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Abstract

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

Keywords

Indonesian Student Teachers, English Academic Writing Socialization

Author Bio(s)

Amirul Mukminin, PhD. is a faculty member, Faculty of Education, Jambi University, Indonesia. He holds a PhD from Florida State University in Educational Leadership and Policy Studies, was a postdoctoral researcher, University of Groningen, the Netherlands. Correspondence regarding this article can be addressed directly to: Amirul Mukminin at, amirmuk06@gmail.com. Raden Muhammad Ali, M.Ed. is a faculty member, Faculty of Education, Jambi University, Indonesia. Correspondence regarding this article can also be addressed directly to: Raden Muhammad Ali at, radenmuhammadali@yahoo.com. Muhammad Jaya Fadloan Ashari was a BA student at Faculty of Education, Jambi University, Indonesia. Correspondence regarding this article can also be addressed directly to: Muhammad Jaya Fadloan Ashari at, mjfadloanashari@gmail.com.

Publication Date

9-7-2015

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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