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First Journal

Title
Applying Digital Art Experience to Strengthen the Organizational Culture in Higher Education During the Pandemic

Journal
International Journal for Innovation Education and Research

Years
2021

Download
https://www.ijier.net/ijier/article/download/3080/2125/9748

Author
Pan Lei and Emily B. Tan, PhD

Reviewer
Nurul Aini (1910631060039)

Date
29 May 2021

Introduction
This concept journal focuses on incorporating Digital Arts experiences into organizational culture, consequently boosting the university’s organizational culture’s attractiveness. During the pandemic, universities will need to integrate ideology and technology, vigorously pushing basic organizational ideals via global digital trends. This concept journal proposes a new way of thinking about change.

Research Methods
Researchers at universities use qualitative methodologies to assess student happiness and the effects of their digital arts experience.

Result and Discussion
Digital Arts is part of culture under the trend of global digitalization. It is a description of digital technology and art, which is associated with new media created by digital.
Moreover, these experiences enable users to explore and learn new problems through synchronous or asynchronous learning and use visual presentations and products to evaluate the quality of digital technology and new knowledge. Conversely, new media technology depends on the tools and interfaces used which are generated according to users’ needs and can stimulate users’ interest.
The perceptual experiences that technology brings to users are its value and ease of use, feedback, and clarification of information, affecting their beliefs and attitudes towards technology.
Furthermore, Chowdhury (2020) highlighted that the interactivity of the virtual classroom creates an active learning environment and positive experiences for teachers and students since technical aids create a collaborative environment for users in universities and provide users with an overall experience through physical and online modes.

Conclusion
This concept journal intends to educate universities and other educational institutions on how to successfully promote organizational culture and consolidate the cultural standing of university organizations in today’s educational environment by utilizing available digital technologies. Universities are grappling with the task of developing new rules in order to adapt to the digital teaching environment. During the epidemic, universities are faced with the task of establishing new rules in order to adapt to the era of digital teaching.

Second journal

Title
THE POWER OF INNOVATION ON PERFOMANCE AND SOCIOENVIRONTMENTAL SUSTAINABILITY

Journal
International Journals for Innovational Education and Research

Years
2021

Download
https://www.ijier.net/ijier/article/download/3119/2145/9769

Author
Mazzioni S, Dal Magro C, Picolo and Johann

Reviewer
Nurul Aini (1910631060039)

Date
29 May 2021

Introduction

The link between process and organizational innovation, product, market, and technical innovation, and social and environmental sustainability was investigated in this study. The findings revealed that social and environmental sustainability is influenced by process and organizational innovation, which is mediated by product, market, and technological innovation performance. Following that, better performing firms support methods tha 50t seek the enterprise’s global sustainability. When addressing the characteristics of innovation, performance, and sustainability together, the model employed in this study is larger than that employed in earlier studies.

Research Method
Because the relationship between the Process and the Results is descriptive and quantitative, this research is descriptive and quantitative. Product, Market, and Organizational Innovation, Social and Environmental Sustainability, and Product, Market, and Organizational Innovation Industrial businesses’ technical innovation performance was statistically validated.

Result and Discussion
The research realized that innovation has an indirect effect on sustainability through performance. Performance depends on innovation. Therefore, if an organization strives to improve performance, it needs to focus on creating an environment that is opened to innovation. This study demonstrated a positive and significant relationship between innovation and performance and that a manager who focuses on improving innovation also helps to improve performance.
Process innovation can use manufacture, goods production, or services, either if they are new or significantly improved. Innovation can occur by making significant changes in new media’s concepts/strategies, or the use of techniques for promoting product marketing. As a conclusion, the managerial effort in process and organizational innovation can be defined as a mechanism for improving performance in product, market, and technical innovation of industrial companies in Chapecó, Santa Catarina, Brazil. It was clear that process and organizational innovation have no direct effect on social and environmental sustainability, but they have an indirect effect mediated by performance.
As for the performance in product innovation, there is the likely effect of introducing a new product or significant changes in aesthetics, design or other subjective changes, at least in one of the products, or even introducing a new or significantly improved product to the national market. The market performance results in maintenance and expansion of the company’s market share, as well as the opening of new markets. Finally, technical performance provides an improvement in the quality of goods or services, expansion in the variety of goods or services offered, powered by operational flexibility, increase in production or service provision capacity, reduction of production costs or of services provided. As a conclusion, good performance helps socio-environmental sustainability.

