CULTURE SHOCK AND ACADEMIC CULTURE SHOCK EXPERIENCED BY SATYA WACANA CHRISTIAN UNIVERSITY STUDENTS FROM SOE THESIS Submitted in Partial Fulfillment Of the Requirements for the degree of Sarjana Pendidikan Meilani Ndaomanu 112006078 ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2011
CULTURE SHOCK AND ACADEMIC CULTURE SHOCK EXPERIENCED BY SATYA WACANA CHRISTIAN UNIVERSITY STUDENTS FROM SOE THESIS Submitted in Partial Fulfillment Of the Requirements for the degree of Sarjana Pendidikan Meilani Ndaomanu 112006078 Approved by: Hendro S. Husada, M.A Supervisor Christian Rudianto, M. Aplling Examiner ii
COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and belief, this contains no material previously published or written by any other person excepted where due reference is made in the text. Copyright@2011. Meilani Ndaomanu and Hendro Setiawan Husada, M.A. All right reserved. No part of this thesis may be produced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga. Meilani Ndaomanu: iii
ACKNOWLEDGEMENTS Praise and glory to The Heavenly Father and Jesus Christ, who has guided me through all of my life and given me everything that I need until the completion of this thesis writing. I wish to extend my appreciation to the following persons. First of all, I would like to express my deepest gratitude to my beloved family (parents, Erwin Ndaomanu and Meliani Tjandri, grandparents, uncles and aunties, my brothers and sisters, Kiki, Fonny, Nita, Stanley, Dian, Delfy and Selvi). Thank you for everything you have given me spiritually and financially. A tremendous amount of appreciation goes to Pak Hendro as the supervisor and Pak Christian Rudianto as the second reader who has been guided me patiently throughout the process of writing this thesis. Thank you for all comments, critics and supports. Thank you for keeping me working during my stressed time and giving encouragement to struggle. I would also like to extend my appreciation to all the lecturers at the English Department. Thanks for millions of knowledge, supports, patience and experiences that you have shared to us. I would also like to express my gratitude to Mr. Chang Gi Kim and all of my friends in Persekutuan EnKristo (Vian, Jack, Kak Evy, Milan, etc.). Thanks for all of your supports and prayers. God bless you all. Finally, I am particularly grateful to my dearest friends, Ira, Mevy, Marlen, kak Ofin and kak Tri. Thank you so much for being good friends when my life seemed to up and down. Thank you so much, guys. iv
TABLE OF CONTENTS TITLE PAGE OF APPROVAL. COPYRIGHT STATEMENT.. ACKNOWLEDGEMENTS TABLE OF CONTENTS. ABSTRACT. i ii iii iv v viii CHAPTER I INTRODUCTION 1 A. BACKGROUND OF THE STUDY 1 B. STATEMENT OF THE PROBLEM 4 C. REASEARCH QUESTION. 4 D. OBJECTIVES OF THE STUDY. 5 E. SCOPE OF THE STUDY 5 F. SIGNIFICANCE OF THE STUDY. 5 G. DEFENITION OF TERM 6 CHAPTER II REVIEW OF LITERATURE.. 7 A. CULTURE SHOCK. 7 B. ACADEMIC CULTURE SHOCK 8 CHAPTER III METHODOLOGY 14 A. TYPES OF RESEARCH.. 14 B. PARTICIPANTS.. 14 C. INSTRUMENTS 14 D. DATA ANALYSIS 15 v
E. PROCEDURES 16 CHAPTER IV DATA ANALYSIS.. 17 CHAPTER V CONCLUSION 31 REFERENCES 35 APPENDIX 38 vi
LIST OF FIGURES Figure 1 Figure 2 Categories of problems caused culture shock 17 Categories of problems caused academic culture shock 24 vii
ABSTRACT This study aimed to find out what kind of culture shock and academic culture shock experienced by Satya Wacana Christian University students (SWCU). The participants of this study were 70 students who come from Soe. The data of this research were collected from a 30 question questionnaire that adapted from Levine and Mara (1993), Hu (2008) and Kathleen (2006) and was used to measure the culture shock academic culture shock. The result of this study shows that the students experienced culture shock. Place ranked the highest (87,12%) followed by language (63,57%). On the third place was physical appearance (43,55%), and the last was supports and food (37,14%). They also experienced academic culture shock because of the difference of students-teacher relationship (68,60%), the use of technology (65,35%), learning style (44,67%), teaching methodology and curriculum (26,77%). viii