Bridging Cultures: Collaborative Learning Between Malagasy Darmasiswa Scholar and English Education Student at UKI Toraja

Roni La'biran; Markus Deli Girik Allo; Judith Ratu Tangdiarrang; Elim Trika Sudarsi; Nilma Taula'bi; Resnita Dewi; Adrial Kala’lembang; Maminiaina Andosoa Faniriana

doi:10.35445/alishlah.v17i2.6028

Bridging Cultures: Collaborative Learning Between Malagasy Darmasiswa Scholar and English Education Student at UKI Toraja

Roni La'biran, Markus Deli Girik Allo, Judith Ratu Tangdiarrang, Elim Trika Sudarsi, Nilma Taula'bi, Resnita Dewi, Adrial Kala’lembang, Maminiaina Andosoa Faniriana

Abstract

This study investigates the collaborative learning experiences between Malagasy Darmasiswa scholars and English Education students at Universitas Kristen Indonesia Toraja (UKI Toraja). The Darmasiswa program, initiated by the Indonesian government, facilitates cross-cultural academic exchange by offering scholarships to international students, including those from Madagascar. The research focuses on how these intercultural collaborations impact participants' language acquisition, communication skills, and educational development. Using qualitative methods, including semi-structured interviews and participant observation, data were collected from both Malagasy and Indonesian students engaged in joint learning activities. These activities encompassed intercultural workshops, language exchanges, and collaborative projects centered on cultural comparison and language practice. Preliminary findings indicate that collaborative learning fosters improved intercultural communication skills, increased language fluency, and greater cultural empathy. Both groups reported enhanced confidence in cross-cultural settings and a deeper understanding of each other’s cultural perspectives. The learning environment was described as more inclusive and mutually supportive. The findings underscore the educational value of structured intercultural collaboration. Participants not only developed stronger language and communication skills but also demonstrated increased cultural awareness and engagement. These outcomes suggest that such initiatives significantly contribute to the holistic academic growth of both international and local students. The study recommends enhancing collaborative learning by integrating structured intercultural components, expanding joint activities, and promoting ongoing peer engagement. These improvements could deepen intercultural understanding and further enrich the educational experience for all participants.

Keywords

collaborative learning; cultural exchange; Malagasy scholars; Malagasy darmasiswa; UKI Toraja

Full Text:

PDF

References

Abuarqoub, I. A. S. (2019). Language barriers to effective communication. Utopia y Praxis Latinoamericana, 24(Extra6).

Bai, L., & Wang, Y. X. (2022). In-class and out-of-class interactions between international student and their host university teachers. Research in Comparative and International Education, 17(1). https://doi.org/10.1177/17454999211038774

Cores-Bilbao, E. (2020). Communicative mediation and identity for the development of European democratic values in the EFL classroom. Departamento de Filologia Inglesa, 303009412.

Dea, P., Ratnanggana, R., Sushanti, S., Titah, P., & Resen, K. (2022). Representasi Diplomasi Publik Indonesia melalui Cultural Exchange sebagai Sarana. Jurnal DIKSHI, 1(2).

Donesky, D., Reid, T., Joseph, D., & Anderson, W. (2016). TeamTalk: Interprofessional Team Development and Communication Skills Training (FR482B). Journal of Pain and Symptom Management, 51(2). https://doi.org/10.1016/j.jpainsymman.2015.12.255

Douglas, S. R., Landry, M. H., Doe, C., & Cheng, L. (2022). English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University. TESL Canada Journal, 39(1). https://doi.org/10.18806/tesl.v39i1/1373

Drobot, I.-A. (2022). Multilingualism and Awareness of Cultural Differences in Communication. In Multilingualism - Interdisciplinary Topics. https://doi.org/10.5772/intechopen.99178

Dunfee, M., & Cuy Castellanos, D. (2019). Bridging the gaps between ecology and nutrition: a middle school–university collaboration. Journal of Hunger and Environmental Nutrition, 14(6). https://doi.org/10.1080/19320248.2018.1484312

Eisner, R. S. (2012). Critical Adaptations in the Somali Diaspora: Community-Based Learning as Collaborative Process and Performance. Storytelling, Self, Society, 8(3). https://doi.org/10.1353/sss.2012.a813182

Gao, Z. (2023). The influence of cultural differences on international news communication. BCP Education & Psychology, 8. https://doi.org/10.54691/bcpep.v8i.4304

Gidron, N., & Hall, P. A. (2020). Populism as a Problem of Social Integration. Comparative Political Studies, 53(7). https://doi.org/10.1177/0010414019879947

Guillén-Yparrea, N., & Ramírez-Montoya, M. S. (2023). A review of collaboration through intercultural competencies in higher Education. In Cogent Education (Vol. 10, Issue 2). https://doi.org/10.1080/2331186X.2023.2281845

