaan
ekstra untuk pembelajar bahasa baru
dan guru sebagai
Sehat.

Paragraph 6, 7 and 8 is similarly with

paragraph 2, 3 and 4. So, reviewer does
not review them.
Paragraph 6
Moreover, another challenge for language barriers affect
international students is facing academic activities in
remoteness with class-fellows and the classroom
interaction with lecturers because of
language barrier. A study by (Terui,
2012), indicated that, number of foreign
scholars who are studying in the United
States of America struggling in
communicating with local people by
ways of “ethnography” because of low
proficiency in English. Another study by
(Beoku-Betts, 2004) has found that,
international female students who were
enrolled in science faculties in different
universities in region of Western
experiencing that lecturers of those
universities are less supportive and
questioning to those female students by
criticizing their English accent
Paragraph 7
Problem regarding language problem language barriers occur
among international students are both in writing, orally,
mostly have seen in Australia, the interviews, and can even
United States of America and the United prolong the study period
Kingdom, students experienced
problems in verbal, oral and writing in
these countries,(Robertson, M., Line,
M., Jones, S. and Thomas, 2000);(Singh,
2005). As per the investigation of
(Hellstén, M., & Prescott, 2004),
concluded that problems regarding
language is also enforce time pressure,
for example; recording the lectures,
listening these recordings again and
again, pressure of academic
achievement by completing the study
tasks on the time. A number of students
have difficulties in pronouncing the host
country language, (Singh, 2005).
According to the study of (Stoynoff,
1997), proficiency in language is
significantly interlinked with academic
performance of foreign students

Paragraph 8
A study by (Campbel, N., & Zeng, 2006) language barriers cause
on Chinese students in Australia and students to lack
New Zealand has find that, Chinese friendship, only hang
students do not have much domestic out with students from
friends in host countries and they feel the same country, and
developing friendship with domestic prefer to stay at home
students is hard than making friends rather than mingle in
with other international student group society
who are studying in same institution, as
per the findings they also mention the
causes of this problem among Chinese
students is linguistic barrier, not mutual
concerns and lifestyles. That’s why they
preferred to live in Chinese community
than making friendship in host
community, this is all because Chinese
students facing language barrier and are
not able to speak English fluently.
Though, several studies has proven that
local students feels hesitant and less
confident in communicating to foreign
students because of having linguistic
barrier, different culture and different
origin, (Harrison, N., & Peacock, 2010);
(Kimmel, K., & Volet, 2012). Another
study by (Barger, 2004) has concluded
that healthy communication among
both domestic and foreign students may
transfer mutual friendly relationship
and can have good effect in transferring
linguistic, culture and academic
experiences
Paragraph 9
The purpose of the current study was to This paragraph is about
elaborate the language barrier problem objective of study.
is a cause of stress in foreign students
who are studying in a quite well
established and well organized
Universitas Airlangga.

Methodology
Paragraph 1 in page 248 Summary
For achieving the aim of this study, the Instrument of this study is: self-developed
researcher used self-developed questionnaire
questionnaire in regard of finding the
language issues between international
students belong to different cultural
background, studying in Universitas
Airlannga. Alongside this, current
investigation using previous studies
literature review as analysis, primary
and secondary observation

Pargraph 2 in page 248

The researchers “personal data sheet” Instrument of this study is: self-developed
which covers (nationality, residing time questionnaire
duration in Indonesia, language class
course). The self-developed
questionnaire based on two sections;
language barrier and adjustment in
academics for obtaining their higher
education in Universitas Airlangga.

