Effective Communication in Learning

Abstract

Learning is a process of communication. Communication is the process of sending information from one party to another for a particular purpose. Communication is effective when the communication that occurs causing a two-way flow of information, namely the emergence of feedback from the receiver of the message.

The quality of learning is influenced by the effectiveness of the communication that happens in it. Effective communication is a process of transformation in the learning of the message of science and technology education to learners, where learners are able to understand the purpose of the message according to a predetermined destination, thus adding insight of science and technology as well as cause changes in behavior for the better. Teachers are the most responsible for effective communication in the course of learning, so faculty as teachers are required to have good communication skills in order to produce effective learning process.

Keywords: Communication, learning.

Background

Efforts to improve the quality of human resources can not be separated from efforts to improve the quality of education that is currently in the spotlight and hopes of many people in Indonesia. The realization of the educational process is the most real place in the field and in direct contact with the target is in the form of teaching and learning at the level of the educational unit. The quality of teaching and learning or the learning process is often referred to will of course affect the quality of education that its output in the form of human resources.
Learning activities is a process of transformation of educational messages in the form of learning resources and learning materials to learners. In the process of learning to communicate the message of education to students in order that messages were well received and the effect on understanding and changing behavior. Thus the success of the learning activity is dependent upon the effectiveness of communication processes that occur in the learning.
Many opinions from various experts on the definition of communication, but if observed closely from the various opinions that have nearly the same intentions. According Hardjana, as quoted by Endang Lestari G (2003) communication etymologically derived from the Latin cum is a preposition meaning with, or in conjunction with, and umus word, a word which means a single number. Two-word noun formed communion, which in English is called communion, which has meaning togetherness, unity, partnership, joint, relationships, or relationships. Due to her communion required the effort and work, the word communion made communicare verb which means to share something with someone, exchange, discuss things with people, tell something to someone, talk, exchange ideas, relate, or friends. Thus, meaningful communication notification, conversation, conversation, exchange of thoughts or relationships.

Evertt M. Rogers defines communication as a process in which there is an idea that is sent from the source to the recipient in order to change behavior. The same opinion was expressed by Theodore Herbert, who said that communication is a process in which shows the meaning of knowledge transferred from one person to another, usually with the intention of achieving some specific goal. In addition to the definitions mentioned above, communication is very well known thinkers is Wilbur Schramm has a slightly more detailed understanding. According to him, communication is the act of carrying out the contact between sender and receiver, with the help of the message: the sender and receiver have some common experiences that give meaning to the symbols and messages sent by the sender, and are received and interpreted by the recipient. (Suranto: 2005)

Not all definitions presented here, but based on the definitions given above can be taken understanding that:

a. Communication is basically an information delivery process.

from this perspective, the success of communication depends on the design of the message or information and how its delivery. According to this concept of the sender and the recipient did not become a decisive component.

b. Communication is the process of delivering ideas from one person to another.

Sender of the message or communicator has the most decisive role in the success komumikasi, while communicant or the receiver of the message just as a passive object.

c. Communication is defined as the process of creating a sense of the idea or ideas

presented. This understanding puts the three components of the sender, message, and the recipient in a balanced position. This process requires a process of encoding by the sender and decoding by the receiver, so that information can be meaningful.Sardiman AM (2005) in his  book entitled "Interaction and Motivation in Teaching and Learning" refer to the term learning with educational interactions. According to him, which is considered an educational interaction is the interaction of conscious and have a goal to educate, in order to lead students toward maturity. Learning is a process that serves to guide the students in his life, which leads to develop themselves according to the developmental tasks that must be endured. Educational process has the characteristics:

a. There is no purpose to be achieved;

b. there are messages to be transferred;

c. there are students;

d. no teachers;

e. existing methods;

f. there is no assessment of the situation.

There are several factors that directly affect the learning process, namely teachers, students, learning resources, learning tools, and curriculum (Once Kurniawan: 2005). Association for Educational Communications and Technology (AECT) confirms that the learning (instructional) is part of education. Learning is a system which consists of an instructional system components, ie components of the message, people, materials, equipment, techniques, and background or the environment.

