AWAY FROM HOME AS UNIVERSITY STUDENTS: ENGLISH DEPARTMENT

STUDENTS CHALLENGES IN LEARNING ENGLISH AT UNIVERSITY

LEVEL

THESIS
Submitted as Partial Fulfillment for the Requirements to Obtain the Degree of
Sarjana Pendidikan in English Education Program

Written by:
GENI RISKI PITRISIA
A1B210022

ENGLISH STUDY PROGRAM

LANGUAGE AND ART EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITYOF JAMBI
2014

APPROVAL
This thesis is entitled Away From Home as University Students: English
Department Students Challenges in Learning English at University Level by
Geni Riski Pitrisia, students number, A1B210022 has been corrected and
approved to be examined in front of the board of examiners.

Jambi,

2014

The First Supervisor

AmirulMukminin, S.Pd., M.Sc., Ph.D.

NIP 197501172003121003

Jambi,

2014

The Second Supervisor

NelyArif, S.Pd.,M.Pd.
NIP 197904282008012013

LETTER OF RATIFICATION
This thesis is entitled Away From Home as University Students: English
Department Students Challenges in Learning English at University Level written by
Geni Riski Pitrisia, A1B210022, has been defended in front of the board of examiners at
11 August 2014 and was declared acceptable.
The Board of Examiners
1. Amirul Mukminin, S.Pd., M.Sc., Ph.D.

(Chair Person)

1. _________

2. Nely Arif, S.Pd., M.Pd.

NIP 197904282008012013

(Secretary)

2. _________

3. Nyimas Triana, S.Pd., M.Ed., st.

NIP 197410022001122001

(Main Examiner)

3. __________

4. Reni Heryanti, S.S., M.Hum.

NIP 196903211997022001

(Examiner)

4. __________

5. Raden Muhammad Ali, S.Pd., M.Pd.

NIP 19740717200604 1003

(Examiner)

5. __________

NIP 197501172003121003

Jambi,

2014

Approved by
The Dean of FKIP
University of Jambi

The Head of
Language and Arts Department

Prof. Dr. M. Rusdi, S.Pd., M.Sc.

NIP 19701231 199403 1 005

Dra. Hj. Yusra D., M.Pd.

NIP 19631024 198803 2 001

DECLARATION OF ORIGINALITY
I, Geni Riski Pitrisia, A1B210022, clarify that this thesis is my own work
and has not been submitted in any form for another degree or diploma at my
university or other institute or tertiary education. Information derived from
published and unpublished work of others has acknowledged in the text and
the list of references is given in the bibliography.

Jambi,

Geni Riski Pitrisia

A1B210022

2014

MOTTO

Intelligence is not the determinant of success, but hard work is the real
determinant of your success
To get a success, your courage must be greater than you fear

Berbuatbaiklah dan lihat apa yang akan terjadi

(My brother, Heri Kiswanto, 10 July 2014)

Learn from yesterday, live for today, hope for tomorrow. The important thing is not to
stop questioning
(Albert Einstein)

DEDICATION

This thesis is dedicated to my beloved family:

Nazaruddin, S.Ag, the best father ever
Harnida, the most important woman in my life
Pirma Satria,S.Pd, the beloved older brother
Heri Kiswanto, SP, the best younger brother that God sends to me

ABSTRACT
Geni Riski Pitrisia. 2014. Away From Home as University Students: English
Department Students Challenges in Learning English at University
Level. Thesis. English Study Program. Faculty of Teacher Training
and Education of Jambi University in Academic Year 2013/2014.
The first supervisor is Amirul Mukminin, S. Pd, M,Sc, Ph.D. The
second supervisor is Nely Arif, S.Pd, M.Pd.
Key words: Students challenges, academic and non academic challenges,
students living in rented or boarding house, case study.
This qualitative case study aimed to get deeper understanding and to
get rich information about English department students challenges in learning
English at one public university in Jambi for students who live away from home
and parents and stay in rented/boarding house. The researcher only explored the
English department students challenges in learning English at university level
and how they deal with those challenges. There were nine participants in this
study which consist of English department students in fourth semester who live
in rented/boarding house. The study was designed as a qualitative case study and
data in this study were collected through demographic questionnaire and
interview. There were five major themes about English department students
challenges in learning English as a student who live in rented/boarding house:
students experiences about having many tasks and managing many things to
live independently, parental factors for students who live away from parents and
stay in rented/boarding house in learning English at university level; academic
challenges for students who live in rented/boarding house in learning English at
university level; non academic challenges for students who live in
rented/boarding house in learning English at university level and students
strategies in dealing with those challenges. The results revealed that students
who live in rented/boarding house away from parents have many challenges in
academic and non academic challenges. In academic challenges in terms of
difficulties in making journal, paper, presentation, exam and examination and
non - academic challenges in terms of feeling stress and tired in managing many
things in rented/boarding house to live independently.The implications of this
research are as a source of information for teachers and students about English
department students challenges in learning English at university level as a
student who live in rented/boarding house.

ACKNOWLEDGMENTS

Alhamdulillahirabbilalamin, I express my highest gratitude to Allah

SWT., for blessing love, opportunity, health, mercy and strength to complete
this thesis so that this thesis can be resolved in the right time. Shalawat is also
sent to our prophet Muhammad SAW, who had delivered the truth to human
beings in general and Muslim in particular. In arranging this thesis, a lot of
people have provided motivation, advice, support, and even remark that helped
me.
In this valuable chance, I would like to thank to my supervisor, Mr.
Amirul Mukminin, S. Pd., M,Sc., Ph.D and Mrs. Nely Arif, S.Pd., M.Pd for
constructive suggestion, comment, invaluable guidance, correction and supports
since the preliminary of manuscript until the completing and finishing my
thesis. Their comments and suggestions really helped in the whole process of
writing this thesis. They were more than supervisors. They were teacher and
friends who always encourage me to do my best.
I would like to thank to the board of examiners,. Mrs. Nyimas Triana,
S.Pd., M.Ed., st., Mrs. Reny Heryanti, S.S., M.Hum, and Mr. Raden Muhammad
Ali, S.Pd., M.Pd who gave comments and suggestions that really contribute to
this thesis.
I would like also to deliver my thanks to the Head and Secretary of
English Study Program, Mrs. Failasofah, S.S., M.Pd and Mrs. Masbirorotni,

S.Pd., M.Sc who were really supportive to help me to conduct the seminar and
final examination also helped me to join the graduation this year.
Special thanks are respectively offered to my academic Supervisor, Mrs.
Armiwati, M.Hum., for suggestion and help throughout the undergraduate
program and all the lectures in English study program and all staffs either in
department or faculty who have helped me in managing all formal needs during
this thesis arrangement and thanks to motivated me for about four years.
My deepest thanks and love also delivered for my beloved parents and
siblings for all their advice, support, kindness, invocation and love they have
given to me. My beloved brothers, Pirma Satria, S.Pd and Heri Kiswanto, SP.
Thank you so much for your motivation, guidance, instruction and help in all my
life (especially, my niece, Keysa Syakira, you are the angel that God sends to
me), your love is beyond any words.
I would like to thank to the all of my participants English department in
fourth semester who were involved in this study, thanks for your time and
participation in this research. They are really kind, helpful and friendly.
I would like to thanks to my family, especially, Yulanda, Bang Niko,
Bang Defril, Suci, and all of my family in Bunga Tanjung who always reminded
me to write this thesis fast, you all offered me a new meaning of family. My
thanks also delivered to someone special Windu Ramahdona who always give
me support, suggestion, love and help me in the whole process of this thesis.
I would like also to thank to my friends, Heri Nauli, Dewo, Syofranita,
Dilla, Lia, Tia, Diana, Winda, Dedes, Shonia, Tersta, Ling Ling, Sigit, Ryan,

Yunita, Vendra, Sri, Desi who made my four years in college worthy, we learned
and struggle so many things together, you offered me a new meaning of
friendship (especially, my best senior in English Study Program, Bang Fadloan,
Kak Irna and Kak Ima who spend many time to help me and give me support,
suggestion and correction during writing this thesis, thank you very much. They
were more than seniors.
Then, I would like to express my gratitude to Bang Mukhtar, who has
been being my friend since I enrolled in English Study Program, you help me
very much Bang, my best classmate in A Class, all of students in English Study
Program batch 2007-2012, my friends in ICE (Independent Community of
English), my PPL friends in SMA Dharma Bhakti 4 Kota Jambi, my Kukerta
friends in Desa Rantau Langkap Village. Thanks for our togetherness and your
attention to me. I learned so many things through the process of writing this
thesis and I was really grateful for that.
Finally, I do realize that I might forget to write my thanks to several of
my friends, but I always pray to Allah SWT may Allah SWT receive all their
works and kindnesses. Amin.

TABLE OF CONTENTS
COVER ..........................................................................................................
APPROVAL.....................................................................................................
LETTER OF RATIFICATION.....
DECLARATION OF ORIGINALITY ..
MOTTO........................... ...
DEDICATION ...
ABSTRACT
ACKNOWLEDGMENT
TABLE OF CONTENTS ......
LIST OF TABLES... ...
LIST OF APPENDICES................................................................................

i
ii
iii
iv
v
vi
vii
xi
xii
xiii

CHAPTER I: INTRODUCTION..................................................................
1.1 Background.........
1.2 The Purpose of the Study....
1.3 Research Question... ...
1.4 Limitation of the Study.......
1.5 Significance of the Study....
1.6 Definition of Terms.....

1
1
3
4
4
4
5

CHAPTER II: REVIEW OF RELATED LITERATURE .....

2.1 Learning in University... .....
2.1.1 Learning System in University . ...
2.1.2 The Differences between Study in High School and
University...................................
2.2 Adult Learning.... ....
2.2.1 Adult Learning Theory.............
2.2.2 Learning English for Non Native Speaker in University
Level...........................................
2.3 Characteristics of Adult Learning...........
2.4 Students Challenges.......
2.4.1 Academic and Non Academic Challenges.... .
2.5 Review of Previous Study..... .

6
6
7

CHAPTER III: RESEARCH METHODOLOGY.. . .......

3.1 Research Design and Approach of the Study ....
3.2 Research Site and Access . .....
3.3 Researchers Bias........
3.4 Research Participants..
3.5 Research Instruments .....
3.6 Data Collection Method......................
3.7 Data Analysis......................... .

21
21
22
22
23
26
26
27

8
9
11
11
12
13
14
16

CHAPTER IV: FINDINGS AND DISCUSSIONS...

4.1 Participants Profile .. .
4.2 Findings..
4.2.1 Students Feeling about Living in Rented/Boarding House .... .
4.2.2 Students Feeling and Experience in Study English at University
Level .......
4.2.3 Students Challenges in Learning English at University as a Student
Who Live in Rented/Boarding House......
4.2.4 English Department Students Challenges in Learning English........
4.2.4.1 Students Experiences about Have Many Tasks
and Manage Many Things to Live Independently...............
4.2.4.2 Parental Factors for Students who Live Away
From Parents and Stay in Rented/Boarding House in
Learning English at University Level............
4.2.4.3 Academic Challenges for Students who Live in Rented/Boarding
House in Learning English at University Level ... .
4.2.4.4 Non Academic Challenges for Students who Live in
Rented/Boarding House in Learning English at University
Level . .
4.3 Discussions.. .
4.3.1 Students Challenges in Learning English at University Level. .
4.3.2 Students Challenges and Condition in Rented/Boarding House
4.3.3 Students Strategies in Dealing with Those Challenges.

29
30
35
36

CHAPTER V: CONCLUSION AND SUGGESTION....

5.1 Conclusion .... .
5.2 Suggestion ......

79
79
80

REFERENCES...
APPENDICES.........

