THE LEARNING DIFFICULTIES OF INTERNATIONAL

STUDENTS IN UNIVERSITAS NEGERI PADANG AND

UNIVERSITAS JAMBI AND ITS IMPLICATION OF THE
ROLE OF GUIDANCE AND COUNSELING

THESIS

to partially fulfill the requirements of obtaining

Bachelor of Education degree

Supervisor
Dr. Zadrian Ardi, M.Pd., Cons.

By
PHYU SIN

YADANAR THEIN NIM.

19006243/2019

DEPARTMENT OF GUIDANCE AND COUNSELING

FACULTY OF EDUCATION
UNIVERSITAS NEGERI PADANG
2023
 ABSTRACT

Phyu Sin Yadanar Thein. 2023 “The Learning Difficulties of International

Students in Universitas Negeri Padang and Universitas Jambi and its
Implication of the Role of Guidance and Counseling. Thesis. Department of
Guidance and Counseling, Faculty of Education, Padang State University.
This research is motivated by the phenomenon of problems in learning
difficulties of international students in Universitas Negeri Padang and Universitas
Jambi. Learning difficulties is used to describe a variety of academic issues. It
consists of poor academic performance and general learning deficiencies.
International students who study abroad have learning difficulties adjusting to the
Indonesia’s academic and social systems Learning difficulties of international
students encompass the range of barriers that international students face while
striving to succeed in their academic pursuits within the Indonesian higher
education system. This study aims to: (1) describe the learning difficulties of
international students in Universitas Negeri Padang and Universitas Jambi, (2)
determine about how can the three aspects which are language barrier, social
barrier and dissatisfaction of lecturers affect the international students of
Universitas Negeri Padang and Universitas Jambi, and (3) analyze the differences
of the learning difficulties of international students in Universitas Negeri Padang
and Universitas Jambi.
This research is a comparative descriptive type research with the
quantitative method. The population of this research is international students from
Universitas Negeri Padang and Universitas Jambi. The number of samples is 30
international selected using Total Sampling Method. The research instrument used
was Google form survey questionnaire with Likert Scale type. Data were analyzed
using descriptive statistical technique and Mann-Whitney technique with the help
of the SPSS 25 program.
The results of the study revealed that (1) the learning difficulties of
international students were in the very high category (2) language barrier aspect
was in the high category whereas social barrier and dissatisfaction of lecturers
were in the very high category, and (3) there was no significant difference
between the learning difficulties faced by international students from Universitas
Negeri Padang and Universitas Jambi. Based on the research findings, it is
suggested to counselors to be able to provide guidance and counseling services
which are information services, individual counseling services, and group
guidance services to international students, in order to help them overcome their
learning difficulties.

Keywords: Learning Difficulties, International Students

i
 FOREWORD

Alhamdulillah, thank God for the

presence of Allah SWT who has bestowed His mercy and grace so that the writer

can finish writing this thesis with the title “The Learning Difficulties of

International Students in Universitas Negeri Padang and Universitas Jambi and its

Implication of the Role of Guidance and Counseling”. The completion of this

thesis received a lot of help and guidance from various parties. Therefore, with all

humility, the researcher would like to thank:

1. Dr. Zadrian Ardi, M.Pd., Kons., as the supervisor who has taken the time to

provide guidance, contributions of thoughts, knowledge, suggestions,

criticisms and directions in writing this thesis, so that this thesis can be

completed.

2. Dr. Dina Sukma, S. Psi, S.Pd., M.Pd., as the contributor I who has contributed

helpful suggestions and ideas to the writer.

3. Dr. Puji Gusri Handayani, M.Pd., Kons., as the contributor II who has assisted

the writer to further improve the thesis.

4. Prof. Dr. Firman, MS, Kons. as the chairman of the Guidance and Counseling

Department.

5. Dr. Afdal, M. Pd, Kons. as the dean of Faculty of Education, Universitas

Negeri Padang.

ii
6. The lecturers of the Guidance and Counseling Department who have educated

and provided convenience to the writer in the context of the smooth

completion of this thesis.

7. Administrative staff of the Guidance and Counseling Department who have

helped provide convenience to the writer in the context of completing this

thesis.

8. Family members, father Dr. Mya Thein, mother Daw Myint Myint Kyu, sister

Su Myat Yadanar Thein and brother Khant Kyaw Thu, who have assisted the

writer with prayers and hard work in writing this thesis.

9. International students from UNP and UNJA, Myanmar friends especially Ei

Thet Hmoo Po and Win Ei Phyu Tun, friends from 2019 batch, assistant

lecturers and seniors who have provided support, direction and guidance as

well as assistance to the writer until the completion of writing this thesis.

Hopefully all forms of assistance that have been given to the writer will be

rewarded with all kinds of goodness from Allah SWT. In completing this thesis,

the writer has tried her best and, of course, the writer also realizes that there are

still shortcomings and also errors in the preparation of this thesis. For this reason,

the writer expects the readers to provide criticism, suggestions and constructive

input for better improvements in the future. In the end, all writers will submit to

Allah SWT, and always pray that all of us will always receive mercy and also

love from Him.

Padang, May 2023

the Writer

iii
 TABLE OF CONTENTS
Page
ABSTRACT.............................................................................................................i
FOREWORD.........................................................................................................ii
TABLE OF CONTENTS......................................................................................iv
LIST OF TABLES...............................................................................................vii
LIST OF FIGURES............................................................................................viii
LIST OF ATTACHMENTS ............................................................................... ix
CHAPTER I INTRODUCTION
A. Background of the problem...................................................................1
B. Identification of the problem...............................................................13
C. Scope of the problem...........................................................................13
D. Formulation of the problem.................................................................14
E. Research Assumptions.........................................................................14
F. Research Purposes...............................................................................14
G. Benefits of research..............................................................................15
CHAPTER II LITERATURE REVIEW
A. Learning Difficulties............................................................................17
1. Definition of Learning....................................................................17
2. Definition of Difficulties................................................................19
3. Definition of Learning Difficulties.................................................20
4. Learning Difficulties of International Students..............................23
5. Learning difficulties of international students studying at
Indonesian universities.....................................................................24
6. Factors affecting learning difficulties of international
students studying at Indonesian universities.....................................27
B. Key Aspects of Learning Difficulties of international
students in Universitas Negeri Padang and Universitas Jambi...........31
1. Language Barrier............................................................................31
2. Social Barrier..................................................................................34
3. Dissatisfaction of lecturers.............................................................38

iv
 C. Effects caused by the key aspects of learning difficulties of
international students in Universitas Negeri Padang and
Universitas Jambi................................................................................42
1. Language barrier.............................................................................42
2. Social barrier...................................................................................44
3. Dissatisfaction of lecturers.............................................................46
D. Implications of the role of guidance and counseling in
the learning difficulties of international students in
Universitas Negeri Padang and Universitas Jambi................................49
E. Relevant Research.................................................................................50
F. Theoretical Framework.........................................................................52
G. Research Hypothesis.............................................................................53
CHAPTER III RESEARCH METHODOLOGY
A Type of research 5
. ................................................................................ 4
B Population and 5
. Sample...................................................................... 5
1. 5
Population..................................................................................... 5
C Operational Definition 5
. ...................................................................... 6
D Data Type and Data 5
. Source............................................................... 6
a Data Type 5
. .......................................................................................... 6
b Data 5
. source........................................................................................ 6
E Instruments and 5
. Development........................................................... 7
1 Instrument 5
. Type................................................................................. 7
2 Instrument 6
. Validity………………………………………………… 1
a. Validity ................................................................................... 6
1
F Data collection 6
. technique.................................................................. 2
G Data analysis technique 6
. .................................................................... 2
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
A. Data Description..................................................................................67

v
 B. Discussion of Research Results...........................................................72
C. Implications of Guidance and Counseling Services............................77
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion...........................................................................................80
B. Suggestion............................................................................................80
REFERENCES.....................................................................................................82

vi
 vii

LIST OF TABLES
Page

Table 1. Research Population of International Students from

Universitas Negeri Padang and Universitas Jambi..................................55
Table 2. Scoring of Learning Difficulties of International
Students Questionnaire Answers.............................................................58
Table 3. Instrument Grid (Likert Scale Grid).........................................................60
Table 4. Scoring Category of Learning Difficulties of International Students of
UNP and UNJA.......................................................................................63
Table 5. Scoring Category of Language Barrier Aspect........................................64
Table 6. Scoring Category of Social Barrier Aspect..............................................64
Table 7. Scoring Category of Dissatisfaction of Lecturers Aspect........................65
Table 8. Description of Data for Learning Difficulties of International Students in
Universitas Negeri Padang and Universitas Jambi (N=30)......................68
Table 9. Description of Learning Difficulties Data of international students based
on Language Barrier Aspect.....................................................................69
Table 10. Description of Learning Difficulties Data of international students based
on Social Barrier Aspect...........................................................................70
Table 11. Description of Learning Difficulties Data of international students based
on the Aspect of Dissatisfaction of Lecturers..........................................70
Table 12. Mann-Whitney U test................................................................................71

vii
 viii

Figure 1. Theoretical Framework..........................................................................53

viii
 LIST OF ATTACHMENTS

Page

Attachment 1. Research Instrument ...…………………………………………. 97

Attachment 2. International Student Respondents from UNP and UNJA…………106
Attachment 3. Total Descriptive Results According to Respondents……………...113
Attachment 4. Total Descriptive Results based on three aspects
according to respondents…………………………………………...115
Attachment 5. Google form………………………………………………………...118
Attachment 6. Validation letter from Universitas Negeri Padang………………….119
Attachment 7. Validation Letter from Universitas Jambi…………………………. 120

ix
 CHAPTER I
INTRODUCTION

A. Background of the problem

The interaction of students from other countries will have many

advantages in the period of educational, social, and economic

globalization. International students have the opportunity to experience a

new culture, discover novel ways of thinking and acting, make new

friends, and develop their cross-cultural knowledge and abilities (Andrade

2006; McClure 2007). International students may grow personally as a

result of their autonomous life experiences in a different culture. They may

gain new perspectives, boost their confidence and self-esteem, and mature.

According to UNESCO data (UNESCO, 2019), there were two

million (2,000,000) international students in the world in the year 2000

and five million three hundred thousand (5,300,000) in 2017. By giving

young people from other countries the chance to continue their studies at

the higher education level, developing countries like Indonesia assist

international students (Roshima et al., 2017).

International students are increasingly interested in attending

universities in Indonesia. According to the Ministry of Research,

Technology, and Higher Education of the Republic of Indonesia, the

1
 1

Directorate of Institutional Development of Higher Education published as

many as 6.967 Licenses of Learning in 2016. The ministry hopes to enroll

20.000 foreign students at Indonesian universities in 2019. One factor

utilized by Indonesia’s Ministry of Research, Technology, and Higher

Education to assess universities’ capacity for putting together

internationalization initiatives in response to the competition on a

worldwide scale is the rise in the number of international students.

Ideally, the international students have outstanding learning

abilities. They have the potential to achieve higher academic qualifications

in the future. Most of them possess higher English language proficiency

and successful educational background. International students have

educational expectations that are just as varied as those of domestic

students, according to research (Biggs, 2003; Ryan, 2005). These students,

like many of the local students, can have a wide variety of academic

aptitude, English language skills, motivation, and educational experiences

(Tinto, 2017). The experiences of the international students in their

courses have generally been excellent. They placed a great importance on

the chances for development personally and academic success (Gopaul et

al., 2017).

International students should possess diverse learning abilities that

are shaped by a variety of factors such as their educational backgrounds,

cultural influences, language proficiency, and individual characteristics (de

Wit, 2013). These learning abilities include language proficiency, critical

 2

thinking and problem-solving, collaborative skills, resilience and

persistence, cross-cultural communication, adaptability, cultural

knowledge and global awareness, motivation and ambition, and openness

to learning (Chen et al., 2016).

International students, according to Chang (2011), stated that

participating in international educational opportunities offered them the

chance to become familiar with different cultures, gain life experience, and

improve their academic and research experiences. However, international

students have been facing learning difficulties while studying abroad. The

international students reported having issues getting started in their course,

contributing well in the classroom, mastering a foreign language, and

interacting comfortably with the rest of the university community (Li,

2019). While these worries subsided with time for some of the students,

they persisted for others throughout their course.

In order to fulfill the professional obligations of Indonesian

universities and to compete with other institutions of higher learning, it is

crucial that the joys and struggles of the international students in adjusting

to various socio-cultural and academic lives are well addressed. As a

result, higher education institutions in Indonesia must be prepared to host

international students during their time studying at Indonesian universities.