Conclusion
The study’s goal was to look at the link between process and organizational innovation, product, market, and technical innovation, and social and environmental sustainability. Aside from that, few studies link performance to sustainability’s socio-environmental components.
This relationship has ramifications because high-performing institutions create a conductive climate for socio-environmental sustainability. Organizations with poor performance, on the other hand, lack the resources and time of management to devote to their socio-environmental practices.
This result could be explained by the fact that companies that are more concerned about environmental sustainability are also concerned about preserving good environmental conditions for the community around them, so they adopt cooperation practices that include stakeholder education and environmental awareness.
Furthermore, companies that are concerned about social aspects of sustainability look for ways to contribute to and improve the quality of life of those in their immediate vicinity, beginning with buying from and training close suppliers, which generates business opportunities, income, and tends to improve the social indicators of the surrounding community. Another theoretical contribution aims to address the scarcity of sustainability-oriented innovation studies aimed at micro, small, and medium-sized businesses, as Klewitz and Hansen have warned.

TITLE : AN ANALYSIS ENGLISH TEXTBOOK FOR SECOND GRADE STUDENTS AT SENIOR HIGH SCHOOL BASED ON TOMLINSON’S PRINCIPLES
JOURNAL : ELLITE (Journal of Education, Literature, and Language Teaching)
VOLUME & PAGE : Vol. 03 No. 29 December 2020, page 14.
YEAR : 2020
WRITER : Azza Lutfiyyah Rambe
REVIEWER : Nurul Aini (1910631060039)
DATE : 2 May 2021
RESEARCH PURPOSE : This research is intended to know whether the materials in the English Textbook for second grade student senior high school compatible with Tomlinson’s (2011) principles.
RESEARCH SUBJECT : Second Grade Students At Senior High School
ASSEMENT DATA : Content Analysis
METODE PENELITIAN : Qualitative Content Analysis
RESEARCH STEPS : Textbook Analysis is a research method for making replicable and valid inferences from data to their context, with the purpose of providing knowledge, new insights, a representation of facts and a practical guide to action. The aim is to attain a condensed and broad description of the phenomenon, and the outcome of the analysis is concepts or categories describing the phenomenon. Usually the purpose of those concepts or categories is to build up a model, conceptual system, conceptual map or categories. The researcher makes a choice between the terms ‘concept’ and ‘category’ and uses one or the other.
RESEARCH RESULT :

1. Principle materials development no 5 “materials should require & facilitate learners’ self-investment”
2. Principle materials development no 6 “learners must be ready to acquire the points being taught“.
3. Principles material development no 8 “The learners attention should be drawn to linguistic features of the input”.
4. Principle material development no 9 “materials should provide learners with opportunities to use target language to achieve communicative purposes.
5. Materials should take into account that the positive effects of instruction are usually delayed.
6. Principle material development no 12 “materials should take in account that learners differ in affective attitudes”.
7. Principle material no 15 “materials should not rely too much on controlled practice”.
8. Principle materials development no 16 “materials should provide opportunities for outcome feedback, especially feedback on the effectiveness of use of language rather than accuracy of language.
   DISANVANTAGES REASEARCH : Textbook Analysis, it is possible to distil words into fewer content related categories. It is assumed that when classified into the same categories, words, phrases and the likes share the same meaning.
   ADVANTAGES RESEARCH : Textbook Analysis is a research technique for making replicable and valid inferences from texts (or other meaningful matter) to the context of they used. As a technique, textbook Analysis involves specialized procedure. It is learnable and divorceable from the personal authority of the researcher. As a research technique also, the textbook Analysis provides new insights, increases researcher understanding of particular phenomena, or inform practical actions.
   CONCLUSION : This research was done in order to assess the content of the “English textbook for second grade student senior high school” in some chapter by using of the principles material development composed by Tomlinson (2011), this principles present 16 principles. In this research, the researcher find 8 principles of 18 principles Tomlinson (2011), 8 principle include 1) principle materials development no 5 “materials should require and facilitate self-investment”. 2) principles materials development no 6 “learners must be ready to acquire the points being taught”. 3) principles materials development no 8 “the learners attention should be drawn to linguistic features of the input”. 4) principles materials development no 9 “ materials should provide learners with opportunities to use target language to achieve communicative purposes”. 5) principles materials no 10 materials should take into account that the positive effects of instruction are usually delayed”. 6) principles materials development no 12 “materials should into account that the learners differ in effective attitudes”. 7) principles materials development no 15 “materials should not rely too much on controlled practice”. 8) materials should provide opportunities for outcome feedback”. The further investigation of other Tomlinson principles is needed to confirm idea whether or not materials of the textbook fit the classroom condition.