83
86

39
42
46
48
51
53
63
71
72
75
76

LIST OF TABLES
Table 1. The Differences between study in High School and University
(Richard Warner, 2010 ; The University of Adelaide). 9
Table 2. Criteria of Participants. 25
Table 3. Themes and Sub Themes for English Department Students
Challenges in Learning English at University Level...47

LIST OF APPENDICES

Appendix 1: Invitation Letter.. 85

Appendix 2: Demographic Questionnaire .. 87
Appendix 2: Interview Protocol for Students. 88
Appendix 3: Inform Consent Form. 91
Appendix 4: Curriculum Vitae... 93

CHAPTER I
INTRODUCTION

1.1

Background
Coming from villages may not be easy for some individuals who leave their

hometown to study at a university in the city. They should prepare many things for
it, because learning at a university is challenging. It is a transition, especially for
some people who have to move from their hometown, they leave their hometown to
continue their study in university. Nine of ten high school completers plan to
continue their education, with 71 percent aspiring to earn a bachelors degree (Choy,
1999). It means, most students who graduated from senior high schools have plans
to continue their study to university. Usually, they will choose university that they
think as a good university and interesting for them, mostly the first choice is a state
university. In province of Jambi, there are two state universities, Islamic state
institution (IAIN), and public university, Jambi University. It makes most of
students who compete to learn in that university with choose major that they are
interested.
Lam and Kwan (1999) stated that almost all students that were
interviewed expressed that they saw a university as an important step in helping
them to get a job and launch on a successful career. It means that the main reason to
continue the study in university is after they graduate and get certificate from
university, they can get good occupation and successful career in their life. Another

reason is to get better knowledge than in Junior and Senior High School, it can be
called as an expectation. Students expectation is that they will work hard at
university and succeed in the sense that they will achieve high grade or at least pass,
this will enable them to move into rewarding careers and/or further study (Lam &
Kwan, 1999). Based on the studies, it shows students expect to have the best result
in their achievement. They compete to get achievement within academic or non
academic situations in their study.
Some of students who continue their study in public university in Jambi
seem to be from out of Jambi city, not originally from Jambi city, they are from
other provinces or areas in Indonesia, such as North Sumatera, South Sumatera,
West Sumatera, Lampung, Java, etc. It should be challenging for them, because
beside they are leaving their parents in hometown for staying in rented or boarding
house in Jambi away from home and parents, and also they have to manage their
daily need and so many things to live independently. While, there are many tasks in
their college that they have to do.
The researcher chose this topic based on experience as a student who live
away from parents in Jambi and stay in rented house with friends to study in English
Department at one public university. Sometimes, living away from home and
parents can be a problem, because they are thinking about so many things to live
independently with think about many tasks in college. Honestly, studying at a
university is challenging. So, from the problem, it can be something to observe
about what the English department students challenges in learning English at one

public university, especially for students who live in rented/boarding house away
from home and parents.
This topic is also important to discuss, because from this topic, it may give
new knowledge about English students challenges in learning English at university
level. Several studies that have examined and observed about students challenges in
learning at university level such as Mukminin & McMahon (2013), Brilliantes, Aga
& Tipace (2012) and Kuh, Kinzie, Buckley, Bridges & Hayek (2007), but the
researchers do not observe and discuss about English department students
challenges in learning English at university level for students who live in
rented/boarding house away from home and parents. So, it makes this topic
interesting to discuss, because it can be new knowledge for some people who read
this research and also for English department students who live in rented or
boarding house about the challenges in study at university level.
1.2

The Purpose of the Study

This case study aims to get deeper understanding and to get rich information
about English department students challenges in learning English at one public
university in Jambi, especially students who live away from home and parents
(student who live in rented/boarding house) in Jambi and how they deal with those
challenges.

1.3

Research Questions

To achieve the purpose of the study, these following research questions

guided this study:
1. What are the academic and non academic challenges that students encounter in
learning English at English department in one public university?
2. How do they deal with those challenges?
1.4
Limitation of the Study
This case study research has limitations. The researcher only explored the
English department students challenges in learning English at university level and
how they deal with those challenges. This research focused on some of students who
lived away from home and parents and stayed in rented or boarding house in Jambi
city to study English at Jambi University. A qualitative method with a case study
approach was used. This research used demographic questionnaire and interview.
The participants in this research were the English department students in fourth
semester that lived in rented/boarding house because they had been learning English
for two years and also some of them had part time job outside.
1.5

Significance of the Study

This case study research has significance. It is for university students,

lecturer and next researcher. First, for university students, as an information to open
the insight about their challenges in learning English at university level, especially
students who stay in rented or boarding house in Jambi. Second, for lecturer, by
knowing students challenges in learning English at university level, lecturer can
create an ease atmosphere for effective and joyful English learning to minimize lazy
students due to many challenges that they face especially for students who live in

rented or boarding house and live away from home and parents. The last, for next
researcher, this research can be the preliminary source to do further research in the
same field.
1.6
Definition of Terms
1. Challenge
: A call to someone to participate in a competitive
situation or fight to decide who is superior in terms of ability or strength (Oxford
Learners Pocket Dictionary)
2. Boarding House
: A house where people pay to live and have daily meals
(Merriam Webster Dictionary)
3. Rent
: Money paid regularly for the use of the house (Oxford
Learners Pocket Dictionary)

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter provides literature review that is related to the research. It is

divided into five sections, it is about learning in university, adult learning, and
characteristics of adult learning, students challenges and review of previous study.
First section consists of two parts that included system learning in university and the
differences between study in High School and University. Second section consists of
two parts which included adult learning theory and learning English for non native
speaker in university level. Fourth section consists of a part that included academic
and non academic challenges.
2.1

Learning in University

The word university itself has various definitions. According to Oxford

Dictionary (n.d.), university is an educational institution designed for instruction,
examination, or both, of students in many branches of advanced learning, conferring
degrees in various faculties, and often embodying colleges and similar institutions.
Learning in university involves some elements: students, lectures and the process of
teaching and learning itself which is seen as a process in university. Each element
contributes to achieve the achievement and success at university level.
2.1.1

Learning System in University

Learning in university is challenging. We will find many challenges in

university. Learning in university gives the chances to find new friends, new
experiences, new systems and new places, especially students who came from
villages to study in public university in the city and lived away from parents in a
rented or boarding house. Learning system in university is very different with

learning in Junior and Senior High School. There are some components that we
will find out in university; two of them are University Credit Units and faculty.
a. University Credit Units
University Credit Units, is system that is usually used in college. It should be a
contract for their study as one of requirement to finish the study.
b. Faculty
Every college or university has faculties with some majors or departments. A
faculty is a division within a university comprising one subject area, or a number
of related subject areas. There are some study programs in a faculty, usually
most of students will choose a faculty that they are interested or with other
reasons. It means, student who have same purpose in study will enter in same
faculty to study in study program that they choose.

2.1.2

The Differences between Study in High School and University (Richard Warner,
2010 ; The University of Adelaide)

Classes
In High School.

Class size is
usually less
than
30
students and
normally
involves
face-to-face
classroombased
teaching.
Your
timetable is
fixed by the
school.

At University.

Subjects

Classes
(lectures)
can
be
enormous
with over
200+
students.
Classes can
take
a
variety
of
formats such
as lectures,
tutorials
and/or lab
work.
Contact
hours vary
from course
to course

In High School.

Content
reflects
a
structured
textbookfocused
curriculum.
Teachers
will tell you
what
the
most
important
information
and
ideas
are.
There is a
limited
range
of
elective

At University.

Content is
more
dynamic and
will
go
beyond an
assigned
textbook.
There is a
broader
range of
electives
beyond
your core
courses.
You have
greater

subjects

responsibi
lity
for
extracting
the main
informatio
n
and
ideas by
yourself.

Time Management
In High School.

Your
study
schedule is partly
arranged
and
managed
for
you.
Learning
Environment
In High School.

Teachers will
give detailed
information
about
homework and
expected outof-class
learning
activities.
Teachers will
issue
reminders
about
assignment
due dates.
Your learning
time is mostly
taken up by
lessons.
Your progress

At University.

You are solely

responsible for
arranging
and
managing your
own
study
schedule
At University.

Formal
teaching such
as
lectures,
tutorials and
lab work takes
up less of your
learning time.
There are no
formal end-ofsemester
reports
for
parents.
You
are
expected
to
know
your
course
deadlines.
You
are
treated as an
adult who is
fully
responsible for

is
regularly
monitored by
your teachers
and formalised
in end-of-term
reports
to
parents.

Preparing
Assignment
In High School.

their
own
learning and
progress.
You
are
expected
to
self-direct
your
own
study. A good
ratio is 1:3.
That is, for
every
timetabled
hour,
you
should do 3
hours of selfdirected study.

Assignments
tend to be
shorter
and At University.
more frequent.
Teachers
Assignments
might ask for
tend to be
your drafts.
longer and less
Your
frequent.
reproduction
You
are
of
core
expected
to
knowledge is
critically
valued, with
engage with
limited
the
subject
consideration
matter,
but
of alternative
there
is
perspectives.
recognition
that you will
improve with
greater
Exam
practice.
Your
In High School.
assignment
schedule
is
Final school
frequently
exams
are
given out in
marked
advance
for
externally.

Normally,
exams are the
closed-book
type.

the
whole
semester
At University.

2.2

Exams
are
marked
internally.
Exams
may
include openbook and takehome types.
Supplementar
y exams can
be taken in
certain cases.

Adult Learning

Students who learn in university are called adult learner, not young learner
anymore. The adult learner and the manner in which he or she learns best have been
questioned and researched since the 1920s, when adult education became a
professional field of practice (Merriam, 2001). Today, several theories and models

attempt to explain adult learning. One of the most well known theories is Malcolm
S. Knowles learning theory of andragogy, the art and science of helping adults
learn.
Andragogy is a learning theory that is designed to address the particular
needs of adults, and it is based on the idea that there are significant differences in
learning characteristics between children and adults (Knowles, 1980). It is often
interpreted as the process of engaging adult learners with the structure of learning
experience. It means, between adult and children have a different learning approach.
By the time we reach adulthood, we are most likely responsible for our own success
and we are perfectly capable of making our own decisions once we have the
information we need. It shows, adult learner have big challenges for their study than
children, especially study in university, because they have to think about their future
and responsibility.
Adult learners are different from traditional college students. Many adult
learners have responsibilities (e.g., families and jobs) and situations (e.g.,
transportation, childcare, domestic violence and the need to earn an income) that can
interfere with the learning process. Most adults enter educational programs
voluntarily and manage their classes around work and family responsibilities.
Additionally, most adult learners are highly motivated and task-oriented (Merriam &
Caffarella, 1999).
Roger (2004) stated that adult learners bring with them a package of
experience and, values, but degree of willingness to use this material to help the
learn process differs. It means, the important thing of adult learners is experience.

They have experience when they were Junior and Senior High School, it can
influence their study in university, especially for students who come from village to
study in public university in the city. Their experience is important to deal with their
challenges in university. It shows, adult learning is a theory that holds a set of
assumptions about how adults learn and the value of the process of learning. Then,
adult learning is different with child learning, because in adult they more equality
between them and their teacher.
2.1.1

Adult Learning Theory

Learning theories have their basis in philosophy and psychology and provide

the overall framework for teaching and learning activities (Merriam & Caffarella,
1999). Learning is about change, and adult learning is also about change. Adult
learning theory helps faculty to understand their students and to design more
meaningful learning experiences for them. There is not one adult learning theory
that successfully applies to all adult learning environments" (Frey &Alman, 2003, p.
8).

2.1.2

Learning English for Non-Native Speaker in University Level

English is an international language, spoken in many countries both as a

native and as a second or foreign language. As more countries adopt English as the
language of learning in schools, more non-native speakers of English are learning
English so that they can learn in English (Gaerlan & Bernardo, 2012). It makes a lot

of people want to learn and master English language, as well as students in

Indonesia, they compete for entering in English Department, some of them come
from village, leave their home town and their parents to study English in the city,
although they must live in rented or boarding house. As a non native speaker,
learning English becomes a challenge for them, because English is not their mother
tongue, of course there is any challenge that they face in learning English especially
for some students who live in a rented or boarding house away from parents,
because they must manage their daily need and so many things to live
independently.
A big challenge for international students concerns English language ability,
and consideration of those international students who are non-native speakers of
English. There is a minimum language requirement for entry which for international
and European students would normally consist of a TOEFL or IELTS score.
However, even when students more than meet this entry requirement, they may not
be familiar with technical terminology for a specialist subject area (Bamford, 2008).
2.3

Characteristics of Adult Learning

Malcolm Knowles (1980), author of the book The Modern Practice of Adult

Education, proposes four assumptions about adult learning that we should be

familiar with.

First, adults value self-direction. They view themselves as capable of making

decisions, taking responsibility for the consequences of choices, and being able to
manage their own lives. Adults are motivated to learn when they perceive that they

have a need to learn. Try to acknowledge your adult patients desire to express his

or her own needs and to make choices.

Second, adults bring a variety of life experiences to the learning situation.
Acknowledge and use the adults previous learning and knowledge base. Relate

new knowledge to knowledge that has already been learned.