An instructional system is defined as a combination of components of instructional systems and certain management scheme drawn up earlier in the current design or elections, and when used, to achieve the learning objectives are directed and controlled, and that: a) designed to achieve particular competencies or behavior of the end of the study; b) include instructional methodology, format, and order of the design; c) manage behavioral conditions; d) covers the entire management procedures; e) can be repeated and produced more; f) has been developed following the procedure, and g) has been validated empirically. (Yusufhadi M, et al.: 1986)
Thus learning can be interpreted as an interaction between educators with learners who made a deliberate and planned and have a positive goal. The success of learning must be supported by instuksional components consisting of the learning material in the form of a message, the messenger of the teachers, materials for pouring the messages, tools that support learning activities, appropriate techniques or methods, as well as the background or situation that is conducive to learning.

Communication is a process, not something static. Communication requires a place, dynamic, result in changes in an effort to achieve results, involves interaction with, and involved a group.

Sender of the message to encode, ie to formulate the message to be conveyed in the form of code that as far as possible be interpreted by the receiver of the message. Recipient of the message then interpret or decode the code given by the sender of the message. Success or failure of communication or communication objectives achieved or not depends on three components.
Judging from the process, differentiated communication over verbal communication and nonverbal communication. Verbal communication is communication in a language, both written language and spoken language. While communication is nonoverbal communication using signs, gestures, pictures, symbol, expression on the face, and the like.
Achievement of objectives is the success of communication. The success of communication depends on such factors as follows:

a. Communicator (the Messengers)Communicators is the source and sender of the message. Communicator credibility to make the communicant believes the message is very influential on the success of communication.

b. The message delivered Message should have its own charm, according to the needs of the recipient, a common experience of the message, and no role in meeting the needs of the message recipient.

c. Communicant (Message Recipient) Communication in order to run smoothly, communicant must be able to interpret the message, realizing that the message according to his needs, and there should be attention to the message received.

d. Context Communication takes place in a particular setting or environment. Very conducive environment to support the success of communication.

e. Delivery System Delivery systems and methods relating to the media. Methods and media used in the communication process must be adapted to the conditions or characteristics of the recipient. (IGAK Wardani: 2005) According to Endang Lestari G in his book entitled "Effective Communication" there are two models of communication process, namely:

a. Linear model

This model has the characteristic of a process which only consists of two straight lines, where the communication process begins and ends on the communicant communicator. In connection with this model there is the so-called Lasswell Formula. This formula is a way to describe an act of communication by answering the questions: who, says what, in Greenwich channel, to whom, and with what effect.

a.       Model of circular

This model is characterized by a feedback element. On this circular model of a two-way communication process. Through this model can be known to be effective whether or not a communication, because communication is effective in case of feedback from the receiver of the message.

Thus the communication process can take place in one direction and two directions. Considered effective communication is communication that give rise to two-way flow of information, namely the emergence of feedback from the receiver of the message. In the process of good communication will happen stages of meaning to the message (meaning) that will be delivered by the communicator, then communicators perform the encoding process, the interpretation or perception of the meaning of the message, and then sent to the communicant with the selected channel. Parties communicant receives information from the sender to perform the decoding process, which interprets the received message, and then understand it in accordance with the intention of the communicator. Synchronization of understanding between the communicant with the communicator will cause a response is called feedback.
Design Message in Learning

Learning as a process of communication is done on purpose and planned, because it has established goals first. In order for the message that learning can be transformed to wish it well, then Malcolm, as submitted by Abdul Gaffur the lecture handout UNY PPs Educational Technology (2006) suggested that teachers need to design a message that learning by observing the following principles:

a.       Readiness and motivation.