Link article https://ejurnalunsam.id/index.php/ELLITE/article/download/3048/2156/

https://journal.unismuh.ac.id/index.php/exposure/article/view/762

Nurul Aini

1910631060039

1. What are the titles of article you have read?

DOUBLE ENTRY JOURNAL TECHNIQUE FOR THE STUDENTS’ READING COMPREHENSION

2. What are the important points you find from reading the article?

• ABSTRACT

The objective of the research is to know the improvement of the students’ reading comprehension using double entry journal technique at the second year students’ of SMA Neg. 1 Pasui. This research is a classroom action research consist of two cycles, the mean score of the students’ reading comprehension for diagnostic-Test is 5.95 which is categorized as poor classification. While the mean score of the students’ reading comprehension in cycle I was 6.39. It is higher than the students’’ D-Test. But the result was still not significant, because it is still categorized as fair and under the KKM 60. So the research is continued to the cycle II and the mean score of the students’ reading comprehension of cycle II was 6.82. Having analyzed the data, it can be stated that the students’ reading comprehension at the second year in class XI of SMA Neg. 1 Pasui is poor level before applying the double entry journal technique, but after applying the technique in the second cycle, the students’ reading comprehension is classified as good categories.

• INTRODUCTION

Reading is one of the four language skills that should be mastered in language learning. It is usually taught and integrated with the other language skills (listening, speaking, and writing) Generally, the teaching of reading as a foreign language (EFL reading) in Indonesia aims at enabling students to read and comprehend the texts and other materials written in English. Students are expected to master skills in the level of literal, interpretative, and creative comprehension. It is shown in the most of students’ handbook content that is dominated in text. Unfortunately, Indonesian students are still lack of skills in reading comprehension. Especially, the results of the preliminary study conducted at SMA Negeri 1 Pasui. It shows that students in this school get difficulties in answering questions related to English texts given to them. Besides that, the students’ average score of reading achievements conducted in the preliminary study is quite poor.

Journal entry technique let the students to read the text and also give them opportunities to discuss or share their problems with their friends. Moreover, this technique is very useful because it can be used as a tool to increase the students’ speaking ability in the form of class discussion.

Using this technique, teacher asks the students to write down what they think interesting in the reading text. Besides, the students are also encouraged to write any questions, confusion related to a text. The students may also write some responses to the text. That why this is called as a journal entry technique. By reading this journal, the teacher can make a judgment about the students understanding.

• THEORETICAL

Journal entry technique is a strategy which enables the students to record their responses to text in preparation for class discussion. The students have the opportunity to express their thoughts and become actively involved with the material they read. As the corner stone of such a communications method, student journals have proven simple, yet effective”. In this technique, teacher introduces a passage of text to the students, then the students write a response to a particular quotation from the reading text, which they think the most interesting or the most difficult part. After that, they bring their journal into the class to do a discussion, to do a paired annotation, or for group activity.

• RESEARCH METHOD

This research uses classroom action research (CAR). The research will be conducted in SMA Negeri 1 Pasui in August-September 2011-2012 academic year.

The research subject is the eleventh year students of SMA in 2011-2012 academic years. The class consists of 30 students with 18 women and 12 men.

The Independent variable of this research is the Journal-Entry Technique; the important process to increasing the student’s reading comprehension. While

Dependent variable of the research is the students’ literal and interpretative comprehension. There are three instruments used namely observation sheet aims at finding out the students’ data about their presence and activeness in teaching learning process, questionnaire aims at finding out the students’ responses toward teaching learning process by using Journal-Entry Techniques, and Facts test whish was to get information about students’ reading improvement after teaching learning process end.