Third, learning readiness is strongly influenced by social roles and developmental
tasks. Recognizing this, nurses and other healthcare professionals should relate new
learning to the adults ability to become successful in important roles, e.g., parent,

spouse, or worker.
Fourth, adults have a very present-centered time perspective and learn best when
they can apply new knowledge immediately and learn how to problem solve.
2.4
Students Challenges
Challenge is something we need to achieve a goal. The challenge not only
obtained by students in university, but everyone has something that they call a
challenge in his/her life. It is prove by the research conducted in the UK about
students academic and cultural experiences of studying in the UK. In this research,
Bamford (2008) stated that there are clearly challenges for international students
studying at higher education institutions in the UK.
These challenges require higher education institutions to revaluate teaching
and learning strategies in the light of the increased recruitment of such students to
the UK in order to consider ways in which their experience can be improved. It
means, there is always something that we think as a challenge in our life, especially
for students, the challenge faced by students is currently about learning wherever

they study, especially for students who come from village who leave their
hometown to study at university in the city.
Sometime, a challenge does not always come from ourselves, but can also
come from outside, for instance from our lecturer or environment. The challenges
can help them to improve their quality through the ways which they deal with their
challenges. Tauber (1999) states that when you give challenging students
responsibility and a leadership role, you can help them turn their negative selfconcept into one that is positive and their obstructive actions into helpful ones. It
shows, challenge is very important to build their personality, because when they
discover what challenges they face, it becomes motivation in finding ways to deal
with these challenges.
2.4.1

Academic and Non-academic Challenges

As a student, we will find something that we think it can be challenge for

us, especially for students who come from village to study at a university in the city
leave their hometown and parents and stay with friends in rented or boarding house.
They will face some challenges, namely academic and non academic challenges.

a. Academic Challenges
Of the 45 percent of students who start college and fail to complete their
degree, less than one-quarter are dismissed for poor academic performance (Kuh,
Kinzie, Buckley, Bridges & Hayek, 2007). It means, many students fail in their
study in university level, it shows that academic challenge can influence their

achievement and performance in college. Some students more than others are better
prepared academically and have greater confidence in their ability to succeed
(Jillian, 2007). It shows, there are some particular students who already prepared
their academic to study in college. According to Mukminin & McMahon (2013),
there are many challenges that we called as an academic challenges, such as
difficulties to find library, textbooks, articles, journals, difficulties in making papers,
to do assignment, exams, the number of credit hours, course, test, papers,
presentation, difficulties in relation to English language issues (listening, speaking,
reading and writing), and difficulties in relation with lectures and university staff. It
is added by Kuh, at all. (2007), time on task, teaching and learning approaches, and
interaction with faculty and lecture are also be a challenge in academic challenges.
b. Non-Academic Challenges
Non-academic challenge is one of factors that can influence our study,
especially in university level. It can be difficult or impossible to perform at our best
academically when we are feeling stress from non-academic problems, so it is
important to deal with such problems before they get out of hand. There are some
challenges that we call non-academic challenges, such as college experience,
financial problem, health, mental, roommate, motivation, economic forces,
globalization, study habits, peer involvement, and campus environment (Kuh, at
all. 2007). The researcher observed the challenges, especially for students who live
in rented or boarding house away from parents.

2.5

Review of Previous Study

There are number of study that have carried out to explore about students
challenge in learning at a university, such as Mukminin & McMahon (2013),
Brilliantes, Aga &Tipace (2012), and Kuh, Kinzie, Buckley, Bridges & Hayek
(2007).
Mukminin & McMahon (2013) in their research International graduate
students cross-cultural academic engagement: stories of Indonesian doctoral
students on an American campus, they explored about academic challenges for
Indonesian students on an American campus. According to Mukminin & McMahon
(2013), there are many challenges that we call as an academic challenges, such as
difficulties to find library, textbooks, articles, journals, difficulties in making papers,
to do assignment, exams, the number of credit hours, course, test, papers,
presentation, difficulties in relation to English language issues (listening, speaking,
reading and writing), and difficulties related to lectures and university staff. It shows
there are some academic challenges in studying at university that we face, like
academic challenges that Indonesian students faced when they study in university, in
American campus.
Brilliantes, Aga &Tipace (2012) in their research about The Living
Condition of University Students in Boarding House in Davao City, Philippines,
they stated that living in a boarding house or dormitory is necessary for students
who come from far places. In Davao City, an observable statistics of university
students from neighboring provinces and the citys outskirts live in these temporary
residences. However, reports reveal that these housing facilities, most of the time,

fail to consider students safety and welfare. This study determined the living
conditions of university students in boarding houses and dormitories. This is
anchored on the premise that the physical and environmental components of these
residential facilities could affect students holistic well-being. Data elicited through
survey involving five hundred seventy-one (571) respondents and focused group
discussion among selected groups of student-boarders/dormers, reveal that a student
staying in boarding house and dormitory has significant contributions to his/her
personal, social, academic and emotional growth. But, this has nothing to do with
the development of his/her spirituality (Brilliantes, at all. 2012).
Majority of the 571 student-respondents are 1st year (29.77%) followed by
2nd yr. (24.86%); 3rd yr. (19.61%); 4th yr. (14.01%) and a parcel of the percentage
(11.73%) was unidentified. In terms of gender, majority are females (67.12%)
compare to males (43.33%). The finding illustrates that there are more females
staying in boarding houses/ dormitories than males. Majority of those staying in the
boarding houses come from far provinces with no housing provisions while studying
in the City of Davao. While those from the outskirts of the city proper, still stay in
boarding houses and dormitories for economic, safety and convenient reasons as
well as meeting the demands of various school requirements. Living away from
home has set both detrimental and beneficial effects to the academic life of the
students. Based on the responses, the respondents are thinking maturely as they are
assuming responsibilities towards themselves vis--vis their academic endeavors
despite being away from the comfort of their own family.

Majority of them lives in boarding houses that are walking distance from
their respective schools. Proximity and location are two of the major reasons why
respondents chose their current boarding house/dormitory (Lindsey, 2008).It
showed, living in boarding house or dormitory is necessary for students who come
from village or far place. Statistic from students condition in Davao city,
Philippines, showed that students condition in Davao city, Philippines fail to
consider students safety and welfare. Many students staying in a boarding house
and dormitory have significant contributions to his/her personal, social, academic
and emotional growth. It becomes a challenge for them in learning at university.
Kuh, Kinzie, Buckley, Bridges & Hayek (2007) in their research Piecing
Together the Student Success Puzzle, they described and discussed clearly about
challenges that student faced at university, they were academic and non academic
challenges. Kuh, at all. (2007) stated that of the 45 percent of students who start
college and fail to complete their degree, less than one-quarter are dismissed for
poor academic performance. It was added by Kuh, at all. (2007), time on task,
teaching and learning approaches, and interaction with faculty and lecture are also
being a challenge in academic challenges. It can be difficult or impossible to
perform at our best academically when we are feeling stress from non-academic
problems, so it is important to deal with such problems before they get out of hand.
There were some challenges that we call non-academic challenges, such as college
experience, financial problem, health, mental, roommate, motivation, economic
forces, globalization, study habits, peer involvement, campus environment.

It showed 45 percent students who study in university fail to complete their

degree because of academic challenges factor. Non-academic challenges were also
one of the factors that can influence our study in university level because when they
felt stressful about their activity outside, it could influence their motivation to study.
It means there were some challenges that influence students in learning at university
level, in academic and non academic challenges.
The issues of students challenges in university have been discussed by
Mukminin & McMahon (2013), Brilliantes, at all.(2012), and Kuh, at all. (2007).
The similarity of their research were they explored and find out the challenges that
students faced when they are learning in university. The difference among these
three researchers was Mukminin & McMahon (2013) focused on Indonesian
doctoral students on an American campus. Brilliantes, at all. (2012) focused on the
living condition of university students in boarding house in Davao city, Philippines.
Kuh, at all. (2007) focused on universal students almost in all university. But, all of
these three researches have the same thing that there was any challenge that students
faced when they learnt in university, academic and non academic challenges.
In this research, the researcher observed the same thing about students
challenges in learning at university. Although, we have same discussion about
students challenges, but there is any difference between this research and previous
research. In this research, researcher saw students challenges at university level in
context of English department students who live in rented or boarding house.

CHAPTER III
RESEARCH METHODOLOGY
This chapter aims to present the methods of the research to investigate
about English department students challenges in learning English at university level
for students who live away from home and parents who stay in rented/boarding
house context. This chapter also discusses the research design and approach of the

study, research sites and access, research bias, research instruments, data collection
method and data analysis.
3.1

Research Design and Approach of the Study

The objectives of this research were to get deeper understanding and to

enrich information about English department students challenges in learning

English at university level. This research did not try to make generalization. It aimed
to understand English department students challenges in learning English at
university level in context of students who live in rented or boarding house. In
response to the objectives of this research, a qualitative method with a case study
approach was used. According to Christensen & Johnson (2008), case study
research is more varied than phenomenology, which focuses on individuals
experience of some phenomenon (p. 49).
The type of case study used in this research is intrinsic case study. Because
the researcher took the case based on her personal interest and curiosity on the
English department students challenges in learning English at university level. As
stated by Stake (1995) in intrinsic case study, the researcher has her own curiosity to
study the case.
3.2

Research Site and Access

The research site for this case study was in Jambi University. This university

is one of public university in Jambi. This university has 10 faculties, including

Faculty of medicine, faculty of law, faculty of economy, faculty of agriculture,

faculty of farm, faculty of teacher training and education, social and political science
faculty, faculty of humanities, faculty of science and technology, and faculty of
agricultural technology. This research focused on English departments students in
faculty of teacher training and education.
To get access to English department students as students who live in
rented/boarding house for students in fourth semester, the researcher did not use
letter from the faculty or something like that, she just looked and identified which
one from English department students who live in rented/boarding house. It is not
difficult to get access to the participants, because many of them are my friends who
live around me in Jambi city.
3.3
Researchers Bias
Patton (2002) stated that researchers should put on the researchers biodata like
their experience, relation to the participants, and their perspectives that they already
have since studied that research. The researcher in this study is a female student on
Jambi University who is studying at English department in Jambi University, in
eighth semester. The researcher already finished her teaching practice at senior high
school Dharma Bhakti number four in Jambi throughout four months. Research
Participants
She focused on analyzing English department students challenges in learning
English. She identified the challenges that English department students face in
fourth semester, especially for students who live in rented/boarding house away
from home and parents. She thinks there are some challenges that students face

because beside they think about their study, they have to think about other things
due to their position as the students who live in rented/boarding house.
The participants for this research are the English department students in
fourth semester. The researcher chose fourth semester university students as
participants in this study because they have been learning English for two years in
Jambi. Of course, students who live away from home and parents who stay in rented
or boarding house are chosen. It would be more challenging for them because they
need to think about other things beside their study. Therefore, they are appropriate to
be my participants.
In this research, purposive sampling as a technique was used. Purposive
sampling is considered as the most suitable sampling procedure in this case study
research. It means, the researcher chose by herself to determine sample. The goal of
using purposive sampling is to get rich information from selected participants. It is
accordance with Christensen & Johnson (2008) who stated that purposive sampling
is nonrandom sampling technique in which the researcher solicit person with
specific characteristics to participate in a research study.
Since this research used purposive sampling, the researcher chose based on
herself from students who live in rented/boarding house and study in English
department of public university in Jambi. In this case, the researcher interviewed
some students who live away from home and parents to know their challenges in
learning English at university level.

In the field, there are many English department students who came from
village or from out of Jambi, leave their hometown to study in Jambi University and
stay in rented or boarding house away from home and parents. In order to reach indepth study, the researcher invited and interviewed nine students who live in
rented/boarding house to know about the challenges that they face and another
question in questionnaire that is appropriate with the research. They are students in
fourth semester who learn English.
The criteria of students as the sample are shown in table below:
Criteri

1). The students are the students in public university,

Jambi.
2). The students are the students in faculty of teacher
training and education in English department.
3). The students are the students who live in rented or
boarding house, who come from village or from out of
Jambi and leave their hometown to study at one
public university, Jambi.
4). The students are the students in fourth semester.

