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Cultural Adaptation to Students Recipienting the Indonesian International Student Mobility Awards (IISMA) University of North Sumatra

Introduction

The Indonesian International Student Mobility Awards (IISMA) is a prestigious scholarship program that provides opportunities for students from around the world to study at the University of North Sumatra. However, adapting to a new culture and environment can be a challenging experience for international students. This study aims to explore the stages of cultural adaptation traversed by students receiving IISMA scholarships at the University of North Sumatra, as well as the obstacles encountered and their efforts to overcome the problem.

Background

Cultural adaptation is a complex process that involves the interaction between individuals and their new cultural environment. It is a crucial aspect of international students' experiences, as it can affect their academic performance, social relationships, and overall well-being. The theory of cultural adaptation was first proposed by Kalervo Oberg and later developed by Young Yun Kim, who identified three stages of cultural adaptation: orientation, adjustment, and integration.

Methodology

This study employed a descriptive qualitative research method, which involved in-depth interviews with six students who received IISMA scholarships at the University of North Sumatra. The sampling technique used was purposive sampling, where the researcher selected participants based on their relevance to the study. The data was collected through in-depth interviews, which were then analyzed using data reduction, data presentation, and drawing conclusions.

Cultural Adaptation Analysis

Cultural adaptation is a complex process that involves several phases. Based on this study, students receiving the IISMA scholarship experience phases that include orientation, adjustment, and integration into new cultures. Each phase has different characteristics.

Orientation Phase

The orientation phase is the initial stage where new students arrive in a new environment, often accompanied by admiration, but also confusion. In this phase, they begin to adapt to new environments, both in terms of language, social norms, and culture. Students may experience culture shock, which can be a challenging experience. However, this phase is also an opportunity for students to learn and adapt to new cultural norms.

Adjustment Phase

The adjustment phase involves students who begin to interact more intensely with the surrounding community and develop social networks. However, in this phase, there are also various obstacles, such as language difficulties and differences in social norms that can trigger feelings of alienation or isolation. Therefore, it is essential for students to find solutions, such as joining local communities or activities that support social interaction.

Integration Phase

The last phase is integration, where students can combine new cultural elements into their own identity without losing the cultural roots of origin. At this stage, support from educational institutions and social environments is very important to help students feel accepted and reduce anxiety.

Conclusion

This study shows that students receiving IISMA scholarships at the University of North Sumatra face various challenges in the process of cultural adaptation. Through a deep understanding of the adaptation phase and obstacles encountered, educational institutions can be better in providing support needed by international students. Efforts to overcome culture shock and building strong social relations are very important in creating positive and beneficial learning experiences for students. Thus, this research provides valuable insights for the development of programs that support international students in adapting to new cultures.

Recommendations

Based on the findings of this study, the following recommendations are made:

Educational institutions should provide support and resources to help international students adapt to new cultural environments.
Students should be encouraged to join local communities and participate in activities that support social interaction.
Educational institutions should develop programs that support international students in overcoming culture shock and building strong social relations.
Students should be encouraged to maintain their cultural roots and identity while adapting to new cultural norms.

Limitations

This study has several limitations, including:

The sample size was small, consisting of only six students.
The study was conducted at a single university, which may limit the generalizability of the findings.
The study only explored the experiences of students receiving IISMA scholarships, which may not be representative of all international students.

Future Research Directions

Future research should aim to explore the experiences of international students in different cultural contexts. Additionally, research should focus on developing programs and strategies that support international students in adapting to new cultural environments.

References

Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments. Practical Anthropology, 7(4), 177-182.
Kim, Y. Y. (1988). Communication and cross-cultural adaptation: An integrative theory. International Journal of Intercultural Relations, 12(2), 129-155.

Appendix

The appendix includes the interview protocol used in this study, as well as the informed consent form signed by the participants.
Frequently Asked Questions (FAQs) about Cultural Adaptation to Students Recipienting the Indonesian International Student Mobility Awards (IISMA) University of North Sumatra

Q: What is cultural adaptation, and why is it important for international students?

A: Cultural adaptation refers to the process of adjusting to a new cultural environment, which is essential for international students to succeed academically and socially. It involves learning new cultural norms, values, and behaviors, as well as adapting to new social relationships and environments.

Q: What are the stages of cultural adaptation, and how do they relate to international students?

A: The stages of cultural adaptation, as proposed by Kalervo Oberg and developed by Young Yun Kim, include orientation, adjustment, and integration. International students typically experience these stages as they adapt to a new cultural environment.

Orientation phase: This is the initial stage where international students arrive in a new environment, often accompanied by admiration, but also confusion.
Adjustment phase: This phase involves international students who begin to interact more intensely with the surrounding community and develop social networks.
Integration phase: This is the last phase where international students can combine new cultural elements into their own identity without losing the cultural roots of origin.

Q: What are some common challenges faced by international students during the cultural adaptation process?

A: International students may experience various challenges during the cultural adaptation process, including:

Language difficulties: International students may struggle to communicate effectively in the host country's language.
Cultural shock: International students may experience culture shock, which can be a challenging experience.
Social isolation: International students may feel isolated or disconnected from their new social environment.
Academic challenges: International students may struggle to adapt to new academic requirements and expectations.

Q: How can educational institutions support international students during the cultural adaptation process?

A: Educational institutions can support international students during the cultural adaptation process by:

Providing language support: Offering language classes or language support services to help international students improve their language skills.
Cultural orientation programs: Providing cultural orientation programs to help international students understand the host country's culture and customs.
Social support services: Offering social support services, such as counseling or mentorship programs, to help international students build social relationships and networks.
Academic support services: Providing academic support services, such as academic advising or tutoring, to help international students adapt to new academic requirements and expectations.

Q: What are some strategies that international students can use to overcome cultural adaptation challenges?

A: International students can use the following strategies to overcome cultural adaptation challenges:

Joining local communities: Joining local communities or clubs to build social relationships and networks.
Participating in cultural activities: Participating in cultural activities, such as language classes or cultural events, to learn more about the host country's culture and customs.
Seeking support from peers: Seeking support from peers or classmates who may be experiencing similar challenges.
Seeking support from educational institutions: Seeking support from educational institutions, such as academic advisors or counseling services.

Q: What are some recommendations for educational institutions to support international students during the cultural adaptation process?

A: Educational institutions can support international students during the cultural adaptation process by:

Developing cultural orientation programs: Developing cultural orientation programs to help international students understand the host country's culture and customs.
Providing language support services: Providing language support services, such as language classes or language support services, to help international students improve their language skills.
Offering social support services: Offering social support services, such as counseling or mentorship programs, to help international students build social relationships and networks.
Providing academic support services: Providing academic support services, such as academic advising or tutoring, to help international students adapt to new academic requirements and expectations.

Q: What are some future research directions for cultural adaptation studies?

A: Future research directions for cultural adaptation studies may include:

Exploring the experiences of international students in different cultural contexts: Investigating the experiences of international students in different cultural contexts to gain a deeper understanding of the cultural adaptation process.
Developing programs and strategies to support international students: Developing programs and strategies to support international students during the cultural adaptation process.
Investigating the impact of cultural adaptation on academic performance: Investigating the impact of cultural adaptation on academic performance to better understand the relationship between cultural adaptation and academic success.