The Ministry of Research, Technology, and Higher Education Republic of

Indonesia evaluates the institutions’ readiness as part of the

 3

implementation of internationalization programs in Indonesian higher

education.

According to research, international students who study abroad

have learning difficulties adjusting to the Indonesia’s academic and social

systems (Wilton et al., 2003). In addition to adjusting to their new lives,

international students experience uncertainty as a result of leaving their

home countries and feeling uncomfortable in their new environments

(Sawir et al., 2005). Other frequently stated problems include learning a

second language, social isolation, cultural norms, fees, visa requirements,

and prejudice (Lee, 2017). It may be inferred from what occurred in

Indonesia regarding the academic adaptation process of international

students that these students typically encounter a variety of learning

difficulties as they transition to a new educational environment (Wang et

al., 2014).

The term “learning difficulties” is used to describe a variety of

academic issues. It consists of poor academic performance and general

learning deficiencies (Lenhard et al., 2013). Numerous labels, including

“dull”, “educationally subnormal”, “slow learners”, “low achievers”, “at

risk”, “the hard-to-teach” and “learning handicapped” have been applied to

students with learning issues throughout a long period of time. Each label

eventually draws its own odium and is eventually replaced by another.

Most lately, struggling, as in “struggling readers”, seems to be favored in

American literature, and the word is used frequently in the titles of books
 4

about learning difficulties. Since “struggling” indicates that the learner is

to blame, it should be avoided like other insensitive expressions. In the

majority of countries, students who are not making appropriate progress

on the school curriculum, particularly in the fundamental skill areas of

language, literacy, and numeracy, are labeled as having learning

difficulties. Their issues might be isolated to a single academic subject or

they might be present in every subject covered by the academic program.

These students struggle with schoolwork for a number of reasons, making

learning challenging. The percentage of students who experience these

learning challenges varies between schools and between countries

(Syahniar et al., 2017).

According to several studies, the prevalence rate might range from

12% to 30% of the student population (Westwood et al., 2000). As a result,

students with these issues are relatively frequent in schools, and because

they are virtually always successful, the term “garden variety” learning

difficulties has been used to describe them (Badian, 1996). These students

frequently have intellectual abilities that are slightly below average, and a

disproportionate number of them come from disadvantaged and lower

socioeconomic situations. Any one or more of the following factors may

contribute to general learning difficulties (Westwood, 2003) such as

classroom environment, socioeconomic hardship, poor student-teacher

relationships, irrelevant and improper curriculum inadequate or incorrect

teaching, poor school attendance, and health issues, difficulties with

 5

emotions or behavior, learning a second language, lack of confidence, low

IQ, and sensory impairment and particular information processing

challenges.

Even if certain learning issues are in fact caused by particular learner

deficits, it is highly improbable that this is the case for the great majority

of students. The environment, which includes the curriculum and

instructional methods, is a significantly more frequent source of difficulty.

According to Preckel et al. 2006, “For most students whose development

in school raises questions, the issues have more to do with experience and

learning than with inherent intellectual limitations or deficits.”

While studying in Indonesia, international students encounter a

number of learning difficulties. Ellis & Van Art (2013) confirmed that

three of the most significant concerns about studying abroad are (1) the

academic, which includes professors, lessons in different languages and

methods used; (2) the city and culture, including the location and its

atmosphere; and (3) university services, including housing, counseling,

information desks, and integration activities. Language and cultural

hurdles, academic and financial difficulties, interpersonal issues, a loss of

social support, alienation, and homesickness are just a few of the

difficulties that international students may face (Yeh et al., 2003). It may

be inferred from what transpired in Indonesia regarding the academic

adaptation process for international students that these students typically

experience a variety of issues when they settle into a new educational

 6

institution. According to Wang and Xiao’s (2014) argument, international

students initially appeared to struggle to adapt to the academic

environment in Indonesia since it is fundamentally different from their

prior experiences. Additionally, sociocultural adjustment has a significant

impact on the academic success and psychological health of international

students (Tanjung et al., 2020).

One of the biggest challenges experienced by international students

pursuing higher education in Indonesia is language barrier. The inability of

lecturers to communicate effectively in English with international students

has been identified by Son and Park (2014) as a major barrier for

international students to adjust to life in Indonesia. International students

from Universitas Negeri Padang (UNP) and Universitas Jambi (UNJA)

who do not speak Indonesian have frequently shown that they struggle

with academic reading, writing, and oral presentations. The students’ poor

academic achievement is a result of their limited Indonesian language

competence. The host of the international programs is still having trouble

giving international students exposure to Indonesian language, according

to the researchers’ observations. Other departments, especially at early

childhood education department at Universitas Negeri Padang,

international students are hesitant to enhance their limited knowledge of

Indonesian since they do not see it as the root of their academic struggles

(Ballard et al., 1991).

 7

When Indonesian language is used as the teaching language, it can

be challenging for international students with limited Indonesian language

competence to keep up with the learning process (Mei, 2017). Researchers

claim in a study by Gebhard (2012) that because of language barriers,

international students frequently struggle with taking lecture notes,

expressing their knowledge on essay exams, reading textbooks promptly,

understanding professors, and giving oral presentations, as well as asking

the professor questions and participating in seminar discussions. Han

(2007), for instance, found that due of their fear and lack of subject

expertise, international students in Indonesian universities struggled to

participate in large-group seminar discussions.

According to the department of educational administration at

Universitas Negeri Padang, the biggest obstacle faced by international

students may be their inability to communicate in Indonesian, as this

hinders both their social interaction with domestic students as well as their

ability to succeed academically (which in turn affects their psychological

well-being) (Yeh et al., 2003).

In the process of adjusting to a setting that differs greatly from

their earlier socio-cultural and educational experiences, international

students frequently face a variety of difficulties. In addition, the language

barrier makes it difficult for international students in Indonesia to

assimilate into society (Andrade, 2006). Due to the staff’s unwillingness to

help international students, particularly with academic concerns,

 8

international students do not profit from the International Office (IO) at

Universitas Negeri Semarang (UNNES) (Arief & Melati, 2017).

International students from Universitas Negeri Padang (UNP) and

Universitas Jambi (UNJA) struggle to comprehend sociocultural norms

and frequently have few chances to communicate with domestic students

which also leads to lack of team work in every class discussion. Coward

(2003) looked at how Indonesian and international students interacted in

class and came to the conclusion that both groups of students were always

trying to figure out what was going on, when they could speak, and what

role they should play. International students from Universitas Negeri

Padang (UNP) and Universitas Jambi (UNJA) are more likely to ask for

assistance from members of their current sociocultural group. Lack of

these networks raises concerns that they may experience social isolation or

social barriers. Additionally, international students from the department of

early childhood education at Universitas Negeri Padang (UNP) who do not

receive adequate social, cultural, or financial assistance may be at risk of

being exploited or socially excluded. This impact will eventually result to

high risk of academic stress.

To guarantee an efficient and rewarding learning experience for

international students and Indonesian universities like Universitas Negeri

Padang (UNP) and Universitas Jambi (UNJA) that host them, it is

imperative to be aware of these issues. International students frequently

experience extreme loneliness in their new setting. In addition to the

 9

absence of familiar friends and social networks, this loneliness can also

result from being in an unfamiliar cultural or language setting (Adelman

1988; McClure 2007; Sawir et al. 2008; Zhao et al. 2008; Ip et al. 2009).

In order to ensure that international students flourish in their new

environment, it is crucial that they have both social support and social

connections. Therefore, one of the most important factors in an

international students’ success in their new environment is the number of

friends they have (Bochner et al. 1977; Furnham and Alibhai 1985; Sam

2001). Therefore, one of the most important variables in the mental health

of international students is a warm university and community atmosphere

(Su¨mer et al., 2008). Universities that simply prioritize the academic

needs of international students disregard crucial aspects that could

determine whether they succeed or fail in the new educational

environment (Tidwell and Hanassab 2007).

There are numerous issues with education, including a lack of

access to lecturers, knowledge gaps, and an unfavorable learning

environment (Pokhrel & Chhetri, 2021). International students endure

boredom, anxiety, and even frustration as a result of their anxieties about

their education and future (Aristovnik et al., 2020). In a different kind of

study, Lee and Carrasquillo (2006) examined lecturers’ assessments of the

linguistic and cultural traits that international students perceive as

contributing to their academic challenges. These include having issues

expressing critical ideas, feeling uncomfortable speaking up in class,

 10

perceiving teachers as having unquestionable authority, and having trouble

responding to negative questions.

Based on the interview of international students from Universitas

Negeri Padang (UNP) and Universitas Jambi (UNJA), especially at the

English department at Universitas Jambi and the department of early

childhood education at Universitas Negeri Padang, the inability of several

lecturers to speak English fluently caused the international students to

have trouble adjusting to academic life. Because of their inadequate

English proficiency, they assumed that their professors did not implement

the participatory concept in the classroom. Some lecturers are rigid, some

don’t take things seriously, and some are tardy for class. Even worse, the

majority of the lecturers utilize Indonesian as their primary language of

instruction in the classroom, making it impossible for the international

students to effectively communicate the lecture’s subject. Late syllabus

creation by the lecturers causes the international students to show little

interest in what is being taught, which also negatively affects their GPA

score. International students in both universities face concerning

challenges of bettering their GPA. According to the interview of the

international students, one of the international students from UNJA has

some struggles in improving his GPA score, meaning that he can only

achieve under 3.0 GPA. Also, because of language barrier, the

international students face with social barrier which results in academic

stress and lack of team work in every class discussion.

 11

Based on the explanation of theories and phenomena mentioned

above, it can be concluded that international students require full

assistance while studying in universities of Indonesia, especially at

Universitas Negeri Padang (UNP) and Universitas Jambi (UNJA). The

learning difficulties that they encounter impact not only in academic but

also in their social and mental aspects.

Guidance and counseling are services that a counselor—in this

case, a counseling teacher—offers to clients or students to help them

understand themselves, make the best decisions, recognize and maximize

their potential, and take responsibility for their actions (Constantine et al.,

2018). This phenomenon shows how important the roles of counseling and

guidance are. Students are given guidance and counseling as a service to

assist them in resolving their issues. The researcher intends to link a

variety of services, including individual counseling, to assistance and

counseling for international students from Universitas Negeri Padang and

Universitas Jambi who struggle academically.

In this study, the researcher asked 30 international students from

Universitas Negeri Padang and Universitas Jambi about their learning

difficulties on 25 January 2023. Mostly, the international students from

these mentioned universities face learning difficulties such as language

barrier, social barrier, and dissatisfaction of lecturers. These three aspects

lead to the student disinterest in classroom discussions and lectures,

average GPA, academic stress and lack of teamwork. Therefore, in-detail

 12

research is required to find out more about the learning difficulties of

international students. In contrast to this, the author is interested to

examine more about “The learning difficulties of international students in

Universitas Negeri Padang and Universitas Jambi and Its Implication of

the Role of Guidance and Counseling”.

B. Identification of the problem

Based on the background of the problem and the phenomena

mentioned above, specific problems can be identified as follows:

1. There are international students who are facing language barrier.

2. There are international students who are facing social barrier.

3. There are international students who are facing dissatisfaction of

lecturers.

4. There are international students who are facing learning difficulties.

5. Scope of the problem

Based on the background of the problem and the identification of

the problem mentioned above, there are many variables that state learning

difficulties of international students. However, in this study it was limited

to learning difficulties on international students. The author chooses these

variables so that the problems discussed in this study focus on just one

study and learning difficulties as a main problem for international

students, which include three aspects such as language barrier, social

barrier and dissatisfaction of lecturers. The subjects of this study were the

international students from Universitas Negeri Padang (UNP) and

Universitas Jambi (UNJA).

 13

C. Formulation of the problem

Based on the background of the problem mentioned above, the

formulation of the problem is:

1. What are the learning difficulties of international students?

2. How can the three aspects which are language barrier, social barrier,

and dissatisfaction of lecturers, affect the international students of

Universitas Negeri Padang and Universitas Jambi?

3. What are the differences of the learning difficulties of international

students in Universitas Negeri Padang and Universitas Jambi?

4. Research Assumptions

The assumptions in this study are as follows:

5. The international students of Universitas Negeri Padang and

Universitas Jambi have the learning difficulties.

6. The learning difficulties faced by international students are well-

resolved.

7. Research purposes

The objectives in this research are as follows:

8. Describe the learning difficulties of international students in

Universitas Negeri Padang and Universitas Jambi.

