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AN ANALYSIS OF INTERPERSONAL COMMUNICATION
MOTIVES USED BY THE LECTURERS IN ENGLISH INTENSIVE
STUDY PROGRAM (SIBI) BASED ON STUDENTS’ PERSPECTIVE
ON THE FIRST SEMESTER STUDENTS OF IAIN SALATIGA IN
THE ACADEMIC YEAR OF 2016/2017
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) of Salatiga
By:
SEFTY HANIDA FITRIYANI
11312133
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2017
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MOTTOS
Everything in life is temporary.
So, if things are going good, enjoy it because it won’t last forever.
And if things are going bad, don’t worry. It can’t last forever either.
♦♦♦
الرَّاَحُة ِفى تَ َباُدلى اأَلْعَمالى (Break is the displacement of a job to another)
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DEDICATION
This graduating paper is sincerely dedicated to:
My beloved superheroes. Mr. Agus Dwiyanto and Mrs. Siti Isnainiyati,
thank you for the endless love, support, prayer, and everything you give to me.
♦♦♦
My lovely and my only one sister, Fanni Hanifah Husna,
who always cheers up my days.
♦♦♦
My best friends, all of ICP 2012 members who keep being together
to strengthen and support each other also share the love.
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ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
In the name of Allah, the Most Gracious and the Most Merciful, the Lord of the
entire universe. Because of Him, the researcher is able to finish this graduating paper as
one of the requirements for Sarjana Pendidikan (S.Pd) of English Education Department
of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN)
Salatiga
Peace and salutation always be given to our prophet Muhammad SAW who has
guided us from the darkness to the lightness. However, this success would not be achieved
without those support, guidance, advice, help, and encouragement from individual and
institution. It is an appropriate moment for the researcher to the deepest gratitude for:
1. Dr. Rahmat Haryadi, M.Pd. as the Rector of State Institute for Islamic Studies
(IAIN) of Salatiga.
2. Suwardi, M.Pd. as the Dean of Faculty of Teacher Training and Education, State
Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Education Department of Teacher
Training and Education Faculty State Institute for Islamic Studies (IAIN) of
Salatiga.
4. Ruwandi, M A. as the counselor of this graduating paper. Thank you for all of
the supports, advice, suggestion, and recommendation for this graduating paper
from the beginning until the end. Thank you for your patience and your care.
5. Sari Famularsih, M.A. as the Head of the International Class Program (ICP) of
the State Institute for Islamic Studies (IAIN) of Salatiga.
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6. Setia Rini, M.Pd. as my academic counselor who always supports me to finish
my study and to continue to the master degree.
7. All lecturers of International Class Program (ICP) of State Institute for Islamic
Studies (IAIN) of Salatiga.
8. All figures who could not be mentioned because of the limited room in this
paper.
Eventually, this graduating paper is expected to be able to provide the reader a
useful knowledge and information. So, the writer is pleased to accept more suggestion
and contribution for the improvement of this graduating paper.
Salatiga, March 17th 2017
The writer,
Sefty Hanida Fitriyani NIM.113 12 133
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ABSTRACT
Fitriyani, Sefty Hanida. 2017. “AN ANALYSIS OF INTERPERSONAL
COMMUNICATION MOTIVES USED BY LECTURERS IN
ENGLISH INTENSIVE STUDY PROGRAM (SIBI) BASED ON
STUDENTS’ PERSPECTIVE ON THE FIRST SEMESTER
STUDENTS OF IAIN SALATIGA IN THE ACADEMIC YEAR OF
2016/2017”. Graduating paper. English Education Department,
Faculty of Teacher Training and Education, State Institute for Islamic
Studies of Salatiga. Consultant: Ruwandi, M A.
Keywords: Interpersonal Communication Motives, English Intensive Study Program
(SIBI).
The objectives of this research are to describe the types of interpersonal
communication motives and to find out the most frequent interpersonal communication
motives used by lecturers in English Intensive Study Program (SIBI) Lecturers. This
research applies survey quantitative method. The respondents of this research are all of
students of English Intensive Study Program (SIBI) from English Education Department
on the first semester of IAIN Salatiga in the academic year of 2016/2017. The data were
collected from the questionnaires of Interpersonal Communication Motives (ICM) Scale
adapted by Rubin et al. (1988) that were distributed to the students twice in two weeks.
Moreover, the data were analyzed using Cronbach’s Alpha to test its reliability and Pearson’s Bivariate for its validity to find out whether this instrument is reliable and valid
to use. The technique of data analysis involved collecting the data by spreading
interpersonal communication motives (ICM) questionnaire towards students, then
analyzing the data and interpreting them. The result shows that based on students’
perspective, the lecturers of English Intensive Study Program (SIBI) communicated with
variation motives. They are pleasure, affection, inclusion, escape, relaxation, and control.
Also it showed that the most frequent interpersonal communication motives used by
lecturers from students’ perspective was pleasure referring to the top five items which
four of them; because I enjoy it (510), because it’s fun (497), because it’s entertaining
(471), and because it’s exciting (470), are in this factor.
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TABLE OF CONTENT
COVER i
DECLARATION ii
ATTENTIVE COUNSELOR’S NOTE iii
PAGE OF CERTIFICATION iv
MOTTOS v
DEDICATION vi
ACKNOWLEDEMENTS vii
ABSTRACT ix
TABLE OF CONTENT x
LIST OF TABLES xiii
LIST OF FIGURES xiv
CHAPTER I INTRODUCTION
A. Background of the Study 1
B. Problem of the Study ................................................................................ 4
C. Objectives of the Study ............................................................................ 4
D. Significant of the Study 5
E. Definition of Key Terms 5
F. Previous Research 7
G. Organization of Graduating Paper 9
CHAPTER II THEORITICAL FRAMEWORK
A. Teaching ................................................................................................... 11
1. Teaching Approaches ................................................................... 12
2. Teaching Methods ........................................................................ 13
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B. Learning ................................................................................................... 18
1. The Definition of Learning .......................................................... 18
2. Learning Theories ........................................................................ 19
C. Communication ........................................................................................ 24
1. Definition ..................................................................................... 24
2. Characteristic ................................................................................ 26
3. The Breadth of Communication Field .......................................... 28
D. Interpersonal Communication .................................................................. 30
E. Interpersonal Communication Motives (ICM) ......................................... 40
F. English ...................................................................................................... 46
1. English as an International Language .......................................... 46
2. English in Indonesia ..................................................................... 47
a. English in Indonesian national legislation ...................... 47
b.The Status of English as the First Foreign Language ...... 48
3. English Intensive Study Program (SIBI) in State Institute of
Islamic Studies (IAIN) Salatiga ................................................... 49
G. The Effective Communication in Teaching Learning Process ................ 50
CHAPTER III RESEARCH METHODOLOGY
A. Research Location .................................................................................... 53
B. Research Approach .................................................................................. 54
C. Research Respondents .............................................................................. 55
D. Technique of the Data Collection and Instrument ................................... 58
E. Research Design ....................................................................................... 59
F. Technique of the Data Analysis ............................................................... 60
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Data Presentation ..................................................................................... 61
B. Data Analysis ........................................................................................... 64
1. The Reliability of Instrument ....................................................... 64
2. The Validity of Instrument ........................................................... 66
C. Discussion of the Findings ....................................................................... 71
D. Summary .................................................................................................. 72
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BAB V CLOSURE
A. Conclusion ................................................................................................ 74
B. Suggestion ................................................................................................ 75
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIXES
xiii
LIST OF TABLES
Table 2.1 Interpersonal Communication Motives (ICM) Scale 44
Table 3.1 List data of the Subjects 55
Table 4.1 The result of Questionnaire 1 62
Table 4.2 The Result of Questionnaire II 63
Table 4.3 Reliability Analysis using Cronbach’s Alpha Questionnaire I 65
Table 4.4 Reliability Analysis using Cronbach’s Alpha Questionnaire II 65
Table 4.5 Reliability Analysis using Cronbach’s Alpha Questionnaire I
and Questionnaire II 66
Table 4.6 The Correlation of each factor toward the overall total score in
Questionnaire I 68
Table 4.7 The Correlation of each factor toward the overall total score in
Questionnaire II 69
Table 4.8 The Correlation between total score of Questionnaire I and
Questionnaire II 70
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LIST OF FIGURES
Figure 2.1 A Continuum of Communication 30
Figure 2.2 The Linier Model 37
Figure 2.3 The Interactive Model 38
Figure 2.4 The Transactional Model 39
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CHAPTER I
INTRODUCTION
This chapter represents an introduction of the study. It describes how and why the
writer conducts this study. The fundamental details of the research are described as
following topics: Background of the Study, Problems of the Study, Objectives of the
Study, Significance of the Study, Definition of Key Term, Review of Literature, and
Organization of Graduating Paper.
A. BACKGROUND OF THE STUDY
Teacher is a central figure in classroom. He or she plays an important role in
conducting teaching-learning process in the class. According to Fry et al. (2009),
many lecturers or teachers understand well their best styles of teaching but do not
concern too much on how the students learn or the way they teach is enabling learning
to happen.
Scales (2008) writes that the Association of Colleges (AOC) and FENTO
publication Mentoring towards Excellence (2001) have provided a simple and
reliable guide to teacher skills and qualities after asking 700 learners about what their
thought of good teachers and teaching. There are first-five best choices of three ‘top
five’ classifications from the result. First of all is Top five professional
characteristics: Understanding and supportive, committed, dedicated and
hardworking; Fair with an inclusive and respectful approach; Warm; and Humorous.
The second is Top five teaching skills: Clear instruction and presentation; Strong
communication and active listening; Patience; Motivation and encouragement;
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Organization and classroom management. And the last is Top five favorite teacher
qualities: Sound subject knowledge; Understanding and gives good advice; Creative,
interesting and imaginative; Warm and cheery; and Clear instruction and
presentation.
Another research was held to reveal the “good teacher” is. Harkin et al. (2001)
states that sixty-one practicing teachers in further education were asked to identify
up to five characteristics of ‘good’ teacher in 1999 and the most frequently cited
characteristic was good communicator (twenty-three), followed by good listener
(eighteen), rapport or empathy with students (fifteen), approachability (eight) and
sense of humor (eight).
Seeing the result of both types of research, it tells that ‘good’ teacher is not far
from communication and communication skills to transfer knowledge and
information. Teachers’ primary function is to communicate; the purpose is to teach
and to facilitate learning (Scales, 2008: 29).
The teacher is professional communicators. As Harkin et al. (2001, cited in
Stubbs, 1976) put it:
…a person cannot simply walk into a classroom and be a teacher; he or she has
to do quite specific communicative acts … social roles such as ‘teacher’ and ‘pupil’
do not exist in the abstract. They have to be acted out, performed and continuously
constructed in the course of social interaction.
Scales (2008) believes that all successful teaching and learning relies on
effective communication and not just a peripheral concern. It has frequently been
said that ‘One cannot not communicate’. Therefore, good teachers need to be aware
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that everything they do is communicative and will have an impact on the success and
effectiveness of their teaching.
It is either between teacher and students; or students and another student in the
classroom who are engaged in interpersonal communication. This is the process of
sending and receiving messages and those messages are having some effect (Weaver,
1978: 11). And it is not merely a function of words, but also involves both verbal
and nonverbal behavior (Reardon, 1987: 10).
Interpersonal communication is the primary way to build, refine, and transform
relationship (Wood, 2010: 30). As Wood (2010, cited in Schutz, 1966) writes that
William Schutz develops three basic interpersonal needs theory which has important
roles in developing and maintaining relationships. These needs are affection,
inclusion, and control. How well the relationships in person, social or even
professional context depends on how these needs are met.
After identifying to account the most common reasons people engage in
communication, Rubin et al. (1988) assert six prominent interpersonal motives,
which are a pleasure, affection, inclusion, escape, relaxation, and control. In short,
the theory of interpersonal communication motives offers an ideal framework for
learning about why and how people talk to each other as well as some of the outcomes
associated with their exchanges (Heeman, 2008).
Accordingly, Heeman (2008) hypothesizes it in the investigation of father-
young adult relationships where daughters’ interpersonal communication motives to
communicate with her father drive her into communication and relational satisfaction
where it turns out to psychological well-being.
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Based on the explanation above, the writer would like to conduct a study about
the types of interpersonal communication motives that used by lecturers in English
Intensive Study Program (SIBI) and the most motive they use in the classroom
entitled “AN ANALYSIS OF INTERPERSONAL COMMUNICATION MOTIVES
USED BY LECTURERS IN ENGLISH INTENSIVE STUDY PROGRAM (SIBI)
ON THE FIRST SEMESTER STUDENTS OF IAIN SALATIGA IN THE
ACADEMIC YEAR OF 2016/2017”.
B. PROBLEMS OF THE STUDY
The problems of the study are formulated as follows:
1. What are the types of interpersonal communication motives used by lecturers in
English Intensive Study Program (SIBI) classroom based on students’
perspective?
2. What are interpersonal communication motives mostly used by lecturers in
English Intensive Study Program (SIBI) classroom based on students’
perspective?
C. OBJECTIVES OF THE STUDY
The focus of this study is Interpersonal Communication Motives used by
English Intensive Study Program (SIBI) Lecturers. The objectives of the study are
listed below:
1. To describe the types of interpersonal communication motives used by lecturers
in English Intensive Study Program (SIBI) classroom.