To find the participants who fulfill these criteria, the researcher

distributed questionnaire. The questionnaire was set to explore students personal

data, students motivation in choosing public university in the city and their
motivation to leave their hometown and their parents. There were 10 questionnaires
to 9 universities students in fourth semester; in context of English department
students who live in rented/boarding house are given. The filled questionnaire then
was collected. The researcher used questionnaire and put the answers into tables to
select the participants who satisfy the categories.
After comparing the answer from university students, the researcher
contacted them to ask them to be participant in this research. There is no rule
between male or female that should be followed in this interview, it is based on my
interest.
3.4

Research Instruments
There were two instruments used in this research. All of the instruments

were developed by researcher herself. The first instrument is a demographic

questionnaire and interview protocol for English department students in fourth
semester who live in rented/boarding house. It consisted of some parts which aimed
to explore participants challenges in learning English at university level. The parts
included (1) their feeling when they came from village or from out of Jambi and left
their hometown. (2) Parental factors (3) about study English in university (4)
concluding questions which were asked to the participants about their challenging
that they face in learning English at university level.

The other instruments were used to explore students opinion and statement,
they were demographic questionnaire and interview. The instruments for the
students are written in English, because my participants are English department
students in fourth semester. It is explained, in sampling procedure section, the
questionnaire was set to explore students personal data and motivation in choosing
public university in the city.
3.5

Data Collection Methods

Data in this study were collected through demographic questionnaire and

interview. The questionnaire was used to select the participants and also to get some
data from participants. From the questionnaire, the personal data from my
participants in choosing public university in the city, far from their hometown were
explored.
The major data from this case study research were collected through
interview. Interview is essential to collect information for case study research (Yin,
2003). It means, interview is one of ways to get data from our participants. In this
case, there is an interview which included personal interview and focusing on
students individual. Personal interview means that the researcher invited one by one
participant to interview and focused on their individual not a group. Personal
interview from the participants was conducted to gain data from the participants. In
this interview, the participants (English department students in fourth semester) who
were interviewed on campus and in their rented/boarding house were able to share
their experience especially about the challenges that they faced.

3.6

Data Analysis
Analyzing data in this case study research was begun since the data had been

collected. After researcher got full of data that were appropriate with this research
the data was analyzed. In case study, the researcher required to analyze the data
while data collection in progress with reading the interview transcribe carefully for
some times to get good data and deeper understanding about English department
students challenges in learning English at university level.
In data analysis qualitative research, the data by some parts of data analysis
in qualitative research were explained. They were data entry and storage,
segmenting, coding, and developing category system, identifying relationship and
constructing diagrams, tables, matrices, and graphs (Christensen &Johnson, 2008).

Data Collection
Corroborating and validating results
Constructing diagrams,
Tables, matrices, and
system.
graphs

Interpretation

Data Entry and storage

Segmenting, coding and
developing

category

Identifying relationship
Questionnaire and interview protocol were used. In interview, what
participants said related to the research that is asked to them was recorded. After
that, researcher listened the recording carefully more than two times to get deeper
understanding and put transcript in this research. For questionnaire, the researcher
wrote it and gave to my participants to fill the data that are appropriate with this
research.
The researcher read the data and transcript line by line to analyze the data
that appropriate with this research. It is needed to know which one the segment of
data that is very important for my research. Then, the researcher read all of
interview transcribe and questionnaire to find and identify the relationship between
them. It is the good way to make my research better

CHAPTER IV
FINDINGS AND DISCUSSIONS

This chapter presents findings and discussions of English department

students challenges in learning English at university level as a student who live
in rented/boarding house, students in fourth semester. The presentation is

divided into two sections. Firstly, it provides findings of demographic

questionnaire which explains participants profile. Secondly, it shows the
findings about English department students challenges in learning English at
university level as a student who live in rented/boarding house. Finally, this
chapter presents well discussion concerning findings in relation to previous
research. Suggestions for future research are also discussed.
The main source of data in this research was interview. A total of nine
interviews were conducted from April 3th till 7 th year 2014. In conducting the
interview, the researcher used interview protocol (see Appendix C) prepared by
researcher. The nine interviews were conducted in a quiet location in campus or
in their rented/boarding house. Before the researcher gives interview and
questionnaire to the participants, informed consent form (see Appendix E) which
explained the purpose of the research, research procedures, the rights of the
participants and any benefits that they receive for participants were distributed.
Before doing the interview, they are given seven to ten minutes to read informed
consent form and to ask any questions about the research.
The audio recording was used in this research. In conducting the
interviews, the participants were allowed to use either English or Indonesia, their
first language. As the result, many of participants used Indonesian language and
Jambi language to share their opinions and experiences, than any grammatical
errors appeared in the interview.

4.1.1 Participants Profile

There were nine participants in this study. All of them are English
department students in fourth semester in faculty of teacher training and
education, Jambi University. The names of participants are symbols (S1, S2, S3,
S4, S5, S6, S7, S8, S9). All the participants for this research are students who
live in rented/boarding house in Jambi, away from hometown and parents.
Before doing the interview, a demographic questionnaire was used by the
researcher to establish specific data about the participants. Most of the most
common demographic categories in such questionnaire include ethnic origin,
race, age and sex. Further, the use of demographic questionnaire is useful to
profile the participants.
In this section, the researcher presents participants profile. By presenting
their profile, the researcher would like to describe their backgrounds and their
experiences when they leave their hometown and parents to study in the city
with stay in rented/boarding house.
S1
S1 is a 19 years old male English department student in Jambi
University. He comes from Mersam. He came to Jambi city after he graduated
from senior high school. It means, he has spent two years since 2012 live in
Jambi city to study English at Jambi University. He lived with his sister in rented
house and he has prepared his mental when he wants to move from village to the

city. It is the first time he left his hometown to study in the city and the first time
for him to stay in rented house. S1 said that he felt amazing when the first time
he left his hometown and he felt sad when he left his parents, for now he does
not have problem away from his parents. In his study, S1 said he does not like
English, he just followed what his parents want and it gives challenge for his.
S2
S2 is a 19 years old female English department student in Jambi
University. She comes from Kuala Tungkal. She has spent 1,5 years since she
graduated from senior high school in 2012 years. It is the first time for her to
live in Jambi city and stay in rented house with her friends. S2 admitted that she
is very happy when she came to Jambi city, but sometime she felt sad because
she must left her parents and hometown. She chose study in the city because she
thinks quality of studying in this city is better than studying in the hometown
and she hopes she can be a good student in English department. As a student
who lives in rented house, S2 felt homesick always. Before she came to Jambi
city, she prepared mental, money and she comes from middle class of economy.
S3
S3 is a 20 years old English department student in fourth semester. She
comes from Sungai Bengkal, Tebo. It means, she is not originally from Jambi
city. She came to Jambi city after she graduated from senior high school in 2012
years, she has spent 1,7 years to live in Jambi city. It is the first time for her

leaving her hometown and parents to study in the city. S3 is an English

department student who lives in rented house and the first time for her live in
rented house away from parents. She prepared many things when she left her
hometown such as money, personality and physic. S3 likes English and she
thinks that studying in the city is good and can help her to get good job after she
graduates from this university. S3 felt happy when the first time she came to
Jambi city, but sometime she felt sad when she thinks about their parents in
hometown.
S4
S4 is a 19 years old English department student in faculty of teacher
training and education, Jambi University. She comes from Tebo Tengah, she is
not originally from Jambi city. She came to Jambi city after she graduated from
senior high school. It means, she has spent two years to live in Jambi city. This is
the first time for her to leave her hometown and parents to study in Jambi
University and stay in rented house. She prepared money and physic to move
from village to the city. S4 felt sad when she left her parents, friends and
hometown. She chose study in the city because she thinks quality of this
university is better than hometown. She had experience study English in Jambi
University, it is so difficult for her because she cant speak English very well.
S5

S5 is a 19 years old. She is not originally from Jambi city, she comes
from Kuala Tungkal. The first time she came to Jambi city was after she
graduated from senior high school in 2012, so she has spent two years to live in
Jambi city. She prepared her mental and money when she left her hometown to
study in the city and this was the first time for her to live in rented house. S5
said that she felt nervous and sad because she was alone here. She has
expectation study in university, she hopes get new knowledge and degree. S5
said study in the city is better than study in hometown.
S6
S6 is 19 years old. He comes from Sarolangun. He comes to Jambi city
after he was graduated from Senior High School in 2012 years. He has spent two
years to live in Jambi city. This is the first time for him to leave his hometown
and parents to study in the city and also the first time for him to
as Runner up of Duta Seni Budaya dan Pariwisata Jambi 2014. S6 said that he
chose study English in Jambi University because he thinks the lecturer and
building is good enough to study well, it is better than study in his hometown. In
study, the first time he felt confused because he does not have friends in Jambi
city, and he felt sad when she left his hometown.
S7
S7 is20 years old. He comes from Muaro Bungo. The first time he came
to Jambi city is after he graduated from Senior High school in 2012. He has

spent two years to live in this city. It is the first time for him staying in rented
house. S7 felt very happy that she can study in Jambi University, because she
finds many friends in another area in Province of Jambi. He chose study in
Jambi University because he thinks Jambi University is good. He felt enjoy to
learn English in Jambi University.
S8
S8 is 19 years old. She is an English department student in fourth
semester. She came to Jambi city after she graduated from elementary school.
This is not the first time for her leaving her hometown and parents to study in
Jambi city and stay in rented house. She felt happy and she does not have a big
problem when she left her hometown and parents because she used to live in
rented house. She chose to study English in Jambi University because in her
hometown there is no institution to study English.
S9
S9 is 20 years old. She comes from Tebo. She comes to Jambi city to
study after she graduated from Elementary School in 2006 years, she has spent 8
years to live and study in Jambi city. This is not the first time for her to leave her
hometown and parents to study in Jambi city and stay in rented house. She
prepared physicality and mental. S9 said studying in the city is better than
studying in the village. She had experience in study English, she said learning
English in Jambi University is very difficult.

4.2 Findings
In the following, several findings from interview data which are
categorized under three major topics; (1) general findings: students feeling
about living in a rented/boarding house, students feeling and experiences in
studying English at university level and students challenges in learning English
at a university as a student who lives in rented/boarding house.(2) summary of
findings that includes four themes: students experiences about having many
tasks and managing many things to live independently, parental factor for
students who live away from parents and stay in rented/boarding house in
learning English at university level, academic challenges for students who live in
rented/boarding house in learning English at university level and non academic
challenges for students who live in rented/boarding house in learning English at
university level.
4.2.1 Students Feeling about Living in Rented/Boarding House
Student is person who is studying at a college or university (Oxford
Learner s Pocket Dictionary). According to Brilliantes, Aga &Tipace (2012),
living in a boarding house or dormitory is necessary for students who come from
far places. It means, students who came from far place, village or another area
would chose stay in rented/boarding house when they study in the city away
from their hometown. It is in line with students condition in Jambi city, students
who came from village or far place (out of Jambi) would chose stay with their

family and most of them stay in rented/boarding house with friends and away
from parents.
Students who live in rented/boarding house should be able to manage
their daily need to live independently beside they have many tasks in college
that they had to do. When it is asked on what they felt when they live in
rented/boarding house, two of students said that living in rented/boarding house
away from parents is free, they stated:
S1:
feel a free, free, because when I leave my hometown I do not aann
feel free because my parents which..watch on me when I want to go
anywhere, but here I am free to do anything I want. I should do aa I
think aaa when I live in rent house I should manage my time, my life
by my own
S9:
it is not comfortable for me, but I like because I am free. But, I do not
like something, about time for eating, it is not appropriate and when I do
not have money
In another way, two of students from nine participants felt confused
when the first time they live in rented house to study English at university in the
city, they stated:
S5:
hmm,,I feel so confused, because I am alone I do not know what to do
for the first time, ,emm,, like.. what I say. Hmm it can be challenging
because I live alone here, sometime in my home my mom help me to
wake up, but in rented house I need alarm and to make me wake up,
sometime I feel lazy
S6:

ee.. I am so confused because I do not know what should I do as a

student alone who live in rented house and I must do all by myself from
the small things until big things by myself, yes it give me a challenge. I
can say that it is can be a experiment to do all of this alone here
Another comment came from S2, S3 and S4 who felt sad and homesick
when the first time they leave their hometown and parents to study English in
the city. They stated:
S2:
yes, I feel homesick, sometime I miss my hometown but is not for a
long time. Yeeeee actually in my boarding house yaa..like usual, I
wash dishes and I aa.. wash my cloths but sometime I feel tired because
many tasks ya
S3:
aaa..ya very sad because I. I must manage..manage time for cook, for
study, for yes something like that. Ya.. I must manage my time if
away from parents and stay in rented house ya..we must manage our time
by own, about make a tasks, wake up and clean the house and etc
S4:
becauseeaa.. I always stay with my parents, I am so sad because I must
cooking, and I cant do anything, yes it is challenging for me, aaa..ee I
cant do by myself, I need their help, If I stay with my parents, I can ask
them
In another comment, S7 felt that living in rented house could be problem
for him, the problem is about managing money by own. It is different with S8
who felt that living in rented house is challenging and difficult for her because
she must manage her daily need to live independently. They stated:
S7:
hmm.. I think sometime is difficult and sometime is easy. Because first,
away from parents, maybe the problem about money, because money is

very important, if I do not have money it is so hard for me and we must

manage our money by ourselves and I must think future how to eat, when
live with my parents I do not think about that. But, I cant call it as a
challenge for me because it is not the first time I live in rented house
S8:
yaI do not like, because away from parents and I must do all of
activities by myself, and when I stay with my parents, I am not washing
dishes, clothes, and in my rented house I must do it by myself even I
must to study here
Based on the findings above, students feeling about living in
rented/boarding house, their views of themselves as students who live in
rented/boarding house, many of participants felt sad because they must leave
their parents and stay in rented house away from parents to study English in
university. It means, some of them have same feeling that live in rented house is
not easy, it is tired, sad, confused, difficult and also gave such as challenging,
because they should manage their daily need to live independently while they
must spent many times to study in college. According to participants, when they
felt sad and homesick, they have solution, they call their parents and tell what
they feel to get motivation from their parents. In different context, when they felt
tired and stressed in manage many things in their rented house, they have
solution with making schedule between study and time to do all of activity in
their rented/boarding house.