9. To determine about how can the three aspects which are language

barrier, social barrier and dissatisfaction of lecturers affect the

international students of Universitas Negeri Padang and Universitas

Jambi.

10. To analyze the differences of the learning difficulties of international

 14
students in Universitas Negeri Padang and Universitas Jambi.

D. Benefits of Research

The benefits in this study are as follows:

1. Theoretical Benefits

Theoretically, this study is anticipated to add knowledge or ideas to

the growth of theories relating to the learning difficulties of

international students. Additionally, it is anticipated that this research

will serve as a resource for future studies that focus on the same area.

2. Practical Benefits

a. For future researchers

This study can serve as a foundation for future researchers

to do more extensive research, particularly studies focusing on the

learning difficulties of international students.

b. For students

For students, especially international students, who have

learning difficulties, students are able to cope and adjust to the

learning difficulties or through guidance and counseling services

according to directions from the Counseling Guidance teacher or

Counselor.

c. For Counseling Teachers or Counselors

Can find out the form of learning difficulties experienced

by international students, be able to solve problems that have

occurred, and be able to help international students who are

struggling with learning difficulties.

 15

d. For researchers

This study can serve as a starting point for further

investigations into the learning difficulties of international students

in Universitas Negeri Padang and Universitas Jambi and its

implication of the role of guidance and counseling.

 CHAPTER II
LITERATURE REVIEW

A. Learning Difficulties

1. Definition of Learning

Learning is a complex process that can be defined in a number of

ways, depending on the context and the discipline that is using the term

(Bransford et al., 2000). At its most basic level, learning can be understood

as the acquisition of new knowledge or skills through experience, study, or

instruction. This may involve changes in behavior, thought processes, or

emotions (Mayer, 2014). According to Brown et al. (2014), the process of

picking up new information, skills, values, attitudes, and preferences is

known as learning.

Learning is not just about memorization or repetition. It also

involves the ability to apply new knowledge or skills in a meaningful way,

to solve problems, and to make connections between different ideas

(Gagne, 1965). Effective learning requires engagement, motivation, and a

willingness to take risks and try new things (Kolb, 1984).

In the field of psychology, learning is often defined as a relatively

permanent change in behavior or mental processes that results from

experience (Vygotsky, 1978). This change may be intentional or

unintentional, and may occur through a variety of mechanisms, including

classical conditioning, operant conditioning, and observational learning

(Siemens, 2005).

17
 1

In the field of education, learning is often seen as a process of

acquiring and applying knowledge and skills to solve problems, make

decisions, and achieve goals (Dunlosky et al., 2013). This may involve

formal instruction in a classroom setting, as well as informal learning

experiences that occur outside of traditional educational environments

(Mayer, 2008).

Learning is a dynamic and ongoing process that occurs throughout

the lifespan. It can take many different forms, from simple associative

learning to complex reasoning and problem-solving (Ericsson et al., 2016).

One of the key features of learning is that it involves some type of change,

whether that change is in behavior, knowledge, or thought processes

(Sweller, 1988).

In all of these contexts, it can be concluded that learning is a

dynamic process that is influenced by a range of factors, including the

individual’s motivation, prior knowledge and experience, and the nature of

the material being learned (White, 1959). In summary, learning is a

fundamental process of acquiring knowledge, skills, and understanding,

and it plays a critical role in personal growth and development throughout

one’s life (Schunk, 2012). As such, understanding the definition of

learning requires an appreciation for the complexity and variability of this

process, and the many ways in which it can be studied and applied.
 2

2. Definition of Difficulties

According to Association for Psychological Science, difficulties

are challenges or obstacles that can impede progress or create problems in

various aspects of life, such as personal relationships, work, and

education. Difficulties can arise from a variety of sources, including

internal factors such as personal limitations or emotional issues, as well as

external factors such as environmental or social conditions (Sattler, 2008).

The term “difficulties” can encompass a wide range of challenges,

including academic difficulties (such as difficulty with reading or math),

social difficulties (such as difficulty making friends or communicating

effectively), and emotional difficulties (such as anxiety or depression)

(Rea et al., 2018). Difficulties can also be related to physical or sensory

limitations, such as hearing or vision impairment, or chronic health

conditions (National Institute of Child Health and Human Development,

2018).

Difficulties can vary in their severity and duration. Some

difficulties may be temporary and can be resolved with time or support,

while others may be more persistent and require ongoing management or

intervention (Kessler et al., 2005). Some difficulties may be mild and have

minimal impact on daily life, while others may be more severe and

significantly impair functioning and quality of life (Mash et al., 2016).

In order to address difficulties, it is often necessary to identify the

underlying causes and develop a plan to address them. This may involve
 3

seeking professional help or support from others, such as teachers,

therapists, or medical professionals (National Institute of Mental Health,

2021). In some cases, accommodations or modifications may be necessary

in order to help individuals with difficulties to fully participate in various

aspects of life.

Overall, difficulties are a common and normal part of the human

experience, and it is important to seek help or support when needed in

order to overcome them and achieve one’s goals.

3. Definition of Learning Difficulties

Learning difficulties is a term used to describe a wide range of

difficulties and challenges that students may experience in acquiring,

processing, and using information effectively (Chan, 1998). Students with

learning difficulties may struggle with reading, writing, math, and other

academic skills, as well as with attention, memory, and executive

functioning skills, such as planning and organization. These difficulties

may affect an individual’s ability to learn in a traditional classroom setting,

and can have a significant impact on their academic, social, and emotional

well-being (Cheng, 1998). Learning difficulties are a group of conditions

that affect a student’s ability to learn and process information effectively.

These conditions can affect a range of academic and functional skills,

including reading, writing, spelling, math, reasoning, attention, memory,

 4

and social skills (Dockrell et al., 1992). Learning difficulties are often

chronic and can persist into adulthood (Dowling, 2002).

Here are some additional points to consider when discussing

learning difficulties (Prior, 1996):

a. Learning difficulties can manifest in a variety of ways, and the specific

challenges and areas of difficulty may vary from person to person.

Some students may struggle primarily with reading or writing, while

others may have difficulty with math or executive functioning skills.

b. Learning difficulties can impact students of all ages, from young

children to adults. While learning difficulties are often first identified

in a school setting, students may continue to experience challenges

throughout their academic and professional careers.

c. Learning difficulties can be diagnosed through a comprehensive

evaluation process that may include assessments of cognitive abilities,

academic skills, and attentional functioning, as well as observation and

interviews with the students and their family.

d. Effective intervention and support for students with learning

difficulties often requires a multidisciplinary approach that involves

collaboration between educators, parents, medical professionals, and

other specialists.

e. It is important to recognize that students with learning difficulties may

also experience social and emotional challenges related to

 5

their learning differences. For example, they may feel frustrated or

demoralized by their academic struggles, or experience anxiety or low

self-esteem as a result of their difficulties.

f. With appropriate support and intervention, students with learning

difficulties can achieve success in academic and professional settings,

and can develop strategies to effectively manage their challenges and

capitalize on their strengths.

Learning difficulties can have a significant impact on a student’s

academic, social, and emotional well-being. For instance, struggling with

academic tasks such as reading, writing, and math can lead to poor grades,

decreased self-esteem, and reduced motivation to learn (Thorkildsen et al.,

2002). In addition, students with learning difficulties may experience

difficulty with social interactions and making friends, which can lead to

feelings of isolation and loneliness (Van Kraayenoord et al., 1998).

The impact of learning difficulties can extend beyond childhood and

into adulthood (Nuthall, 1999). Adults with learning difficulties may

experience difficulty finding and maintaining employment, managing

finances, and achieving independent living. However, with appropriate

support and accommodations, students with learning difficulties can

achieve their goals and lead fulfilling lives (Naparstek, 2002).

Overall, to conclude, it is important to approach the topic of learning

difficulties with empathy and understanding, and to recognize that students

with learning difficulties have unique talents and perspectives to offer. By

 6

providing appropriate support and intervention, we can help students with

learning difficulties achieve their full potential and lead fulfilling and

successful lives.

4. Learning Difficulties of International Students

Learning difficulties of international students refer to the

challenges that students from different countries and cultures face when

studying in a foreign country (Wilkins-Yel, 2004). These difficulties may

arise due to language barriers, cultural differences, academic differences,

and other factors that are unique to their experiences as international

students (Wong, 2008). International students may face a range of learning

difficulties when studying in a foreign country. Here are some of the most

common challenges (Choudhury, 2014):

1. Language barriers: One of the biggest obstacles for international

students is language proficiency. When studying in a foreign language,

students may struggle to understand lectures, read textbooks, or

communicate with professors and peers.

2. Cultural differences: Cultural norms, values, and expectations can be

vastly different from what international students are used to, which can

lead to misunderstandings, confusion, and frustration. This can include

differences in teaching and learning styles, social norms, and

communication patterns.
 7

3. Academic differences: The academic system in a foreign country may

differ from what international students are familiar with. For example,

the grading system, academic writing styles, and research expectations

may vary, which can make it challenging for students to adapt and

succeed.

4. Homesickness and loneliness: Being far away from home and familiar

support systems can be emotionally challenging for international

students. They may experience homesickness, isolation, and

loneliness, which can affect their motivation and performance.

5. Financial constraints: International students often face financial

challenges, including high tuition fees, limited financial aid

opportunities, and limited job options due to visa restrictions. These

financial stressors can impact their ability to focus on their studies and

succeed academically.

Overall, international students may face a range of challenges

when studying in a foreign country. However, with appropriate support

and resources, they can overcome these difficulties and thrive

academically and personally.

5. Learning difficulties of international students studying at Indonesian

universities
International students studying at Indonesian universities may face

a range of learning difficulties due to the differences including cultural

differences, language barriers, academic requirements, social isolation,

and educational systems (Bahri et al., 2019). Some of the common

 8

challenges that international students may encounter include

(Kusumawardhani, 2018):

1. Language barriers: Indonesian is the official language of instruction in

most universities in Indonesia. International students who are not

fluent in Indonesian may struggle to understand lectures, participate in

discussions, and complete assignments.

2. Cultural differences: International students may experience cultural

shock, as the customs, social norms, and values in Indonesia may be

different from what they are used to in their home country. This can

lead to misunderstandings and communication barriers.

3. Academic requirements: International students may find it challenging

to adapt to the academic requirements in Indonesia. The curriculum,

teaching methods, and assessment practices may differ from what they

are used to in their home country.

4. Limited support services: International students may find that there are

limited support services available to them in Indonesian universities.

This can include academic advising, language support, and mental

health services.

5. Social isolation: International students may feel isolated and

disconnected from their peers and the local community, which can lead

to loneliness and depression.

 9

In addition to the challenges mentioned above, international

students studying at Indonesian universities may also face other learning

difficulties. Some of these difficulties may include (Zuhairi et al., 2020):

1. Different educational systems: The educational system in Indonesia

may be different from the educational system in the student’s home

country. This can lead to confusion about academic expectations,

grading systems, and teaching methods.

2. Limited resources: International students may find that there are

limited resources available to them in Indonesian universities. This can

include access to libraries, computer labs, and other academic

resources.

3. Cultural adjustment: International students may struggle with adjusting

to a new culture, which can impact their academic performance. They

may experience homesickness, culture shock, and difficulty adapting

to new social norms.

4. Discrimination: International students may experience discrimination

or bias based on their ethnicity, nationality, or race. This can impact

their academic performance and well-being.

In conclusion, international students studying at Indonesian

universities may face a range of learning difficulties related to language,

culture, academic expectations, support systems, and financial constraints.

To address these challenges, universities in Indonesia can take several

steps to support international students. This can include offering language

support services, cultural orientation programs, mental health services, and

academic advising (Purnomo et al., 2021).

 10

Providing access to academic resources such as libraries, computer

labs, and research facilities can also help international students succeed

academically (Rahmawati et al., 2018). Building a welcoming and

inclusive environment that values diversity and promotes intercultural

exchange can also support international students and help them feel more

connected to the campus community (Puspitawati et al., 2019). Overall,

providing comprehensive support services and resources can help

international students overcome the learning difficulties they may face

while studying in Indonesia (Setyawan et al., 2017). Therefore, by

addressing these challenges, Indonesian universities can create a more

welcoming and inclusive environment for international students.

6. Factors affecting learning difficulties of international students

studying at Indonesian universities

International students who study at Indonesian universities may

experience a range of learning difficulties due to a variety of factors

related to language, culture, and academic expectations (Zeng, X. et al.,

2016). Some of the common factors of learning difficulties experienced by

international students studying at Indonesian universities include (Jindal-

Snape et al., 2015):

1. Language barriers: International students who are not proficient in the

language of instruction may have difficulty understanding lectures,

participating in class discussions, and writing assignments. This can

make it challenging to keep up with coursework and to fully

comprehend complex concepts.

