Gambaran Perilaku Komunikasi Guru Sekolah Menengah Pertama berdasarkan Konstruk Teacher Communication Behaviour Questionnaire (TCBQ)
Abstract
This study aims to describe communication behavior of Indonesian junior high school teachers based on the construct of the Teacher Communication Behavior Questionnaire (TCBQ). It was conducted in response to the need to develop teacher communication measurement with a clear construct to improve the quality of teacher communication research in Indonesia. Culture plays an important role in affecting communication behavior. It is necessary to study whether TCBQ's constructs are also found in teacher communication in Indonesia. Teacher communication behavior is important for learning, especially for students in early adolescence. This research used qualitative descriptive. Eleven junior high school teachers participated in this study using naturalistic observation obtained through video recording in the classroom. The results showed that according to the TCBQ perspective, participants perform four types of communication behavior: (1) challenging; (2) encouraging-praise; (3) understanding-friendly; and (4) controlling.
Keywords
Full Text:
PDFReferences
Alber, S. R., & Heward, W. L. (2000). “Check this out!” Teaching students with disabilities to recruit contingent attention in the classroom. The Behavior Analyst Today, 1(4), 53–57. https://doi.org/10.1037/h0099900
Asrar, Z., Tariq, N., & Rashid, H. (2018). The impact of communication between teachers and students : A case study of the faculty of management sciences, University of Karachi, Pakistan. European Scientific Journal, 14, 32–39. https://doi.org/10.19044/esj.2018.v14n16p32
Aylor, B. (2003). The impact of sex, gender, and cognitive complexity on the perceived importance of teacher communication skills. Communication Studies, 54(4), 496–509. https://doi.org/10.1080/10510970309363306
Cirillo, M., & Herbel-Eisenmann, B. (2006, November). Teacher communication behavior in the mathematics classroom [Short oral report]. In Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 497-498).
Creswell, W. J., & Creswell, J. D. (2018). Research design: qualitative, quantitative and mixed methods approaches. In Sage (Fifth edit). Sage.
DeVito, J. A. (2016). The interpersonal communication book (14th Editi). Pearson Ed.
DeVito, J. A. (2018). Human communication: The Basic course (Fourteenth, Issue July). Pearson Higher Education.
Dinu, B. (2015). Impact of teacher-student communication on “high-risk dropout ” students. Developing Country Studies, 5(18), 88–101. https://www.iiste.org/Journals/index.php/DCS/article/view/25483/26421
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80(5), 219–231. https://doi.org/10.1086/461192
Fahrul, U. (2015). Pengaruh komunikasi interpersonal guru terhadap effect of interpersonal communication teacher of interest subject to learn math students class VII SMP Pesantren IMMIM Putra Makassar. Jurnal Nalar Pendidikan, 3(2), 63–67.
Gorvine, B., Rosengren, K., Stein, L., & Biolsi, K. (2018). Research methods: from theory to practice. Oxford University Press
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations software of the mind: Intercultural cooperation and its importance for survival. In Journal of General Management (Third Edit, Vol. 17, Issue 4). Mc Graw Hill. https://doi.org/10.1177/030630709201700409
Kaya Ercan; Ozay Ezra; Sezek Faith. (2008). Application of a questionnaire to describe teacher-students communication behaviour in a University in Turkey. 3(1), 26–29.
Levy, J., & Wubbels, T. (1992). Student and teacher characteristics and perceptions of teacher communication style. Journal of Classroom Interaction, 27(1), 23–29. http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1992-37100-001&site=ehost-live&scope=site
Malik, A. N., & Bashir, S. (2015). Good teacher. In The Professional Medical Journal. theprofesional.com. http://www.theprofesional.com/index.php/tpmj/article/download/1309/1039
Matos, D. A. S., Leite, W. L., Brown, G. T. L., & Cirino, S. D. (2014). An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students/uma analise da estrutura fatorial do teacher communication behavior questionnaire com alunos Brasileiros de ciencias no . Psicologia: Teoria e Pesquisa, 30(2), 223.
