Soraya Grabiella Dinamika, Yoni Rahayu, Muhammad Muslim Nasution, Elitaria Bestri Agustina Siregar

Evaluating Students' Experiential Learning in International Course Program

Introduction

Evaluating students' experiential learning in international course program. Evaluate students' experiential learning in the International Course Program. Study reveals positive pedagogical impact, improved English skills for students, and valuable teaching insights for lecturers.

Abstract

The University of Medan Area has a vision to become a university that can be recognized at the ASEAN Level, for this reason, from now on, the university has begun to prepare the students to have qualified English skills, one of which is by organizing an International Course Program, which is applied to some courses. This program was first implemented in the even semester of the 2023/2024 academic year and received high enthusiasm from the lecturers and participants. This research adopts a descriptive qualitative approach. Four courses had joined this program, which consisted of 117 participants. The data for this study was gathered using questionnaires filled out by lecturers and students. This study aimed to evaluate the students’ experiential learning in the ICP class, which peeled from the experiential learning phases designed by Wolfe & Byrne in 1975; designing, conducting, evaluating, and giving feedback. The results of this study showed that the international course program had given positive feedback on the pedagogical aspects for the students and the lecturers as well. The students could be involved in new learning experiences, and improve their English language skills, thus for the lecturers, the ICP had given additional insight into teaching methods, and curriculum development.

Review

This study presents a timely evaluation of the University of Medan Area's new International Course Program (ICP), a strategic initiative designed to enhance students' English proficiency and prepare them for ASEAN-level recognition. The paper effectively establishes the program's relevance within the university's broader vision, highlighting its recent implementation and the initial enthusiasm from both lecturers and students. By focusing on experiential learning, the research aims to provide valuable insights into the immediate impact of this internationalization effort, making a pertinent contribution to the literature on language education and curriculum development in an international context. The methodology adopted is a descriptive qualitative approach, involving 117 participants across four courses that participated in the ICP. A notable strength is the comprehensive data collection strategy, utilizing questionnaires administered to both students and lecturers, which allows for a multi-perspective evaluation of the program's effectiveness. Crucially, the study anchors its evaluation of students' experiential learning in the well-established phases designed by Wolfe & Byrne (1975)—designing, conducting, evaluating, and giving feedback—lending a structured and theoretically grounded framework to the assessment. While the abstract does not elaborate on the specific qualitative aspects derived from the questionnaires, the inclusion of both participant groups is commendable. The findings indicate a positive impact across several pedagogical aspects for both student participants and their lecturers. For students, the ICP successfully fostered new learning experiences and contributed to an improvement in their English language skills, directly aligning with the program's objectives. Equally significant are the benefits reported by lecturers, who gained additional insights into teaching methods and curriculum development, suggesting a broader institutional impact beyond student learning outcomes. These results collectively underscore the program's initial success and offer strong empirical support for its continuation and potential expansion, further solidifying the university's commitment to international academic excellence.

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