2. To find out the most frequent interpersonal communication motives used by
lecturers in English Intensive Study Program (SIBI) classroom.
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D. SIGNIFICANCE OF THE STUDY
According to Creswell (2009), this section is concerned with the importance of
the study for the different group. Therefore, the writer expects this study
meaningfully contributes to give some benefits to interpersonal communication
motives analysis used by English Intensive Study Program (SIBI) lecturers. They are:
1. The results of this study can provide the information to the English Intensive
Study Program (SIBI) lecturers dealing with what interpersonal communication
motives they commonly use to communicate with their students. Thus, this study
can become the guideline for the English lecturers to improve their awareness in
interpersonal communication and build better relationships with their students.
2. The results of this study can be used as a reference for other following studies
focusing on the analysis of interpersonal communication motives used by
English Intensive Study Program (SIBI) lecturers.
3. The results of this study will give additional information to the readers who are
interested in studying interpersonal communication. They will gain a knowledge
of interpersonal communication motives used by lecturers in English Intensive
Study Program (SIBI).
E. DEFINITION OF KEY TERMS
1. Interpersonal Communication Motives Used by Lecturers
Julia T. Wood defines the meaning of the word interpersonal in her book
titled “Interpersonal Communication: Everyday Encounters” as a word which is
derived from the prefix inter, meaning “between”, and the word person;
interpersonal communication literally occurs between people. In one sense, all
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communication happens between people, yet many interactions don’t involve us
personally.
According to Heeman (2008; cited in Beatty & Dobos, 1992; Dainton et
al., 194; Martin & Anderson, 1995; Punyanunt-Carter, 2005, 2007b; Rubin,
Perse, & Barbato, 1988), researchers have found that individuals’
communication and relational satisfaction is often determined by whether their
interpersonal motives for communicating with particular interpersonal partner
are fulfilled. Heeman (2008; cited in Martin & Anderson, 1995) also adds that
interpersonal communication motives are “relatively stable personal
characteristics that explain how one communicates in a relationship.
Then, this research is more specified into the interpersonal communication
motives which are used by lecturers generally in the classroom. Further
explanations about interpersonal communication motives will be discussed in
the theoretical framework of chapter two.
2. The English Intensive Study Program (SIBI)
Language Service Unit is one of units that Islamic State Institute of
Salatiga (IAIN Salatiga) has which focuses on the utilization, preservation,
development and also teaching learning process of foreign, national and local
languages (iainsalatiga.ac.id/web/visi-dan-misi-uptpb). It has some functions
such as a facilitator to conduct TOEFL prediction and ITP Test, also to conduct
the enrichment class of foreign languages (Arabic and English) at the campus;
well-known as Arabic/English Intensive Study Program (SIBA/SIBI) and at the
IAIN Boarding as a language course.
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According to Language Service Unit of IAIN Salatiga’s function as a
facilitator (see to conduct Foreign Language Intensive Study Program class, it
always conducts two foreign languages intensive program for its students in their
first year of study. One of these languages is English. It is a must for every
student who does not pass the diagnostic test at the beginning of the study with
the minimum score 70 to take two credits for English class in the two first
semesters. The aim of this intensive program is to enrich, deepen, and even
motivate the students from any faculty to be able to speak in both Arabic and
English, in a basic way, though, and also hopefully can be a support for their
career or study in the future.
F. PREVIOUS RESEARCH
In 1993, Elizabeth E. Graham, Carole A. Barbato, and Elizabeth M. Perse have
used Interpersonal Communication Motive (ICM) Scale by Rubin, Perse, and
Barbato (1988) to conduct a research.
In their research, they focused on testing a model of interpersonal
communication motives and the construct validity of the Interpersonal
Communication Motives Instrument (ICM). Specifically, they hypothesized that
ICM would be differentially related to who people talk to, how people talk, and what
people talk about.
In study one, they questioned 319 adults to rate their interpersonal
communication motives to a target person at one of six relationship levels: stranger,
formal friend, co-worker, close friend, family member, and spouse/lover. Study 2
involved 586 adults who completed questionnaires assessing ICM, likelihood of self-
disclosure, and communicator style.
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The results indicated that more intimate relationship levels were better seen as
fulfilling affection and inclusion motives. Escape and control were related to both the
directive and active dimensions of communicator style. Breadth of disclosure was
related to pleasure, affection, inclusion, and escape motives; depth of disclosure was
related to inclusion, escape, and control. The discussion focused on the validity and
reliability of the ICM measure and model and summarized knowledge about why
people talk with others.
The second previews research is from Vanessa C. Heeman (2008) who
conducted a research to finish her Master degree in the Collage of Communication
and Information of Kent State University. Her research was about interpersonal
communication motives, satisfaction, and psychological well-being in father-young
adult daughter relationship. It was to learn more about possible links between young-
adult daughters’ interpersonal communication motives for talking with their fathers,
young-adult daughters’ communication and relational satisfaction with their fathers,
and young-adult daughters’ psychological well-being.
In this research, she used some supported instruments. Firstly, the 28-item
Interpersonal Communication Motives (ICM) Scale by Rubin et al., (1988) was used
to measure young-adult daughters’ communication motives for talking with their
fathers with a five-point Likert-type scale, where 5 equaled “exactly like my reason”
and 1 equaled “not at all like my reasons”. Secondly, the Communication Satisfactory
Inventory (Com-Sat) (Heeman, 2008; cited in Hecht, 1978a, 1978b) was used to
gauge daughters’ communication satisfaction with their fathers with a seven-point
Likert-type scale ranging from strongly agree (7) to strongly disagree (1). Third, the
Relational Scale – adapted from the Quality Marriage Index (Heeman, 2008; cited in
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Norton, 1983) was used to examine daughters’ perceived relational satisfaction with
regard to their fathers with a seven-point Likert-type scale where one equaled
“strongly agree” and seven equaled “strongly disagree”. And the last, to measure six
distinct dimensions-autonomy, environmental mastery, personal growth, positive
relations, purpose in life, and self-acceptance- of positive functioning, Vanessa C.
Heeman used The Psychological Well-Being Scale (Heeman, 2008; cited in Ryff,
1989a, 1989b; Ryff & Keyes, 1995). Participants were asked to respond to a 6-point
Likert-type scale for each item ranged from strongly disagree (1) to strongly agree
(6).
Some findings came out as the results of the research after calculating the data
using regression and standard deviation analysis. One of the findings revealed that
young adult daughters who were motivated to talk to their fathers to help them, to let
them know they care, to thank them, and to show encouragement and concern were
also higher in their overall levels of emotional and mental health.
Those are the previews researches that involved ICM Scale as their instrument
in a different research focus. Comparing with this research that the writer conducts,
these studies have similarities though. It is the usage of Interpersonal Communication
Motives (ICM) questionnaire to collect the data, but what makes this research more
interested that this research only focuses on the lecturers’ interpersonal motives in
their classroom from students’ perspective.
G. ORGANIZATION OF GRADUATING PAPER
This study contains five chapters: introduction, theoretical framework, research
methodology, findings and discussion, and closure.
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Chapter I, introduction, contains the background of this study that describes the
reason why the writer conducts the study on interpersonal communication motives
used by lecturers in English Intensive Study Program (SIBI). This chapter also
contains a statement of the problems, the objective of the study, the significance of
the study, definition of key terms, and organization of the paper.
Chapter II presents the explanation of the comprehensive theories which will
be the basis of the research. It takes as part of the foundation for determining the
extent of the research.
Chapter III describes the research methodology. It tells about why and how this
study used quantitative research as the type of the study. The site and respondents,
research approach, technique of data collection and instrument, technique of data
analysis, and research design are also presented in this chapter.
Chapter IV, findings and interpretation, presents the data findings that have
been gained through documents of a questionnaire that filled by the English Intensive
Study Program (SIBI) students. This chapter also covers the interpretation of the data
findings.
Chapter V is closure. It contains conclusion from the study and suggestion for
the development of the field of the pedagogical beliefs studies and especially about
interpersonal communication.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the comprehensive theories which will be the basis for this
research. It takes a part as the foundation for determining the extent of the research. Since
the research concerns on the interpersonal communication motives used by English
Intensive Study Program (SIBI) lecturers, this chapter likely covers the discussion of
teaching, learning, communication, Interpersonal Communication Motives (ICM),
English, and the effective communication in teaching learning process.
A. TEACHING
Teaching is a complex task that involves assembling a set of specific practices,
activities, and resources (such as materials, a designated allocation of time, teachers’
skills, personalities, and styles) around or in terms of one several educational
purposes (Sanders & McCutcheon, 1986). And teacher is a central figure in
classroom. He or she plays an important role in conducting teaching learning process
of the class. According to Fry et al. (2009), many lecturers or teacher understand well
their best style of learning but do not concern too much on how the students learn or
the way they teach is enabling learning to happen.
Teachers decide on an approach to their teaching depending on the context in
which they are teaching. A deep approach is found to be associated with perceptions
of high quality teaching, some independence in choosing what is to be learned, and
a clear awareness of the goals and standards required in the subject (Trigwell et al.,
1999; cited in Trigwell and Prosser, 1991; Prosser and Trigwell, 1998).
12
1. Teaching Approaches
Based on Trigwell et al. (1999), there are two fundamentally different
approaches to teaching in The Approaches to Teaching Inventory which
suggested by Trigwell and Prosser in 1996. The two scales are:
a. Information Transmission/Teacher-Focused Approach
This approach is one in which the teacher adopts a teacher-focused
strategy, with the intention of transmitting to the students information about
the discipline. In this information, the focus is on facts and skills, but not on
the relationships between them. The prior knowledge of students is not
considered to be important and it is assumed that students do not need to be
active in the teaching-learning process (Trigwell et al., 1999; cited in Trigwell
& Prosser 196a, p. 80).
b. Conceptual Change/Student-Focused Approach
This approach is one in which the teachers adopt a student-focused
strategy to help their students change their world views or conceptions of the
phenomena they are studying. Students are seen to have to construct their own
knowledge, and so the teacher has to focus on what the students are doing in
the teaching-learning situation. A student-focused strategy is assumed to be
necessary because it is the students who have to re-construct their knowledge
to produce a new world view or conception. The teacher understands that
he/she cannot transmit a new world view or conception to the students
(Trigwell et al., 1999; cited in Trigwell & Prosser 196a, p. 80).
Also, an effective teacher needs to have a repertoire of teaching and
learning methods to meet the demands of a wide range of learners (Scales,
13
2008). Salandanan (2008) explain about method, approach and strategy.
Method is commonly used in any planned undertaking, an approach is
intended to move a group or an individual towards a specific action and
strategy suggests the procedure and direction to be followed, and method
embraces all of that.
Scales (2008) adds that teaching and learning methods are often
categorized according to whether they are teacher dominated or student
centered or tend to be active or passive, surface or deep. According to
Salandanan (2008), in a simplest definition, method is “a way of teaching,” a
procedure or a plan.
2. Teaching Methods
Scales (2008) writes some teaching methods in his book, Teaching in the
Lifelong Learning Sector. Those are:
a. Lecturer
Formal lectures, in which teachers address groups of students who listen
and take notes, are rarely used in post-compulsory education. Old maxim
says, ‘lecture involves the transference of the notes of the lecturer to the notes
of the student without passing through the minds of either’. Scales (2008,
cited in Biggs, 2003) adds that however, given the expansion of students in
universities, lecturers are developing a wider range of strategies, particularly
those who encourage active learning and deep learning.
b. Case Study
Case studies are generally student-centered learning activities which are
based on real-life scenarios, events or problems with contextual information
14
which provide learners with an opportunity to apply learning, develop higher-
order skills, and to diagnose and solve problems (Scales, 2008).
c. Discussion
The essence of discussion is dialogue and the exchange and expression
of ideas, opinions and knowledge. Scales (2008) adds that discussion might
range from a structured and planned learning experience to the unplanned but
welcome opportunity to air some ideas. Inspectors are keen to see that
sessions are not so rigidly planned that opportunities for discussion are
missed.
d. Student Presentations
This method is valuable learning experience which develop a wide
range of generic skills as well furthering subject knowledge. Presentations
could be based around the idea of a seminar in which individuals or small
groups of learners research a specific topic, or a part of a topic, and present
their findings to their colleagues. Presentations may also be the final part of a
case study or a report on projects students are currently working on (Scales,
2008).
e. Demonstration
According to Scales (2008), at its simplest, a demonstration involves
showing other people how to do something; it is the display and explanation
of a skill. The demonstration may be of practical/physical skills or of
cognitive/intellectual skills.
f. Brainstorming
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This is a technique which can be used to generate quickly a large
number of ideas or possible solutions to a problem. It can be used to introduce
a topic and get people thinking. This session should, ideally, last between 5
and 15 minutes (Scales, 2008).
g. Buzz Groups
The “buzz” is a noise that results from this activity. This method entails
breaking a large group of learners into several smaller groups (ideally 3 or 4)
and giving them a question to answer or a problem to work on for about 5-10
minutes. Buzz group are ideally for adding variety to learning sessions and
getting the learners involved and thinking Scales, (2008).
h. Projects
Scales (2008; cited in Jane Henry, 1994: 12) suggest six main points
which define a project:
1) The topic is usually selected by the learner.
2) The learner finds their own source material and carries out their
own research.