4.2.2 Students Feeling and Experience in Study English at University Level

University education prepares students to become high caliber

professionals who will take charge of policies and administrative management of
a nation to facilitate national development (Forster, 2012). It shows the
continuing education in university makes students to become high caliber
professionals. Some are more difficult to measure aspects of student success are
the degree to which students are satisfied with their experience and feel
comfortable and affirm in the learning environment. Austin (1993) proposed that
satisfaction should be thought of as an intermediate outcome of college. Taken
together, students impressions of institutional quality, their willingness to attend
the institution again, and overall satisfaction are precursors of educational
attainment and other dimensions of student success (Hossler, Schmit, and
Vesper, 1999; Strauss and Volkwein, 2002).
Student success is also linked with a plethora of desired student and
personal development outcomes that confer benefits on individuals and society.
They include a range of learning and personal development domains such as
cognitive complexity, knowledge acquisition and use, humanitarianism,
interpersonal competence, and practical competence (Kuh, 1993). It shows, there
were many aspects that students must master when they want to continue their
study at a university. It makes, every student has different thought about
challenges that they face, it means, if students have something that they think it
becomes a challenge for them in study, it could give influence to get good
achievement in college, especially in learning English.

According to Gaerlan & Bernardo (2012), as more countries adopt

English as the language of learning in schools, more non-native speakers of
English are learning English so that they can learn in English. Because of
English is not their first language, it makes sometimes they feel difficult and
not comfortable, they stated:
S1:
a..thesituation here is not so comfort..comfort for me, because a..a the
people that living here is not friendly actually, yes it is challenge me
S9:
it is very difficult, ya because the language is English, English
language is very different with our language, so it makes difficult for me,
maybe yes challenge for me
S4:
it is so difficult, I cant speak English to much
In another way, some of students felt happy studying English in
university level, they stated:
S2:
hmmmm.. happy because I met with new friends and then ee I have
new knowledge aaa ee meet some eee meet many lecturer in this
Jambi university and I am so happy and I am so excited to learn in Jambi
University
S3:
hmm..I am very happy because I can learn about a English Language
ee..very very study with I learn, friends is good, is very friendship
S5:
aa sometime so good, sometime I feel there is something that I do not
know because this is the first time for me
S7:

so far is so good, I enjoy to learn English in this university, aa.. here

learning English hmm.. how can I say yeah,,it is very important for my
life, because we can see our future, looking and enter for the job need
speak English, so English the best choice for me
Another comment came from S6 and S8 who felt happy and sometime
they felt difficult because of many tasks that they must do, they stated:
S6:
hhmm,, how I can I say, the first time I know I success to enter in Jambi
University, the first time I am so happy, so ahm.. I know I am very happy
and than o.. I can enter in English department I cant believe that because
it is so difficult, enter in English department is not easy because we
should do interview, toefl test and something like that, and I do not have
enough basic in English
S8:
sometime I feel so difficult and sometime I feel happy, because the task
is so difficult and sometime I do not understand, maybe the lecture
makes me stay under pressure
Based on students feeling and experience in study English at university
level the findings showed that the importance of studying English for lecturer is
to make students enjoy with learning English. Because, many of students that I
have interviewed think that learning English at university level is difficult and
gave a challenge for them, because it is not their first language. In another way,
some of students felt happy in learning English because they like English very
much. According to participants, when they felt difficult in learning English at
university, they have solution with asking and studying with friends who has
good ability in English than them.

4.2.3 Students Challenges in Learning English at University as a Student

Who Live in Rented/Boarding House

The use of English in Indonesia has developed in the context of postcolonial educational competency building, and more recently the need to support
development in particular its role in state education (Lauder, 2008). According
to Lauder (2008) it is widely recognized that English is important for Indonesia
and the reason most frequently put forwardfor this is that English is a global or
international language. The global status of English is partly due to the number
of people who speak it. It makes, most of people in Indonesia want to learn
English so they can communicate with English, because English is an
international language.
In other country, like Pakistan, English as a medium for instruction is a
serious hindrance for promoting e-learning in non English speaking countries
like Pakistan. Students who have low proficiency are not likely to use e-learning
because of low confidence in understanding the contents of English written
materials. The study carried out by Shraim & Khalif (2010) in Palestine found
that most of the respondents felt language was a barrier to e-learning. This
finding is consistent with studies in other developing countries.
In learning English for student who studies English at one public
university, they admitted that there is any challenge in learning English at
university level because of English is not their first language. The Challenges of

the students are found to be: family relationship; the learning process; family
care; financial constraint; and gynecological problems. Support needs of the
students were: family life support; alternatives for missed lecture periods;
funding; study facilities; and academic guidance (Fortser, 2012).
According to Fortser (2012), their main sources of support for family
and school work were their family members, hired domestic workers and class
mates, while their expected sources of support were family members,
classmates, the universities and the government. It showed that one of the
students challenges was about parental factors, especially for students who live
in rented/boarding house away from parents in the city, most of them felt
difficult, lazy and challenging for them, they stated:
S3:
yes, I must manage the time, yes if away from parents and stay in rented
house or alone here in boarding house, of course I must do something by
myself, when time for wake up, making task, and when the time to clean
my house. Ya..it is very problem for me because aaa..every semester the
lesson will be difficult and complicated, and if stay in boarding house it
is so difficult for me learn alone, if I stay with my parents or friends,
maybe they can help, maybe my parents can entering me to do course in
out, about alone, maybe about many it is not enough for me
S4:
OhheeeeeI cant do by myself about my task, I need others to help
me. When with my parents I can ask them, yes I feel stress. I do not like
cooking by myself
S5:
Hmm,,about challenges, hmmm maybe the challenge because I am
alone here, usually when I wake up my mom help me to wake up, here I
need alarm to wake up, to fight with lazy feeling. Maybe in university in
learning, maybe many papers that I should copy, usually my parents send

money in month and enough for shopping, eating and many things, and
now I must spent my money for copy book, ya I feel stress when., when I
get more homework from the lecturer
S6:
hmm.. I must try..because we do not everything, it means, our own
experiment do everything from we do not know, I feel stress because I
am alone,,ya I am alone, there is no there is no.. I do not have activity in
ekskul in my college, after study in campus I just go back to at home, if I
have many activities I will go outside
S8:
to do many things by myself, time management for me is so difficult,
, than difficult to manage time. Problem is the lecturer give a
difficult task ,ya my capacity of my mind, about stress, because of I am
so tired about the list of my study, and I have to clean my rented house
U9:
live here in rented house I learn from my experience, study in university
is challenging for me, because many things that we do not know and we
can know, even it is so difficult. I often feel stress here in rented house,
because of I am alone and many task for study English
Another comment came from S1, S2 and S7 who felt that they do not
have a big challenge to live in rented house, they just have challenge when they
have many assignments from lecturer, they stated:
S1:
:Actually is not challenge for me because I like alone, I do not think so.
Yes, I get problem when I am learning some subjects in English
department aaaa I do not want to mention the name the subject of the
study, but when the when the lecturer give the assignment is not..is not
necessary to students who.. who wants to back.. to back to hometown
and then the lecture say the a assignment via email, aaaa I do not think is
not aaa.. possible to us doing assignment
S2:
aaaa I do not know I do not know, yeee..but I do not know what the
challenge ooo.. for me in rented house. Aammmya, because I feel

lonely I feel stress when I have to do many tasks and to do something

like that, homework but I have to do it
S7:
aa.. challenge,, I think I do not have because it is the second time for me
live in rented house, but I only have challenge in learning English not
about my life in rented house
Based on students challenges in learning English at university as a
student who lives in rented/boarding house, many of participants stated that
learning English at university level is very challenging for them, because it is
not their first language and there were many tasks that they thought not
appropriate with their ability in English, especially for students who live in
rented house. The differences between students who live away from parents and
stay in rented/boarding house with students who live with parents are about
how to manage time and do activity. They felt that living with their parents is
better than living alone in rented house. In other opinion, two of participants
admitted that they do not have problem and challenge when they stay in
rented/boarding house, their challenge only about tasks in college.
According to participants who have challenge stay in rented house, they
deal with those challenges with making schedule between study and time to do
the activity in their rented/boarding house. Participants who have challenges in
learning English at university have solution with make a group and study
together with their friends in making task, exam and examination.

4.2.4 Themes and Sub Themes for English Department Students

Challenges in Learning English at University Level
This chapter presents themes and sub themes that related to English
department students challenges in learning English at university level in context
of students who live away from parents and stay in rented/boarding house. The
presentation will discuss two sections. Firstly, it provides four themes. Secondly,
it explains sub themes that related to theme about English department students
challenges in learning English at university level.
Themes

Sub Themes

Students Experiences in having Challenging in manage time

many Tasks and Managing Many
Feeling Tired
Things to Live Independently
Feeling Stressed
Not Challenging

Parental Factors
Positive Feeling

Feeling Happy
Feeling Free

Negative Feeling

Feeling Difficult
Feeling Sad
Academic Challenges

1. Relation with lecturer and Good relation with lecturer

university staf
Bad relation with university staf
2. Exam and Examination

Difficult

to

do

exam

and

examination
Not difficult to do exam and
examination
3. Time on assignment

Enough time
Short time

4. Making articles, journals, Difficult

papers and presentation
Easy
Non Academic challenges

1. Relation with roommate

Good relationship

2. College experience
3. Campus Environment

Difficult to adapt
Easy to adapt

4. Students Motivation
Internal factor
External factor

Personal interest

Parental involvement
5. Students Experience in
health, mental

Healthy
Feeling sick

economic and financial Mentality problem

problem
Having enough money

4.2.4.1 Students Experiences about Having Many Tasks and Manage Many
Things to Live Independently
According to the Oxford Learners Pocket Dictionary, independent
means able to work alone. It means, as an independent person we must be able
to do something alone, by ourselves. Especially for students who live in
rented/boarding house, they must be able to manage their daily need to live
independently even there are many task that they had to do in collage because
learning in university is challenging.
System learning in university is very different with system learning in
Junior or Senior High school. According to Warner (2010) high school and
university vary in a number of ways. Differences include the ways in which
subjects are organized and delivered, expectations that you will work
independently, a greater reading load, and more sophisticated research
requirements. It makes some of students felt that learning in university is more
challenging than learning in Junior and Senior High School, especially students
who live in rented/boarding house.
a.

Challenging
Learning English at university level is challenging, especially for

students who live in rented/boarding house away from parents, beside they think

about study, they must manage they daily need to live independently, like what
S9 stated: difficult to manage time maybe, when I do the tasks and when I clean
my rented house. Yes always stress. S9 had problem in managing time, she felt
stressed because she must do many things to live in rented house. In interview,
she admitted that when she felt stress, she called her parents and talked about
what she felts and she can get motivation back.
b.

Feeling Tired
One of students felt living alone in rented/boarding house is very tired.