TITLE : THE USE OF LEARNING MEDIANON LISTENING SKILL IN TEACHING INDONESIAN TO SPEAKERS OF OTHER LANGUAGE
JOURNAL : Lingua Didaktika
VOLUME & PAGE : Vol. 11 No. 1 July 2017, page 1-12.
YEAR : 2017
WRITER : Fabio Testi Ariance, Andayani, Budhi Setiawan
REVIEWER : Nurul Aini (1910631060039)
DATE : 4 April 202
RESEARCH PURPOSE : To describe the use of learning media in listening skills in teaching Indonesian to speakers of other language (TISOL) at Integrated Language Service Unit Universitas Sebelas Maret.
RESEARCH SUBJECT : Integrated Language Service Unit Universitas Sebelas Maret
ASSEMENT DATA : Interactive Analysis Model
METODE PENELITIAN : Descriptive qualitative research with case study research strategy.
RESEARCH STEPS : Technique of collecting data in this research is observation, interview, and document analysis. Validity of data in this research was conducted by triangulation method and source. Research data were analyzed using interactive analysis model. The results showed that the use of learning media listening skills in teaching Indonesian to speakers of other language at Integrated Language Service Unit Universitas Sebelas Maret was done with two patterns, namely the use of media inside and outside the classroom. Learning media outside the classroom is further divided into individual learning media, group learning media, and mass media learning.
RESEARCH RESULT : The level of ability of foreign students in Indonesian was various made the learning media in listening skills in Teaching Indonesian to Speakers of Other Language (TISOL) at Integrated Language Service Unit Universitas Sebelas Maret of Surakarta was very useful. In addition to smoothen and to improve the process and learning outcomes, learning media can improve and direct attention so that it can lead to learning motivation, more direct interaction between learners and the environment, the possibility of students to learn independently in accordance with the ability and interest, overcome the limitations of the senses, space and time, and provide the same experience with students about the events in their environment leading to the same perception between teachers and students who have different environmental settings in actual life. (Arsyad, 2007; Daryanto, 2013; Sulistyo, 2011 & Sadiman et al., 2011).
The use of learning media listening skills in Teaching Indonesian to Speakers of Other language (TISOL) at Integrated Language Service Unit Universitas Sebelas Maret Surakarta based on findings in the field using two patterns such as the use of learning media in classroom and learning media outside the classroom. The use of learning media outside the classroom was further divided into individual, group and mass media. The use of instructional media for more details will be described as follows.
1) The Use of Listening Skills Media in the Classroom
2) The Use of Listening Skills Media Outside Classroom
DISANVANTAGES REASEARCH : The similarity of the research with this is examines on language skill aspect in learning and use same method to en change language skill. The different is the previous one examines on method to en change speaking skill while this researches use the same method to en change listening skill. The difference is the previous one examines on method to en change listening skill. The other difference is the previous observes the learning process in Japanese for Indonesia speaker while this research is about Indonesia.
ADVANTAGES RESEARCH : Listening skill especially for teaching Indonesian to speakers of other language learners will be more effective if it is assisted by using interesting media, cheap and efficient by not ignoring the utilization of modern tools in accordance with the development of science and technology. Learning media is everything that can be used to convey and distribute messages from the source in a planned manner so as to create a conducive learning environment and stimulate the learning process efficiently and effectively.
CONCLUSION : Based on the findings of the research and the discussion, the following conclusions can be drawn. Use media of listening skill pattern in Teaching Indonesian to Speakers of Other Language (TISOL) class learning at Integrated Language Service Unit Universitas Sebelas Maret Surakarta. Audio media was used that involved the sense of hearing so that the process of listening occured. The audio media in this class was the audio recording of the Indonesian Competent Skill Test, the audio recording based on the book, and independently (advertisement, news, song, folklore) and the last one with the media of the form of teachers and students who were native speakers to Indonesian.
The pattern of media use of learning skill listening outside the classroom in Teaching Indonesian to Speakers of other Language (TISOL) Language at Integrated Language Service Unit Universitas Sebelas Maret Surakarta. The use of media skills listening outside the classroom was divided into the first medium of individual learning in the form of cassette recordings in Indonesian language that could be used anywhere and anytime and used the media as a native speaker of the Indonesian language and radio. Second, group learning media could be done with the media of people, for example during the study tour with the help of guides who are fluent in Indonesian. Third, mass media learning in the recording of announcements from loudspeakers such as when being in public places such as stations, terminals, airports, shopping centers and others.