3) The learner presents an end-product (a written-report, a
presentation, an artefact).
4) The project is usually independent.
5) The project covers an extended period.
6) The teacher acts as a facilitator/adviser/’critical friend’
i. Role Play
In essence, a role play involves the creation of a situation in which
learners act out particular roles, followed by discussion and analysis. Role
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play has the advantage that it can stimulate ‘real world’ situations for learners
to explore without the threats of a real situation. It provides the learners to
‘get into real’ and experience how it feels and the emotion involved (Scales,
2008).
j. Concept Mapping
Concept Mapping was developed by Joseph Novak of Cornell
University in 1972 from the work of the educational psychologist David
Ausubel. Concept Maps combine several key ideas in teaching and learning
–active learning, constructivism, advance organizers and visual learning.
Concept maps are particularly useful for people who have a visual learning
preference and for dyslexic learners (Scales, 2008).
k. Games and Quizzes
Educational games usually involve competition and or cooperation and
can be based on individuals competing or teams competing. Games will help
to develop a range of skills learners, including team-building and as
icebreakers to help groups relax and get to know each other. Games need to
be chosen and deployed carefully to match the needs and the level of learners
(Scales, 2008).
l. Discovery Learning
Scales (2008; cited in Lefrancois, 2000: 209) defines discovery learning
as: ‘The learning that takes place when students are not presented with subject
matter in its final form but rather are required to organize it themselves. This
requires learners to discover for themselves relationships among items
17
information.’ Discovery learning is not about telling and find out. The essence
of discovery is finding out, working things out and making connections.
m. Problem-based learning
Problem-based learning reflects the way people learn in real life; the
simply get on with solving the problems life puts before them with whatever
resources are to hand. They do not stop to wonder the relevance of what they
are doing or at their motivation for doing it. This is what John Biggs (2003:
232) believe as Scales (2008) writes in his book. This sounds remarkably
similar to discovery learning but while discovery learning involves finding
things out around a theme or topic, PBL is more focused around finding the
solution to a specific problem.
n. Coaching
Coaching can be difficult to distinguish from mentoring. Scales (2008;
cited in MacLennan, 1995) makes the distinction between a mentor as
someone we learn from and a coach as someone we learn with. Then, he
defines a coach as:
Someone for the performer to work WITH. Coaching is the process whereby
one individual helps another; to unlock their natural ability; to perform, to
learn, and achieve; to increase awareness of the factors that determine
performance; to increase their sense of self-responsibility and ownership of
their performance; to self-coach to identity and remove barriers to
achievement.
(Scales, 2008; cited in MacLennan, 1995: 4)
18
B. LEARNING
1. The Definition of Learning
People agree that learning is important. Everyone may identify more or
less strongly with different understanding and definitions of learning. Learning
proceeds in a number of different ways, and has been described and explained
by many different interested researchers and opinion-makers over many years.
In everyday terms, it is supposed that learning is the process of gaining more
knowledge, or of learning how to do something-ride a bike, for example.
Pritchard (2009) writes the definitions of learning that is a change in
behavior as a result of experience or practice, the acquisition of knowledge,
knowledge gained through study, to gain knowledge of, or skill in, something
through study, teaching, instruction or experience, the process of gaining
knowledge, a process by which behavior is changed, shaped or controlled, and
the individual process of constructing understanding based on experience from
a wide range of sources.
According to Schunk (2012), ‘Learning is an enduring change in behavior,
or in the capacity to behave in a given fashion, which results from practice or
other forms of experience.’ Based on this definition, three criteria of learning are
identified. They are learning involves change, learning endures over time, and
learning occurs through experience.
It is also important to be aware that theories provide frameworks for making
sense of environmental observation. In this case, learning theory and educational
practice should complement each other in order to organize knowledge of teaching
and learning (Schunk, 2012).
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2. Learning Theories
None of the theories is definitive or provides the ‘correct’ answer to how
people learn. Thus, Scales (2008) writes the main schools of learning theory.
a. Behaviorism
Behaviorism is concerned with observable changes in behavior and
suggests that people learn in response to external stimuli (Scales, 2008). A
stimuli is an internal or external factor which stimulates an organism and
cause action. It could be anything – a sound, a hunger-pang, a pleasant or
unpleasant smell, a color, a particular classroom.
A response is any action or activity generated by a stimulus. Scales
(2008) writes the instance in early child education where the role of a
behavioral learning is obvious. Discipline can be reinforced by rewarding
appropriate behavior and punishing inappropriate, although the child might
learn to carry out inappropriate behavior where it cannot be seen.
There are some points of useful aspects of behaviorism. Those are
positive rewards and encouragement are more effective than negative
responses, skills cannot be acquired without frequent practice, and an active
learning is more effective than passive learning (Scales, 2008).
The figures of this theory are Ivan Palvov, E.L. Thorndike, and B.F.
Skinner.
b. Cognitivism and Constructivism
Cognition refers to thought and thinking. It is concerned with the ways
in which people perceive, learn, reason and create their own understanding of
the world (Scales, 2008). Cognitivism differs from behaviorism in that it sees
20
humans not as organisms which simply react to stimuli but as meaning-
making individuals who actively select, interpret, organize, and use
information from the world around them.
Constructivism is based on the idea that learning is a result of mental
construction whereby new information is connected to what somebody
already knows and his mental frameworks adapt and develop. Constructivism
theory suggests that a teacher must provide, and help learners to create,
frameworks for learning (Scales, 2008).
Here is some theorists and their keys of theories. They are:
Gestalt links to the left brain-right brain theory or brain-based
learning in which the left of the brain deals with logic, sequence
and analysis whilst the right side deals with patterns and wholes
Jian Piaget (1896-1980) who developed scheme theory like
concept map.
Jerome Bruner who came up with two theories; theory of
learning and theory of instruction. Also, he advocated the use of
discovery learning as the most effective method to encourage
the kinds of active, problem-solving learning, and problem-
based learning which all about the active student-centered
approach.
Lev Vygotsky (1986-1934) believes that a teacher is more
knowledgeable person who challenge the learners to achieve
more by providing scaffolding to help them climb to higher
levels. Vygotsky also used zone of proximal development (ZPD)
21
to differentiate what the learners can do alone and what they can
do with help.
David Ausubel is more focused on time-consuming, so he
favors the use of expository teaching, or direct explanatory by
the teacher. Ausubel takes on a constructivist perspective in
where he asserts that learners must make their own meaning
from what they have received, connect it to previews knowledge
and develop existing schemes using concept maps, flow charts,
diagrams, charts, written overviews, timeline, etc. (Scales,
2008)
c. Humanism
In essence, humanism in education could be summed as the removal of
barriers to learning. Scales (2008) illustrates it to the self-fulfilling prophecy.
Humanist theorists regard every human as unique.
Carl Roger (1902-1987) is one of its theorists, sees this essence
positively as a development of self-concept, and Abraham Maslow (1908-
1970) provided a hierarchy of needs which he developed from his experience
as a psychologist and psychotherapist (Scales, 2008).
d. Brain-based learning
Scales (2008) suggests that the brain comprises two hemispheres. The
left hemisphere controls the motor movement of the right side of the body;
the right hemisphere controls the left of the body. As for cognitive process
and intellectual development it is concerned with logic and sequencing; the
right with wholes, creativity and patterns.
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e. Learning styles
There are number of ideas about how people learn and their learning
preferences loosely gathered under the general heading of learning styles. A
recent survey (Scales, 2008; cited in Coffield et al., 2004) discovered at least
70 different learning styles inventories and systems. These are the summaries:
VAK (visual, auditory, kinesthetic). Visual learners like to see
diagrams, charts, maps, pictures, etc. Auditory learners like to
listen to the lecturers, teacher inputs, etc. Kinesthetic learners
like to move about and active.
David Kolb devised a 4-part cycle of learning; experience,
reflection, conceptualization, and experimentation, which
drives the ability become natural; a process summarized by the
move from ‘unconscious incompetence’ to ‘unconscious
competence’.
Honey and Mumford drew on Kolb’s ideas in the development
of their four different learning styles, which are: activists,
reflectors, theorists, and pragmatists (Scales, 2008).
Gardener’s Multiple Intelligences proposed seven types of
intelligence; an eight, naturalistic intelligence, was added later.
Linguistics preference: these learners like language and words;
reading and writing; speaking and listening. They have well-
developed auditory skills, easily remembers written and spoken
information (Hoerr et al., 2010).
23
Logical/mathematical: these learners like number activities,
patterns, deduction, employ a systematic approach during
solving problems.
Visual/Spatial: these learners are good at visualizing and
creating and using mental images. They like graphic and reading
images.
Interpersonal: these learners like working with others, enjoy
cooperative games, understand and recognizes stereotypes and
prejudices, has a lot of friends, and demonstrates empathy
towards others (Hoerr et al., 2010).
Intrapersonal: these learners are good at understanding
themselves and their motivations and feelings. Hoerr et al.,
(2010) adds that setting realistic goals, being confident in their
abilities, and comfortable with themselves are the characteristics
of this intelligence as well.
Bodily/Kinesthetic: these learners tend to be ‘sporty’ types and
have physical skills. They are good at body movement, well-
coordinated motor skills.
Musical: the learners are good at composing, appreciating, and
performing musical pattern. They do enjoy rhythm, pitch, tone,
etc.
Naturalistic: the learners have knowledge and understanding of
nature and the environment (Scales, 2008).
f. Adult Learning - androgogy
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According to Scales (2008), adult learners tend to have different
motivations and learning preferences from those in compulsory education.
According to Malcolm Knowles, a theorist of androgogy, education in
schools is based on pedagogy and tends to be teacher-dominated with learners
assigned a passive role having minimal control over their learning.
Androgogy suggests a different model of learning in which adults are more
self-directed and active.
g. Situated Learning
There are various names for this area of theory: situated learning,
situated cognition, socially situated learning. And there are two main
principles in this theory. The first is that learning should be situated in an
authentic and meaningful context and/or the learning activities should be
relevant to learners to the learners and authentic. The second is that learning
takes place within a social situation; within ‘communities of practice.’
C. COMMUNICATION
1. Definition
The term of “communication” in English is derived from Latin
“Communicatus” which means “share” or “ours –the things that belong or relate
to the person who is speaking and one or more other people-” (Fajar, 2009).
According to Merriam-Webster Dictionary, communication means the act or
process of using words, sounds, signs, or behaviors to express your ideas,
thoughts, feelings, etc., to someone else.
25
Some figures have tried to come up with the definition of communication
from their point of view as Fajar (2009) writes in his book. They are:
Sarah Trenholm and Arthur Jensen (1994:4) define communication as a
process by which a source transmits a message to a receiver through some
channel.
Hoveland (1948:371), Janis & Kelly (1953) define communication as the
process by which an individual (the communicator) transmits stimulation
(usually verbal symbols) to modify, the behavior of another individual.
Everett M. Rogers & Lawrence Kincaid (1981:18) state that
communication is a process where two people or more are exchanging
information among them and they get deep understanding in turn.
According to Harold D. Lasswell (1960. Cited in Sendjaja, 1999:7), the
best way to reveal what communication is by answering following question:
“Who says what in which channel to whom with what effect?”
Barelson and Steiner (1964) state that Communication is a process of
transferring information, thoughts, feelings, skills, etc. using signs; such as
words, pictures, numbers, etc.
Gode (1959) states that Communication is a process where something
that belongs to someone (a man) can be shared and belong to two or more people.
Barnlund (1964) states that Communication is emerged by the needs of
people to reduce uncertain feelings, to act or do something effectively, and to
keep or strengthen ego.
Ruesch (1957) says that communication is a process to connect one part
of life to another part.
26
Weaver (1949) states that Communication is all about a procedure where
someone’s thoughts can influence others’ thoughts.
The definitions of communication above differ one another. But yet, the
main point of communication still can be understood briefly. It is emphasized
from the definitions above that communication aims to change or modify the
behavior of the target of communication (Fajar, 2009).
2. Characteristics
According to Reardon (1987), there are six characteristics of human
communication. They are:
a. People communicate for a variety of reasons.
Most people do not speak with others merely to hear the sound of their
voices. They speak for many reasons; to entertain, to impress, to be cordial,
to gain information, to show interest, to persuade, and so on.
Sometimes people talk just to lessen the discomfort caused by
protracted silences. They communicate to develop and maintain relationships,
to teach, to learn, or just to be sociable. Whatever the reason, communication
enables people to convey information about the personal, intellectual,
emotional, and social aspects of the lives.
b. Communication may have an intentional or unintentional effect.
What people say and do is not always interpreted as they intend.
Sometimes the absence of a particular action is interpreted in ways not
intended by the person who failed to act in the expected number. For example,
the husband who forgets his wife’s birthday may not intend to hurt her
27
feelings, but his neglect demonstrates that her birthday is not sufficiently
important for him to remember it.
c. Communication is often reciprocal.
While one person is speaking, the other may display nonverbal cues of
disinterest or deep interest. These cues communicate, even as the first person
speaks. People may take turns speaking, but in most interpersonal situations,
they communicate simultaneously. Even when one person is monopolizing a
conversation, the expressions, vocalizations, and gestures of the other provide
reciprocal information. Mass communication and some interpersonal
communication such as letters and telephone conversations are often less
reciprocal than face-to-face interaction.
d. Communication involves at least two people who, to varying degrees,
influence each other’s action.