Because they have many activities to manage their daily need. First comment
came from S5, she stated: when I tired, I break to clean my room, it is based on
my mood. Aaa.. I feel when I study and my room so dirty, I do not like it. I
manage by my own, I think I am very tired, because I am alone, I to do it alone,
when I was tired, it is give I influence to my study, because my mind is also
tired. S5 felt tired when she lives in a rented house, because she is alone and
she must do many things, when she felt tired it could give influence to her study,
because she lost her mood in making task. She admitted that, when she got
stressed, she called their parents because she admitted that their parents can help
them to improve their mood.
Another comment came from S1, S1 thought that he has many tasks in
college, but he must think about his rented house, that is not comfortable for
him:
Yes, when I have task, I should manage my time to do what is my daily
activity in.. in this rent house, but sometime aii I should alone and do

the assignment and task until at night..night or mid night so aaa.. is

really is not comfortable for me.
S8 supported that living in rented/boarding house is very tired than living
with parents, S8 stated I am very tired, but ya I must do it, happy or not live
must go on here. It means, although they were very tired in making tasks and
manage their daily need in rented house, they do not forget that it was necessary
for them, so they must do that.
c.

Feeling Stressed
The feeling that we felt when we have many activities, task and job is

feeling stress. In learning at university, sometimes there is any student who felt
stress when the lecturer gave many tasks and they felt difficult to do it, they felt
stress because of that. S2 stated:Aaaa yes aaa I have experience about task
from one of my lecturer you know ..yaa I have to send email in the deadline so
oh my god I feel so confuse about that, I feel stress but I think I have to do it
because I have to get good score so I have to do it, its not matter. S2 is student
who felt stress with one lecture who always gave difficult tasks for her, even
she felt stress, she was do it, because it is her duty to get good score.
d.

Not Challenging
Learning in university cant be a big challenge even we stay in a rented

house if we can manage our time very well. First comment came from S3:My
experience about many tasks, I will make my tasks first, about my rented
house I will handle later, the importance is doing my tasks, so tomorrow I do

not think about tasks again, I will clean my rented house. Another comment
came from S6 and S7, they stated:
S6:
ooo I will do something easy first, when I get holiday I will clean my
room. It is problem for me and I am very tired, and it is give influence
to my study when I am tired
S7:
I do by myself, the way is I make schedule in my rented house. In the
morning until afternoon I manage my daily need in my rented house,
clean my room, and at the night I will make tasks
Based on the findings above, six of nine students who have been
interviewed felt tired, stress and challenging living in a rented/boarding house
and living away from parents with various reasons that they have been shared
above. They have solution with make a schedule when they do all of activity in
their rented/boarding house to deal with those challenges. Three of students
from nine students felt that living in rented house do not give big challenges,
because they can manage time very well between making a task and managing
they daily need to live independently away from parents.
4.2.4.2 Parental Factor for Students who Live Away from parents and Stay
in Rented/Boarding House in Learning English at University Level
To identify how far factors of parents influence in learning English for
students who live in rented/boarding house away from parents, the researcher
tries to interview English department students who live in rented/boarding
house to know about their feeling living away from parents and related to their

study English at university level. Based on the parental factors for students who
live away from parents and stay in a rented/boarding house in learning English
at university level, the participants of this research gave positive feeling and
negative feeling.
a. Positive Feeling
One of the common themes that emerge from interview data is that
positive feeling from students when the researcher asked about parental factors
for students who live in rented/boarding house away from parents. Some of
students give positive feeling like happy and free when they study away from
parents and hometown. For instance, when being asked what they felt when
they study away from parents, S1 in her interviewed said:
Aaaa when I when I live my parents with me I think is not really
bathering me because I love free for live ya

During the interview, S1 and S9 mentioned truly that actually they feel
free when they stay away from parents to study English at university level and
he admitted that they did not have problem with live in rented house away from
parents. While responding to the same question, S2 said that she is happy
staying in boarding house because she has many friends in the boarding house,
although she ever felt alone at the first time:
. Yes, sometime I feel so lonely but eee sometime I feel happy
because in my boarding house I have friend ammm so I can talk each
other so my lonely was gone yaahaa

 sad, ya but I also happy because I am free, and I can study alone and
study about living independently

It means, not all of students who live away from parents to study at
university in the city felt stress and sad when they leave their hometown, for
example like what S1, S2 and S9 felt above, they felt happy and free living away
parents.
b. Negative Feeling
The second sub theme is negative feeling. Most of participants in this
research have negative feeling such as sad and difficult about parental factors for
students who live away from parents and stay in rented/hoarding house in
learning English at university level. S3, who lives away from parents for two
years, has noticed she does not like to live away from parents:
I feel so sad way from parents, sometime I always think I want to go
home, I do not like alone here, I am so sad.
According to participants opinion, living away from parents to study
give many challenges, one of them is that how to overcome sad feeling and
homesick away from parents. Furthermore, S5, during the interview, stated that
the factor in living away from parents was she must manage many things to live
independently, said:
I have problem, hmm,,,for example in my home, after back to campus,
if I want to eat, I just to eat, but now since live away from parents, if I

want to eat, I just cook, and if I am tired, I buy food, and it spend much
time, and I must make a task and many things, oh my God
Another comment came from S6 that being away from parents could be
problem for him: I cant away from my parents, I always need them, I am
really sad, it can be problem for me, because here I must do all of things alone.
In another ways, S3 and S4 mentioned about their feeling in living away
from parents, they felt homesick and sad, they stated:

my feeling is still homesick, I always thinking about my parents, I miss

them (S3)
S4 and S8 were very emotional when the researcher asked about the
same question, they almost cried when we were talking about live away parents
to study in Jambi city, it makes them unable say too much, they just said:

S4:
very sad..yee..
S8:
I feel sad, if I have many problem.

Based on findings above, six from nine students who live in rented house
away from parents have negative feelings, such as sad, difficult, and living
away parents could be problem for them. In this finding, it shows that living
away from parents is different with living beside parents in learning context,

because they must manage they daily need to live independently even they
have many task in college, they think if they live near with their parents, they
did not need to do it, they just study, and in rented house they should manage
many things to live independently. They deal with those challenges with make
a schedule between study and time to do all of activity in their rented/boarding
house.

4.2.4.3 Academic Challenges for Students who Live in Rented/Boarding

House in Learning English at University Level
To identify what are the academic challenges that students who live in a
rented/boarding house faced, the researcher tried to figure out five sub themes
in the following which are called the academic challenges based on
participants interview.
a. Relation with Lecturer and University Staff
As a university student, the quality time on campus is to meet with
lecturer and university staff. The process on campus will be in touch with
lecturer and university staff. Relation with lecturer and university staff refers
to students thinking about lecturer and university staff in their university.
Many of participants stated that their relation with lecturer was really good,
they stated:
eee..the relationship with lecturer is very good because many lecturer is
good, friendly, and easy. (S3)

Hmm my lecturer is good because my lecturer always give me

motivation to get good grade for everything semester.. (S7)
I am relation my relation with my lecturer a actually my lectures is
good(S1)
Ohh the lecturer is very good to help us to improve our skill in English
like speaking, reading, writing, my relation is good(S6)
with my lecturer very good(S4)
S1, S3, S4, S6 and S7 during the interview answered the question with
positive feeling, they showed that they have good relationship with the lecturer.
Another comment came from S2, S5, S8, S9 who stated that the relationship
with lecturer is normal, they stated:
haaa I think so so because aa I not too close I not too close with my
lecturer(S2)
hmm. I think lecturer in campus hmmm any good, any not good(S5)
the relationship with lecturer is usual..(S8)
relationship with lecturer is good.(S9)
Based on the findings in term students relationship with university staff,
many of participants stated that they do not have problem with lecturer in their
campus, they relationship is good. In another context, the researcher asked
students about how their relationship with university staff. University staff is
the people who help them in managing something in college. About relationship
with university staff, many of participants stated that their relationship with
university staff was not really good with many reasons, they stated:

university staff is not so good because the staff is so not friendly

man and woman there.(S1)
..haaaa it is my matter I not close with university staff in
campus(S2)
staff university is very annoying, when we ask them, they are angry
with us, if they have good mood, ya it is nice (S3)
about university staff, NO( S4)
aaa about university staff enough (S6)
if university staff I think they are not sincere to serve us, very
rude, when we ask, but they do not do that, they angry with us, it can be
challenge for me in manage something (S8)
university staff sometime good, sometime also annoying, it is
challenging for manage something (S9)
Based on finding above, many of participants felt the relationship with
university staff was not really good. S8 and S9 emphasized the attitude that
university staff gave challenge for them in managing something in college.
When the researcher asked them how they deal with challenges, they did not
give clearly answer, they stated that they just follow what the university staff
want.
b. Exam and Examination
In term of exam and examination in the class, most of students
mentioned that the exam and examination on campus sometimes is difficult
and sometimes is easy, they stated:
I think is not very hard, sometime I feel stress so so I feel hard when I
feel stress (S2)

 I think exam in campus aa some subject is hard and some difficult,

hmm sometime is very easy, to get good score is easy, but sometime is
very difficult (S5)
aaaasome is difficult some is easy, because the explain and
vocabulary from lecturer is really hard to understand what they mean
(S6)
Another comment came from S1 and S7 who felt that the examination on
campus is not difficult:
the exam is good because some of the lecture a give exam when that we
the question that we have learn before and its make me aa easy to to do
it (S1)
Hmm I think so far is enjoy because before examination I always
learning (S7)
In same question, four students from nine students mentioned that exam
and examination on campus is difficult to do:
S3:
Hmm the exam and examination in my campus hmmis very terrible
very so scare.
S9:
Difficult, but I can do it
S4:
It is very hard, because I must to take the task in email
Based on the findings about exam and examination, just two students
who felt exam and examination on campus is enjoy and good, because the
lecturer give the exam after they explained about the material. Even though,
most of students interviewed felt exam and examination was difficult to do

because of there is any lecturer who give difficult exam and examination. S4
during the interview mentioned that task becomes more difficult if the lecturer
wants students to collect the exam and examination by email. All of participants
said that if they felt difficult to do exam and examination, it could make them
stress and lazy. They deal with those challenges with study together with
friends that they think have good ability then them.

According to participants, it means exam and examination on campus is

a academic challenges that they face in college especially as a students who live
in rented house, because beside they think about exam and examination that
they admitted was difficult, they must manage so many things in
rented/boarding house to live independently as a student who live away from
parents.

c.Time on Assignment
In relation of exam and examination, four participants commented about
time on assignment in their college, they mentioned that some of lecturers gave
difficult and many assignments with short time, they stated:

Ya the time is matter, from one of my lecture, I think every tasks

eee that I got from him I cant manage my time to do the tasks

because that deadline was so fast, so I feel stress ohh..ya because of the
time (S2)
In addition, S3, S4 and S6 stated the same problem related to time on
assignment. They quite agreed what S2s comment, although there were slight
differences, said:
time on task is short, sometime many tasks that lecturer gives and
tomorrow we must college it (S3)
it is very hard actually for lecturer eee give short time, it can be
problem for me (S4)
sometime I think lecturer must understand students, because students
can manage time and not,, and really hard to manage time (S6)
Another comment came from S7, he commented that he enjoy English very
much and they think time on tasks is enough:I think in learning is enjoy, about time
on task is enough.
In term of time on task, most of students interviewed admitted that some of
lectures gave short time for task and assignment. According to S4, it give challenge
for her because beside she thinks about task, she has many things that she has to do
to live independently as a student who lives in rented/boarding house, she thinks as
a student who lives independently in rented/boarding house, if lecturer gives short
time for many task she felt very difficult to manage the time.
d. Making articles, journals, papers and presentation
Making articles, journal, papers and presentation refers to students
learning evaluation in college. Good articles, journals, papers and presentation can

influence students achievement in college. To know about students experience in

making articles, journals, papers and presentation in college, the researcher tries to
make participants share their experience in making articles, journals, papers and
presentation. S7 mentioned that making articles or something like that was easy:

making articles, journal, paper and presentation now is easy because there
is wifi in my campus, ya..we can browsingbrowsing to search many
source to me it

S7 felt like that because of there is any WIFI on campus, it makes easy to
search the source to making article, journal, paper and presentation. Another
comment came from S1 who supports S7s statement that making articles, journal,
paper and presentation is not difficult, even there is any wifi on campus, and also
lecturer make easy to make it, S1 stated:
Aaaaa my experience by a doing the making article journals and
something like that Actually when I want to make presentation in front of
the class I should make a group with with aa..my friends so I can share
my mind to my friend and we can get the good presentation for the
subject in class

It means, S1 does not feel difficult to make it, because teacher make an
easy atmosphere by making a group study before presentation, it can help them
to share their mind about the lesson and they can work together to make article,

journal, paper and presentation. In same question, most of students interviewed

mention that making article, journal, paper and presentation are challenging for
them, it is difficult for them. It proved with S2, S3, S4, S5 statement. They
stated:
..it is my challenging to do to make articles, journals, papers
ahamm because when I try to write journal and article I cant I cant
think about that I feel so hard to do to make articles, journals and
papers,,, but aa if if my friends or my lecturer teaches me to write this
maybe I can (S2)

ohh very difficult to make article, journal, paper and presentation,

because the task not only one, but many assignment, so we need much
time (S3)

yes,,hmm example make articles, essay minimal 3000 words and there
is deadline,,it very very very difficult to me and challenging to
me(S5)

Based on findings about making article, journal, paper and presentation,

most of students interviewed felt making article, journal, paper and presentation
was so difficult, because the lecturer gave many task and some of lecturers gave
difficult task, and also some of lecturers did not explain clearly how to make it,
they admitted that it was a challenge for them in learning English at university
level, because even they think many task that they felt it is so difficult, they must
manage time and many things to live independently. They deal with those
challenges with make a group to study with their friends. Beside in other
opinion, two of participants from nine participants mentioned that to find source

for making article, journal, paper and presentation is easy because there are
many WIFI on campus, it could helped them to make it easy.

