Learning about the local culture

Oct 13, 2025 by wbrum.org 22 views

Introduction

The University of North Sumatra, located in Medan, is a hub for students from various regions, including Papua. As a melting pot of cultures, the university provides a unique opportunity for students to interact with people from different backgrounds. However, this diversity can also lead to cultural shock, a phenomenon that can be challenging for students to navigate. This study aims to explore the experiences of Papuan students at the University of North Sumatra, examining the cultural shock they encounter and the adaptation process they undergo.

Background

The University of North Sumatra is a high-education institution that values diversity and inclusivity. The university's commitment to supporting students from different regions is evident in its efforts to create a welcoming environment for students from Papua. However, despite these efforts, students from Papua may still experience cultural shock due to language constraints and differences in behavior. Language is a significant barrier that can make it difficult for students from Papua to interact with students from other regions.

Methodology

This study employed a descriptive qualitative method, involving six informants who were chosen purposively. The research was conducted at the University of North Sumatra, Medan. The informants were Papuan students who were studying at the university, and they were selected based on their willingness to participate in the study. The data collection process involved in-depth interviews with the informants, which were then analyzed using thematic analysis.

Results

The results of this study revealed that most informants experienced various obstacles in intercultural communication, with the majority caused by language constraints and differences in behavior. Language was identified as a significant factor that made it difficult for students from Papua to interact with students from other regions. The informants also experienced cultural shock in the form of different adaptation phases.

Adaptation Phases

The adaptation process experienced by the informants can be divided into four phases:

Phase of Excitement

In this phase, students feel enthusiastic and eager to live a new life in Medan. They feel inspired by different cultures and broader social interactions. The informants reported feeling excited about the opportunity to learn from people from different backgrounds and to experience a new way of life.

Phase of Disabilities

When the reality of life begins to be felt, many informants feel depressed and frustrated with the differences. They lost the social grip in their hometown, so that they experienced feelings of loneliness and longing. The informants reported feeling overwhelmed by the cultural differences and struggling to adapt to the new environment.

Recovery Phase

Over time, students begin to recognize and understand these differences. They try to find ways to adapt to the new environment even though there are still challenges to be faced. The informants reported feeling more confident and able to navigate the cultural differences.

Integration Phase

In this phase, students are able to build better communication and feel the relationship with the surrounding community. The informants reported feeling more connected to the community and being able to communicate effectively with people from different backgrounds.

Conclusion

The cultural shock experience experienced by Papuan students in the University of North Sumatra is very diverse, depending on each individual. Although this adaptation process is not easy, the importance of social support and understanding from the surrounding environment is the key to success in facing cultural challenges. This study provides insight into the importance of intercultural communication and emotional support for students who come from different cultural backgrounds. It also opens opportunities for policy development that is more supportive for social integration in the academic environment.

Recommendations

Based on the findings of this study, the following recommendations are made:

The University of North Sumatra should provide more support for students from Papua, including language training and cultural orientation programs.
The university should also establish a mentorship program that pairs students from Papua with students from other regions, to facilitate intercultural communication and understanding.
The university should provide more opportunities for students from Papua to engage with the local community, including volunteer work and cultural events.
The university should also establish a support system for students from Papua who are experiencing cultural shock, including counseling services and academic support.

Limitations

This study has several limitations. Firstly, the sample size was small, with only six informants. Secondly, the study was conducted at a single university, which may limit the generalizability of the findings. Finally, the study relied on self-reported data, which may be subject to bias.

Future Research

Q: What is culture shock, and how does it affect students from Papua at the University of North Sumatra?

A: Culture shock is a phenomenon that occurs when individuals from different cultural backgrounds interact with each other. It can lead to feelings of confusion, frustration, and anxiety. Students from Papua at the University of North Sumatra may experience culture shock due to language constraints, differences in behavior, and cultural norms.

Q: What are the common challenges faced by students from Papua at the University of North Sumatra?

A: The common challenges faced by students from Papua at the University of North Sumatra include language barriers, cultural differences, and social isolation. Students may struggle to communicate effectively with their peers and professors, leading to feelings of frustration and anxiety.

Q: What are the adaptation phases experienced by students from Papua at the University of North Sumatra?

A: The adaptation phases experienced by students from Papua at the University of North Sumatra include:

Phase of Excitement: Students feel enthusiastic and eager to live a new life in Medan.
Phase of Disabilities: Students feel depressed and frustrated with the differences.
Recovery Phase: Students begin to recognize and understand the differences.
Integration Phase: Students are able to build better communication and feel the relationship with the surrounding community.

Q: How can the University of North Sumatra support students from Papua in adapting to the new environment?

A: The University of North Sumatra can support students from Papua by providing language training and cultural orientation programs. The university can also establish a mentorship program that pairs students from Papua with students from other regions, to facilitate intercultural communication and understanding.

Q: What are the benefits of intercultural communication and emotional support for students from Papua at the University of North Sumatra?

A: Intercultural communication and emotional support are essential for students from Papua at the University of North Sumatra. They can help students build better relationships with their peers and professors, improve their academic performance, and enhance their overall well-being.

Q: How can students from Papua at the University of North Sumatra overcome cultural shock and adapt to the new environment?

A: Students from Papua at the University of North Sumatra can overcome cultural shock and adapt to the new environment by:

Seeking support: Students can seek support from their peers, professors, and university staff.
Learning about the local culture: Students can learn about the local culture and customs to better understand the differences.
Practicing intercultural communication: Students can practice intercultural communication by engaging with people from different backgrounds.
Focusing on their strengths: Students can focus on their strengths and interests to build confidence and resilience.

Q: What are the implications of this study for policy development and social integration in the academic environment?

A: This study has implications for policy development and social integration in the academic environment. It highlights the importance of providing support for students from Papua, including language training and cultural orientation programs. It also emphasizes the need for intercultural communication and emotional support to facilitate social integration and academic success.