 Readiness encompasses mental and physical readiness. To find out the readiness of students to receive learning can be done with a diagnostic test or tests prerequisite.
Motivation consists of internal and external motivation, which can be grown with the award, punishment, and a description of the advantages and disadvantages of learning to be done.

b.      Attention Puller Tool

Basically the attention / concentration of man is a bitch, frequent changes and moving (not focus). So in designing the learning message, faculty must be very clever to make the appeal, to the attention of his students at the time of study. Controlling interest in question might be: color, effect of music, movement / change, humor, surprise, verbal and visual illustrations, as well as something strange.

c.       Active Participation of Students

Lecturers should try to create active learners in the learning process. To foster active student should be raised to stimuli, can be: questions and answers, practice and practice, drill, make a summary, criticisms and comments, as well as providing project (task).

d.      Repetition

So that learners can receive and understand the material well, the delivery of material should be done repeatedly. Repetition can be: repetition with the same methods and media, repetition with different methods and media, preview, overview, or the use of cues.

e.       Feedback

In the learning process, as happened in the communication, the feedback is critical. Proper feedback from the lecturer can be a trigger for student morale. The feedback provided may include: information about the progress of student learning, reinforcement of correct answers, wrong answers straightening, make comments on student work, and can also provide comprehensive feedback on student performance.

f.       Avoiding Irrelevant Content

To be acceptable subject matter that participants learn not to cause confusion or bias in the understanding, then it should be avoided wherever possible materials that are not relevant to the topic. Hence, in designing the message needs to consider that: the information presented is important, providing an outline of material, providing the key concepts to be learned, throw distractor information, and provide topics for discussion.

Message design learning is an important step to be done by the lecturers, so that the learning process can begin on effectively. By designing the course material in advance, will allow teachers to implement classroom learning process.

Communication is effective if there is a two-way information flow between the communicator and the communicant and the information is equally responded to the expectations of both the perpetrators of such communication. At least there are five aspects that need to be understood in establishing effective communication, namely:

a.       Clarity

It is intended that the communication must use language and package information clearly, so easily accepted and understood by the communicant.

b.      Accuracy

The precision or accuracy is related to the correct use of language and correctness of information presented.

c. Context

Context is often called the situation, the intention is that the language and information submitted must be appropriate to the circumstances and environment in which communication occurs.

d. Groove

Language and information to be presented must be prepared with grooves or a clear systematic, so that the party receiving the information responsive

e. Culture

This aspect does not involve language and information, but also deals with the manners and ethics. This means that the communication had to adjust to the culture of people to communicate in both verbal and nonverbal language, so as not to cause misperceptions. (Endang Lestari G: 2003)

According to Santoso Sastropoetro (Riyono Pratikno: 1987) communicate effectively means that the communicator and communicant alike have the same understanding of a message, or often referred to as "the communication is in tune". In order for communication to work effectively, must meet several requirements:

a. create an atmosphere favorable communication

b. use language that is easily captured and understood

c. the message may arouse concern or interest to the communicant

d. messages can arouse the interest that could benefit the communicant

e. messages can foster an appreciation for the communicant.

Associated with the learning process, communication is said to be effective if the message is in this case is the subject matter is acceptable and understandable, and cause a positive feedback by the students. Effective communication in the learning must be supported by inter-personal communication skills to be possessed by a lecturer. Interpersonal communication is an informal communication that takes place between two individuals. This communication goes from heart to heart, because there is a relationship between both parties trust each other. Interpersonal communication will take place if the parties communicate effectively master the skills of interpersonal communication.

In teaching and learning activities, interpersonal communication is a necessity, in order to place a harmonious relationship between teachers with study participants. The effectiveness of communication in teaching and learning activities are highly dependent on both parties. However, because the teachers in control classes, then the responsibility of communication in a healthy and effective class lies in the hands of teachers. The success of teachers in carrying out these responsibilities are influenced by his skill in this communication.
Sokolove and Sadker IGAK Wardani was quoted as saying in his share of interpersonal skills in the learning into three groups, namely:

a.       Student ability to express feelings.