People communicate with, rather than to, each other. In the 1960s a
commonly accepted perspective of communication was a source conveying a
message via a channel –memo, record, or television, for example- to some
receiver. With sufficient message clarity and little interference, the receiver
was considered likely to interpret the source’s message with a reasonable
degree of accuracy. Recently, communication scholars have altered their
perspective. Communication is now considered an activity in which no action
or utterance is meaningful except as it is interpreted by the people involved.
Together, communicators create meaning, rather than merely transfer it intact
to each other.
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No doubt people have had the uncomfortable experience of having their
words completely misinterpreted. Meaning is not solely dependent on
accurate word choice and lack of interference. It is the product of at least two
persons’ responses to each other’s verbal and nonverbal behavior.
e. Communication need not be successful to have occurred.
Whether or not communicators accomplished their goals, they are
engaged in communication. Communication is what people do when they
express their thoughts and feelings verbally or nonverbally to others. Whether
people do so effectively is another matter.
f. Communication involves the use of symbols.
Words and many gestures are symbols. They refer to thoughts and
feelings. To the extent that communicators share similar meanings for the
symbols they use, communication is facilitated. One of the major challenges
of human communication, however, is that people often have different
meanings for the same symbols.
3. The Breadth of Communication Field
Wood (2009) states seven major areas of research and teaching that are
included in the modern discipline of the communication field. They are
intrapersonal communication, interpersonal communication, group
communication, organizational communication, public communication, mass
communication and new technologies, and intercultural communication.
a. Intrapersonal communication is communication with ourselves or self-talk.
People engage in self-talk to plan their lives, to rehearse different ways of
acting, and to prompt their selves to do or not to do particular things.
29
b. The interpersonal communication deals with communication between people.
“I-Thou” relationship is the most personal communication occurring in
interpersonal communication. Each person treats the other as a unique and
sacred person.
c. Group communication includes therapeutic groups, social groups, decision-
making committees, and work teams. It studies about leadership, member
participation, agendas for decision making, and disruptive and constructive
conflict.
d. Communication skills in organizations enhance professional success and it
studies many aspects of work life such as interviewing, listening,
organizational structure, presentations, leadership, and decision-making.
e. Mass and Social Media work in representing and sometimes influencing
people’s awareness, perception, and society using mass communication
media such as film, radio, newspapers, magazines, and television. And now,
technologies of communication pervade many aspects of life.
f. Public communication is a situation where someone speaks in front of others.
Its scholars study about principles of effective public speaking and focus on
critical evaluation of speeches.
g. Intercultural communication is not a new area of study, its importance has
grown in recent years and its scholars increase awareness of different
cultures’ communication practices.
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D. INTERPERSONAL COMMUNICATION
Wood (2010) states that people distinguish interpersonal communication from
communication in general from the number of people involved in it. It often involves
two or three people, which this saying is less useful definition. Julia T. Wood also
adds that the best way to define interpersonal communication is by focusing on what
happens between people, not where they are or how many are present. Rubin et al.
(1988) add that interpersonal communication research has, for the most part, focused
on how interpersonal interaction takes place.
In one sense, all communication happens between people, yet many
interactions do not involve these people personally. Communication exists on a
continuum from impersonal to interpersonal (Wood, 2010: 12). A philosopher Martin
Buber (1970) captures this distinction in his poetic terms by distinguishing them into
three levels of communication: I-It, I-You, and I-Thou.
Impersonal Interpersonal
Figure 2.1
A Continuum of Communication
1. I-It Communication
In an I-It relationship, people treat others very impersonally, almost as a
subject. The speaker does not acknowledge the humanity of other people, not
even affirm their existence. When a homeless person asks for money for food,
some people look away as if the person were not there. Students on large
campuses may also feel they are treated as “its”, not as people. Wood (2010)
also puts one point stated by Jason, a sophomore in one of her class.
It You Thou
31
At this school, I get treated like a number a lot of the time. When I go to
see my adviser, he asks what my identification number is not what my
name is. Most of the professors don’t know my name in high school, all
the teachers called on us by name. It felt more human there. Sometimes I
feel like an “it” on this campus.
2. I-You Communication
In this level, people acknowledge one another as more than objects, but
they do not fully engage each other as unique individuals. This kind of
relationships may also be more personal than the interaction between salesclerk
and customers. Having some talks in the workplaces such as classes, on the job,
or on sports teams are somewhat personal and have I-You relationship guided
by the roles as peers, as members of a class or team, and as people who have
common interests. Thus, this interaction affirms the existence of others and
recognize each other as individuals. Teachers and students also often have I-You
relationships (Wood, 2010: 13).
3. I-Thou Communication
The rarest kind of relationship which each person affirms the other as
cherished and unique, then, meet others in their wholeness and individuality. In
this level, people tend to open themselves fully, trusting others to accept them as
they are, with the virtues and vices, hopes and fears, and strengths and
weaknesses. I-Thou relationships are not common because people cannot afford
to reveal themselves totally to everyone all the time. Thus, this relationship and
the communication in them are rare and special (Wood, 2010: 14).
Building on Buber’s poetic description, Wood (2010) defines interpersonal
communication as selective, a systemic process that allows people to reflect and build
32
personal knowledge of one another and create shared meanings. These key terms are
the features of interpersonal communication:
1. Selective
This part refers to the interpersonal continuum. What kind of interaction
people using to communicate with others. People do not communicate intimately
with the majority of other people they encounter. As Buber realized, most of our
communication occurs on I-It or I-You levels. This is fine because I-Thou
relationships take more time, energy, and encouragement (Wood, 2010: 14).
2. Systemic
Interpersonal communication, here, means that it takes place within
various systems, or contexts, such as situation, time, people, culture, personal
histories and so forth that influence the meanings of the speaker that he attribute
to interaction (Wood, 2010).
Reardon (1987) states that everyone may consciously consider his action,
and may say whatever comes to mind, or maybe combine conscious
consideration. These methods may depend on the importance of the interaction
to the goals, how familiar they are with the person(s) and situation, also the
mood. In other words, the amount of conscious thought put in a verbal or
nonverbal behavior determines whether it is spontaneous, scripted, or contrived.
All these parts of a system interact; each part affects all others. In other
words, elements of communication systems are interdependent; each element is
tied to all the other elements (Wood, 2010: 15).
Last, all communication systems have noise, which is anything that
distorts communication or interferes with people’s understandings of one
33
another. Noise in communication is inevitable, but it can be aware that it exists
and compensate for the difficulties it causes. There are four kinds of noises.
Physiological noise is distraction caused by hunger, fatigue, and other factors
that affect how we feel and think. Physical noise is interference in the
environments, such as noises made by others, extreme temperatures, and
crowded conditions. Psychological noise refers to qualities in people that affect
how they communicate and how they interpret others. Semantic noise exists
when words themselves are not mutually understood.
3. Process
Wood (2010) states that interpersonal communication as an ongoing or
continuous process that means communication evolves over time, become more
personal as people interact; such as friendships and relationships. It can never be
sure when it begins and ends.
All communication occurs in three temporal dimensions: past, which
affects what happens now; present, which reflects the past and sets the stage for
the future; and future, which is molded by what occurs in this moment and past
ones (Wood, 2010; cited in Dixson & Duck, 1993; Wood, 2006a).
The ongoing quality of interpersonal communication also suggests that
people cannot stop the process, nor can they edit or unsay what has been said. In
this sense, communication is irreversible: We cannot take it back. This implies
an ethical responsibility of communication and to recognize the irreversibility of
communication and to communicate carefully.
4. Personal Knowledge
34
Reardon (1987; cited in Miller and Steinberg’s (1975) explain that people
meeting for the first time have only descriptive (superficial) knowledge about
each other. Each of them knows little about other aside from observable
attributes. After they have gotten to know one another better, their interpersonal
encounters are likely to be increasingly based on the predictive knowledge that
is, each person has some knowledge of the other’s beliefs and behavioral
preferences. As the relationship progresses, they become privy to each other’s
reasons for believing and acting as they do. This is known as explanatory
knowledge. Wood (2010) sees this phase as a personal knowledge process where
one that grows and builds on itself over time as people communicate
interpersonally.
Just as every person is unique, so is an interpersonal relationship. Each
develops its own distinctive patterns and rhythms and even special vocabulary
that is not part of other interpersonal relationships (Wood, 2010; Cited in
Nicholson, 2006). In the process of becoming close, people work out personal
roles and rules for interaction, and these may deviate from general social rules
and roles (Wood, 2010; cited in Duck, 2006; Dainton, 2006; Wood, 2006a). With
one friend, people might play pickup basketball and get together for films. With
a different, equally close friend, people might talk openly about feelings, secrets,
and experiences.
Sharing personal information and experiences means that interpersonal
communication involves ethical choices. Ethical communicators choose not to
exploit or treat casually personal information about others (Wood, 2010). As
people get to know each other, they can more accurately predict one another’s
35
actions. People can use accumulated knowledge about others to determine how
they should express their thoughts and feelings to achieve their communication
goals (Reardon, 1987).
5. Meaning Creating
The heart of interpersonal communication is shared meanings between
people. People do not merely exchange words when they communicate, instead
of that, creating meaning as they figure out what each other’s words and
behaviors stand for, represents, or imply. Wood (2010) also states that meanings
grow out of histories of interaction between unique persons. It is because
interpersonal communication involves two levels of meaning; content meaning
and relationship meaning (Wood, 2010; Cited in Rogers, 2008; Watzlawick,
Beavin, & Jackson, 1967).
Weaver (1978) adds that there is always a combination of content and
relationship factors in every communication that is expressed with verbal and
nonverbal elements together.
Scholars have identified three general dimensions of relationship-level
meanings; responsiveness, liking or affection, and power or control (Wood,
2010: 19). The relationship aspect of the message is the meaning behind the
words that says something about each other’s relationship. This tells people how
to deal with the message.
Weaver (1978) puts an example question addressed to a woman by asking,
“How about joining me for a cup of coffee?” A man asks the woman this
question. It is possible if she recognizes, that this is not a command, but a friendly
invitation that implies no status difference between the two of them. What if this
36
same suggestion were made to the man by her and she happened to be one of his
teachers? The relationship aspect of the message would be quite different. What
if she commanded, “Come, have a cup of coffee with me!” The relationship
implied here is one of unequal status.
The message, “Please, won’t you come and have coffee with me?” and
“You are going to have coffee with me!” contain the same information but imply
a different relationship. For people who with whom they have an ongoing
relationship, they tend to operate on the same relationship level for all their
communication. This relationship level changes only when one of them
perceives a change in status in relation to the other (Weaver, 1978).
For interpersonal communication to occur and succeed, participants must
respond to each other, using nonverbal and verbal behaviors (Reardon, 1987).
Here, Weaver (1978) divides three general responses:
a. The respondents may confirm the definition of themselves and verify their
equality to the speakers.
b. The respondents may reject the view of the relationship that is not the same
as the speakers’.
c. And, the respondents may disconfirm by ignoring the speakers-denying the
right to the definition of self. They could say something that claims to no
relationship at all.
Recent researchers have found a phenomenon of a human communication that
offers sophisticated insight into the process of interpersonal communication. It is
models (Wood, 2010; 19).
1. Linier Models
37
Wood (2010) refers to the Laswell’s (1948) statement that sees this model
as a one-way process in which one person acts on another person in a verbal way
that consisted of five question describing a sequence of acts that make up
communication:
Who?
Says what?
In what channel?
To whom?
With what effect?
In 1949, Claude Shannon and Warren Weaver offered a revised model that
added the feature of noise (Wood, 2010). This model flows in only one direction,
from sender to a passive receiver. It implies that listeners never send a message
and they absorb only passively what speakers say. Listeners nod, frown, smile,
look bored or interested, and so forth.
Figure 2.2
The Linier Model
Adapted from Wood 2010; cited in Shannon and Weaver, 1949.
2. Interactive Models
This model portrayed communication as a process in which listeners give
feedback, which is a response to a message. In addition, interactive models
Information Source Messgae Transmitter Signal Received
Signal Receiver Message Destinantion
Noise
Source
Sender Message Receiver
38
recognize that communicators create and interpret message within personal
fields of experience (Wood, 2010).
Figure 2.3
The Interactive Model
Field of experience
Field of experience
Adapted from Wood 2010; cited in Schramm, 1955.
The interactive model is an improvement over the linear model, it still
portrays communication as a sequential process in which one person is a sender
and another is a receiver. Wood (2010) adds the example, two people
communicate more openly after a month of exchanging email messages than
they did the first time they met in a chat room.
3. Transactional Models
Wood (2010) states that the transactional model of interpersonal
communication is more accurate because it emphasizes the dynamism of
interpersonal communication and the multiple roles of people assume during the
process. In addition, this model includes the feature of time to call the senders’
and receivers’ attention to the fact that messages, noise, and fields of experience
vary over time.
Message
Decoder Receiver Encoder
Feedback
Encoder Source
Decoder
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This model also makes it clear that communication occurs within a system
that affects what people communicate and what meanings are created. Those
systems, or contexts, include the shared systems of both communicators (shared
social networking sites, campus, town, workplace, religion, social groups, or
culture) and the personal systems of each person (family, religious association,
friends).
The transactional model does not label one person a sender and the other
a receiver. Instead, both people are defined as communicators who participate
equally and often simultaneously in the communication process (Wood, 2010).