Mazer, J P. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education. https://doi.org/10.1080/03634523.2012.731513
Mazer, Joseph P., McKenna-Buchanan, T. P., Quinlan, M. M., & Titsworth, S. (2014). The dark side of emotion in the classroom: Emotional processes as mediators of teacher communication behaviors and student negative emotions. Communication Education, 63(3), 149–168. https://doi.org/10.1080/03634523.2014.904047
McCroskey, J. C., Richmond, V. P., & Bennett, V. E. (2006). The relationships of student end-of-class motivation with teacher communication behaviors and instructional outcomes. Communication Education, 55(4), 403–414. https://doi.org/10.1080/03634520600702562
Mireles-Rios, R., & Roshandel, S. (2020). Perceived teacher support and communication in strategizing possible selves. Frontiers in Education, 5(July). https://doi.org/10.3389/feduc.2020.00125
Munawaroh, Q., & Bisri, M. (2020). Hubungan kualitas komunikasi guru dan siswa dengan motivasi belajar Matematika. Jenius: Jurnal of Education Policy and Elementary Education Issues, 1(2), 90–97.
Nwune, E. (2022). Relationship between students’ perception of teachers’ communication behaviours and performance in basic science in Anambra State, Nigeria. Journal Plus Education, 30(1/2022), 17–33. https://doi.org/10.24250/jpe/1/2022/en/oec/onnk/cino
Ozay, E., Kaya, E., & Sezek, F. (2004). Application of questionnaire to describe teacher communication behavior and its association with students in science in Turkey. Journal of Baltic Science Education, 2(6), 15–21. https://oaji.net/articles/2016/987-1482420157.pdf
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th Edition). SAGE Publications Inc.
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1(November). https://doi.org/10.3389/fcomp.2019.00007
Roach, K. D., Cornett-Devito, M. M., & Devito, R. (2005). A cross-cultural comparison of instructor communication in American and French classrooms. Communication Quarterly, 53(1), 87–107. https://doi.org/10.1080/01463370500056127
Ryan, G. (2018). Introduction to positivism, interpretivism and critical theory. Nurse Researcher, 25(4), 41–49. https://doi.org/10.7748/nr.2018.e1466
Santrock, J. (2019). Life-span development (17 th Edit). McGraw-Hill Higher Education.
Shan, S., Li, C., Shi, J., Wang, L., & Cai, H. (2014). Impact of effective communication, achievement sharing and positive classroom environments on learning performance. Systems Research and Behavioral Science, 31(3), 471–482. https://doi.org/10.1002/sres.2285
She, H. C., & Fisher, D. (2000). The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia. Science Education, 84(6), 706–726. https://doi.org/10.1002/1098-237X(200011)84:6<706::AID-SCE2>3.0.CO;2-W
She, H. C., & Fisher, D. (2002). Teacher communication behavior and its association with students’ cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching, 39(1), 63–78. https://doi.org/10.1002/tea.10009
Sidik, Z., & Sobandi, A. (2018). Upaya meningkatkan motivasi belajar siswa melalui kemampuan komunikasi interpersonal guru. Jurnal Pendidikan Manajemen Perkantoran, 3(2), 50. https://doi.org/10.17509/jpm.v3i2.11764
Sihombing, S. (2021). Korelasi komunikasi orangtua/guru dan peningkatan disiplin belajar dengan prestasi belajar siswa di sekolah SMK swasta Teladan Tanah Jawa. Nusantara Hasana Journal, 1(4), 20–35.
Sucia, V. (2016). Pengaruh gaya komunikasi guru terhadap motivasi belajar siswa. Komuniti : Jurnal Komunikasi Dan Teknologi Informasi, 3(2), 112–126. https://doi.org/10.23917/komuniti.v8i5.2942
Supratiknya. (2015). Metodologi penelitian kuantitatif & kualitatif dalam Psikologi. Universitas Sanata Dharma.
Sutiyanto, S. (2018). The effect of teacher’s verbal communication and non verbal communication on student English achievement. Journal of Language Teaching and Research, 2(2), 430–437. https://doi.org/http://dx.doi.org/10.17507/jltr.0902.28
Teven, J. J., & Hanson, T. L. (2004). The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly, 52(1), 39–53. https://doi.org/10.1080/01463370409370177
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131–175. https://doi.org/10.3102/00346543072002131
Wood, J. T. (2018). Communication in our lives (Eight Edit). Cengage Learning. www.cengage.com.
Yilmaz Tuzun, O. (2006). Validation and use of teacher communication behavior questionnaire in elementary schools. Hacettepe Üniversitesi E¤itim Fakültesi Dergisi 31, 234–243.
Zhang, Q. (2005). Teacher immediacy and classroom communication apprehension: A cross-cultural investigation. Journal of Intercultural Communication Research, 34(1), 50–64. https://digitalcommons.fairfield.edu/communications-facultypubs/33/
DOI: https://doi.org/10.24071/suksma.v4i2.6775
Article Metrics
Abstract view : 311 timesPDF view: 142 times
Refbacks
- There are currently no refbacks.