 11

2. Cultural differences: International students may come from different

cultural backgrounds and may be accustomed to different teaching

styles and academic expectations. They may have difficulty adapting

to new teaching methods, learning environments, and assessment

criteria.

3. Learning style differences: International students may have different

learning styles and preferences than their domestic peers. They may

have difficulty adjusting to the pace and style of teaching, which may

be more lecture-based and less interactive than what they are

accustomed to.

4. Lack of familiarity with academic conventions: International students

may be unfamiliar with academic conventions in their new educational

system, such as referencing and citation styles, academic integrity

policies, and expectations around independent learning and critical

thinking.

5. Social and emotional challenges: International students may

experience social isolation, cultural shock, and homesickness, which

can impact their motivation and academic performance. They may also

face financial difficulties, health problems, and visa-related stressors

that can further exacerbate their learning difficulties.

 12

In addition to the learning difficulties mentioned above,

international students studying at Indonesian universities may also

experience challenging factors related to assessment and grading (Huang,

2018). They may not be familiar with the grading system used in their new

institution, which may be different from what they are used to in their

home country. This can lead to confusion and frustration, and may impact

their ability to perform at their best (Hellstén et al., 2004).

Another challenging factor for international students studying at

Indonesian universities is the difficulty in accessing resources and support

(Lillyman et al., 2014). They may not be aware of the various academic

and support services available to them, or they may not know how to

access these services. This can make it difficult for them to get the help

they need to overcome their learning difficulties (Lin et al., 1997).

Furthermore, international students may face additional pressure to

perform well academically due to expectations from their families or

communities back home. This can create additional stress and anxiety, and

may contribute to their learning difficulties (Poyrazli et al., 2007).

To address these challenging factors, Indonesian universities and

educators can take a range of measures to support international students.

This can include providing targeted support and resources such as

language and academic skills training, tutoring, counseling, and mentoring

(Rienties et al., 2012). Indonesian universities can also promote a more

inclusive and welcoming learning environment by offering cultural

activities, social events, and opportunities for international and domestic

students to interact and learn from each other (Robertson et al., 2000).
 13

In addition, Indonesian universities can work to reduce the cultural

and social barriers that may contribute to the social isolation and stress

experienced by international students. This can include providing

affordable housing options, healthcare services, and support for visa-

related issues (Stoynoff, 1997).

Overall, addressing the learning difficulties experienced by

international students studying at Indonesian universities requires a multi-

faceted and holistic approach that recognizes the diverse needs and

challenges faced by these students, and provides targeted support and

resources to help them succeed academically and socially (Grebennikova,

2011).

To overcome these challenging factors, international students

studying at Indonesian universities may benefit from support and

resources such as language and academic skills training, mentoring and

tutoring, orientation and induction programs, and social and cultural

activities. Indonesian universities and educators can also take steps to

promote a more inclusive and culturally responsive learning environment

that accommodates diverse learning needs and preferences of international

students.
 14

B. Key Aspects of Learning Difficulties of international students in

Universitas Negeri Padang and Universitas Jambi

There are three most important aspects to consider when it comes

to learning difficulties of international students in Universitas Negeri

Padang and Universitas Jambi. These three aspects include language

barrier, social barrier and dissatisfaction of lecturers as described by Ellis

& Van Aart (2013). De Wit et al. (2011) have made the case that

improving the campus internalization process will enable these mentioned

universities to provide support services for international students. This

means that by taking into account these three aspects, these universities

must appropriately promote the integration of international students into

their system (Ellis, & van Aart, 2013).

1. Language Barrier

International students who come to study in Universitas Negeri Padang

and Universitas Jambi may face various challenges, including the

language barrier (Ferdiana et al., 2020). The Indonesian language is the

official language of instruction in these universities, and most courses are

taught in Indonesian (Susilowati et al., 2018). Therefore, international

students who do not speak Indonesian fluently may struggle with

understanding lectures, participating in discussions, completing

assignments, and taking exams (Huang, 2018).

 15

The language barrier can cause international students to feel

isolated, frustrated, and demotivated. It can also affect their academic

performance and overall learning experience (Widyantoro et al., 2020).

For example, international students may find it difficult to express their

ideas and opinions in class or in writing. They may also struggle to

understand complex academic texts, which can impede their ability to do

research and complete assignments (Yunita et al., 2021).

Another way in which the language barrier can affect international

students in Universitas Negeri Padang and Universitas Jambi is through

social interactions (Kurniawan, 2020). Communication is a crucial part of

building relationships, and without fluent language skills, international

students may struggle to connect with their classmates and professors.

This can lead to feelings of isolation and loneliness, which can impact

mental health and academic performance (Fitriani et al., 2021). Moreover,

the Indonesian education system may also be different from the system in

the international students’ home countries, which can add to the challenges

they face (Huda et al., 2019). For instance, the teaching style, academic

expectations, and grading systems may vary, making it harder for

international students to adapt (Tuan et al., 2019).

The language barrier can also impact the academic performance of

international students in Universitas Negeri Padang and Universitas Jambi,

as it may hinder their ability to fully comprehend lectures, textbooks, and

other course materials. This can lead to a lack of confidence in their ability

to keep up with the coursework and complete assignments (Wulandari et

al., 2020).
 16

Additionally, language barriers may also prevent international

students from seeking help from their professors or classmates (Fauziah et

al., 2020).

The language barrier can impact not only international students’

academic performance and social integration, but also their career

prospects (Setiawati et al., 2020). Fluency in the local language is often an

important factor for employers in Indonesia, as it demonstrates a

commitment to the culture and shows that the candidate can effectively

communicate with clients and colleagues (Rahman, 2018). Therefore,

international students who are unable to communicate effectively in

Indonesian may face challenges when seeking employment in the country

(Jie et al., 2020). Furthermore, the language barrier can also affect the

academic and cultural exchange experience of international students

(Shafiq et al., 2019). Language is a key aspect of cultural exchange, and

without fluency in the local language, international students may struggle

to fully immerse themselves in the culture and engage with the local

community. This can limit the potential for cross-cultural understanding

and learning (Rini et al., 2018).

In conclusion, the language barrier is a significant challenge faced

by international students studying in Universitas Negeri Padang and

Universitas Jambi. Addressing this challenge requires a multi-faceted

approach that includes language courses, support services, and efforts to

create a more inclusive and supportive academic community (Nugroho et

al., 2019).
 17

By providing language courses and support services, creating an

inclusive and supportive academic community, and promoting

opportunities for cultural exchange and career development, Universitas

Negeri Padang and Universitas Jambi can help international students to

overcome the language barrier and succeed academically and personally in

their studies in Indonesia.

2. Social Barrier

Learning difficulties among international students in Universitas Negeri

Padang and Universitas Jambi can be influenced by various factors,

including social barriers. Social barriers refer to the challenges that

international students may face when trying to engage with the local

community and culture. These barriers can include language differences,

cultural differences, and social isolation (Altbach et al., 2007).

One significant social barrier that international students may

encounter is the language barrier. Universitas Negeri Padang and

Universitas Jambi typically use Indonesian as the medium of instruction,

which can be challenging for international students who are not proficient

in the language (Endang et al., 2015). International students may struggle

to understand lectures, engage in discussions, and complete assignments in

Indonesian, which can hinder their learning experience and academic

performance (Hashemian et al., 2016).

 18

Cultural differences can also pose a challenge for international

students (Jindal-Snape et al., 2008). Indonesia has a unique cultural

background that may be unfamiliar to international students (Kusumastuti

et al., 2019). For instance, the way of life, customs, and values may differ

significantly from those in their home countries. This can result in

misunderstandings and difficulties in adapting to the local culture, leading

to social isolation and difficulty in making friends (Tahir et al., 2014).

Another social barrier is the lack of support networks (Turner et al.,

2019). International students may feel isolated and homesick, especially

during the initial period of their stay in Indonesia (Ward et al., 2001).

Without adequate social support, they may struggle to cope with academic

demands and adjust to the new environment (Widiyanto et al., 2017).

Therefore, Universitas Negeri Padang and Universitas Jambi should

provide appropriate support services, such as counseling, orientation

programs, and social events to help international students overcome social

barriers and integrate into the university community (Wong et al., 2017).

Here are some additional points on the social barrier aspect of

learning difficulties of international students in Universitas Negeri Padang

and Universitas Jambi (Yeoh et al., 2015):

a. Discrimination and prejudice: International students may also face

discrimination or prejudice based on their nationality, ethnicity, or

 19

religion, which can further compound social barriers. This can lead to

a lack of confidence and feeling excluded, which can negatively

impact their academic performance.

b. Lack of exposure to local culture: While Universitas Negeri Padang

and Universitas Jambi may offer language classes, international

students may not have enough exposure to the local culture, customs,

and traditions. This can affect their ability to connect with locals, build

relationships, and navigate daily life, which can further exacerbate

social barriers.

c. Differences in academic systems: International students may also face

difficulties in adapting to the academic system in Universitas Negeri

Padang and Universitas Jambi. For instance, the approach to teaching,

assessment methods, and expectations may differ significantly from

what they are used to in their home countries, leading to confusion and

frustration.

d. Financial constraints: Financial constraints can also exacerbate social

barriers for international students. They may be unable to afford

certain activities or experiences, leading to a sense of exclusion and

isolation. Financial concerns may also affect their ability to focus on

their studies, as they may have to work part-time or take on additional

responsibilities to support themselves.

e. Differences in social norms and etiquette: International students may

find it challenging to navigate social norms and etiquette in Indonesia.

 20

For example, they may not know how to greet locals or how to behave

in certain situations. This can lead to social awkwardness,

misunderstandings, and even offense, which can create barriers to

building relationships and integrating into the community.

f. Limited access to resources: International students may also face

limitations in accessing resources, such as transportation, healthcare,

and housing. They may not be familiar with the local infrastructure or

have the financial means to access these resources, which can further

exacerbate social barriers and impact their overall well-being.

g. Cultural shock and homesickness: International students may

experience cultural shock and homesickness, especially during the

initial period of their stay in Indonesia. This can lead to feelings of

loneliness, anxiety, and stress, which can negatively impact their

learning experience and academic performance.

h. Lack of diversity and representation: International students may also

struggle with a lack of diversity and representation in Universitas

Negeri Padang and Universitas Jambi. They may feel isolated or

underrepresented, leading to a sense of exclusion and disengagement.

To address this, Universitas Negeri Padang and Universitas Jambi can

promote diversity and inclusivity by celebrating cultural events,

encouraging student-led initiatives, and providing opportunities for

international students to share their cultures.

 21

Overall, social barriers can have a profound impact on the learning

experience and academic performance of international students in

Universitas Negeri Padang and Universitas Jambi (Yunus et al., 2017). To

address these challenges, these universities should develop targeted

programs and services to support international students, such as language

support, cultural training, mentoring programs, and financial aid (Lestari,

2019). By doing so, Universitas Negeri Padang and Universitas Jambi can

ensure that international students have the best possible learning

experience and achieve their academic goals.

In conclusion, social barriers can significantly affect the learning

experience and academic performance of international students in

Universitas Negeri Padang and Universitas Jambi. These universities

should recognize these barriers and provide appropriate support to ensure

that international students have a positive and productive learning

experience.

3. Dissatisfaction of lecturers

One major aspect of the learning difficulties that international students

face in Universitas Negeri Padang and Universitas Jambi is the

dissatisfaction of lecturers. This can stem from a variety of factors,

including language barriers, cultural differences, and unfamiliarity with

the Indonesian education system (Akbar, 2018).

Firstly, language barriers can be a significant obstacle for

international students when communicating with their lecturers (Alwasilah

 22

et al., 2020). While English is widely spoken in Indonesia, it is not always

the primary language of instruction, and some lecturers may struggle with

English proficiency. This can make it difficult for international students to

understand the lectures, ask questions, or engage in discussions, leading to

frustration and dissatisfaction (Widiastuti et al., 2021).

Secondly, cultural differences can also play a role in the

dissatisfaction of lecturers (Wulandari, 2019). Universitas Negeri Padang

and Universitas Jambi may have different teaching styles, expectations,

and communication norms than what international students are

accustomed to in their home countries (Suryana et al., 2019). For example,

lecturers in Indonesia may place a greater emphasis on memorization and

rote learning, while students from other cultures may prefer more

interactive or collaborative learning environments (Suwignyo, 2019).