Paragraph 3 in page 248

The key concentration from the
researchers were foreign students are
currently studying and residing from last
two years in Univeristas Airlangga.
There were 70 participants who
participated in this study. The foreign
students belongs to 3 continents, Asia,
Africa and Europe
Participant of this study is foreign students are
currently studying and residing from last two years in
Univeristas Airlangga
Number of participant are 70, from Asia, Africa and
Europe
 Noted from reviewer:
There is not note about design of study and how to
analysis the data

Finding and Discussion

Paragraph below figure 1
The result in Table1 indicating the There is correlation between language barrier and
language barrier is linked with stress stress among international students
among international students with
Pearson Chi-Square significance .0001
and Linear-by-linear Association
significance results .007 in Table1.
Further, as per the study of (Jones,
2004), he stated that having cultural
reasons and new language which they
never heard before is very hard to
understand that may cause of
generating the stress among
international students because of this
language barrier, his study supporting
the current study results that shows in
Table1. Learning the guest country
language and problem in speaking,
understand and communicating
appeared by way of foundation of stress
for international students

Paragraph below figure 2

There were 70 participants who majority of the students are experiencing this
responded of this item, the number of language barrier problem and cause if stress
students who says “yes” is 41 by the among international students
mean 1.31 with standard deviation .47.
That indicates majority of the students
are experiencing this language barrier
problem and cause if stress among
international students. A study was
conducted in Kazan University Russia by
(Ibragimova, E. R., & Tarasova, 2018),
they found the similar results in their
study. In that study the same question
was asked by international students
who were studying in Kazan University,
majority of the participants shows their
concern of facing stress because of
language barrier. As per the supporting
results of previous study are forwarding
the current study results which is quite
majority of international students are
concerning the same issue

Two Paragraph below figure 3

Table 3 results are highly concerned the respondents are experiencing the strict
with response of 48 out of 70 language barrier environment of the classroom is
respondents of stress because of becoming the cause of lowering their
language barrier by indicating the mean interest in academics.
1.39 and standard deviation with .49.
Forty eight students shows their stress
and how it is affecting their academics.
The results in Table 3 indicating that the
respondents are experiencing the strict
language barrier environment of the
classroom is becoming the cause of
lowering their interest in academics.
However, such observations should be
consider as an indicator institution and
university professors should pay
attention to the concerns that are
causing of less interest in academics
among international students. The
current results are has been supporting
by the study of (Ohata, 2005), in his
study, he found that strict classroom
environment regarding language and
teachers are not focusing the anxiety
among international students because
of not fixing with themselves in English.

Paragraph under Figure 4

Table 4 is indicating that the the language barrier is very
international students facing stress hard for them to manage their academics
because of language barrier.
Mainstream of the respondents are 58
whose express their problem by
selecting “Yes” are missing important
information in their academics with the
mean 1.39 and standard deviation .49,
which is clearly showed language
barrier stress for academics. A study
was conducted in the Aberystwyth
University United Kingdom by(Foley,
2010), concluded that 60.3%
participants of the study indicated that
the language barrier is very hard for
them to manage their academics
because of language barrier of English in
Aberystwyth University, which is
supporting the current study findings
and the researcher come to the point
after the analysis of study by(Foley,
2010), students in Universitas Airlangga
facing this language barrier stress too
and missing some important
information which is indirectly affecting
their academics.

Reviewer does not review sub chapter “Analysis” because it same with paragraphs above

Conclusion

For overcoming such issues, the Firstly: University should increase the time
authorities of the Universitas Airlangga duration of language learning classes from 6
should have to take some serious steps months to 1 year for international students
toward solution. First, they should Secondly: administration should have to ask their
increase the time duration of language professors and staff to learn English
learning classes from 6 months to 1 year language because of importance in the world.
for international students. Secondly, Thirdly, teachers should have to cooperate
administration should have to ask their with international students in their work that can
professors and staff to learn English make them able to feel relax in concern
language because of importance in the of their academics.
world. Thirdly, teachers should have to Language Ce
cooperate with international students in
their work that can make them able to
feel relax in concern of their academics.
Language Centre of the Universitas
Airlangga should have to organize
number of events half of year regularly
that can create the platform where
international students may interact with
old learners of Bahasa Indonesia that
can share their experiences and
techniques for learning to overcome
language barrier stress in newly
enrolled international students.
Administration of the university should
organized some competition
environment among new learners by
using the way of reinforcement and
distribute the rewards for winners. This
can be cause of generating motivation
in learning Bahasa Indonesia and with
this way they can interact with
authorities of the Universitas Airlangga
which can be a positive gesture for
international students.