TITLE : DOUBLE ENTRY JOURNAL TECHNIQUE FOR THE STUDENTS’ READING COMPREHENSION

JOURNAL : Exposure Journal 25

VOLUME & PAGE : Vol. 1 No. 1 Mei 2012, 10 page.

YEAR : 2012

WRITER : Bahrum Amin

REVIEWER : Nurul Aini (1910631060039)

DATE : 28 march 2021

RESEARCH OURPOSE : The objective of the research is to know the improvement of the students’ reading comprehension using double entry journal technique at the second year students’ of SMA Neg. 1 Pasui.

RESEARCH SUBJECT : Second Grade Students of SMA Neg. 1 Pasui.

ASSEMENT DATA : Double entry journal technique

METODE PENELITIAN : Classroom Action Research (CAR)

RESEARCH STEPS : This research is a classroom action research consist of two cycles, the mean score of the students’ reading comprehension for diagnostic-Test is 5.95 which is categorized as poor classification. While the mean score of the students’ reading comprehension in cycle I was 6.39. It is higher than the students’’ D-Test. But the result was still not significant, because it is still categorized as fair and under the KKM 60. So the research is continued to the cycle II and the mean score of the students’ reading comprehension of cycle II was 6.82. Having analyzed the data, it can be stated that the students’ reading comprehension at the second year in class XI of SMA Neg.1

RESEARCH RESULT : The result of the finding shows that the strategy of double entry journal technique can improve the student achievement in reading comprehension. They are able to understand the material given well. It can be seen by their mean score of the cycle I (6.48) and cycle II (6.86). They second cycle higher than cycle I and D-Test. After seeing the result of all research findings, there are still many students’ get low and it is still far from perfect. In first post-test, more than a half number of students seventeen get poor (56.6%), four students classified as fair (13.2%), there are classified as fairly good (10%), four classified as good (13.2%) and there are two students classified as very good (6.6%).

The rate percentage of the student achievement in second test shows significant improvement of student achievement in reading comprehension. The number of students’ who get poor in cycle II is lower (20 %) than cycle I (56.6%). The highest improvement of the students’ achievement in cycle II is in fair classification, from fur students’ (13.2%), to 12 students’ (40%). Six students’ classified as fairly good (20%), there are students’ classified as good (10%) and also three as very good (10%). It sign that giving second cycle is very important because it can help to overcome the students’ weakness in cycle I. At the end of the cycle I, the research made a reflection to see the weakness and then made a correction. The result of the reflection showed the positive impact in the second cycle. The students’ more active than before because the changing of the way in learning.

DISANVANTAGES REASEARCH : Not all students like reading, so it become an additional task for the teacher. Teacher must be provide guidance to the student who has problems with the reader so that he can start to like reading.

ADVANTAGES RESEARCH : By using this method the teacher can easily find out the reading comprehension of the students’. And with double entry journal technique, students’ can more easily understand it.

CONCLUSION : The use of double entry journal technique in presenting the reading comprehension material at students of class XII of SMA Neg. I Pasui in Enrekang improved the students’ achievement significantly. It can be concluded that the application of double entry journal technique in teaching reading comprehension is effective to improve the students’ reading achievement of SMA Neg. I Pasui in Enrekang regency.

•  Skim the abstract

Skimming the abstract first will allow you to get somewhat familiar with the topic at hand. However at this point it’s unnecessary to read through the methodology, data, or most of the other information included in the abstract. What you should read here is the reason for the study, find out why they felt the need to do this research in the first place and then you can determine if reading further will be worth your time.

There are millions of scientific papers. You do not have the time, the inclination, the brainpower, or any ability to read them all, so don’t bother trying. What ever topic you are perusing will probably have a substantial amount of research around it, and if it doesn’t then it probably will soon. Such is science.

•  Read the conclusion

The conclusion of the paper is generally the last paragraph of the discussion and it summarizes what just happened with more detail than the introduction.

The conclusion is relevant to understand at a high level what the authors did and why they did it. If you read the conclusion and its not relevant to your scientific inquiry then consider moving on to a new paper at this point (see step 5).

•  After the conclusion, read the results

The conclusion will give you insight into what the results mean so read it first otherwise the results will likely mean nothing to you anytime soon.

•  Read the methods section

If you are sure the results and conclusion are relevant to your topic of inquiry, then you should read the methods section and dive into how the results were actually found.