Finally, unfamiliarity with the Indonesian education system can

add to the dissatisfaction of lecturers for international students. This may

include difficulties in understanding course requirements, grading criteria,

or academic policies (Ghufron et al., 2020). As a result, international

students may struggle to keep up with their coursework or may feel

uncertain about their academic progress, leading to further frustration and

dissatisfaction (Kurniawan et al., 2018). In addition to the aforementioned

factors, there are several other reasons why international students may feel

dissatisfied with their lecturers in Universitas Negeri Padang and

Universitas Jambi. These include (Rizkia et al., 2021):

 23

a. Lack of Personalization: Lecturers in Universitas Negeri Padang and

Universitas Jambi may not personalize their teaching approach to suit

the needs of individual students. This can make it challenging for

international students to keep up with the pace of the course, leading to

feelings of frustration and dissatisfaction.

b. Limited Interaction: Lecturers may not provide enough opportunities

for international students to interact with them outside of the classroom.

This can make it difficult for students to seek clarification or feedback

on their assignments, leading to a lack of engagement and motivation.

c. Inadequate Feedback: Lecturers may not provide sufficient feedback on

assignments or assessments, making it difficult for international

students to understand their strengths and weaknesses. This can lead to

uncertainty about their academic progress and may result in lower

levels of academic achievement.

d. Unapproachable Lecturers: Lecturers may appear unapproachable to

international students, making it difficult for them to seek help or

advice. This can be due to cultural differences or communication

barriers and can result in feelings of isolation and disengagement.

Another key factor that can contribute to the dissatisfaction of

lecturers for international students in Universitas Negeri Padang and

Universitas Jambi is the lack of resources and support available to them

(Sari et al., 2020). Many international students may face financial

constraints, limited access to technology, and inadequate housing or living

 24

conditions. This can make it difficult for them to focus on their studies,

and can contribute to feelings of stress and dissatisfaction (Shalihah et al.,

2019).

Overall, the dissatisfaction of lecturers is a significant aspect of the

learning difficulties that international students face in Universitas Negeri

Padang and Universitas Jambi. To address these issues, these universities

can take several steps to improve the satisfaction of lecturers for

international students. These include providing training for lecturers on

cross-cultural communication, increasing opportunities for interaction with

students, and providing more personalized support and feedback (Santoso

et al., 2021). Additionally, Universitas Negeri Padang and Universitas

Jambi can provide peer support programs that pair international students

with local students, creating a supportive learning environment that fosters

engagement and motivation (Wibowo, 2019). Overall, it is important for

Universitas Negeri Padang and Universitas Jambi to recognize the

challenges faced by international students and to take proactive steps to

address their concerns and ensure their success in their studies.

 25

C. Effects caused by the key aspects of learning difficulties of

international students in Universitas Negeri Padang and Universitas
Jambi
Learning difficulties can be especially challenging for international

students who are adapting to a new environment, culture, and language

(Azizah et al., 2019). Moreover, according to the key aspects of learning

difficulties of international students which are language barrier, social

barrier, and dissatisfaction of lecturers, there are some major effects

caused by these key aspects (Ellis & van Aart, 2013). Because of these

effects, international students in Universitas Negeri Padang and

Universitas Jambi are having a hard time overcoming language barrier,

social barrier and dissatisfaction of lecturers (Ellis & van Aart, 2013).

1. Language barrier

Language barriers causes various effects and it is a common experience

for many international students studying in Universitas Negeri Padang and

Universitas Jambi (Fauziati, 2019). When students struggle to

communicate and comprehend lectures, readings, and assignments in a

language that is not their native tongue, they often feel overwhelmed,

frustrated, and anxious (Hidayati et al., 2021). Here are some of the

specific ways that language barriers can hinder international students in

Universitas Negeri Padang and Universitas Jambi (Rahmawati et al.,

2020):
 26

a. Difficulty understanding lectures: International students who are not

fluent in Bahasa Indonesia may have difficulty understanding lectures

delivered in that language. This can make it hard for them to follow

along with the class and take effective notes, which can lead to

feelings of frustration and anxiety.

b. Struggle with coursework: Language barriers can also make it difficult

for international students to complete coursework, particularly written

assignments. If students struggle with reading, writing, or

understanding Bahasa Indonesia, they may struggle to complete

assignments to the best of their abilities.

c. Isolation: Language barriers can also lead to feelings of isolation and

loneliness for international students. When they struggle to

communicate with their classmates and professors, they may feel like

they don’t belong or that they are not valued members of the academic

community.

d. Fear of failure: Students who are not confident in their language skills

may worry about their ability to succeed in their classes. They may

feel pressure to perform well to prove their academic abilities, which

can exacerbate feelings of stress and anxiety.

To address these challenges, Universitas Negeri Padang and

Universitas Jambi can take steps to support international students who are

struggling with language barriers. For example, they may offer language

courses and tutoring services, provide written materials in both Bahasa

 27

Indonesia and English, and encourage faculty and staff to be patient and

understanding with international students (Sari et al., 2018). By taking

these steps, these universities can help reduce academic stress and create a

more supportive and inclusive learning environment for all students.

2. Social barrier

Social barriers can create a lack of teamwork among international

students studying in Universitas Negeri Padang and Universitas Jambi.

Social barriers are often related to cultural differences, language barriers,

and unfamiliarity with the social norms and values of the local community

(Nuraeni et al., 2021). When international students feel isolated,

misunderstood, or excluded from the broader social community, they may

be less likely to collaborate effectively with their peers, which can lead to

a lack of teamwork (Santoso et al., 2020). Here are some specific ways

that social barriers can contribute to a lack of teamwork among

international students in Universitas Negeri Padang and Universitas Jambi

(Yustisia et al., 2021):

a. Communication with peers: Communication is a critical component of

teamwork, and without communication, it can create difficulties in

understanding and expressing ideas. When international students

struggle to communicate effectively with their peers, they may find it

hard to contribute to group projects or discussions.

 28

b. Cultural differences: Cultural differences can also impact teamwork.

For example, some cultures may place greater emphasis on individual

achievement rather than teamwork, making it challenging for students

to adapt to collaborative group work.

c. Social isolation: When international students feel socially isolated and

excluded from the broader student community, they may be less

motivated to participate in group work or collaborate with their peers.

They may also feel less confident in their ability to contribute to the

team, which can lead to further social isolation.

d. Stereotyping and discrimination: International students may also

experience stereotyping and discrimination, which can make it difficult

for them to feel comfortable and included in group work. These

negative experiences can lead to decreased motivation and a lack of

interest in teamwork. To address these challenges, Universitas Negeri

Padang and Universitas Jambi can take steps to support international

students and promote greater teamwork. For example, they can provide

cultural competency training to students and faculty, establish

mentorship programs, and encourage more inclusive classroom and

campus environments (Fatmasari et al., 2019). By taking these steps,

these universities can help reduce social barriers and create a more

collaborative and inclusive learning environment for all students.

 29

3. Dissatisfaction of lecturers

Dissatisfaction with lecturers can cause international students to lose

interest in learning in Universitas Negeri Padang and Universitas Jambi.

Lecturers play a crucial role in students’ academic success and

satisfaction, and when students feel that their lecturers are not engaging,

supportive, or knowledgeable, they may become disinterested and

disengaged from their studies (Fazryana et al., 2019). Here are some

specific ways that dissatisfaction with lecturers can contribute to a lack of

interest in learning among international students in Universitas Negeri

Padang and Universitas Jambi (Mahendra et al., 2019):

a. Lack of engagement: Lecturers who are disengaged or uninterested in

their subject matter can make it challenging for international students

to stay focused and motivated. Students may find lectures

unstimulating and boring, which can lead to decreased interest in

learning.

b. Poor teaching quality: Lecturers who are not skilled in teaching may

struggle to convey information effectively, making it difficult for

international students to understand and learn. If students feel that they

are not learning, they may become discouraged and lose interest in the

course.

c. Communication barriers: Language barriers can also impact the quality

of lecturers and communication between lecturers and international

students. When students have difficulty understanding their lecturers

 30

due to language differences, they may become disinterested and

disengaged from the course.

d. Cultural differences: Cultural differences can also impact the

satisfaction of international students with their lecturers. Some

lecturers may have cultural differences that make it challenging for

international students to connect with them, which can impact their

interest in learning.

To address these challenges, Universitas Negeri Padang and

Universitas Jambi can take steps to support international students and

promote greater satisfaction with their lecturers. For example, they can

provide training and resources to lecturers to improve teaching quality and

engagement, provide language support for international students, and

promote cultural competence to improve communication and

understanding (Siregar et al., 2020). By taking these steps, these

universities can help improve the satisfaction of international students with

their lecturers and promote greater interest in learning.

Dissatisfaction with lecturers can contribute to an average GPA for

international students studying in Universitas Negeri Padang and

Universitas Jambi. When students are dissatisfied with the quality of

teaching, they may struggle to understand course material, which can

negatively impact their performance on exams and assignments (Wibowo

et al., 2021). Additionally, if students feel that their lecturers are not
 31

supportive or helpful, they may be less likely to seek help when they are

struggling, which can further impact their academic performance

(Ardianti, 2020). Here are some specific ways that dissatisfaction with

lecturers can contribute to a low GPA among international students in

Universitas Negeri Padang and Universitas Jambi (Eka, 2021):

a. Poor teaching quality: Lecturers who are not skilled in teaching or who

do not have a strong command of the subject matter can make it

difficult for international students to understand and learn. If students

are unable to understand course material, they may struggle to perform

well on exams and assignments, which can lead to an average GPA.

b. Lack of engagement: Lecturers who are not engaging or who do not

encourage discussion and participation can make it challenging for

international students to stay motivated and interested in the course. If

students are not engaged, they may be less likely to put in the effort

necessary to perform well on assignments and exams.

c. Communication barriers: Language barriers can also impact academic

performance. When students have difficulty understanding their

lecturers due to language differences, they may struggle to perform

well on exams and assignments, which can lead to a lower GPA.

d. Cultural differences: Cultural differences can also impact academic

performance. If lecturers have cultural differences that make it

challenging for international students to connect with them, students

 32

may be less likely to seek help or participate in class, which can

negatively impact their GPA.

To address these challenges, Universitas Negeri Padang and

Universitas Jambi can take steps to support international students and

promote greater satisfaction with their lecturers. For example, they can

provide language support for international students, offer training and

resources to lecturers to improve teaching quality, and encourage more

inclusive and engaging classroom environments (Putra et al., 2020). By

taking these steps, these universities can help improve academic

performance and promote a higher GPA for international students.

D. Implications of the role of guidance and counseling in the learning

difficulties of international students in Universitas Negeri Padang and
Universitas Jambi

1. Information Service

The information service of guidance and counseling is a vital

component of the overall guidance and counseling program. It involves

the provision of accurate and relevant information to individuals

seeking guidance and support in various areas of their lives. This

service aims to assist individuals in making informed decisions, solving

problems, and developing personal, academic, and career-related skills

(Daulay, et al., 2022).

2. Individual Counseling Service

Individual counseling service is a form of therapeutic support that

focuses on providing one-on-one assistance and guidance to individuals

 33

who are seeking help with personal, emotional, behavioral, or

psychological challenges. This service is provided by trained

professionals, such as counselors, therapists, or psychologists, who

create a safe and confidential environment for individuals to explore

their thoughts, feelings, and concerns (Tririzky et al., 2020).

3. Group Guidance Service

Group guidance service is a form of counseling and support that is

conducted in a group setting, involving a counselor or facilitator and

multiple individuals who share common concerns or goals. This service

focuses on providing guidance, education, and support to individuals

within a group context, allowing them to learn from each other, gain

different perspectives, and develop interpersonal skills (Wulandari et

al., 2020).

E. Relevant Research
1. Research was conducted by Yulia & Hamamah (2019) with the title

“International Students in Indonesia: A Study on Academic and Socio-

Cultural Adjustment”. The method used is quantitative approach using

cross-sectional survey design. The results showed that, for international

students, language continues to be their biggest challenge in the

assimilation process. Apart from language barriers, the international

students’ adaptation to academic life demonstrated that there are

disparities in the workload, teaching methodology, and assessment

 34

process. The novelty or difference of the research mentioned and this

research that will be conducted is that this research will highly focus on

the three key aspects of learning difficulties of international students

which are language barrier, social barrier and dissatisfaction of lecturers in

Universitas Negeri Padang and Universitas Jambi whilst the research

mentioned only focuses on academic and socio-cultural adjustments of

international students in Indonesia.

