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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Datokarama English Education Journal (deejournal)
Siti Nur'aini
Universitas PGRI Semarang
Humanities Education Languange, Linguistic, Communication & Media Other

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Cross-Cultural Adaptation of Darmasiswa International Students in Central Java Indonesia Nuning Zaidah; Laily Nur Affini; Ajeng Setyorini; Siti Nur'Aini
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 13, No 2 (2023)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.13.2.2023.189-203

Abstract

The research probed the cross-cultural adaptation of international students who participated in the Darmasiswa program in Indonesia. They have various cultural backgrounds; they lived in Java and interacted with Javanese cultures. The Darmasiswa students’ varied experiences brought particular attention to their competence to adapt to a host country. This study aims to discover how Darmasiswa students overcome the assimilation process, embrace the psychological elements of intercultural communication, and how they handle the adaptation process. It also seeks to discover the efforts to make this program successful and recognise how the participants deal with the challenges of adapting to the local culture. This study used a descriptive qualitative method and employed an in-depth interview to approach the research participants. The participants came from Myanmar, Japan, Singapore, India, Hungaria, Timor Leste, and Thailand. They joined the Darmasiswa program in 2019 to study and learn bahasa Indonesia, the arts, and the cultures. They studied at four universities in Semarang for one year in Central Java Province, Indonesia. Findings showed that the Darmasiswa students’ adaptation and interaction processes were varied. The culture shock experienced by the students were influenced by their family value from their home countries. Internal and external factors played an essential role in influencing the success of the Darmasiswa students’ adaptation. The factors include; communication system, symbolic interaction, social life, personal mindset, the host society's motivation, and the Darmasiswa students’ involvement with the host country’s cultural activities. Those factors affected the students' adaptation levels and learning achievement in the program.
Pedagogical Practices in Teaching Cohesive Devices in EFL Writing Courses: A Case Study at Fezzan University Ali Abdullah Ahmad Albayyan; Siti Nur'aini; Arso Setyaji; Amnnah Abdulwahhab
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.160

Abstract

Academic writing remains a challenge for university-level EFL learners, particularly in producing coherent texts through the effective use of cohesive devices. In the Libyan EFL context, previous studies have mainly examined cohesion errors in students’ writing, while limited attention has been given to the pedagogical and curricular practices that shape students’ use of cohesive devices. This study investigates how cohesive devices are taught within the writing curriculum of the English Department at Fezzan University. Using a descriptive qualitative case study design, the study involved syllabus analysis of five writing courses, questionnaires administered to 20 undergraduate students, and semi-structured interviews with five writing lecturers. The analysis was guided by Renandya et al.’s (2021) “Bridging the Reading–Writing Gap” framework to examine reading-writing integration across curriculum, teaching practices, and student learning experiences. The findings revealed that although the writing courses follow a logical progression from sentence-level writing to advanced academic writing, cohesive devices are mostly addressed implicitly rather than through systematic discourse-level instruction. Lecturers primarily emphasized grammar and vocabulary, while cohesion was treated as a secondary skill acquired through writing practice. The study suggests that integrating reading and writing instruction with explicit teaching of cohesive devices may better support students’ academic writing development.
Co-Authors Ajeng Setyorini Ali Abdullah Ahmad Albayyan Amnnah Abdulwahhab Arso Setyaji Laily Nur Affini Nuning Zaidah