CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS

Abstract

Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.