2. Another research conducted by MB Rini Wahyuningsih (2020) with the

title “Challenges of Foreign Students’ Cultural Adjustment to Indonesian

Culture and Impacts on Their Academic Achievements”. The method is

qualitative with the research design based on “grounded theories”. The

results showed that the international students had to overcome obstacles.

Most of their adjustments involve language, diet, weather, social

interactions, and the educational system. Lower grades are a result of

cultural adjustment issues. They are ignorant about the educational system,

particularly its curriculum, timetable, instructional strategies, teacher-

student relationships, and teacher-medium institutions. The research

mentioned only focuses on the challenges of international students’

cultural adjustment and impacts on their academic achievements in

Indonesia whereas this research will highly focus on the three key aspects

of learning difficulties of international students in Universitas Negeri

Padang and Universitas Jambi.

 35

3. Research conducted by Defina & Risda Rizkillah (2021) with the title

“Problems, Stress, Social Support, And Coping Strategies During the

Covid-19 Pandemic: Case of International College Students in Indonesia”.

The method used is quantitative method with a cross-sectional study

design. The sampling technique was the voluntary sampling method. The

results showed that the distant learning issues they encountered during the

Covid-19 outbreak were typically poor or inadequate signals and

constrained internet quotas, which had an influence on diminished

attention or focus on learning. Many of them went through mild stress.

The research mentioned mainly focus on international students’ problems,

stress, social support and coping strategies during the Covid-19 pandemic

in Indonesia whilst this research that will be conducted only focuses on the

three aspects of learning difficulties of international students in

Universitas Negeri Padang and Universitas Jambi that happen during the

normal period of time.

F. Theoretical Framework

The purpose of this study’s framework is to make it easier for

researchers to carry out their work. In addition, by adopting this mindset,

the concepts being investigated will also be more understandable and

clearer. The following framework serves as a foundation for the

organization of this study’s details.

 36

UNP
International Students

Language Barrier
Learning Difficulties of International Students Implications of the Role of Guidance and Counseling
(Ellis & Van Aart, 2013)
Social Barrier

Dissatisfaction of lecturers

UNJA
International Students

Figure 1: Theoretical Framework

According to this theoretical framework, it indicates that the learning

difficulties of international students from UNP and UNJA divide into three

key aspects which are language barrier, social barrier and dissatisfaction of

lecturers and it shows that the guidance and counseling services can be

implicated. Therefore, this research will further review these key aspects of

learning difficulties of international students in Universitas Negeri Padang

and Universitas Jambi and its Implication of the Role of Guidance and

Counseling.

G. Research Hypothesis

Yusuf (2014) explains the hypothesis is defined as a statement or

conclusion that is provisional and still have to be proven true. Based on the

variables, in this research, the hypothesis that can be proposed is as follows:

Ha: There are no differences in the learning difficulties of international

students between UNP and UNJA.

 CHAPTER III
RESEARCH METHODOLOGY

A. Type of Research

According to Creswell (2014), quantitative comparative descriptive

research is research that provides and compares a more in-depth account

of the existing condition. This research uses comparative descriptive

research with a quantitative methodology based on the research objectives.

It tries to describe and compare facts and features of a specific group in a

systematic, factual, and accurate manner. In this approach, comparative

descriptive research strives to be able to describe and compare a

population’s features more precisely and methodically (Neuman, 2013).

Comparative descriptive research is a research method that

involves comparing and describing different variables or phenomena to

gain a deeper understanding of their similarities, differences, and

relationships. It aims to identify patterns, trends, and associations between

variables without manipulating them (Yin, 2014). The research was done

to describe and compare “The Learning Difficulties of International

Students in Universitas Negeri Padang and Universitas Jambi and its

Implication of the Role of Guidance and Counseling” based on this

concept.

54
 1

B. Population and Sample

1. Population

The population is a generalization area made up of a number of

objects/subjects with specific attributes and characteristics that the

researcher decides to study in order to derive conclusions. Also, it is

clear that this population consists of both natural and man-made

objects, not only individuals. This population, however, also contains

all of the qualities or properties possessed by the topic or object itself,

so it is not just the object that is being researched (Bryman, 2015).

Kothari (2013) stated that the term “population” refers to all people

who would be used as a source of sample in a study.

Given the foregoing understanding, it may be seen that the

population refers to the general traits or nature of the topic or object

from which a sample might be taken. The population of this study

consisted of 30 international students from other countries who are

attending Universitas Negeri Padang and Universitas Jambi to pursue

their studies.

Table 1. Research Population of International Students from Universitas

Negeri Padang and Universitas Jambi.
Place of Origin Number of University
students
Malaysia 8 Universitas Negeri Padang
Myanmar 2 Universitas Negeri Padang
Russia 1 Universitas Negeri Padang
Hong Kong 1 Universitas Negeri Padang
Malaysia 2 Universitas Jambi
Myanmar 2 Universitas Jambi
Thailand 6 Universitas Jambi
Pakistan 4 Universitas Jambi
Gambia 3 Universitas Jambi
Yemen 1 Universitas Jambi
Total 30 Students
 2

C. Operational Definition

Learning difficulties of international students refer to the specific

challenges and obstacles they encounter during their educational journey

in a foreign academic environment. These difficulties encompass a range

of academic, linguistic, social, and cultural factors that impede their ability

to fully engage, comprehend, and succeed in their learning endeavors.

They can be manifested into three key aspects which are language barrier,

social barrier, and dissatisfaction of lecturers.

D. Data Type and Data Source

a. Data Type

Interval data are the sort of data used in this investigation. Data

that uses an interval scale having unambiguous value fluctuations

allows for comparison of the distances or intervals at a later time

(Field, 2013). The interval scale does not have an absolute 0 value, but

it does have a consistent range between level one and the starting level

(Norman et al., 2014). Because of this, the researcher used data that

was gathered directly from international students of Universities

Negeri Padang and Universitas Jambi in this study.

b. Data Source

According to this research, primary data were used as the study’s

data source because that is where the information was gathered.

Primary data, according to Dillman et al. (2014), is information that a

researcher can receive or gather directly from the field as well as from

the data’s original source. International students at Universitas Negeri

Padang and Universitas Jambi are the source of the data.

 3

E. Instruments and Development

1. Instrument Type

Equipment for collecting data is known as research instruments.

The research tool was a Likert scale-based questionnaire about the

learning difficulties faced by international students. The research

instrument is a tool used to measure observed natural and social

phenomena, according to (Fowler, 2013).

These phenomena collectively are known as research variables

(DeVellis, 2017). In this way, the research instrument serves as a tool

for measuring the observable natural and social processes. These

occurrences are collectively referred to as research variables. In this

study, a questionnaire was employed as the instrument to collect

information on the respondents’ attributes.

The Likert scale is utilized in this questionnaire (Furr, 2011). This

Likert scale asks respondents to select from a range of replies after

being presented with a series of statements that describe the attitude or

behavior that the researchers are looking for.

Five (5) answer options—very often, often, sometimes, rarely, and

never will be provided for each statement. The following is an example

of a scoring table for each response to the questionnaire instrument

about the learning difficulties faced by international students.

 4

Table 2. Scoring of Answers Using the Likert Scale

Score
Alternative Answers s
Favorable (+) Unfavourable (-)
Very Often 5 1
Often 4 2
Sometimes 3 3
Rarely 2 4
Never 1 5

The following processes are followed in order to prepare the

instruments for study on the learning difficulties of international

students in Universitas Negeri Padang and Universitas Jambi.

a. A literature review is conducted first, and the concepts or variables

that will be researched later are examined, before research

instruments are created.

b. Creating an instrument grid based on the theory employed, starting

with a description of the study’s variables and ending with a

formulation in the form of specific statements.

c. Grouping a number of statement items according to the learning

difficulties and its aspects.

d. After that, create the directions for filling out the research

instrument in accordance with the statements that have already

been created. This will help the respondents fill out the instrument

correctly and avoid making mistakes later on.

e. Next, determine whether the items that will be generated later

represent the necessary indicators by looking at how well the

instrument statements and instrument grid fit together.

 5

f. Conduct a judgment (weighing) by the lecturer to determine

whether the instrument was successful in revealing the learning

difficulties of international students. The process of weighing the

instrument (judgment) is carried out with the aim of knowing

whether the instrument can express the learning difficulties of

international students. The weighing of instruments (judgment) in

this study was carried out by three lecturers, namely: Dr. Dina

Sukma, S. Psi, S. Pd., M. Pd., Dr. Puji Gusri Handayani, M.Pd.,

Kons., and Prof. Dr. Firman. MS. Kons. Based on the matter of

balancing the instrument (judgment), there were several items that

were deleted, replaced and clarified by the language editorial.

From the results of weighing the instrument (judgment), all of the

30 items of the instrument statement of learning difficulties of

international students can be used to process the data collection.

g. If the lecturer offers comments or feedback to the researcher after

the judgment has been made, it will be changed.

h. Administering the instrument to the research sample was started

from August 18, 2023 to August 20, 2023.

i. The operational definition’s indicators served as the foundation for

the research instrument utilized to assess the learning difficulties

faced by international students. The following table shows how

this research instrument’s lattice is constructed.

 6

Table 3. Instrument Grid (Likert Scale Grid)

Statement
Variable Aspects Indicator Favorable Unfavorabl Amount
e
(+)
(-)

1. Difficulty in 1,3,6,8,10, 2,4,5,7,9,

expressing 12
12 11
ideas
Learning Language
2. Difficulty in
Difficulties Barrier
understanding
of lectures
International
Students 3. Difficulty in
participating
in
discussions
4. Difficulty in
completing
assignments
5. Difficulty in
taking exams
6. Poor
Communication

1. Lack of teamwork 13,15,17, 14,16,18,19 8

Social Barrier 2. language differences 20
3. cultural differences
4. social isolation

1. Low interest in
learning
21,23,25,28, 22,24,26,27, 10
2. Lack of Engagement
Dissatisfaction of 30 29
lecturers 3. Poor teaching quality
4. Unapproachabl
e lecturers
5. Inadequate
feedback

Total 30
 7

2. Instrument Validity

a. Validity

The type of validity used in this study is construct validity. Construct

validity refers to the degree to which a measurement tool, such as a

questionnaire, survey, or test, accurately measures the theoretical construct or

concept it is intended to assess. It assesses the extent to which the scores

obtained from the measurement align with the theoretical ideas or

characteristics associated with the construct being measured (Bechtoldt,

1959). If an instrument in a study can accurately reveal data from the

variables to be studied, then the instrument is considered to be valid. Validity

itself demonstrates how well a measurement tool can capture the data we

ultimately wish to capture (Creswell, 2014). After the researcher got accepted

to research in UNP and UNJA, the researcher was assigned three judges who

would soon judge the research instrument. Firstly, the researcher made the

instrument and showed it to the judgers one-by-one. Then, the judgers

suggested the researcher to fix and change some points regarding the research

instrument. Thirdly, after the researcher got everything done, the judgers

would contribute the approval signatures as a proof that the instrument is

valid, and finally, the researcher could proceed the data collection process.
 8

F. Data collection technique

It is possible for researchers to leverage the approach or method

employed in data collecting to gather data (Creswell, 2014). In order to

gather data for this investigation, the researcher will later employ the

questionnaire. The questionnaire used in this study is a Google form

questionnaire. Questionnaires are used because they are able to reveal

more information much in a relatively short time at a lower cost compared

to other instruments.

G. Data analysis technique

These are the data analysis methods that were employed.

1. The descriptive analysis method

The information will be gathered, analyzed, and used to describe

the learning difficulties of international students in Universitas Negeri

Padang and Universitas Jambi. As a method for assessing the data that was

later obtained, Trochim and Donnelly’s (2008) formula for percentage data

analysis was employed. It is as follows:

P = 𝐹 × 100 %
𝑁

Formula: Classification for Percentage

Information:

P = Percentage answered

F = frequency of answers

N = Number of Respondents
 9

Additionally, the interval is determined in order to determine the

category for scoring. Using the formula suggested by Kline (2015), the

range of data or intervals will be determined as follows:

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

i nt e r v al k=
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝𝑠

96− 53
= 5

=9

Table 4. Scoring Category of Learning Difficulties of International Students

of UNP and UNJA

Categor Scor
y e
Very high ≥ 80
High 79-
71
Moderate 70-
62
Low 61-
53
Very low ≤ 52

a) Language Barrier Aspect

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙𝑘=
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝𝑠

60 − 12
= 5

= 10
 10

Table 5. Scoring Category of Language Barrier Aspect

Categor Score
y
Very high ≥ 50
High 49-40
Moderate 39-30
Low 29-20
Very low ≤ 19

b) Social Barrier Aspect

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙𝑘=
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝𝑠

40 − 8
= 5

=6

Table 6. Scoring Category of Social Barrier Aspect

Categor Score
y
Very high ≥ 34
High 33-28
Moderate 27-22
Low 21-16
Very low ≤ 15

c) Dissatisfaction of Lecturers Aspect

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒

𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙𝑘=
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝𝑠
 11
50 − 10
= 5

=8

Table 7. Scoring Category of Dissatisfaction of Lecturers Aspect

Categor Score
y
Very high ≥ 42
High 41-34
Moderate 33-26
Low 25-18
Very low ≤ 17

2. The Comparative Analysis Method (The Mann-Whitney U test)

The Mann Whitney U test can be used to determine whether two

independent groups were selected from the same population once at least

ordinal measurement was attained. When the researcher wants to avoid the

parametric t test’s assumptions or when the research’s measurement is

weaker than interval scaling, this is one of the most potent nonparametric

tests and a very helpful substitute.