4.2.4.4 Non Academic Challenges for Students who Live in Rented/Boarding

House in Learning English at University Level

Non-academic challenge is one of factors can influence our study,

especially in university level. It could be difficult or impossible to perform at our
best academically when we are feeling stress from non-academic problems, so it
is important to deal with such problems before they get out of hand (Kuh, at all.
2007). To identify what are non academic challenges for students who life in
rented/boarding house in learning English at university level, the researcher tries
to ask students about some of included non academic challenges, such as
relation with roommate, college experience, campus environment, students
motivation and students condition in health, economic and financial problem.
a. Relation with Roommate
According to Oxford Learner Pocket Dictionary, roommate is a person
that you share a room with, especially at a college or university. The studies
examined the effects of similarity on friendship formation. In the first, 30 pairs
of randomly assigned college roommates completed a questionnaire measuring
personality and satisfaction. They reported that their roommates interfered with

their social lives and the less they reported that their roommates helped them to
meet people, suggesting (Carly &Ganley, 1991)..
Living away from parents and stay with roommate always be experience
by students who live in rented/boarding house. Living with roommate in
rented/boarding house give influence to study motivation, because it relates with
condition that we face in rented/boarding house. In this case, eight from nine
students participants interviewed admitted that they do not have problem with
their roommate. They stated:
S1:
My roommate is my sister actually is not so bad because we know each
other before and now is make me easy make relationship with them with
her
S3:
I dont have roommate because in in my house Im alone Im alone

S7:
oh problem about my roommate,, hmm I do not have problem, so far is
ok, because we always sharing each other
S5:
Haaa hmmm my relation with my roommate, so nice so good, so far
so good
S6:
ooowe do not have much time to talk each other, ya I dont have
problem
S9:
..So far so good

S4:
I am very close, I do not have problem with roommate..

It means, relation with roommate it is not become a challenge for them

for staying in rented/boarding house, because most of participants felt enjoy to
have a roommate. Another opinion came from S2 who admitted that she has
problem with roommate: Yaaa but yaaa always mad with them sometime we
we have different opinion so so sometime I made with them, I think I can not
mad always because I stay in boarding house not lonely but with many friends.
It showed, we will meet the various characteristic of roommate in
rented/boarding house.

b. College Experience
Experience in college is important for students, because the experience
will be something precious and it can influence their live here. When the
researcher asked about college experience, all of students interviewed did not
give clearly answer, they look confused what the experience they have, because
there are many experience that they have in college. Almost of them have same
thought, sometime is good sometime is not good, but almost of students
interviewed mentioned that they have experience in making difficult exam and

examination in college and have bad score. S8 stated: college experience ya ha

I have experience in making examination he want send email, I get E. In
addition, S9 stated the same problem related to college experience I have
experience when I get score D oh my God. S4 mentioned that my college
experience is when I get low or bad score in college. It showed, studying in
university is not easy for some students, especially if they got low score in
examination and it would be bad experience for them.
c. Campus Environment
When we move to new environment, we need to adapt with new
environment, especially from students who move from their hometown/village
to study English at university in the city. The first time they need to know how to
adapt with campus environment because they are not originally from Jambi city.
Some of participants felt difficult to adapt and others felt that they do not have
problem to adapt with campus environment. S3 mentioned truly that she has
problem in adapt with campus environment because of she came from village
and she difficult to adapt with another student in Jambi city who used Jambi
language: it is very difficult, because the first time I cant use Jambi language,
my friends always judge me. Another opinion came from S4, S5 and S6
mentioned the same:
Ohhh it is so difficult because most of students here from city, and I am
from village (S4)

ya I see it is give challenging for me because I confused with this

college about room (S5)
the first time I came to city is difficult, I must see new people and etc, it
is difficult for me to adaptation (S6)
In other opinion, S2 mentioned the difference opinion about adaption
with campus environment: Aaaa I do not but it just let it flow, I just meet the
friends and just talk each other, ya I think like that, not really hard for me.
Based on finding above, most of students interviewed stated that they were
difficult to adapt with campus environment, because of they were from village.
They deal with those challenges with asking their friends who come from city,
especially Jambi city to know a little about this city.
e.

Students Motivation
The next sub theme is students motivation, it refers to where and how

students get motivation in study English at university students in context of

students who live away from parents and stay in rented/boarding house. There
are a number of factors that determine the likelihood of engaging in a particular
behavior. These determinants can be classified as either internal factors, eg.
knowledge, or external factors , eg. Social support, that are instrumental in
understanding behavior (Cole, Holtgrave& Rios, 1991).

Internal Factor
Internal factor is a factor from within that influences the development of

students. It refers to personal interest of students. S7 who has live two years in
Jambi city, has noticed he got motivation from himself: about motivation,, hmm

it comes from myself because I like English. According to participants, he got

motivation from himself, it could be mean he has personal interest about
English.

External Factor
According to Cole, Holtgrave & Rios, (1991), some of external factors
are social, support, media, socio cultural, economic and political factors, health
care system, environmental stressors, and societal laws and regulation. Most of
participants mentioned that they got social support or motivation from parents,
they stated:
S1:
yes, I have motivation from my parents, and I want my parents proud of
me.
S2:
of Course my parents, I think because of my parents not beside me, it
give me motivation..
S3:
my motivation when I see my parents photo
S4:
.my parents is my motivation
S5:
hmm,,, my motivation is my parents, to study heard
S6:
because I have parents, and my parents believe me so I will try very
hard.

Based on the finding in term of external factor in students motivation,

most of participants stated that they got motivation from parents. It showed that
parental factors could influence their motivation in studying English at
university level, especially for students who live in rented/boarding house.

a. Students Experience in Health, Mental, Economic and Financial

Problem
To identify about students experience in health, mental, economic and
financial problem of students who live in rented/boarding house, the researcher
tries to figure out three sub themes to know students experience based on the
result of interview.

a. Healthy

The first sub theme that emerges in the interview data under students
experience is healthy. Most of participants admitted that they did not have big
problem with healthy, because they always keep their healthy body, like S2
stated: I do not have problem with my health..
b. Mentality

The second sub theme is mentality problem. According to Oxford

Learner Pocket Dictionary, mentality is particular attitude or way of thinking of
a person or group. About mentality, S1 stated clearly that their mental going
down when he met another people who have higher ability in English than him,
he said: mental, I think yes, I have when I meet the some friends that their
ability high than me,,higher than me is make me down actually but is
ok.. According to S1, when she felt down, she will study hard to be
better.
c. Feeling sick
Although, most of participants admitted that they did not have big
problem with health, it does not mean they never sick. In interview, S5 clearly
stated that living away from parents is not easy, especially when she got sick:
hmm..when I alone in my bedroom I got sick, I really need my parents, because
of I am alone, I must go out alone to buy medicine with sick condition, it is very
dangerous I think, if I stay with my parents at home when I got sick my parents
can help me. According to S5 experienced, it showed that staying with parents
will be better than staying alone in rented house, and indirectly it could be a
challenge for student.
d. Having enough money
The participants admitted that one of challenges from students who live
in rented/boarding house is how to manage money. All of participants did not

give clearly answer about financial (money), they just admitted that they got
problem in financial (money) at the end of the month. S1 stated: yesss,, when it,
when it end of the month I have no money. According to participant,
they have enough money and they did not have big problem with financial
(money), they just have problem how to manage their money very well.
4.3. Discussion
Traditionally, challenge has been understood and studied as a
multifaceted construct consisting of various influence with the positive effect.
Challenge is something we need to achieve a goal. The challenge is not only
obtained by students in university, but everyone has something that they call as a
challenge in his/her life. As a student, we will find something that we think it
can be challenge for us. They will face some challenges, namely academic and
non academic challenges. The challenge faced by students is currently about
learning wherever they study, especially for student who comes from village
who leaves their hometown to study at university in the city by staying in
rented/boarding house. It is proven by the research conducted in the UK about
students academic and cultural experiences of studying in the UK. In this
research, Bamford (2008) stated that there are clearly challenges for
international students studying at higher education institutions in the UK.
However, a challenge is very important to build their personality, because when
they discover what challenges they face, it becomes motivation in finding ways
to deal with these challenges. In this finding, the researcher found that all of my

participants stated that they have any challenges when they study in university,
and those challenges can build their personality to deal with those challenging. It
shows, this finding is in line with previous research from Bamford (2008).
The finding of this research shed light on understanding of English
students challenges in learning at university level from (Kuh, Kinzie, Buckley,
Bridges & Hayek, 2007) and (Mukminin& McMahon, 2013). How are the
findings of this research related to findings of previous studies used in this
research? Are the findings consistent or inconsistent with the theories?
4.3.1 Students Challenges in Learning English at University Level
Major findings of this research included a variety of factors that motivate
English department student in dealing students challenges in learning English
at university level. To begin with, the research reveals two common problems:
students and challenges. In the interview results, students who come from
village and live away from parents for staying in rented/boarding house have
many challenges, academic and non academic challenges in learning at
university level. The interview data are also strongly supported the above
findings when all of participants recognized that they have many challenges
within academic or non academic challenges in learning English at university
level as a students who lives away from parents and stay in rented/boarding
house.

Thus, the results of this study affirm that student who lives in
rented/boarding house away from parents has many challenges than students
who live with parents, in academic or non academic challenges because beside
they think about learning, they must manage their daily need to live
independently. The findings also stated that some students are more than others
are better prepared academically and have greater confidence in their ability to
succeed (Jillian, 2007). It shows, there were some particular students who
already prepared their academic to study in college. According to Mukminin &
McMahon (2013), there are many challenges that we called as an academic
challenges, such as difficulties to find library, textbooks, articles, journals,
difficulties in making papers, to do assignment, exams, the number of credit
hours, course, test, papers, presentation, difficulties in relation to English
language issues (listening, speaking, reading and writing), and difficulties in
relation with lectures and university staff. In this finding, many of participants
stated that they have academic challenges in learning English at university level
in making article, presentation, paper, test and assignment. They stated it is
difficult and becomes a challenge for them, especially for students who live
away from parents and stay in rented/boarding house. It shows, some of point
from finding and result in this research it is in line with previous research done
by Mukminin & McMahon (2013), such as difficulties in making article,
presentation, paper, exam, and examination.

Although, we have same discussion about students challenges, but there

is any differences between this research and previous research. In this research,
researcher saw students challenges at university level in context of English
department students who live in rented or boarding house. In this finding
showed that students who live away from parents and stay in rented/boarding
house have more challenge than students who live with parents.
Thus, the results of this research mostly support the findings of the
previous studies on students challenges in learning at university level in both
developed and developing countries. As in many contexts, the participants of
this research also faced their challenges from many aspects and factors within
academic and non academic challenges as a student who live in rented/boarding
house.
4.3.2

Students Challenges and Condition in Rented/Boarding House

This research set out to find out: 1) what are the academic and non

academic challenges that students encounter in learning English at English

department in one public university? and (2) how do they deal with those
challenges?. The findings indicated clearly that the common themes that emerge
from the interview data are that students learning in university is directly related
to the challenge. Further, the English department students challenge in learning
English was also influenced with their living condition.