Figure 2.4
The Transactional Model
Social System
Time1
Time2
Timen Communication
Adapted from Wood 2010.
Communicator A’s
Field of experience
Communicator B’s
Field of experience
Communicator A
Communicator B
Shared
Field of
Experience
Symbolic
Interactions
Over Time Noise
40
Interpersonal communication is an ongoing, transactional process, all
participants share responsibility for its effectiveness. One person cannot make
communication successful, nor is one person totally responsible for problems
(Wood, 2010). In any interaction, people should consider another important
aspect of communication. It is human needs.
E. INTERPERSONAL COMMUNICATION MOTIVES (ICM)
Studies of communication relational levels, communication rules, situations,
verbal and nonverbal language, social influence, and relationship development typify
the scope of how interpersonal communication occurs in everyday life (Rubin et al.,
1988; cited in Knapp & Miller, 1985). These communication behavior are important
first steps in understanding interpersonal communication motives.
Rubin, Perse, and Barbato (1988) state that there are three majors of research
have been developed to describe interpersonal communication behaviors. The first
line focused on identifying categories of interpersonal behaviors. The second line of
research focused on the structure of conversation. And the third line consisted of
major dimensions describing relational communication, or themes of everyday
discourse. They have not examined the reasons why people initiate conversations
with others (i.e., communication motives).
According to Maslow’s theory, there are four types of needs that must be
satisfied before a person can act unselfishly. The needs are arranged in hierarchical
order. The upward climb is made by satisfying one set of needs a time. The most
basic drives are physiological. After that comes the need for safety, then the desire
for love, and then the quest for esteem (Griffin, 2015).
41
According to Griffin (2015; cited in Schutz, 1966), William Schutz who is
known as a psychologist, developed Fundamental Interpersonal Relations
Orientation (FIRO) theory which is an elaborate theory of interpersonal needs that
claims to account for both the “what” and the “why” of an individual’s actions
towards others. He also states that all humans possess three needs to create and
sustain a relationship. Inclusion is the need to belong to or include others in a circle
of acquaintances or friends. Control is the need to exert power over others or to give
power over one’s self to others. Affection is the need to love or be loved by others.
To inquire into why people communicate, Rubin, Perse, and Barbato (1988)
used a functional approach to reveal that communication serves a variety functions.
Then, they used an alternative method to uncover the functions through examination
of an individual’s motives. They continued the research, which was about the uses
and gratifications perspective of mass communication focused on reasons why
people turn the media. This approach has been successful in examining the motives
for interactional communication that should enhance understanding of interpersonal
communication choices and outcomes.
Basic human needs produce motives that then lead to behaviors to gratify those
needs (Rubin et al., 1988; cited in Rosengren, 1974). Rubin and Windahl (1986)
emphasize that “communication motives are difficult to separate from needs since
needs are manifested in motives”. Motives are the expectations generated for
communication behavior. A need to belong, for example, may produce a motive to
use communication channels to seek companionship.
42
Thus, Rubin et al. (1988) identify 18 possible interpersonal communication
motives after inspecting the behavioral categories and communication motives
above.
The first group of nine motives come from the television-viewing motives
identified during the uses and gratifications perspective of mass communication
approach (Rubin et al., 1988; cited in Rubin, 1981).
1. For relaxation, when people have a need to unwind, rest, or feel less tense.
2. For companionship, when they have a social need to be part of a group (Rubin
et al., 1988; cited in Schutz, 1966).
3. Out of habit, an individualized rule to always talk or to talk to certain people
each day, or
4. To pass the time of day when there’s nothing better to do.
5. For entertainment, because it’s fun, enjoyable, and a good time.
6. For social interaction. It is a need to share information with others about oneself.
7. To receive information.
8. To seek the arousal that occurs in communication or the thrill, excitement, and
stimulation it provides.
9. To seek escape and attempt to avoid activities and worries by communicating
with others.
The second group of nine came from other related sources.
1. Research on contextual age (Rubin et al., R. Rubin & A. Rubin, 1982) indicated
self-learning, a method of getting information about the self to guide one’s own
behavior,
2. And for convenience, because it is easy to do and someone happens to be there.
43
3. The social norms dictate it. It is not only appropriate but required.
4. Altruism is a selfless motive where individuals initiate communication to make
others feel better.
5. It is for affection.
6. It is for control others. That one does not lose one’s power.
7. Maslow’s (1954) needs for self-esteem; the need to feel good about oneself
through feedback, and
8. Safety; the need to feel safe as a reaction to physical or psychological dangers.
9. The last is an emotional expression, or the need to talk, relieve frustrations, or
let off steam.
To create and evaluate an Interpersonal Communication Motives (ICM),
Rubin, Perse and Barbato (1988) examine a set of demographic variables (age,
gender, educational level, and household size) and two constructs that should be
related to interpersonal communication motives: the predisposition of
communication apprehension and the communication outcome of communication
satisfaction.
After having the research which starts with 90 statements (5 statements to
represent each of the 18 categories) in the questionnaires distributed to undergraduate
students in Ohio, Pennsylvania, and West Virginia, Rubin, Perse and Barbato (1988)
identified the remaining Interpersonal Communication Motives (ICM) which has 6
factors and made up of 28 items.
44
Factor 1, pleasure. It is defined by all four arousal items and all four
entertainment items. This factor reflects communicating because it is fun,
stimulating, and entertaining.
Factor 2, affection. It is marked by loadings of all four caring items and one
social ritual item (“to thank them”). This factor depicts a use of communication to
express caring and appreciation for others.
Factor 3, inclusion. It includes three companionship items and one expressive
item (“need to talk about my problem sometimes”). This factor reflects a use of
interpersonal communication to be with and share feelings with others and to
overcome loneliness.
Factor 4, escape. This factor is defined by three escape items and one pass time
item (“having nothing better to do”). It reflects an avoidance of other activities and
the use of communication to fill time.
Factor 5, relaxation. It is made up of four relaxation items and depicts a use of
interpersonal communication to rest, relax, and unwind.
Factor 6, control. It includes three control item that marked instrumental
communication to gain compliance.
Table 2.1
Interpersonal Communication Motive (ICM) Scale
Interpersonal Motive Items: “I talk to people …..”
Factor 1: Pleasure
because it's fun
because it's exciting
to have a good time
45
because it's thrilling
because it's stimulating
because it's entertaining
because I enjoy it
because it peps me up
Factor 2: Affection
To help others
To let other know I care about their feelings
to thank them
to show others encouragement
because I'm concerned about them
Factor 3: Inclusion
because I need someone to talk or to be with
because I just need to talk about my problems sometimes
because it makes me feel less lonely
because it's reassuring to know someone is there
Factor 4: Escape
to put off something I should be doing
to get away from what I am doing
because I have nothing better to do
to get away from pressures and responsibility
Factor 5: Relaxation
because it relaxes me
because it allows me to unwind
because it's a pleasant rest
because it makes me feel less tense
Factor 6: Control
because I want someone to do something for me
46
to tell others what to do
to get something I don't have
This Interpersonal Communication Motives (ICM) Scale had been adapted by
Vanessa C. Heeman (2008) to examine the relationship between father and his
daughter in her research titled Interpersonal Communication Motives, Satisfaction,
and Psychological Well-Being in Father-Young Adult Daughter Relationship. I, with
this paper, will adapt ICM Scale to examine the relationship between teachers and
their students.
F. ENGLISH
1. English as an International Language
English has ‘traveled’ to many parts of the world and has been used to
serve various purposes. Sharifian (2009) adds that this phenomenon has created
positive interactions as well as tension between global and local forces and has
had serious linguistic, ideological, sociocultural, political and pedagogical
implication.
According to Sharifian (2009), it is important to emphasize that English as
International Language does not refer to a particular variety of English, such as
American English, Singapore English or Chinese English. In facts, English as
International Language emphasizes that English, with its many varieties, is a
language of international, and therefore intercultural language.
47
Sharifian (2009; cited in Kachru, 1986, 1992) described the role and use
of English around the world using a model that has three concentric circles:
Inner-Circle, Outer-Circle, and Expanding-Circle countries. In Inner-Circle
countries, English is used as the primary language, such as in the United
Kingdom, the United States, Australia, and Canada. Countries located in the
Outer Circle are multilingual and use Englsih as a second language, such as in
India and Singapore. In Expanding-Circle countries, the largest circle, English
is learned as a foreign language, such as Japan, Korea, China, Indonesia, and
Egypt.
The global status of English is partly due to the number of people who
speak it. Lauder (2008; cited in Crystal, 2003a; 67-69, Crystal, 2003b: 108-1099)
estimates that in 2,000 there were approximately 1,500 million speakers of
English worldwide, consisting of around 329 million L1 speakers (mostly in
inner circle countries), 430 million L2 speakers (outer circle countries) and about
750 million speakers of English as a foreign language in the countries of the
expanding circle.
2. English in Indonesia
a. English in Indonesian national legislation
English was first made mention of formally in 1955 at a conference of
teacher trainers, when Mr. Wachendorff, the first head of the Central
Inspectorate of English Language Instruction in the Ministry of Education,
stated that English could never be widely used in daily life in Indonesia, or
48
even be the second language, but rather that it should be “the first foreign
language” (Lauder, 2008; cited in Komaria, 1988: 24-25).
In The 1989 Law, Chapter IX, Section 39, Verse 3, English is specified
as a compulsory subject, part of the Basic Curriculum. This is supported by
Government Regulation (Peraturan Pemerintah), Number 28, 1990, which
states that English is to be taught from the first year of Junior High School
but may be taught as early as Primary Four at the school’s discretion (Lauder,
2008).
In addition, the 1989 Law on Education, Chapter Xi, Section 42, and
Verse 2 also allows for the possibility of using English as a medium of
instruction, with the proviso that this is needed for developing knowledge of
a particular subject or vocational skill. The purpose of teaching English has
been primarily to develop reading ability. However, the overall order of
priority was changed from reading, listening, writing and speaking in 1967,
to reading, listening, speaking and writing in 1994 (Lauder, 2008; cited in
Komaria, 1998: 33-36).
b. The Status of English as the First Foreign Language
Comparing with some countries like Singapore, Malaysia, and
Philippines, which they have a national language, or languages, and alongside
this, English is as the administrative and business language of the country,
Indonesian policy has never recognized English as an official or second
language (Lauder, 2008).
49
The policy in Indonesia has successfully made Indonesia as a national
language with the large number of speakers using it for daily communication.
Therefore, it has been less so in promoting the use of English for international
communication as the majority of people remain handicapped by their “less-
than-adequate knowledge of English”. Lauder (2008) adds that even highly
educated intellectuals often make a poor impression when giving presentation
in English or find themselves unable to access academic articles written in
English, being confined to publications in Indonesian. This is obviously a
handicap and means that while policy for Indonesian development is
relatively successful, the same is not true for English (Lauder, 2008; cited in
Dardjowidjojo, 1996, Dardjowidjojo, 2003b: 71, Dardjowidjojo, 2003c: 57-
58).
People are now aware that the aims of learning English at schools and
universities is to make Indonesian students competitive internationally (Rini,
2014). In a higher education, some institutions have an Intensive program for
studying foreign language, like in State Institution of Islamic Studies Salatiga
(IAIN Salatiga).
3. English Intensive Study Program (SIBI) in State Institute of Islamic Studies
(IAIN) Salatiga.
State Institute of Islamic Studies (IAIN) Salatiga is the only one
university based on Islamic background in the small city, Salatiga. This
campus has some units to work on with different focuses. Language Service
Unit is one of units that State Institute of Islamic Studies Salatiga (IAIN
Salatiga) has which focuses on the utilization, preservation, development and
50
also teaching learning process of foreign, national and local languages
(iainsalatiga.ac.id/web/visi-dan-misi-uptpb). It has some functions such as a
facilitator to conduct TOEFL prediction and ITP Test, also to conduct the
enrichment class of foreign languages (Arabic and English) at the campus;
well-known as Arabic/English Intensive Study Program (SIBA/SIBI) and at
the IAIN Boarding as a language course.
According to Language Service Unit of IAIN Salatiga’s function as a
facilitator to conduct Foreign Language Intensive Study Program class, it
always conducts two foreign languages intensive program for its students in
their first year of study. One of these languages is English. It is a must for
every student who does not pass the diagnostic test at the beginning of the
study with the minimum score 70 to take two credits for English class in the
two first semesters. The aim of this intensive program is to enrich, deepen,
and even motivate the students from any faculty to be able to speak in both
Arabic and English, in a basic way, though, and also hopefully can be a
support for their career or study in the future.
G. THE EFFECTIVE COMMUNICATION IN TEACHING LEARNING
PROCESS
Communication is the start and end point of all human interaction and to
achieve human’s particular needs and purposes; to make friends, to persuade, to form
relationships, to teach and to learn. Scales (2008) states that many introductory
teacher training texts put a communication as an afterthought, but it is important to
51
understand that communication is what makes it all possible. According to Scales
(2008), teachers’ primary function is to communicate; the purpose is to teach and to
facilitate learning.
Effective communication is believed as the foundation of all successful
teaching and learning, not just a peripheral concern. The teacher’s job is to help
learners create meanings by connecting with their existing knowledge and
understanding. Scales (2008) also adds that the teacher’s role is to create the best
conditions for learning and the most effective ways of communicating.