Therefore, the formula for the Mann Whitney U test is as follows

(Sulaiman, 2003):

n1 (n1 +1)
U 1=n1 n2 + −R 1
2

or, equivalently,

n1 (n1 +1)
U 2=n1 n2 + −R 2
2

Information:
 12
𝑛1 = Number of Sample 1

𝑛2 = Number of Sample 2

𝑈1 = Total rating 1

𝑈2 = Total rating 2

𝑅1 = Number of ranks in the sample 𝑛1

𝑅2 = Number of ranks in the sample 𝑛2

For the completion of the Mann Whitney U test above, this study uses

the SPSS 25 program.

 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION

The description of Chapter IV includes a description of the data on the

learning difficulties experienced by international students at Universitas Negeri

Padang and Universitas Jambi as a result of a language barrier, a social barrier,

and a dissatisfaction with lecturers, as well as a discussion of the research findings

in light of the problems and goals of the study.

A. Data Description

The data are arranged in a table that describes the frequency or number of

respondent data grouped into categories that have been defined, based on the

findings of all research data gathered through administration of research

instruments.

1. Description of Research Data on Learning Difficulties of International

Students in Universitas Negeri Padang and Universitas Jambi

The results of international students’ learning difficulties at Universitas

Negeri Padang and Universitas Jambi are described in the paragraphs that

follow. The processed data was gathered from the results of the

administration of tests to international students at Universitas Negeri

Padang and Universitas Jambi who struggle with studying. The data on

learning difficulties as a whole came from a sample of 30 students at

Universitas Negeri Padang and Universitas Jambi. The information

regarding the learning difficulties experienced by international students at

Universitas Negeri Padang and Universitas Jambi is described below.

67
 14

Table 8. Description of Data for Learning Difficulties of International

Students in Universitas Negeri Padang and Universitas Jambi (N=30)

Category Interva F %
l
Very high ≥ 80 17 56.
7
High 79-71 4 13.
3
Moderate 70-62 6 20.
0
Low 61-53 3 10
Very low ≤ 52 0 0
Tot 30 10
al 0

The general level of learning problems of international students in

UNP and UNJA is known to be categorized as “Very high” as evidenced by

17, which is based on table 8. The percentage of international students who

report having “Very high” levels of learning difficulties is 56.7%.

Following that, 6 foreign students are classified as “Moderate” with a

proportion of (20%). Then, 3 international students are classified as having

“Low” level learning difficulties with a percentage of 10%, while 4

international students are classified as having “High” level learning

difficulties with a percentage of 13.3%. No international students are

classified as having “Very Low” level learning difficulties.

2. Description of Research Data on Learning Difficulties of International

Students based on language barrier, social barrier, and dissatisfaction
of lecturers
The following is a synopsis of the research data on learning difficulties

of international students based on the following aspects:

a. Language Barrier

Based on the research results obtained from the data of language

barrier aspect learning difficulty faced by international students which

 15
can be seen in table 9, as follows:

Table 9. Description of Learning Difficulties Data of international

students based on Language Barrier Aspect

Category Interva F %
l
Very high ≥ 39 1 3.3
High 38-30 15 50.
0
Moderate 29-21 11 36.
7
Low 20-12 3 10
Very low ≤ 11 0 0
Tot 30 10
al 0

Based on Table 9, it is known that 15 international students are

classified as having “High” level learning difficulties with the

percentage (50%) and that the learning difficulties of international

students in UNP and UNJA from the language aspect is in the “High”

category. Then, with a percentage (36.7%), 11 international students are

classified as having “moderate” learning difficulties. Then, only one

international student is classified as having “Very High” level learning

difficulties with a percentage (3.3%), followed by 3 international

students with “Low” level learning difficulties with a percentage (10%),

and none of the international students have “Very Low” level learning

difficulties with regard to the language aspect.

b. Social Barrier

Based on the research results obtained from the social barrier aspect

of learning difficulties of international students which can be seen in

table 10, as follows:

 16

Table 10. Description of Learning Difficulties Data of international

students based on Social Barrier Aspect

Category Interva F %
l
Very high ≥ 23 1 56.7
7
High 22-19 8 26.7
Moderate 19-16 3 10.0
Low 15-12 2 6.7
Very low ≤ 11 0 0
Tota 3 100
l 0

According to table 10, international students from UNP and UNJA

experience “Very high” levels of learning difficulties due to social

barrier. 17 international students are classified as having “very high”

level learning difficulties (56.7%), followed by 3 international students

having “moderate” level learning difficulties (10.0%), 8 international

students having “high” level learning difficulties (26.7%), and finally 2

international students having “low” level learning difficulties with the

percentage of (6.7%).

c. Dissatisfaction of lecturers

Based on the results of the study obtained from the aspect of

dissatisfaction of lecturers of learning difficulties of international

students which can be seen in table 11, as follows:

Table 11. Description of Learning Difficulties Data of international

students based on the Aspect of Dissatisfaction of Lecturers

Category Interva F %
 17
l
Very high ≥ 25 2 76.7
3
High 24-21 4 13.3
Moderate 20-17 1 3.3
Low 19-16 2 6.7
Very low ≤ 15 0 0
Tota 3 100
l 0

Based on table 11, it is known that international students at UNP

and UNJA experience “Very high” levels of learning difficulties in terms

of their dissatisfaction of lecturers. With a percentage of 13.3%, 4

international students are classified as having “High” level learning

difficulties, while 23 international students are classified as having “Very

high” level learning difficulties. Only 1 international student is classified

as having “Moderate” level learning difficulties with a percentage of

3.3%. The percentage (6.7%) that classifies 2 international students as

having “Low” level learning difficulties follows, while none of the

international students are classified as having “Very Low” levels of

dissatisfaction of lecturers.

3. Analysis of the differences of the learning difficulties of international

students in Universitas Negeri Padang and Universitas Jambi

Based on basic concepts about Mann-Whitney U test, if significance is

2-tailed ≤ 0.05, it is different and if significance is 2-tailed ≥ 0.05, then it is

not different.

Table 12. Mann-Whitney U test

Test Statisticsb

Score
Mann-Whitney U 80.000
Wilcoxon W 251.000
Z -1.186
Asymp. Sig. (2-tailed) .236
 18
Exact Sig. [2*(1-tailed Sig.)] .249a
a. Not corrected for ties.
b. Grouping Variable:
Student

Based on table 12, it indicates that the significance value can be

concluded as 0.236 ≥ 0.05, this means that there is no significant

difference in learning difficulties experienced by international students at

Universitas Negeri Padang and Universitas Jambi.

B. Discussion of Research Results

This section will discuss the analysis of the findings from the research

results that has been done regarding the comparative study of the learning

difficulties of international students in Universitas Negeri Padang and

Universitas Jambi.

1. Learning Difficulties of International Students

Based on the results of the research data analysis conducted obtained the

overall average score of the learning difficulties of international students in

Universitas Negeri Padang and Universitas Jambi is in the “Very high”

category (56.7%). International Students are having language difficulties and

interacting with their local classmates is a huge obstacle for them. They have

problems in having conversations in Indonesian language, due to that,

whenever they attend their classes in campus, they cannot communicate

with their local classmates and their lecturers. They also have problems

regarding with learning materials which are all in Indonesian language.

 19
Additionally, the international students who cannot speak Indonesian

language, face lack of social interaction. Some of them do not have friends or

peers to socialize with and they seem lonely and isolated due to lack of self-

confidence.

Moreover, they find it hard to reach out to the lecturers to ask for feedback

and any academic assistance. Some lecturers do not bother helping the

international students because they cannot contribute enough time to consult

the academic problems faced by international students.

2. Language Barrier, Social Barrier, and Dissatisfaction of Lecturers aspects

affecting the international students

a. Language Barrier

According to the results of data analysis conducted on research findings,

the percentage of international students who report having a “high” language

barrier, as indicated by 15 of them, is 50%. The fact that foreign students find

it challenging to comprehend lectures, reading materials, and assignments

that are provided in a language they do not speak is proof enough. This may

make it more difficult for them to comprehend difficult ideas, participate in

conversations, and do well on tests.

International students cannot understand learning materials because the

learning materials do not use English language content. The lecturers also do

not bother speaking bilingual (English and Indonesian) in class for

international students to understand the learning course effectively. As a

result, international students have obstacles in completing their assignments.

 20
The international students also cannot speak in Indonesian fluently and due to

that, they cannot communicate with their classmates and peers whenever they

have any class discussions. They also cannot speak confidently in any

occasions since they cannot understand Indonesian language. International

students also feel isolated because they struggle to communicate with their

classmates and lecturers because they feel like they do not belong or that they

are not valued members of the academic community.

International students also have fear of failure because they are not

confident in their language skills thus, they may worry about their ability to

succeed in their classes. They feel pressure to perform well to prove their

academic abilities which can exacerbate feelings of stress and anxiety.

b. Social Barrier

Based on the results of the analysis of the research data, it can be

concluded that there is a “Very high” level of social barriers faced by

international students, as evidenced by the percentage of 17 international

students (56.7%). International students find it difficult to adjust to

Indonesian social norms, traditions, and customs, for example, fashion style,

adjusting to social norms and etiquette, and so on. These distinctions may

cause miscommunications, discomfort, and a challenge in connecting with

local people. International students may find it difficult to strike up

conversations or share interests with local students because they have

different interests due to different cultures, which can make them feel alone.

They have lack of social support as well, for example, if they need help

with their assignments, reports, or even thesis, their peers are not there for

them to help due to lack of connections. International students feel inferior as

well because they have a constant thought that their Indonesian friends may
 21
gossip some bad things about them, thus results in staying away from their

Indonesian friends.

International students also experience loneliness because they have the

thought that they have to leave their homes to stay in a different country for

many years which makes them feel very lonely.

c. Dissatisfaction of Lecturers

According to the analysis of research data, 23 international students, or

76.7% of them, reported having “Very high” levels of dissatisfaction of

lecturers. This rating was based on the results of the study. The evidence

suggests that confusing instructions, particularly in assignments and

assessments, cause confusion for international students and have an adverse

effect on their capacity to complete academic obligations. Due to linguistic or

cultural limitations, lecturers could unintentionally miss international

students during class discussions.

International students may feel left out as a result, which will lower their

motivation to participate. Moreover, lecturers do not personalize their

teaching approach to suit the needs to international students and international

students find it challenging to keep up with the learning course, which leads

to frustration and dissatisfaction.

Lecturers also do not provide enough opportunities for international

students to interact with them outside of the classroom. This makes it difficult

for international students to seek clarification or feedback on their

assignments which results in lack of engagement and motivation. Lecturers

 22
appear unapproachable to international students which makes them difficult

to seek help or advice. This may be due to lack of connections with the

lecturers.

3. The differences of the learning difficulties of international students in

Universitas Negeri Padang and Universitas Jambi

The Mann-Whitney U test, also known as the Wilcoxon rank-sum test, is a

nonparametric statistical method used to compare two independent samples

and determine if their underlying population distributions are different

(MacFarland et al., 2016). Based on basic concepts about Mann-Whitney U

test, if significance is 2-tailed ≤ 0.05, it is different and if significance is 2-

tailed ≥ 0.05, then it is not different. According to Mann-Whitney U test and

based on the completed research, it can be concluded that there are no

differences between Universitas Negeri Padang and Universitas Jambi in the

degree of learning difficulties experienced by international students because

the significant value is determined to be 0.236 ≥ 0.05. The reason of this is

because according to the data that has been collected from the international

students from UNP and UNJA, it seems that their scoring categories of

learning difficulties are quite similar, thus they are experiencing similar

learning difficulties. UNP and UNJA have same learning culture and same

learning methods, which results in international students having a hard time

in their academic field.