Based on the findings, it could be identified that students condition in

rented/boarding house have a strong influence on students motivation in study.
The challenges that students face in a rented/boarding house influence their
learning in college, because in finding of this research found that almost
participants who live in rented/boarding house has more challenges than students
who live with parents, it is in line with previous study done by Brilliantes, Aga
&Tipace (2012) many students staying in a boarding house and dormitory have
significant contributions to his/her personal, social, academic and emotional
growth. It becomes a challenge for them in learning at university.
Even though interview results reveals several issues related to their living
condition in a rented house, the students asserted that living away from parents
and stay in rented/boarding house gave many challenges and sometime becomes
a problem in learning at university, because they must mnage daily need to live
independently, beside, there are many tasks in college that they must do. These
responses of the participants imply that they felt different if they stay with their
parents, because they just focused on studying and do not think about a lot of
things in rented/boarding house.
4.3.3

Students Strategies in Dealing with Those Challenges

As a student who live away from parents and stay in rented/boarding

house, almost participants admitted that they have many challenges, academic or
non academic challenges. In this finding, many participants stated that they got a
challenge in academic challenges it is about in making assignment, paper,

article, presentation, exam and examination. Some of point from finding and
result in this research it is in line with research from previous researcher that
there are many challenges that we challenges an academic challenges, such as
difficulties in making articles, papers, to do assignment, exams, the number of
credit hours, course, test, papers, presentation, difficulties in relation to English
language issues (listening, speaking, reading and writing).
In non academic challenges, many participants admitted that they got
challenge in living condition as a student who lived in rented/boarding house,
such as college experience, financial problem, health, mental, motivation,
campus environment. The important point here is when students get many
challenges in academic challenges, such as difficulties in making task, journal,
paper, exam and examination, they deal with those challenges with make a
group of study with their friends that they think has good ability then them.
When they feel stress, tired, and lazy in managing their daily need in
rented/boarding house and in learning English at university as a student who live
in rented/boarding house, they have solution, first they will call their parents,
talking and sharing with their experience and what they feel, because they
admitted that their parents can help them to get motivation back in learning. The
Parents is their motivation because they want to make their parents proud.
Second, the solution is with make a schedule between study and time to do
activity in their rented/boarding house.

Based on finding from interview in this research, it is somewhat

surprising to see that living condition in rented/boarding house could give
challenge for students and influence students in learning at university level.
Although, there has been a few previous studies on students challenges in
learning at university level which not clearly discussed about students
challenges in learning as a student who live in rented/boarding house, there has
been found in this research as the finding. The studies have shown that English
department students challenges in learning English at university level as a
student who live away from parents for staying in rented/boarding house.
From the finding in above, the researcher might conclude that students
who study in university level as a student who live in rented/boarding house
have many challenges, in academic and non academic that have discussed
above, their living condition influences their study motivation in college. Of the
45 percent of students who start college and fail to complete their degree, less
than one-quarter are dismissed for poor academic performance (Kuh, Kinzie,
Buckley, Bridges & Hayek, 2007).

CHAPTER V
CONCLUSION AND SUGGESTION
This research began with the need to investigate the English department
students challenges in learning English at university level as a student who live in

rented/boarding house and how they deal with those challenges. This chapter draws
conclusion and suggestion dealing with students challenges in learning English at
university level as a student in fourth semester who live in rented/boarding house.
5.1

Conclusion
Challenge is something we need to achieve a goal. The challenge is not only

obtained by students in university, but everyone has something that they call as a
challenge in his/her life. It means, there is always something that we think as a
challenge in our life, especially for students, the challenge face by students is
currently about learning wherever they study, especially for students who come from
village who leave their hometown to study at university in the city.
Sometimes, a challenge does not always come from ourselves, but also
comes from outside, for instance from our lecturer or environment. The challenges
can help them to improve their quality through the ways which they deal with their
challenges. This finding is consistent with results of previous students challenges in
learning at university research conducted by Mukminin & McMahon (2013),
Brilliantes, Aga &Tipace (2012), and Kuh, Kinzie, Buckley, Bridges & Hayek
(2007). It was a common finding in these studies that students who live in
rented/boarding house have many challenges in learning than students who live with
parents because they must manage their daily need to live independently. The
challenge that they face is academic and non academic challenges (having many
task and managing many things to live independently, parental factors, exam and
examination, relation with lecturer and university staff, making articles, journal,

paper and presentation, relation with roommate, students motivation , health and
financial problem).
Similarity with the result of previous students challenges in learning English
at university level, one surprising finding in this research is the almost participants
mentioned that as a students who study in university they face many challenges. In
this research, it emerged as a theme in interview data.
Interestingly, this research provided experiences from students who live in
rented/boarding house English department students in fourth semester such what
they feel as a students who live away from parents for staying in rented/boarding
house and manage many things to live independently.
Finally, the finding gave the conclusion that almost participants in this
research admitted that as a student who lives in a rented/boarding house away from
parents, they got big challenge, because sometime they felt tired and stress to
manage their daily need even they have many task in college that they must do.

5.2

Suggestion
This study has only served as an exploratory and directional example of the

various topic that could be included in research on students challenges. A good way
to do this would be to use more than one type method, for instance, to start with a

questionnaire or some type of writing task and then complement it with an

interview. Further investigation were also needed for English student to think more
critically concerning English department students challenges in learning English at
university level as a student who live in rented/boarding house.
This case study research has limitation. The researcher only explored
English Department Students Challenges in Learning English at University level as
a student who stay in rented/boarding house and how they deal with those
challenges. The researcher did this because she wanted the participants shared the
same experience and same knowledge so their challenges can identify the English
Department Students Challenges in Learning English at University Level.
In fact, study in university gave many challenges than study in Junior
and Senior High School. The challenge is academic and non academic challenges.
Students who live in rented/boarding house faced many challenges than students
who live with parents at home. Beside they think about many tasks in college, they
should prepare many things to live independently.
There is very limited research of Students Challenges in Learning English at
University Level. Therefore, for future researcher, the researcher suggested to use this
case study research as preliminary source to investigate Students challenges in
learning English at university level, especially for student who live away from parents
and stay in rented/boarding house. The further researcher might be explored the aspect
that havent been discussed in this research.

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APPENDIX A
INVITATION LETTER
Away From Home as University Students: English Department Students
Challenges in Learning English at University Level
Dear English Department Students:
I would like to invite you to participate in a qualitative research project,
conducted by GeniRiskiPitrisia, student in English Department, Faculty of Teaching
Training and Education, Jambi University. The project is titled: Away from home as
University Students: English Department Students Challenges in Learning English at
University Level. The purpose of the project is to know and describe the English
department students challenges in learning English at university students as a student
who live away from home and parents who stay in rented or boarding house.
In the study you will be asked to complete a demographic questionnaire and
interview, to participate in interviews and focus on your experience during your
transition from village to the city, to the university and during your university years.
If you are willing to participate in the study, I do appreciate it if you contact me
back by emailing me at pitrisiageni@yahoo.com, then I will send you a consent form. I
do appreciate your participation in my study.
Sincerely,

Geni Riski Pitrisia

APPENDIX B
DEMOGRAPHIC QUESTIONNAIRE AND INTERVIEW
Away From Home as University Students: English Department Students
Challenges in Learning English at University Level
Dear English Department Students:
The following are demographic questionnaire and interview. The questionnaire
will be used to gather information about your place of birth, place of residence in Jambi,
your semester, gender, age, place of your Senior High School, address of your parents
and hometown or whether you live in urban or rural areas in Indonesia.
The average time required for completing the survey is about 20 minutes. I will
appreciate your participation in this research and I would welcome your comments on
this research as well. Your records will be used for research purposes only and all data
will be kept confidential.
Thank you very much for your participation.
Sincerely
GeniRiskiPitrisia

Away From Home as University Students: English Department Students

Challenges in Learning English at University Level
DEMOGRAPHIC QUESTIONNAIRE
Name of Preferred Pseudonym:
Students Number
:
GPA
:
Please respond to the following items.
1. Your age..
2. Your hometown..
3. Your address in Jambi.
4. Your gender (please check): Male:
Female...
5. Where is your Senior High School before you enter in Jambi
University?...........................................................................................................
6. Your semester..
7. Your achievement during study in Jambi University (academic/non academic)

8. What is your expectation study in university in the city?..................................

9. What should you prepare to leave your hometown to the city?.........................

10. Socio Economic Status..

APPENDIX C
INTERVIEW PROTOCOLS
Away From Home as University Students: English Department Students
Challenges in Learning English at University Level
Guided by the interview and focus on interview protocols, the English
department students are asked to discuss about challenges that they face when learning
English in university level as a students who live away from home and parents who live
in rented or boarding house. Each interview lasted between 45 minutes to ask some
question and answer questions. The researcher digitally record their accounts and
responses to interview questions via a digital voice recorder. All interviews will be
record and transcribe with the consent of the participants by the researcher. To keep
what participants tell, the transcription placed in a locked file and only the researcher
had access to the transcriptions.
1. I am interested in learning about your challenges in learning English at
university level as a student who live away from home and parents who stay in
rented or boarding house. Please describe in general, what this is like?
When did you come to Jambi city?
Is this your first time to live your hometown to study in the city?
How did you feel the first time you came to your university?
How did you feel when you leave your parents and your hometown to study
in the city?
Tell me the reasons why you chose study in the city even your hometown has
institution to study.
How did you feel in learning English in Jambi University?
Is this your first time live in rented or boarding house with no parents?
What do you feel as a student who lives in rented or boarding house?

What do you think to be your challenge when study in university as students

home alone as a university students?
Are the specific challenges, problems, or stressors you experience in learning
English at university level as a student who live in rented or boarding house?
Tell me your experience when you have many tasks in university but you
must manage so many things as a student who lives independently.
Describe your feeling as a student who lives with no parents.
Describe your feeling or experience about regulation in English department.
Explain what you should do as a student who lives with no parents in
learning context.

2. I am interested in learning about your academic and non-academic challenges in

learning English at university level as students who live with no parents and stay
in rented or boarding house. Please describe in general, what this is like?
Academic challenges
1. Please tell me about your relation with your lecturer and university staff
in your campus.
2. What do you feel about the exam and examination in your campus?
3. What do you think about time on task and teaching and learning in your
campus?
4. Please share to me your experience about making articles, journals,
papers, course, presentation and something like that.
5. How did you feel about English language issues (listening, speaking,
reading and writing) that you learn in your campus?
Non Academic challenges
1. Please tell me about your relation with your roommate.
2. Please share to me about your college experience.
3. What do you think about campus environment, how did you adapt with
campus environment?
4. How about your motivation?
5. Please share to me about your experience in health, economic, mental
and financial problem in study at university.

APPENDIX E
INFORMED CONSENT FORM
Away From Home as University Students: English Department Students
Challenges in Learning English at University Level
Dear English Department Students:
You are invited to participate in a qualitative research project, conducted by Geni Riski
Pitrisia, S. Pd candidate in the Faculty of Teacher Training and Education, English
Department, Jambi University. The project is titled: Home Alone as University Students:
English Department Students Challenges in Learning English at University Level. The
purpose of the project is to know and describe the English department students
challenges in learning English at university students as a student who live with no
parents and stay in rented or boarding house. This is a dissertation research project to
fulfill the requirement of my S.Pd degree.
In this project, you will be asked to participate in demographic questionnaire and
interview protocol on your lived experiences and challenges in study English as a
student who live in rented or boarding house without your parents. Your participant in
the demographic questionnaire will last about 10 minutes and your participation in
individual interview lasted between 45 minutes to ask some question and answer
questions. All data will be kept confidential and interviews will be taped, transcribed
without your name or any identification that could identify you, archived in electronic
format, and will be destroyed upon the completion of the study. One transcribed and
verified, all tapes will be erased and only the investigator will have access to the files.
Your signed consent form will be stored in a separate, secure, and location from the data

in the investigators home. Likewise, the consent form will be destroyed upon the
completion of the study.
Your decision to take part in this study in entirely voluntary. You may decline to be
interviewed or may decline to answer any specific questions. To the best of my
knowledge, three are no cost associated with taking part of this study. Also, there is no
risk that could result from this study and you will not get any personal benefit from
taking part in this study. Your records will be used for research purposes only. At the
end of the study, your records will be destroyed.
Please keel a copy of this informed consent for your records. Should you have any
questions at any time about the nature of this study and the use of your responses, please
contact GeniRiskiPitrisia.

Statement of Consent:
I have read above description of this study. All my questions have been answered to my
satisfaction. Furthermore, I have been assured that the researcher will answer any future
questions I may have. I voluntary agree to take part in this study. I will retain a copy of
this consent form for my records.
Signature

Date

Signature of Investigator

Date