William F Eadie’s (2009), in his book 21st Century Communication: A
Reference Handbook chapter 39, discusses more students and teachers’ relationship.
The researchers labeled the formal study of communication between teachers and
students as instructional communication.
Eadie (2009) adds that there are two traditions that influence the study of
instructional communication-rhetorical and relational. From a rhetorical perspective,
teachers use verbal and non-verbal messages with the intent to influence or persuade
students. Student learning is achieved through a teacher’s influence. From a relational
perspective, teachers and students mutually create and use verbal and nonverbal
messages to establish a relationship with each other. Student learning is achieved
through the relationship.
The instructional communication researchers prefer to draw on rhetorical and
relational communication theories to explain and predict what makes teaching and
learning effective, rather than relying on specific theories. Thus, they use two of the
most common research models to examine; the experimental model and the
naturalistic model.
52
All types of classroom activities are principally based on effective
communication. The main reason for effective communication in the classroom is to
create an environment in which messages can be effectively transmitted between
teacher and students (Habaci et al., 2013; cited in Habaci, 2013, p. 272).
Communication in the classroom is the multifaceted flowing of knowledge; one-way
communication is not to be favored. Communication should take place between
teacher and students and between students and students (Habaci et al., 2013; cited in
Balay, 2009, p.15).
The quality of communication between teacher and students influences a
student’s success and behavior. Goolamhossen (2013) believes that teachers are
required to have excellent communication skills to be successful in their occupation.
The ability to accomplish these responsibilities effectively, teachers are expected to
have listening, interpersonal, written and oral communication skills. Scales (2008)
adds that there several components of interpersonal and communication skills, and
the most relevant to teaching and learning are nonverbal communication (NVC),
listening, speaking, empathy, feedback and written communication.
Communication skills leads to the effective communication which has a strong
bond towards teaching learning process. It influences students’ motivation and
behavior. No learning can occur without effective communication (Habaci, 2013;
cited in Ergin & Birol, 2005, p.30). As a teacher to be, we should aware of this. Yet,
this process is purposes to demand human’s needs which cannot be separated from
communication motives since needs are manifested in motive (Rubin and Windahl,
1986). In this paper, the writer will focus on interpersonal communication motives
used by the teachers.
53
CHAPTER III
RESEARCH METHODOLOGY
This chapter discovers the research location, research approach, population and
sample, technique of the data collection and instrument, procedure of analysis, and
technique of the data analysis.
A. RESEARCH LOCATION
State Institute for Islamic Studies (IAIN) of Salatiga is the only state
institute in Salatiga town. This institution has three campuses in total; campus I is
located in Jalan Tentara pelajar No. 2, campus II is located in Jalan Nakula Sadewa
VA No. 9, and while campus III is in between Blotongan and Pulutan, Sidorejo
District, Salatiga, Central Java.
This institution is under the supervision of Ministry of Religious Affairs of
Republic Indonesia which was a Faculty of Education and Teacher Training of State
Institute for Islamic Studies (IAIN) Walisongo Semarang in Salatiga. In 1997, 21st
of March, this faculty was officially separated from IAIN Walisongo Semarang and
stood alone as STAIN Salatiga with the Presidential Decree of Republic Indonesia
No. 11 the year 1997. Today’s formation is also the transition from STAIN Salatiga
to IAIN Salatiga referring to the Presidential Regulation of Republic Indonesia No.
143 the year 2014 about the transition from STAIN to IAIN on 17 October 2014
(Pedoman Akademik IAIN Salatiga 2015/2016).
54
B. RESEARCH APPROACH
This study is a survey quantitative approach. Kothari suggests that survey
research also means inferential approach, by which the research is to form a database
from which to infer characteristics or relationships of population, where a sample of
population is studied (questioned or observed) to determine its characteristics, and it
is then interfered that the population has the same characteristics (Kothari, 2004).
Creswell (2009; cited in Babbie, 1990) adds that survey research provides a
quantitative or numeric description of trends, attitudes, or opinion of the population
by studying a sample of that population using questionnaires or structured interviews.
In this study, the writer took the data using Interpersonal Communication
Motives (ICM) Scale questionnaire that the writer spreads to English Intensive Study
Program (SIBI) students, as the respondents. Then, the result of the data was analyzed
using SPSS (Statistical Package for the Social Sciences) software to examine the
reliability and validity of each Interpersonal Communication factor and item. Thus,
from sample results, the writer expects that the writer will be able to generalize it into
a conclusion.
C. POPULATION AND SAMPLE
One of the purposes of this study is to find out what kind of interpersonal
communication motives used by English Intensive Study (SIBI) lecturers. In this
case, the writer puts the students as the respondents instead of the lecturers
themselves because the writer herself wants to find out the result from students’
perspective, instead of lecturers’.
55
Thus, the population is the students of State Institute for Islamic Studies of
Salatiga, who take English Intensive Study (SIBI) class and they are enrolled in
English Department of State Institute for Islamic Studies of Salatiga. There are six
English Intensive Study (SIBI) classes for English Department students’ batch 2016.
It means there are six lecturers and their students who have various gender, age,
knowledge, and social background. Yet, in this case, the writer does more concern to
the respondents, or 141 total students of these six classes, rather than the lecturers
themselves for collecting the data.
The list data of the subjects is presented in table 2.1. The writer writes
down the initial of subjects’ name as Respondent (R) and number; e.g. R1, to keep
the confidence of them and put them according to their class. Besides that, the writer
confidentially keeps the identity of the subjects in order to make the subjects are
comfortable to give the data.
Table 3.1 List data of the subjects
No of
Respondents Age Sex Class Room
R1 17 MALE A K3-201
R2 18 MALE A K3-201
R3 18 MALE A K3-201
R4 18 FEMALE A K3-201
R5 18 MALE A K3-201
R6 19 MALE A K3-201
R7 18 MALE A K3-201
R8 18 MALE A K3-201
R9 19 MALE A K3-201
R10 18 FEMALE A K3-201
R11 18 FEMALE A K3-201
R12 18 FEMALE A K3-201
R13 18 FEMALE A K3-201
R14 19 FEMALE A K3-201
R15 19 FEMALE A K3-201
56
R16 17 FEMALE A K3-201
R17 18 FEMALE A K3-201
R18 19 FEMALE A K3-201
R19 19 FEMALE A K3-201
R20 17 FEMALE A K3-201
R21 18 FEMALE A K3-201
R22 17 FEMALE A K3-201
R23 18 FEMALE A K3-201
R24 18 FEMALE A K3-201
R25 17 FEMALE A K3-201
R26 18 FEMALE A K3-201
R27 17 FEMALE A K3-201
R28 17 FEMALE A K3-201
R29 18 FEMALE A K3-201
R30 17 FEMALE A K3-201
R31 18 FEMALE B K3-303
R32 19 FEMALE B K3-303
R33 18 FEMALE B K3-303
R34 18 FEMALE B K3-303
R35 18 FEMALE B K3-303
R36 18 FEMALE B K3-303
R37 17 FEMALE B K3-303
R38 19 FEMALE B K3-303
R39 17 FEMALE B K3-303
R40 17 FEMALE B K3-303
R41 18 FEMALE B K3-303
R42 18 MALE B K3-303
R43 18 MALE B K3-303
R44 17 MALE B K3-303
R45 19 FEMALE B K3-303
R46 18 MALE B K3-303
R47 19 MALE B K3-303
R48 18 FEMALE B K3-303
R49 18 FEMALE B K3-303
R50 19 FEMALE B K3-303
R51 18 FEMALE B K3-303
R52 18 FEMALE B K3-303
R53 18 FEMALE B K3-303
R54 18 FEMALE B K3-303
R55 18 FEMALE B K3-303
R56 18 MALE C K3-220
R57 18 FEMALE C K3-220
R58 18 FEMALE C K3-220
R59 19 FEMALE C K3-220
57
R60 18 FEMALE C K3-220
R61 18 FEMALE C K3-220
R62 17 FEMALE C K3-220
R63 17 FEMALE C K3-220
R64 17 FEMALE C K3-220
R65 18 FEMALE C K3-220
R66 18 FEMALE C K3-220
R67 18 FEMALE C K3-220
R68 18 FEMALE C K3-220
R69 18 FEMALE C K3-220
R70 17 FEMALE C K3-220
R71 19 FEMALE C K3-220
R72 19 FEMALE D K3-206
R73 18 FEMALE D K3-206
R74 18 FEMALE D K3-206
R75 18 FEMALE D K3-206
R76 18 FEMALE D K3-206
R77 20 FEMALE D K3-206
R78 19 FEMALE D K3-206
R79 19 MALE D K3-206
R80 19 FEMALE D K3-206
R81 19 FEMALE D K3-206
R82 19 FEMALE D K3-206
R83 20 FEMALE D K3-206
R84 18 MALE D K3-206
R85 20 MALE D K3-206
R86 19 MALE D K3-206
R87 18 MALE D K3-206
R88 23 MALE D K3-206
R89 19 MALE D K3-206
R90 19 FEMALE D K3-206
R91 17 FEMALE D K3-206
R92 17 FEMALE D K3-206
R93 19 FEMALE D K3-206
R94 18 FEMALE D K3-206
R95 18 FEMALE D K3-206
R96 18 FEMALE D K3-206
R97 18 MALE D K3-206
R98 18 MALE E K3-319
R99 18 MALE E K3-319
R100 19 FEMALE E K3-319
R101 17 FEMALE E K3-319
R102 18 FEMALE E K3-319
R103 19 FEMALE E K3-319
R104 18 FEMALE E K3-319
R105 19 FEMALE E K3-319
58
R106 18 FEMALE E K3-319
R107 18 FEMALE E K3-319
R108 19 FEMALE E K3-319
R109 19 FEMALE E K3-319
R110 17 FEMALE E K3-319
R111 18 FEMALE E K3-319
R112 18 FEMALE E K3-319
R113 18 FEMALE E K3-319
R114 18 FEMALE E K3-319
R115 18 FEMALE E K3-319
R116 19 FEMALE E K3-319
R117 19 FEMALE E K3-319
R118 18 FEMALE E K3-319
R119 17 FEMALE E K3-319
R120 17 FEMALE E K3-319
R121 18 FEMALE E K3-319
R122 19 MALE F K3-314
R123 20 MALE F K3-314
R124 19 MALE F K3-314
R125 20 MALE F K3-314
R126 18 MALE F K3-314
R127 18 MALE F K3-314
R128 20 FEMALE F K3-314
R129 22 FEMALE F K3-314
R130 18 FEMALE F K3-314
R131 19 FEMALE F K3-314
R132 21 FEMALE F K3-314
R133 17 FEMALE F K3-314
R134 17 FEMALE F K3-314
R135 19 FEMALE F K3-314
R136 18 FEMALE F K3-314
R137 19 FEMALE F K3-314
R138 21 FEMALE F K3-314
R139 19 FEMALE F K3-314
R140 18 FEMALE F K3-314
R141 18 FEMALE F K3-314
D. TECHNIQUE OF THE DATA COLLECTION AND INSTRUMENT
The data was collected using Interpersonal Communication Motives
(ICM) Scale questionnaire. The Interpersonal Communication Motives (ICM) scale
(Rubin et al., 1988) measures why people communicate and a certain extent what
they communicate about. In this case, the students were asked to respond
59
appropriately in written form based on the instructional given on the questionnaire
paper. The writer took two weeks to conduct the research and to get a data from the
subjects. The respondents filled the questionnaire twice in a different date. The writer
put 7 days or a week as a gap and followed the each English Intensive Study Program
class’s schedule.
The questionnaire consists of 28 item Interpersonal Communication
Motives (ICM) Scale to measure lecturers’ communication motives for talking with
their students. The scale assesses communication motives on six dimensions or
subscales: pleasure (8 items), affection (5 items), inclusion (4 items), escape (4
items), relaxation (4 items), and control (3 items) by asking students to report on why
they communicate with their lecturers.
The respondents were instructed to report on why they communicate with
their English Intensive Study Program’s (SIBI) lecture. They were instructed to rate
each item in terms of how alike it was to their reason for talking to their lecturers. It
reflected how the lecturers communicated with their students. Responses were
collected via a five-point Likert-type scale, where 5 equaled “exactly like my
reasons” and 1 equaled “not at all like my reasons”.
E. RESEARCH DESIGN
Inferential statistics are also known as sampling statistics and are mainly
concerned with two major type of problems; the estimation of population parameters,
and the testing of statistical hypothesis which is used to summarize the
survey/research data (Kothari, 2004); to measure relationship is in this case. Amongst
the measures of relationship, Kothari (2004) adds that Karl Pearson’s coefficient of
60
correlation (or simple correlation) is the most widely used method of measuring the
degree of relationship between two variables. In this research, the analysis will meet
the measurement of reliability and validity of the instrument. Then, the analysis will
continue to find out the most used interpersonal communication motives by teachers
from students’ perspectives by seeing the total number of the two weeks data results.
F. TECHNIQUE OF THE DATA ANALYSIS
The data collected will have two main variables for each item; the variable
one or X is the data result from the first week, and the variable two or Y is the data
result from the second week. Then, the data is calculated to find out the reliability
and validity of the instrument. To test the instrument is By using Reliability Analysis
in SPSS, as a researcher, the writer will find out the Alpha (Cronbach); a model of
internal consistency (SPSS Statistics Base 17.0 User’s Guide, 2011).