If you are not a scientist then much of this methodology will be irrelevant, but by reading it you will get a big-picture sense of the type of research being done (eg; a group of lab rats were fed gluten free yogurt while another group were fed yogurt containing gluten).

If you are a scientist then you will be looking much deeper into the exact research methodology, and, being a scientist, you will probably be looking to either replicate their methods or to poke holes in it and do it differently. Such is science.

•  Start this process over again with a different paper

At the bottom of your paper there will be a number (often lots of numbers) of reference papers.

Science is largely built on references so if you have a paper that has zero references then it’s probably not a scientific paper…

Find the references that are relevant to your query then go forth and do this process over again.

Reading a scientific paper should be a quick task granted you have access to it.

Understand that most of the papers you will encounter have absolutely nothing to offer you and your specific query, so its important to move through them fast otherwise you will waste a lot (an awful lot) of time reading things which are interesting but not relevant – this can be fun, but it can also be tedious if you are trying to learn about something specific under a deadline. Blast through them quickly and you will have time to comb through the relevant papers later.

References: Drew Dennis. 2017 How to read a scientific paper quickly & efficiently. http://medium.com/@drewdennis. Sep 15.

Communication is a process of delivery of information (messages, ideas, idea) of the one part to the other party. In general, communication is done orally or verbal that can be understood by both parties. If no verbal language that can be understood by both, communication can still be done by using the body’s gesture, showing certain attitudes, such as smiling, shook the head, shrugging. This way is called nonverbal communication. Communication may occur if there is similarity between the delivery of messages and people who receive messages. Therefore, communication depends on our ability to understand one with others. Through communication, someone’s attitude and feelings or groups of people can be understood by others. However, communication will only be effective when the message conveyed can be interpreted by the recipient of the message.

Good communication skills are very important to establish and strengthen relationships. Without communication and interaction, all human relationships become meaningless. In addition, good communication and interaction can also make someone superior to others during work interviews. Communication itself has benefits in all fields. Not only that, the good communication ability can also change the life of a person.

Here are 3 reasons importance in good communication.

1. Order arrived exactly.

Good communication ensures the correct exchange of ideas and views so that there is no confusion. If a matter is not well communicated, then people will be difficult to understand. If left, the problem will arise as an impact.

In the early stages of life, a child will be taught and learn many things from others. Communicate with them through words and good actions, can give you a impression in them. In addition, they can also grow into a better person.

2. Communication is needed in various jobs.

Every job requires communication. Not only does it function to establish and connect one person to another, communication also plays an important role in a planning, coordination, and information.

Effective communication can also inspire many people to fight for something. Therefore, communication is something that is responsible for changing the lives of many people, with a note: it should be done effectively.

3. Strengthen relationships.

Good communication skills are very important to build and strengthen relationships. Without communication and interaction, all human relationships are meaningless.

Here are the effects of ineffective communication:

1. Cause Misunderstanding.

Misunderstandings arise when each individual has different understandings and perceptions and is unable to equalize each other’s perceptions. This could be because the two individuals who communicate with each other have different backgrounds and thoughts. It could also be because the delivery or the form of the message is not quite right so that it creates a different perception.

2. Cause Misinformation.

Misunderstanding also leads to receiving misinformation. If misunderstandings persist and there is no justification, someone will continue to carry wrong information. This misinformation can lead to other problems that will lead to improper work results.

3. Give a Negative Impression.

Messages that are not well received by the recipient of the message can have an impact on the appearance of a negative impression on the sender of the message.

4. Triggering Conflict / Disputes.

Negative impression that lingers too long on each individual that has misunderstanding will damage inter-personal relationships. If this the case, the problems he is facing can actually lead to a personal matters. Such problems like tend to be more difficult to solve.

5. Stretch Social Relations.

If there are already disputes, it is likely that the disputing individual relationships will automatically stretch if there is no immediate settlement. In addition, if communication is ineffective, one may be more reluctant to communicate with each other. As a result, social relationships become roasted.

6. Triggering the Ongoing Conflict.

The prolonged conflict due to stretched social relations is the last and most dangerous result that can arise just because poor communication problems.

Then, what are the factors causing communication disorders we need to be aware of? Here are some of them.