 23
The local students from both universities only speak in Indonesian and the

learning materials are all made in Indonesian language making it challenging

for international students to understand the course materials. The local

students from both universities also have similar culture of fashion style,

social norms, and etiquette which results in international students to have

cultural shock.

When needed, the international students cannot find help regarding their

academic or social needs because their peers do not assist them due to lack of

frequent connections, thus resulting in loneliness and homesickness.

C. Implications of Guidance and Counseling Services

According to the study’s findings, there is no difference between

international students from Universitas Negeri Padang and Universitas Jambi

in terms of their learning difficulties. However, it is the counselor’s

responsibility to aid these international students with guidance and counselling

services. Guidance and counselling are attempts to help people, both

individually and in groups, so they can function freely and develop to their full

potential (Prayitno, 2004). The purpose of offering service assistance is to aid

overseas students who are struggling in their studies. Regarding counselling

and guidance services, which can be provided in the following ways:

1. Information Service

Information services are one category of counseling and guiding

services that offer information and awareness to people who require

different things in order to accomplish their goals (Prayitno, 2004).

 24
All international students are targeted by the provision of information

services. The purpose of this service is to assist international students with

their learning difficulties by providing knowledge and information on

learning issues, especially for those international students who experience

these difficulties.

Specifically, there will be three topics for each aspect. For the language

barrier aspect, the topic will be “Steps on how to learn Indonesian

language”, the social barrier aspect will be “Benefits of self-confidence to

communicate with peers” and for the aspect of dissatisfaction of lecturers

will be “Importance of making good relations with lecturers”.

2. Individual Counseling Service

Each counselor offers individuals who are experiencing issues tailored

counseling services. Individual counselling services, according to Prayitno

(2004), are advice and counseling given face-to-face by counselors to

clients with the intention of resolving client issues. In this study,

international students who experience learning difficulties can receive

individual counseling services. Counselors can support international

students in overcoming their learning difficulties through this one-on-one

counseling, and they can also give them guidance and inspiration to assist

them overcome the challenges they encounter. Individual counseling service

can help students who have low self-confidence, who are inferior to interact

with people, and who find it hard to learn Indonesian language.

 25
International students can have low motivation in learning because they

cannot follow Indonesian learning materials and they have lack of

engagement with their lecturers. Due to that, they have fear of failure in

academic exams and they feel like they are not valued enough to gain

opportunities to meet with their lecturers. Because of these issues, individual

counseling service is highly needed.

3. Group Guidance Service

Using group guidance service to elicit knowledge, understanding, and

problem-solving from group members is one method of providing advice

and counseling to a group of individuals (Prayitno, 2004). International

students might realize there are other students like them and that they are not

alone by participating in group guidance service. Additionally, they can

learn to interact with others and become brave enough to face any

challenges that may come their way. For the language barrier aspect, the

topic can be “How to learn basic Indonesian language”. For the social

barrier aspect, the topic will be “How to raise self-confidence to interact

with peers”. For the aspect of dissatisfaction of lecturers, the topic will be

“How to make good relations with lecturers”.

 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the results of this study, which involved statistical analysis and

Mann-Whitney U tests that were conducted and examined before being used

to the discussion, it can be said that:

1. The learning difficulties of international students is seen from the

language barrier aspect, social barrier aspect, and the aspect of

dissatisfaction of lecturers which are in the “very high” category with an

average percentage score of 56.7. Even so, there are a few international

students who face learning difficulties in the “high” category and

“moderate” category. To summarize, the learning difficulties of

international students tend to be in the “very high” category.

2. Since the significance value for the Mann-Whitney U test is 0.236 ≥ 0.05,

it may be stated that there are no differences in the learning difficulties of

international students because the language, culture and the overall

academic and social environment of UNP and UNJA are practically same,

thus resulting in same learning difficulties. Therefore, it can be concluded

that the international students from Universitas Negeri Padang and

Universitas Jambi experience similar learning difficulties.

B. Suggestion
There are certain recommendations that can be made as follow-up in this

study based on the findings of the research, the discussion, and the conclusions

that have been made. Following are some ideas that can be put forth:

80
 81

1. For Counselors

According to the study’s findings, international students at Universitas

Negeri Padang and Universitas Jambi experience comparable learning

challenges. It is therefore hoped that the counselor will be able to assist

international students who have learning difficulties that are considered to

be very high by creating a counseling programme related to the learning

difficulties. Counselors should also work with parents and other school

authorities to assist international students who are in need.

2. For Future Researchers

Similar study needs to be conducted but with a broader focus in order to

advance knowledge, develop abilities, and provide perspective. For

example, students can do qualitative research method to dig a deeper

problem of learning difficulties of international students by having

interview sessions with at least 5 international students who are attending

any Indonesian universities.

3. For University

Universitas Negeri Padang, Universitas Jambi and all the universities

in Indonesia should improve their learning materials by preserving English

learning materials. Lecturers should have direct access to international

students who are in need of academic assistance due to lack of Indonesian

language expertise and miscommunications in any academic information.

 28

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 43

Attachment 1: Research Instrument

THE LEARNING DIFFICULTIES OF INTERNATIONAL

STUDENTS IN UNIVERSITAS NEGERI PADANG AND
UNIVERSITAS JAMBI AND ITS IMPLICATION OF THE
ROLE OF GUIDANCE AND COUNSELING

RESEARCH INSTRUMENT

to partially fulfill the requirements of obtaining

Bachelor of Education degree

Supervisor
Dr. Zadrian Ardi, M.Pd., Cons.

By
PHYU SIN

YADANAR THEIN NIM.

19006243/2019

DEPARTMENT OF GUIDANCE AND COUNSELING

FACULTY OF EDUCATION
UNIVERSITAS NEGERI PADANG
2023
 44

Introduction to Research Instruments

Assalamualaikum warahmatullahi wabarakatuh, I hope that everybody is

all in good health and successful in studies. First, let me introduce myself, Phyu
Sin Yadanar Thein, a Bachelor degree student of Guidance and Counseling major
at Padang State University. Furthermore, on this occasion, I hope that everybody
will take the time to complete this instrument.

This instrument is not a test or examination, so it will not affect your

learning scores in any subject. Therefore, please feel free to fill out this instrument
according to the actual situation, with full honesty, and not look at the answers of
friends. You do not need to worry, all information obtained through this
instrument will be kept confidential.

I thank all of you for your help and willingness to give me the time to
complete this instrument.
 45

A. International student Likert scale instrument grid

Statement
Variable Aspects Indicator Favorable Unfavorable Amount
(+) (-)

1. Difficulty 1,3,6,8,10,
in expressing 2,4,5,7,9, 12
ideas 12 11
Learning 2. Difficulty in
Difficulties of Languag understanding
International e lectures
Students Barrier
3. Difficulty in
participating in
discussions
4. Difficulty in completing
assignments
5. Difficulty in taking
exams
6. Poor
Communication

1. Lack of teamwork 13,15,17,2 14,16,18,19 8

2. language differences 0
Social Barrier
3. cultural differences
4. social isolation
 46

1. Low interest in 21,23,25,2 22,24,26,27, 1

learning 8, 0
Dissatisfaction 29
of lecturers 2. Lack of Engagement 30

3. Poor teaching quality

4. unapproachable
lecturers
5. inadequate feedback

Total 3
0
 47

General Instructions for Filling Instruments

A. Introduction
The research instrument consisted of statements relating to
international students facing learning difficulties which consist of three
aspects such as language barrier, social barrier and dissatisfaction of
lecturers in everyday life. You are asked to put a tick (√) on the answer to
the question that you considered most appropriate to your condition.

B. Research Guide

1. Fill in your identity first.

2. Below are several statement items regarding the learning difficulties of

international students which are language barrier, social barrier and
dissatisfaction of lecturers.

3. You are asked to fill out this instrument statement by placing a tick (√)
in the alternative answer column provided in accordance with the facts.

4. Choose the answer provided as follows:

a. Very Often, if you carry out activities according to the statement with a
frequency of occurrence between 81% and 100%.

b. Often, if you carry out activities according to the statement with a

frequency of occurrence between 61% and 80%.

c. Sometimes, if you carry out activities according to the statement with a

frequency of occurrence between 41% and 60%.

d. Rarely, if you carry out activities according to the statement with a

frequency of occurrence between 21% and 40%.

e. Never, if you carry out activities according to the statement with a

frequency of occurrence between 0% and 20%.

5. Read each statement carefully.

 48

Example:

Alternative Answers
NO Statement Very Often Sometim Rarely Never
es
Often
1 I √

have
problem
s in
expressi
ng my

ideas
during
class
discussio
ns
(+).

Based on the example above, you shall put a check mark (√) on the
“Often” alternative answer, meaning that the statement above “I have
problems in expressing my ideas during class discussions” corresponds to
your situation. Do it carefully and thoroughly, don’t leave any statement
items that are missed or unanswered. The answer that you give will be
very useful in this research.
 49

International Students Questionnaire

Name: ………………………………
Age: ……………………………........
Semester: ……………………………
University: …………………………...
Gender: Male/Female (strike one out)
Nationality: …………………………...
Day/Date...............................................2023

N Statements Alternative Answers

o Ver Ofte Sometim Rarel Nev
y n es y er
Oft
en
Language Barrier
Difficulty in expressing ideas
1. I have problems in
expressing my ideas during
class discussions (+).
2. I actively seek
opportunities to improve
my proficiency in
expressing ideas in
Indonesian language (-).
Difficulty in understanding Lectures
3. I find it challenging to
understand lectures
delivered in Indonesian
language (+).
4. I feel comfortable in
actively participating in
class
discussions conducted in
Indonesian language (-).
Difficulty in participating in discussions
5. I feel
comfortable
participating in discussions
conducted in Indonesian
language (-).
6. I barely participate in
discussions conducted in
Indonesian language (+).
Difficulty in completing assignments
 50

7. I feel confident in
completing
 51

assignments that require

using Indonesian language
(-).
8. I encounter difficulties in
understanding assignment
instructions written in
Indonesian language (+).
Difficulty in taking exams
9. I feel confident in taking
exams that are conducted in
Indonesian language (-).
1 I face difficulties in
0. understanding exam
questions written in
Indonesian language (+).
Poor Communication
1 I feel confident in
1. communicating effectively
in
Indonesian language (-).
1 I fail to understand to
2. conversations in Indonesian
language (+).
Social Barrier
Lack of teamwork
1 I have experienced a lack
3. of teamwork with other
students
in my academic pursuits (+).
1 I actively participate in
4. team activities (-).
Language differences
1 Language differences have
5. been a significant challenge
for me as an international
student (+).
1 I am confident in
6. communicating effectively
in a language different from
my native language (-).
Cultural differences
1 I find it challenging to
7. adapt to the cultural
practices (+).
1 I participate in cultural
8. events organized by the
university (-
).
Social Isolation
1 I interact with any
 52

9. students
 53

outside of academic
settings (-).
2 I feel lonely as
0. an international student
(+).
Dissatisfaction of lecturers
Low interest in learning
2 I am not interested in
1. specific courses particularly
irrelevant to my academic
goals (+).
2 I am enthusiastic in
2. learning
courses even if it's not
related to my academic
goals (-).
Lack of engagement
2 My lecturers are
3. inaccessible to my
academic needs (+).
2 There are opportunities for
4. meaningful discussions with
my lecturers (-).
Poor teaching quality
2 I encounter challenges
5. related to the teaching
quality of lecturers (+).
2 My lecturers effectively
6. communicate the course
material (-).
Unapproachable lecturers
2 I approach my lecturers for
7. academic assistance (-).
2 I encounter challenges in
8. approaching my lecturers
(+).
Inadequate feedback
2 My lecturers provide timely
9. feedback on examinations
(-).
3 My lecturers are
0. inaccessible for further
discussion on the feedback
provided (+).
 54

Attachment 2: International Student Respondents from UNP and UNJA

55
56
57
58
59
60
 61

Attachment 3: Total Descriptive Results According to Respondents

62
 63

Attachment 4: Total Descriptive Results based on three aspects according to

respondents
64
65
 66

Attachment 5: Google form

https://docs.google.com/forms/d/1Vyqx9HJk3qGDLHweb_w7c9DiwGHG6G2S1
hazDF9MJBI/edit#responses
 67

Attachment 6: Validation Letter from Universitas Negeri Padang

 68

Attachment 7: Validation Letter from Universitas Jambi