This ability is related to the creation of a positive climate in the learning process, which enable learners want to express feelings or his problems without feeling forced or cornered. This kind of climate can be fostered by the professors in two ways, which shows the attitude of attention and active listening. To foster this kind of climate, educators must be: 1) give positive encouragement; 2) said that no discredit, and 3) flexible.

b.      Describe the feelings that revealed the ability of students.

If the student has been freely expressed the problem it faces, the next task is to help teachers clarify the expression of their feelings. For this purpose, teachers need to master two types of skills, which reflect and ask questions of inventory. Inventory questions are questions that cause people to keep track of thoughts, feelings, and his own actions, and assess the effectiveness of such actions. Inventory questions can be classified into three types, ie questions that require students to express feelings and thoughts, questions that lead students to identify patterns of feelings, thoughts, and actions, and questions that lead students to identify the consequence / result of the feelings, thoughts, and actions.

In order to reflect the expression of feelings of learners effectively, teachers need to remember the following things:

1) Avoid prejudice to the speaker or the topic.

2) Look carefully all messages from the speaker's verbal and nonoverbal.

3) Look, listen, and record in the liver, which demonstrated the typical kata-kata/perilaku speaker.

4) Differentiate / kata-kata/pesan an emotional conclusion.

5) Feedback memparaphrase way the words are spoken, describe the specific behaviors that are shown, and comments on them.

6) Keep your tone of voice, do not be screaming, judgmental, or as hostile.

7) Ask for clarification of questions or statements made.

c. Encouraging Students to Choose Alternative Behavior.

For this purpose, teachers must have the ability to:

1) Find / develop a range of appropriate alternative behaviors.

2) Train the alternative behaviors and to feel what the student lived with such behavior.

3) Receive feedback from others about the effectiveness of each alternative behavior.

4) Predicting the consequences of short-term and long term behavior of each alternative.

5) Choosing the most appropriate alternative behaviors to the individual needs of students.

Wiranto Arismunandar in his appreciation of Professor of the ITB (2003) says that the challenge for teachers is how to explain the course material well, providing an essential in interesting ways, confident, and motivating students. Communication and interaction in the classroom and outside the classroom is to determine the effectiveness and quality of education. Lecturer explained, students are asked; speaking and listening that occur one after another, all of which are part of an important educational and applicable in a prosperous life. Also asked to be clear and use language properly and correctly, in order to obtain a good and correct answers as well. They are good at listening very lucky to be able to learn and get more information. Students should be encouraged to ask about something that is unclear or still require further explanation. Thus encouraged teachers to keep students abreast and understand all the material covered. From this it can be seen that the quality of education depends on the participation and contribution of all involved. It is very interesting because both lecturers and students happy and feel the need to come to college. Lecturers will indirectly improve communication skills and be able to read minds or ideas students (The Unborn ideas) as well as help students express their thoughts and ideas are.

Effective communication in the learning process greatly affect the successful achievement of goals. Communication is effective if there is a two-way information flow between the communicator and the communicant and the information is equally responded to the expectations of both the perpetrators of such communication. If learning occurs in effective communication between teachers and students, it is certain that the learning is successful. In this regard, the teachers, educators, or instructors in educational institutions or training must have good communication skills. Communication skills are meant to be the ability to understand and design information, selecting and using the channel or media, and interpersonal communication skills in the learning process.

Conclusion

Learning as a subset of the educational process must be able to contribute to improving the quality of education, that ultimately will affect the improvement of the quality of human resources. Learning in order to support the improvement of education quality, then the learning process must take place effective communication, capable of providing in-depth kefahaman to students on the message or the learning material.

Effective communication is a process of transformation in the learning of the message of science and technology education to learners, where learners are able to understand the purpose of the message according to a predetermined destination, thus adding insight of science and technology as well as cause changes in behavior for the better. Teachers are the most responsible for effective communication in the course of learning, so faculty as teachers are required to have good communication skills in order to produce effective learning process.