Challenges in International Service Learning

Laela Hikmah Nurbatra

Abstract


Benjamin Franklin said: “Tell me and I forget. Teach me and I remember. Involve me and I learn”. His statement emphasize the importance of involving students in their learning experience. International Service Learning, therefore, is regarded as a shift from traditional educational approach, which values the learning in a more meaningful way. With a real world experience, students in International Service Learning is argued to perform better, in their social, interpersonal, and intrapersonal skills (Cook-Sather, 2002; Larsen & Searle, 2017; Pratt & Danyluk, 2017, Carnicelli & Boluk, 2017 ). However, although international service learning has been conducted with adequate preparation, some issues are still identified (Darby, Ward-johnson, & Cobb, 2016; Larsen & Searle, 2017). In accordance to that, this paper highlights the challenges in the ISL program which administered by Faculty of Teacher Training and Education, University of Muhammadiyah Malang in qualitative method. In doing so, ten students involved in ISL program conducted in Thailand were selected as the research participants. In the results, the paper identify the challenges in three phase, namely pre-departure, during the implementation, and post-program. Furthermore, the paper provides the way to cope those challenges on each phase.

Full Text:

PDF

References


Barrera, D., Willner, L. N., & Kukahiko, K. (2017). Assessing the Development of an Emerging Critical Consciousness through Service Learning. Journal of Critical Thought and Praxis, 6(3), 17–35.

Brail, S. (2016). Quantifying the Value of Service-Learning : A Comparison of Grade Achievement Between Service-Learning and Non-Service-Learning Students. International Journal of Teaching and Learning in Higher Education, 28(2), 148–157.

Carnicelli, S., & Boluk, K. (2017). Leisure , Sport & Tourism Education The promotion of social justice : Service learning for transformative education. Journal of Hospitality, Leisure, Sport & Tourism Education, (December 2015), 0–1. https://doi.org/10.1016/j.jhlste.2017.01.003

Cook-Sather, A. (2002). Authorizing Students ’ Perspectives : Toward Trust , Dialogue , and Change in Education. Educational Researcher, 31(4), 3–14.

Darby, A. N., Ward-johnson, F., & Cobb, T. (2016). The Unrecognized Co-Educator In Academic Service-Learning: Community Partners’ Perspectives On College Students Serving Diverse Client Populations. Partnerships: A Journal of Service-Learning & Civic Engagement, 7(1).

Dewey, J. (1916). Democracy and Education. New York: Macmillan.

González-Carriedo, R., López De Nava, J., & Salas Martínez, M. (2017). International student teaching: A transformational experience. Journal of International Students, 7(3), 841–855. https://doi.org/10.5281/zenodo.570037

Hsu, L. (2017). Mind the Gap: Exploring Hospitality Teachers’ and Student Interns’ Perception of Using Virtual Communities for Maintaining Connectedness in Internship. Journal of Education and Training, 4(1), 88. https://doi.org/10.5296/jet.v4i1.10933

Kricsfalusy, V., Zecevic, A., Assanand, S., Bigelow, A., & Gaudet, M. (2016). The Frontiers of Service-Learning at Canadian Universities. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 2(2).

Krishnan, L. A., Masters, C., & Wang, C. (2017). Structured Study Abroad Enhances Intercultural Competence, 1(1).

Larsen, M. A., & Searle, M. J. (2017). International service learning and critical global citizenship : A cross- case study of a Canadian teacher education alternative practicum. Teaching and Teacher Education, 63, 196–205. https://doi.org/10.1016/j.tate.2016.12.011

Mansker, V., Fulks, R., Peters, B., Curtner, R. M., Fulks, R., Peters, B., & Curtner, R. M. (2010). Learning by Doing : A Case Study of Hospitality Students ’ Learning Experience via Service Learning / Hands-on Experience, (2016).

McElwain, A., Finnegan, V., Whittaker, A., Kerpelman, J., Adler-Baeder, F., & Duke, A. (2016). Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education. Evaluation and Program Planning, 58, 116–124. https://doi.org/10.1016/j.evalprogplan.2016.06.002

Pratt, Y. P., & Danyluk, P. J. (2017). Learning What Schooling Left Out : Making an Indigenous Case for Critical Service-Learning and Reconciliatory Pedagogy within Teacher Education. Canadian Journal of Education / Revue Canadienne de l’éducation, 40(1), 1–29.

Riley, T., & Douglas, S. R. (2016). The Multicultural Café : Enhancing Authentic Interaction for Adult English Language Learners Through Service Learning, 34(11), 25–50.

Schreiner, M. B. (2016). Service-Learning and Disability Simulations : Comparing Their Infl uence on Candidate Teaching Dispositions. International Journal of Research on Service Learning in Teacher Education, 4, 1–8.

Sivalingam, P., & Yunus, M. M. (2017). NURTURING 21 ST CENTURY SKILLS THROUGH SERVICE LEARNING : FROM ISOLATION TO CONNECTION. PEOPLE: International Journal of Social Sciences, 3(1), 346–356. https://doi.org/DOI-https://dx.doi.org/10.20319/pijss.2017.31.346356

Smolcic, E., & Katunich, J. (2017). Teachers crossing borders : A review of the research into cultural immersion fi eld experience for teachers. Teaching and Teacher Education, 62, 47–59. https://doi.org/10.1016/j.tate.2016.11.002

Weber, S. (2017). The Impact of Service Learning on Pre-service Teachers Preconceptions of Urban Education. Journal of Inquiry & Action in Education, 8(2), 21–33.




DOI: http://dx.doi.org/10.24042/ee-jtbi.v11i1.2675



English Education: Jurnal Tadris Bahasa Inggris, UIN Raden Intan Lampung is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. pISSN: 2083-6003, eISSN: 2580-1449.