The two variables will be analyzed using Reliability Analysis model alpha
in SPSS. The result will obtain the certain number of Alpha which will indicate the
degree of reliability of these variables. Then, the analysis will continue to test the
validity of the data using SPSS. Basic making decision in validity test is by seeing
the value of significance and comparing the value of rxy table with product moment.
After testing the reliability and validity of the data, as a researcher, the
writer will go back to the main purpose of this research being held. It is to find out
the most popular interpersonal communication motives used by English Intensive
Study Program’s lecturers in their class by calculating the mean of the total number
of each item from the two times questionnaire’s result.
61
CHAPTER IV
DATA ANALYSIS AND DISCUSSION
In this chapter, the writer discusses the findings of the Interpersonal
Communication Motives (ICM) Scale Questionnaire filled by English Intensive Study
Program (SIBI) students from English Department of Teacher Training Faculty. Then,
the data will be analyzed in data analysis and interpreted in the discussion. Lastly is a
summary.
A. DATA PRESENTATION
In this section, the writer would like to present the main data that have been
elicited from Interpersonal Communication Motive (ICM) Scale questionnaire filled
by English Intensive Study Program (SIBI) students from English Department of
Teacher Training Faculty.
Due to the total number of 141 respondents and two attempts of data collection
using one instrument of Interpersonal Communication Motives (ICM) Scale
questionnaire, the writer showed the results in these two tables below. The first
attempt, the data was taken on 14th – 19th of November 2016 and shown in table 4.1.
as Questionnaire 1. Since the respondents were divided into six different classes and
lecturers, it meant that every class had a different schedule. Monday, 14th of
November 2016 was the first day of the writer spreading the questionnaire. It was in
Class C. The next day, Tuesday, it was in class F, then continued with A, D, B, and
ended on Saturday, 19th of November in class E.
62
Table 4.1 The result of Questionnaire I
Factor Items
Total
Questionnaire
I
Pleasure
because it's fun 495
because it's exciting 491
to have a good time 458
because it's thrilling 412
because it's stimulating 477
because it's entertaining 496
because I enjoy it 545
because it peps me up 481
Affection
To help others 404
To let other know I care about their feelings 456
to thank them 549
to show others encouragement 449
because I'm concerned about them 470
Inclusion
because I need someone to talk or to be with 404
because I just need to talk about my problems
sometimes 348
because it makes me feel less lonely 309
because it's reassuring to know someone is there 403
Escape
to put off something I should be doing 294
to get away from what I am doing 261
because I have nothing better to do 286
to get away from pressures and responsibility 267
Relaxation
because it relaxes me 413
because it allows me to unwind 372
because it's a pleasant rest 429
because it makes me feel less tense 411
Control
because I want someone to do something for me 390
to tell others what to do 420
to get something I don't have 465
Total 11655
63
While for the second attempt, the questionnaire was spread out from 21st to 26th
of November 2016. The result was shown in table 4.2. as a Questionnaire II.
Table 4.2. The result of Questionnaire II
Factor Items
Total
Questionnaire
II
Pleasure
because it's fun 497
because it's exciting 470
to have a good time 458
because it's thrilling 421
because it's stimulating 445
because it's entertaining 471
because I enjoy it 510
because it peps me up 447
Affection
To help others 411
To let other know I care about their feelings 422
to thank them 478
to show others encouragement 424
because I'm concerned about them 420
Inclusion
because I need someone to talk or to be with 379
because I just need to talk about my problems
sometimes 377
because it makes me feel less lonely 340
because it's reassuring to know someone is there 371
Escape
to put off something I should be doing 372
to get away from what I am doing 335
because I have nothing better to do 345
to get away from pressures and responsibility 351
Relaxation
because it relaxes me 417
because it allows me to unwind 373
because it's a pleasant rest 390
because it makes me feel less tense 385
Control
because I want someone to do something for me 393
to tell others what to do 396
to get something I don't have 395
Total 11493
64
Yet, these results could not be accepted out of hand. The validity and reliability
of the instrument was essential in research quality. While true or not the data was
highly dependent on true or not the research instrument is.
B. DATA ANALYSIS
The respondents were all English Intensive Study Program (SIBI) Students
from English Department of the first semester 2016/2017 academic year. Here, with
141 total number of respondents, the reliability and validity of this questionnaire was
examined.
In this research, the writer used Cronbach's Alpha formula to examine its
reliability and Pearson’s correlation formula for the validity. The result of
Questionnaire 1 and Questionnaire 2 which were compared then. The writer inputted
the data of Questionnaire 1 and Questionnaire 2 in SPSS, then calculated it to find
the total of every factor in every Questionnaire and also the total of all factors in both
Questionnaires.
In the case, if this instrument was valid and reliable after double trial and being
calculated, it meant the data was set. Unless, the writer needed to conduct another
day to do the research and compared the first questionnaire towards the third
questionnaire and the second questionnaire towards the third questionnaire.
1. The Reliability of Instrument
Arikunto (1998) suggests that reliability is a measure to indicate that a
reliable instrument is used as a means of collecting data to consider whether or
not the instruments is considered good. Good instrument will not be tendentious
directing the respondents to select certain answers. Reliable means trustworthy
65
or reliable. So, several times repeated whatever the outcome will remain the
same or consistent.
The writer processed the total of Questionnaire 1 and Questionnaire 2 in
Scale menu, then Reliability Analysis, Cronbach's Alpha. Thus, the result came
out as in the table below.
Table 4.3.
Reliability Analysis using Cronbach’s Alpha Questionnaire 1
Reliability Statistics
Cronbach's Alpha N of Items
.902 28
Table 4.4.
Reliability Analysis using Cronbach’s Alpha Questionnaire 2
Reliability Statistics
Cronbach's Alpha N of Items
.944 28
As the table 4.3 showed, the Cronbach’s alpha obtained for Questionnaire
1 was 0,902 which was different from the alpha obtained in Questionnaire 2 table
4.4, 0,944. Yet, in the column N of Items, both Questionnaires were assessed
with total items of 28 which refers to 28 interpersonal communication motives
offered in the instrument.
Comparing between Questionnaire 1 and Questionnaire 2 results, the data
told different number. Even though both were above 0,9, but had 0,042 different.
Thus, the writer assessed both reliability by putting them together in table 4.5.
66
Table 4.5.
Reliability Analysis using Cronbach’s Alpha Questionnaire 1 and Questionnaire 2
Reliability Statistics
Cronbach's Alpha N of Items
.897 2
It was said that N of items was 2. It meant the item that being calculated
was 2. In this case, the two were total Questionnaire 1 and Questionnaire 2. The
value of Cronbach’s alpha obtained here is 0,897. Referring to the measurement
of Cronbach’s alpha internal consistency which had four degrees; If ɑ > 0,90
means very high reliability, if ɑ 0,70 - 0,90 means high reliability, if ɑ 0,50 -
0,70 means reliability is quite high, and If ɑ < 0,50 means low reliability, then
0,897 was interpreted as high reliability.
2. The Validity of Instrument
Validity is a measure of the degree of validity or the validity of a research
instrument. An instrument is said to be valid if it is able to measure and to be
measured or desired. An instrument said to be valid if it can be revealed the data
of the variables studied (Arikunto, 1998).
This instrument needed to be measured its validity to know how stable the
factors and its items are also how well the instrument construction is. Arikunto
(1998) suggests that the validity of instrument can be tested through two
different ways; external validity and internal validity. Here, the writer assessed
internal validity using factor analysis with Pearson’s bivariate correlation
formula.
According to Arikunto (1998), factor analysis is used to correlate all
existed scores to gain the assumption that the instrument used is valid. There are
67
two ways to correlate these scores; a total score of a factor towards another total
score of another factor, or a total score of a factor towards the total of all factors.
Here, the writer calculated the correlation between the result of
Questionnaire 1 and Questionnaire 2 in three steps. Firstly, the writer calculated
the correlation between all factors with a total score in Questionnaire 1 and it is
shown in table 4.6. Secondly, the correlation all factors in Questionnaire 2 with
a total score was measured. Lastly, all the total scores of Questionnaire 1 and
Questionnaire 2 were correlated.
Pearson correlation or a correlative value between of the factors with a
total score also known as rxy. Sig. (2-tailed) was a significance level of 1%,
while N is the total of sample is 141 people. The significant level used here is
1% for measuring a big number of respondents in a research. To identify whether
the items of the questionnaire was valid or not could be done by looking at the
value of the significance or compare the values rxy with r table of product
moment.
The first indicator was by looking at the Sig. (2-tailed) of all factors;
pleasure, affection, inclusion, escape, relaxation, and control, towards the total
score. The results were almost o,ooo in every factor. In this case, if significance
value obtained by the Sig. (2-tailed) is 0,000 < 0,01, so it could be concluded
that it was valid. Thus, all six Interpersonal Communication Motives (ICM) were
valid to be used both in Questionnaire 1 (table 4.6) and Questionnaire 2 (table
4.7) since there was no different in the term of Sig. (2-tailed) results.
68
Table 4.6.
The correlations of each factor toward the overall total score
in Questionnaire 1
Correlations
Pleasure_
Question
naire1
Affection_
Questionna
ire1
Inclusion
_
Question
naire1
Escape_
Question
naire1
Relaxation
_
Questionna
ire1
Control_
Questionna
ire1
Total_
Questionna
ire1
Pleasure_
Questionn
aire1
Pearson Correlation 1 .426** .359** .083 .399** .339** .683**
Sig. (2-tailed)
.000 .000 .326 .000 .000 .000
N 141 141 141 141 141 141 141
Affection_
Questionn
aire1
Pearson Correlation .426** 1 .566** .150 .490** .468** .737**
Sig. (2-tailed) .000
.000 .076 .000 .000 .000
N 141 141 141 141 141 141 141
Inclusion_
Questionn
aire1
Pearson Correlation .359** .566** 1 .415** .574** .499** .789**
Sig. (2-tailed) .000 .000
.000 .000 .000 .000
N 141 141 141 141 141 141 141
Escape_
Questionn
aire1
Pearson Correlation .083 .150 .415** 1 .377** .300** .518**
Sig. (2-tailed) .326 .076 .000
.000 .000 .000
N 141 141 141 141 141 141 141
Relaxation
_
Questionn
aire1
Pearson Correlation .399** .490** .574** .377** 1 .510** .776**
Sig. (2-tailed) .000 .000 .000 .000
.000 .000
N 141 141 141 141 141 141 141
Control_
Questionn
aire1
Pearson Correlation .339** .468** .499** .300** .510** 1 .711**
Sig. (2-tailed) .000 .000 .000 .000 .000
.000
N 141 141 141 141 141 141 141
Total_
Questionn
aire1
Pearson Correlation .683** .737** .789** .518** .776** .711** 1
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
N 141 141 141 141 141 141 141
**. Correlation is significant at the 0.01
level (2-tailed).
Possibly the highest correlation of the data result in Questionnaire 1 is
Inclusion factor with 0,789, while the lowest one is Escape with 0,518.
69
Table 4.7.
The correlations of each factor toward the overall total score
in Questionnaire 2
Correlations
Pleasure_
Question
naire2
Affection_
Questionna
ire2
Inclusion
_
Question
naire2
Escape_
Question
naire2
Relaxation
_
Questionna
ire2
Control_
Questionna
ire2
Total_
Question
naire2
Pleasure_
Questionn
aire2
Pearson Correlation 1 .620** .450** .446** .478** .410** .782**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000
N 141 141 141 141 141 141 141
Affection_
Questionn
aire2
Pearson Correlation .620** 1 .646** .542** .599** .598** .850**
Sig. (2-tailed) .000
.000 .000 .000 .000 .000
N 141 141 141 141 141 141 141
Inclusion_
Questionn
aire2
Pearson Correlation .450** .646** 1 .540** .612** .562** .777**
Sig. (2-tailed) .000 .000
.000 .000 .000 .000
N 141 141 141 141 141 141 141
Escape_
Questionn
aire2
Pearson Correlation .446** .542** .540** 1 .624** .520** .755**
Sig. (2-tailed) .000 .000 .000
.000 .000 .000
N 141 141 141 141 141 141 141
Relaxation
_
Questionn
aire2
Pearson Correlation .478** .599** .612** .624** 1 .684** .813**
Sig. (2-tailed) .000 .000 .000 .000
.000 .000
N 141 141 141 141 141 141 141
Control_
Questionn
aire2
Pearson Correlation .410** .598** .562** .520** .684** 1 .758**
Sig. (2-tailed) .000 .000 .000 .000 .000
.000
N 141 141 141 141 141 141 141
Total_
Questionn
aire2
Pearson Correlation .782** .850** .777** .755** .813** .758** 1
Sig. (2-tailed) .000 .000 .000 .000 .000 .000
N 141 141 141 141 141 141 141
**. Correlation is significant at the 0.01
level (2-tailed).
Yet, in the terms of the product moment, every factor has variant number.
To examine it, the count value obtained rxy > r table product moment of N 141.
The r table product moment of 141 respondents was 0,2148. With this result, the
70
writer interpreted that all factors were valid. It could be seen in the correlation
between pleasure factor and a total score. In Questionnaire 1, pleasure had 0,683,
which was bigger than 0,2148 as r table. It indicated that pleasure in
Questionnaire 1 was valid. Trying to look at pleasure in Questionnaire 2, which
produced different result, the writer found that pleasure in Questionnaire 2 was
also valid by seeing the rxy 0,782 > 0,2148.