1. Language barrier

Language is a unified message system that we use to communicate in general. Therefore, if we do not know the language system of the interlocutor, or vice versa, the interlocutor does not understand the language we use to communicate, then this will prevent us from communicating properly. Language is one of the factors that influence communication quite a lot, especially if communication is done orally.

2. Perception

Perception of the speaker or listener can affect the results of the communication carried out. It could be that the communication results are very different from what was expected by the speaker, because of the listener’s perception of the speaker. For example, a government that submits an increase in taxes is considered money by the people because of the perception that the government is more often pay attention to themselves and ignoring the interests of the people.

3. Message is not clear

The message is not clear of course will interfere with the communication done. For example if we write a letter, but our writing can’t be read well, then the person we send the letter will find it difficult to read it. In addition, the message structure we write can also affect the level of success of the listener to the message we make. Therefore an unclear message often becomes a communication disorder.

4. Media is damaged or disturbed.

In conveying the message, sometimes we also use a particular medium like a handheld phone or other communication media. One of the factors that cause communication to be disturbed is if the media used to communicate damage, either mild or severe. Damaged media is also still one of the obstacles of writing communication that is difficult to overcome when used conventional media such as paper and so on.

5. Other Communications Sources are entered.

In addition to some of the above causes, the subsequent communication disorder is the existence of other communication sources issued the same voice or message so that disrupt the receipt of the message carried by the communicant. For example at a party, we talk to our friends in the moment hard music is play, the communication we do can be done harder.

6. The source of the message is too weak. One of the causes of the next communication disorder is the existence of a weak order source. This can happen to communication directly or use sound as a medium to convey messages. The too weak sound will make it difficult for the audience to listen to the message conveyed by the communicator, thereby communication interruption when this happens. To be clearer, you can imagine the personal intercourse process when one of the parties involved in communication feels disorder in the vocational tape. Surely it will disrupt the current communication instead of?

7. Physical limitations on speakers or listeners

The factor causes the next communication disorder other than some of the above causes is the physical limitations of the speaker or listeners. For example in voice communication, if the listener of the deaf, then of course communicators can’t communicate well if communication is done using voice messages. Instead, the mute communicator will not be able to communicate well if they should rely on the sound.

8. Understanding of Dictions

Understanding of non-perfect diction can also cause interference to the communication process conducted by communicators with communicant. For example, if we talk to certain people using a diction of the one that they do not understand, then the message we convey will also be difficult to understand perfectly by those who do not understand the intent of the dictions.

9. Talk style or language style

The style of speech or language style, can also be the cause of the understanding of the understood to understand, or the message is understood by mistaken, so that is one of the causes of communication disorders that tend to be common. For example if people who often communicate with a speech style are not to the point, it will make it difficult for the communications who often speaks using the speaking style to the point or directly on the main concise.

10. Culture

The culture phenomenon can also hamper the process of communication. Those who were born and live in the culture of Surabaya, may be having trouble communications with those who live and live in the solitary culture of the solo or maybe the others. This culture factor is closely related to the phenomenon of a speech style or a language style that can also be one of the causes of communication disorders. Therefore, it is well learned whatever culture is around the parties involved in communication because it may be affecting the perception of dictions used in communication. One example for example is on intercultural communication.

Well, here is how to improve incomplete communication.

1. Perception

Communicators should be able to predict whether the messages to be presented are accepted by the recipient of the message. If the prediction is right, the Audience will read or receive the response correctly. Audience as a recipient of the message, then will anticipate the communicator’s reaction to compile the message received for them, while making adjustments to avoid misunderstandings in the communication.

2. Accuracy

Audience has a framework. In order for communication to achieve the target, communicators need to express the thing to be presented in accordance with the Audience’s Framework. If ignored, miscommunication arises.

3. Credibility

In communicating, communicators need to have a belief that his audience is the person who is trustworthy. Likewise, the communicator must have a belief in the core of the message and the intention they want to convey.

4. Control

In communicating, Audience will give a reaction or response to the message of Yan submitted. Their reaction can make a communicator laugh, cry, act, change the mind or be gentle. This is determined by the intensity of the reaction that is heard by the conjunction by the communicator. In contrast, the audience reaction depends on success or not the communicator controls his audience when communicating.

5. Compatibility / harmony

Good communicators can always maintain a pleasant friendship relationship with the audience so that communication can run smoothly and achieve its goals. A good communicator will also respect and succeed in giving a good impression to his audience.