Haerazi, Irawan, L. A., & Sotlikova, R. (2023). Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness. JEELS (Journal of English Education and Linguistics Studies), 10(2). https://doi.org/10.30762/jeels.v10i2.1763

Haykal, H., Tiopan, D., & Kurniawan, S. (2024). Legal Development Concerning the Creation of Digital Currency in the Financial System. Journal of Law and Sustainable Development, 12(1). https://doi.org/10.55908/sdgs.v12i1.964

Hellmund, T., Hertweck, P., Hilbring, D., Mossgraber, J., Alexandrakis, G., Pouli, P., Siatou, A., & Padeletti, G. (2018). Introducing the heracles ontology—semantics for cultural heritage management. Heritage, 1(2). https://doi.org/10.3390/heritage1020026

La’biran, R., & Dewi, R. (2023). Teaching Speaking Model in Student Exchange MBKM Program in Indonesian Universities. AL-ISHLAH: Jurnal Pendidikan, 15(1). https://doi.org/10.35445/alishlah.v15i1.2825

Laycock, R., Chan, D., & Crewther, S. G. (2017). Attention orienting in response to non-conscious hierarchical arrows: Individuals with higher autistic traits differ in their global/local bias. Frontiers in Psychology, 8(JAN). https://doi.org/10.3389/fpsyg.2017.00023

Lifintsev, D., & Wellbrock, W. (2019). Cross-cultural communication in the digital age. Estudos Em Comunicacao, 1(28). https://doi.org/10.25768/fal.ec.n28.a05

Liu, S., & Kinginger, C. (2021). The sociocultural ontogenesis of international student’ use of pragmatic strategies in ELF academic communication: Two contrasting case studies. Journal of Pragmatics, 186. https://doi.org/10.1016/j.pragma.2021.10.022

LIU, Y., & WANG, K. (2022). A Dynamic Study on the Role of Confucius Institutes in Cultural Exchange and Mutual Learning. Asia-Pacific Journal of Humanities and Social Sciences, 2(1). https://doi.org/10.53789/j.1653-0465.2022.0201.005

Liu, Y., & Wang, M. (2023). The Influence of Sports on the Construction of a Good Psychological Atmosphere in Chinese International Education from the Perspective of Intercultural Communication. Revista de Psicologia Del Deporte, 32(3).

Ma, K. (2021). Facilitating Recovery Through Building an Interconnected Community: From Awareness to Action. Journal of International Student, 11(4). https://doi.org/10.32674/jis.v11i4.3303

Matta, C. (2022). Philosophical Paradigms in Qualitative Research Methods Education: What is their Pedagogical Role? Scandinavian Journal of Educational Research, 66(6). https://doi.org/10.1080/00313831.2021.1958372

Miller, S. L., Zielaskowski, K., & Plant, E. A. (2012). The Basis of Shooter Biases: Beyond Cultural Stereotypes. Personality and Social Psychology Bulletin, 38(10). https://doi.org/10.1177/0146167212450516

Mustafa, R., Mahboob, U., Khan, R. A., & Anjum, A. (2023). Impact of Language Barriers in Doctor – Patient Relationship: A Qualitative Study. Pakistan Journal of Medical Sciences, 39(1). https://doi.org/10.12669/PJMS.39.1.5805

Nguyen, H. T. T. (2022). Empowering Intercultural Communication Competence for Foreign Language-Majoring Student through Collaboration-Oriented Reflection Activities. European Journal of Contemporary Education, 11(1). https://doi.org/10.13187/ejced.2022.1.110

Rahmawati, S., Madjid, I., Bin Khoiry, M. A., Arafat, M. F., Salsa, N., Hutahean, D. P. S., Istara, I., Tarissa, L. D., Nasir, A. H. M., Akhi, M., Nasution, D. F. K., Claresta, J. B., Muhammad, A. R., & Fairuzzabadi, F. (2023). Enhancing student competencies through entrepreneurship and cultural collaboration: A community engagement approach. Journal of Community Service and Empowerment, 4(3). https://doi.org/10.22219/jcse.v4i3.29805

Tovar-Gálvez, J. C. (2022). Acculturation in the Integration Course for Immigrants in Germany: A Study from the Cultural Bridge Approach. Journal of Ethnic and Cultural Studies, 9(3). https://doi.org/10.29333/ejecs/1061

Vilas-Boas, O. T., Davel, E. P. B., & De Souza Bispo, M. (2018). Leadership as cultural practice. Revista de Administracao Mackenzie, 19(1). https://doi.org/10.1590/1678-6971/eRAMG180076

Wahab, R. (2007). Multicultural Education: Its Implication For General Education And Gifted Education In Indonesia. International Conference: Said Nursi on Multicultural Education.

Woesler, M. (2023). Translation and Other Approaches to Promote Cultural Exchange. In East-West Dialogue. https://doi.org/10.1007/978-981-19-8057-2_44

DOI: https://doi.org/10.35445/alishlah.v17i2.6028