Even though, comparing both results of validity is necessary. Thus, in table
4.8 below, the writer presented the correlation between total score of
Questionnaire 1 and total score of Questionnaire 2.
Table 4.8.
The correlations between total score of Questionnaire 1 and Questionnaire 2
Correlations
Total_
Questionnaire1
Total_
Questionnaire2
Total_
Questionnaire1
Pearson Correlation 1 .819**
Sig. (2-tailed) .000
N 141 141
Total_
Questionnaire2
Pearson Correlation .819** 1
Sig. (2-tailed) .000
N 141 141
**. Correlation is significant at the 0.01 level (2-tailed).
At the level 1% significance, the rxy obtained here is 0,819, which means
bigger than 0,2148 as the r table from 141. It wa interpreted as valid instrument.
After all, the writer could say that this instrument was reliable to use and valid
that brings together to the validity of the data.
Considering all the results saying that either Questionnaire 1 or
Questionnaire 2 were reliable and valid, the writer was allowed to choose one of
71
these Questionnaire to answer the objectives of this research. The writer decided
the data of Questionnaire 2 to be analyzed. Questionnaire 2 which was collected
as the second trial in the second week, brought the students to be more aware
while filling the questionnaire. Since they became familiar with the same
questionnaire as one, the writer believed that the students could reflect more all
the motive items toward their memory and feeling for their lecturers.
C. DISCUSSION OF THE FINDINGS
In this sub-Chapter, the objectives of this research will be revealed. Based on
the data analysis above that examining whether the instrument was valid and reliable
or not, Questionnaire 1 and Questionnaire 2 came out as reliable and valid instrument.
It brought to the assumption that the data results of both were valid as well.
Each table of correlation for validity showed every item’s total with this
respondents. Since this instrument assessed using a five-point Likert-type scale, each
item was supposed to have 705 as the indicator of the highest number and 141 as the
lowest one.
In Questionnaire 2, this students preferred to communicate with the lecturers
because they enjoy it. This item gained the highest number, it was 510. This item is
a part of pleasure factor. Then followed by item because it is fun with 497 which
surprisingly it is in pleasure factor as well.
Yet, the writer classified five the most used items and five the most unused
items. In other word, it was the five highest score and the five lowest score among
28 items. Starting from the top five, they had the items because they enjoy it with 510
72
voices, because it is fun with 497, to thank him with 478, because it’s entertaining
with 471, and the last is because it’s exciting with 409.
After seeing the top five, the writer pulled each item to its factor which said
that four of these items are in pleasure and the only one item to thank the lecturers is
in affection factor. By seeing this top five, the writer could not agree more that the
most used interpersonal motive is for pleasure. This result came from students’
perspective which reflected lecturers’ behavior and communication skill when
communicating with their students. This assumption was possibly coming up when
the lecturers got used to communicate towards their students in easy way and tend to
be more friendly.
The possibly unused motive among 28 items and 6 factors could be seen from
the lowest score obtained in Questionnaire 2. They are to get away from what I am
doing with 335, because it makes me feel less lonely with 340, because I have nothing
better to do with 345, and the last to get away from pressures and responsibility with
351.
According to the statement above, the three items come from escape factor; to
get away from what I am doing, because I have nothing better to do, and to get away
from pressures and responsibility. The two rests are from inclusion. The reasons’
why the students talk to the lecturers because it makes them feel less lonely and
because it’s reassuring to know someone is there.
D. SUMMARY
From the above findings, the writer summarized that the most frequent
interpersonal communication motives used by lecturers in English Intensive Study
Program (SIBI) classroom were pleasure. This meant that four of the top five items
73
chosen by students were in pleasure factors. The respondents chose to communicate
with their lecturers because they found it was fun, exciting, entertaining and they
enjoyed it.
Interpersonal Communication Motive (ICM) Scale has been explained in
chapter II together with its theory that adapted from Rubin, Perso, and Barbato in
1988. This scale contained six main factors with its supported items; Pleasure (8
items), Affection (5 items), Inclusion (4 items), Escape (4 items), Relaxation (4
items), and Control (3 items).
74
CHAPTER V
CLOSURE
A. CONCLUSION
From the data analysis, the writer concludes essential points to the topic
of this graduating paper as follows:
1. The types of Interpersonal Communication Motives used by lecturers in
English Intensive Study Program (SIBI) classroom.
The result said that the Interpersonal Communication Motives (ICM)
Scale adapted by Rubin et al., (1988) is reliable with the obtained alpha
0,897 and valid with 0,819 at the significant level 1%. The six factors offered
in this factors which were possibly used by the lecturers in this research are
Pleasure, with 8 items as the indicators. The communication happens
because it’s fun, it’s exciting, to have a good time, it’s thrilling, it’s
stimulating, because it’s entertaining, they enjoy it, and because it peps them
up. The second factor is Affection which has the 4th indicator items are to
help others namely to let other know they care about their feelings, to thank
them. To show others encouragement, because they’re concerned about
them. Next, the communication happens for Inclusion reason; because they
need someone to talk or to be with because they just need to talk about their
problems sometimes, because it makes them feels less lonely, and because
it reassures to know someone is there. Escape is another factor identified.
The speaker communicates to put off something they should be doing, to get
75
away from what they are doing, because they have nothing better to do, and
get away from pressures and responsibility. Also, Relaxation, because this
communication relaxes them, because it allows them to unwind, because it’s
a pleasant rest, and because it makes them feel less tense. The last is Control
for they want someone to do something for them, to tell others what to do,
and to get something they don’t have.
2. The most frequent interpersonal communication motives used by lecturers
in English Intensive Study Program (SIBI) classroom.
This questionnaire has six factors and 28 items; pleasure with 8 items,
affection with 5 items, inclusion with 4 items, escape with 4 items,
relaxation with 4 items, and control with 3 items. There are 5 alternative
answers: exactly (5), a lot (4), somewhat (3), not much (2), and not at all (1).
Thus, each item should gained maximum score 705, and 141 minimum score
of 141 students as the sample. The most frequent interpersonal
communication motives used by lecturers in English Intensive Study
Program (SIBI) classroom based on the Questionnaire 2 is pleasure. This
decision refers to the top five items among the 28, which four of them are
the items indicating pleasure factors.
B. SUGGESTION
The researcher would like to give some suggestions which described as
follow:
1. For the teachers, it has been known that being good communicator is one of the
indicators to be a good teacher. This issue has a strong relation in teaching
76
learning process. Thus, teachers should put more concern on communication
skills and interpersonal communication.
2. For the next researchers, the next researchers can investigate more that this
research has achieved. They can conduct the more deepen research about
interpersonal communication motives related either with the students’
achievement or with age, gender, ethnic, and etc. in between teachers and
students, or students and students, or teachers and teachers or other relationships.
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CURRICULUM VITAE
Name : Sefty Hanida Fitriyani
Sex : Female
Home Address : Jl. Sulawesi RT 01/02 Watububan
Gedanganak, Ungaran Timur 50519
Semarang
Place of Birth : Kab. Semarang, 06 Maret 1992
Country of Birth : Indonesia
Citizenship : Indonesia
Phone/Mobile : +6285790505854
Email : [email protected]
Educational Background:
No Institution Graduated in
1 TK Islam Assalamah Ungaran 1998
2 SD Negri 01-03-06 Ungaran 2004
3 SMP Negri 01 Ungaran 2007
4 Modern Islamic Boarding School Gontor for Girls 2011
APPENDIXES
Interpersonal Communication Motives Measure (ICM) (Rubin et al. 1988)
Instructions: Indicate the number that best represents the reasons why you talk to your lecturer in English Intensive Study Program (SIBI)
Exactly A lot Somewhat Not much Not at all
5 4 3 2 1
Pleasure
I talk to my lecture because it's fun 5 4 3 2 1
I talk to my lecture because it's exciting 5 4 3 2 1
I talk to my lecture to have a good time 5 4 3 2 1
I talk to my lecture because it's thrilling 5 4 3 2 1
I talk to my lecture because it's stimulating 5 4 3 2 1
I talk to my lecture because it's entertaining 5 4 3 2 1
I talk to my lecture because I enjoy it 5 4 3 2 1
I talk to my lecture because it peps me up 5 4 3 2 1
Affection
I talk to my lecture to help him/her 5 4 3 2 1
I talk to my lecture to let him/her know I care about his/her feelings 5 4 3 2 1
I talk to my lecture to thank him/her 5 4 3 2 1
I talk to my lecture to show him/her encouragement 5 4 3 2 1
I talk to my lecture because I'm concerned about him 5 4 3 2 1
Inclusion
I talk to my lecture because I need someone to talk or to be with 5 4 3 2 1
I talk to my lecture because I just need to talk about my problems sometimes 5 4 3 2 1
I talk to my lecture because it makes me feel less lonely 5 4 3 2 1
I talk to my lecture because it's reassuring to know he/she is there 5 4 3 2 1
Escape
I talk to my lecture to put off something I should be doing 5 4 3 2 1
I talk to my lecture to get away from what I am doing 5 4 3 2 1
I talk to my lecture because I have nothing better to do 5 4 3 2 1
I talk to my lecture to get away from pressures and responsibility 5 4 3 2 1
Relaxation
I talk to my lecture because it relaxes me 5 4 3 2 1
I talk to my lecture because it allows me to unwind 5 4 3 2 1
I talk to my lecture because it's a pleasant rest 5 4 3 2 1
I talk to my lecture because it makes me feel less tense 5 4 3 2 1
Control
I talk to my lecture because I want him/her to do something for me 5 4 3 2 1
I talk to my lecture to tell him/her what to do 5 4 3 2 1
I talk to my lecture to get something I don't have 5 4 3 2 1
DOCUMENTATION
Surat Keterangan Kegiatan
(SKK)
Nama : Sefty Hanida Fitriyani Fakultas : FTIK
NIM : 113-12-133 Jurusan : TBI
Dosen PA : Ruwandi, S.Pd., M.A.
No Nama Kegiatan Pelaksanaan Jabatan Nilai
1 OPAK STAIN Salatiga 2012 5-7 September 2012 Peserta 3
2 Library User Production oleh UPT
Perpustakaan STAIN Salatiga 13 September 2012 Peserta 2
3 OPAK Jurusan Tarbiyah STAIN Salatiga
2012 8-9 September 2012 Peserta 3
4 Orientasi Dasar Keislaman untuk
mahasiswa baru oleh STAIN Salatiga 10 September 2012 Peserta 2
5 Hijab Class & Beauty Demo 28 October 2012 Peserta 2
6 Achievement Motivation Training 12 september 2012 Peserta 2
7 Seminar Entrepreneurship dan
Perkoperasian 2012 11 September 2012 Peserta 2
8 Lomba Karya Tulis Ekonomi Syariah 28 Oktober 2012 Panitia 3
9 Akhirussanah MA'had STAIN Salatiga 03 Juni 2013 Peserta 2
10 Bedah Buku "Sang Maha Segalanya
Mencintai Sang Mahasiswa" 25 Mei 2013 Peserta 2
11 English Frienship Camp 2013 oleh CEC 28-29 September
2013 Peserta 2
12
Haflah Khotmil Qur’an dan Khaul KH. Nur
Cholis ke-8 di Pondok Pesantren Tahfidzul
Qur’an “Daarul Quddusis Salam” Tengaran
07 Agustus 2013 Panitia 3
13
Seminar Nasional ITTAQO "Implementasi
kurikulum 2013 pada mapel B. Arab
tingkat dasar"
04 November 2014 Peserta 8
14 Talkshow Pra Nikah oleh LDK Darul Amal
STAIN Salatiga' 09 November 2014 Peserta 2
15 International Work Camp Pekalongan
Street Children 12-25 Agustus 2014 Leader 8
16 International Work Camp Semoya
Yogyakarta
2-15 September
2014 Leader 8
17 Certificate of Achievement TOEFL
Prediction Score 460 12 Oktober 2014 Peserta 2
18 Wisata Religi Pondok Pesantren Tahfidzul
Qur’an “Daarul Quddusis Salam” Tengaran 18 November 2014 Panitia 3
19 Scholarship Guideline Seminar 2015 28 Desember 2015 Peserta 2
20 Charity Seminar : Stay Positive! 08 Desember 2015 Peserta 2
21 "Hari Pahlawan" Ceremony di Kedbes
Indonesia - Bangkok Thailand 10 November 2015 Panitia 3
22 Borobudur Youth Forum 2015 di Magelang 5-8 Juni 2015 Peserta 2
23 Magang/PPL mahasiswa IAIN Salatiga di
Sekolah Indonesia Bangkok
29 Okt - 27 Nov
2015 Peserta 4
24 Certificate of Achievement TOEFL ITP
503 23 Januari 2015 Peserta 2
25
Seminar Kesehatan di Pondok Pesantren
Tahfidzul Qur’an “Daarul Quddusis Salam”
Tengaran
13 Februari 2015 Panitia 3
26
Pesantren Kilat Ramadhan 1436 H di
Pondok Pesantren Tahfidzul Qur’an
“Daarul Quddusis Salam” Tengaran
27 Juni 2015 Panitia 3
