THE PATTERNS OF COMMUNICATION IN THE TEACHING AND LEARNING PROCESS AT GRADE EIGHT OF SEMINARI SANTO YUDAS THADEUS LANGGUR
THE PATTERNS OF COMMUNICATION IN THE TEACHING AND LEARNING PROCESS AT GRADE EIGHT OF SEMINARI SANTO YUDAS THADEUS LANGGUR
Balduinus Inuhan
Agustinus Ngadiman
English Education Study Program
Faculty of Teacher Training and Education
Widya Mandala Catholic University Surabaya.
ABSTRACT
The purpose of this study was to find communication patterns that occurred in the teaching and learning process at grade eighth of the Secondary School Seminary in Langgur in the academic year of 2018/2019. Data collection techniques in this study were researcher entering the classroom and carrying out direct observations of the teaching and learning process with seven subjects namely Science, English, Indonesian, Mathematics, Civils, Religion, and Latin. The researcher was also assisted with a video recorder and checklist to record each teaching and learning process in the classroom.
The results of the research show that 42.86% of lessons were applied a one-way communication pattern. 28.57% applied a two-way communication pattern, and 28.57% apply multiple-way communication. The application of communication patterns in the teaching and learning process in the classroom depends on several things: class atmosphere, subject time, and subject matterials. The teachers apply a one-way communication pattern to explain the concepts in the learning material. In addition, there are topics that are difficult for students understand so that teachers need enough time to explain. The application of a two-way communication pattern is applied by the teacher by asking questions to the students to answer. Thus there is a reciprocal interaction between teacher and students. Group discussion is the most suitable method used by teachers to implement multiple-way communication patterns. With a multiple-way communication, students get input and knowledge from many directions. Thus the learning process becomes very rich.
Each communication pattern has its advantages and disadvantages. Thus the teacher applies the pattern according to the context that is happening in the classroom. The most important thing in the teaching and learning process in the classroom is how the teacher collaborates on various communication patterns so that the teaching and learning process becomes attractive so that students remain enthusiastic in following the teaching and learning process in the classroom.
Key words: Communication, Pattern of Communication, One Way Communication, Two Way Communication, Multiple Way Communication, Verbal Communication, Non Verbal Communication, Teaching, Learning.
Introduction
Every time, humans communicate with each other. This communication process involves a sender, messages and a receiver. The sender sends a message to the receiver. In other words, the sender communicates with the receiver. The receiver gets the message and starts digesting it. Good communication can help the receiver understand the materials or topic. This activity also occurs in the teaching and learning process in the classroom. The teacher communicates the materials to students. Students try to listen and understand what is being communicated by the teacher.
Teaching and learning process is basically the process of interaction between teacher and students through integrated activities of two forms of activities, namely student learning activities and teacher teaching activities. Learning is basically a process of a conscious behavior change while teaching is basically something planned through rules and regulations that allows students to do as much learning activities as possible. According to Sudjana (1989), there are three patterns of communication in the process of teacher-student interaction, namely communication as actions, interactions, and transactions. Communication as action refers to the role of the teacher as the giver of action and the students as recipients of the action. In this pattern, the teacher plays an active role, while the students play a passive role. Communication as interaction means that there is a reciprocal interaction between teacher and students in the learning and teaching process. Communication as transactional refers to interactions that occur between teacher and students, and among students and students.
Communication between teacher and students in the teaching and learning process is one of the important aspects that determines the quality of the learning process because the teaching and learning process in the classroom is the process of transforming educational messages in the form of learning materials from teacher to students. The success of the learning process in the classroom depends on the effectiveness of the communication process that occurs between the teacher and the students. The teacher is the party mostly responsible for the effective communication in the teaching and learning process. Teachers as educators are required to have good communication skills in order to achieve the learning objectives.
In the classroom, there are a lot of activities that the teacher and students do. There are teacher and students, materials, instruments, methods, class facilities and so on. The teacher attempts to handle all activities. In an effort to organize the class, a teacher needs good communication so that the message communicated by the teacher can be understood by the students.
In the context of the Seminary Middle School, teachers are expected to have good communication skills so that the teaching and learning process can achieve its objectives. The problem that occurs in the teaching and learning process in this school is that many of the students do not participate during the learning and teaching process. The process of learning and teaching becomes uninteresting and boring for students. This point indicates that the communication pattern built between teachers and students have not run optimally. Therefore it is important for teachers to practice communication skills so as to create an active and participatory classroom atmosphere. In the teaching and learning process at the Seminary, it was found that in each pattern of communication, student participation was very dependent on the teacher. Students become active if the teacher asks students or asks students to do the exercises.
Concept of Communication
Etymologically, communication comes from a Latin word, namely “cum”, a preposition which means with, or together with, and the word “unus”, a numeral word that means one. These two words form the noun communion, which is written in the same way in English. The word has the meaning of togetherness, unity, fellowship, union, association, or relationship. The verb of communication is “communicate” which means dividing something with someone, exchanging, talking about something with people, telling someone something, chatting, exchanging ideas, relating, or making friends. Thus, communication conveys the idea of notification, conversation, exchange of thoughts or relationships. According to the Concise Oxford Dictionary, communication means ‘the act of imparting, especially news’, or ‘the science and practice of transmitting information’. These definitions clearly show the link between ‘teaching’ and ‘communication’: teachers are constantly imparting new knowledge, or transmitting information.
According to Aristoteles, communication is the process in which the speaker gives messages to the listener. There are three elements in communication: speaker, message, and listener. Shannon and Weaver (1949) suggest that communication is a form of human interaction that affects each other, both intentionally and unintentionally. This process is not limited to verbal communication, but also covers nonverbal communication in terms of facial expression, painting, art and technology. Shannon and Weaver see that in the interaction there is a process of transferring meaning from the source to the receiver. Further Shannon and Weaver mention that there are several important elements in communication, namely source, message, channel used, receiver.
Schramm (1954) also says the same thing. According to him, in communication there are three important elements, namely the sender of the message, the recipient, and the message to be delivered. He says that communication is the act of making contact between the sender and the recipient with the help of a message. A message was sent to the recipient. The message is then interpreted and understood by the recipient. This definition contains three meanings. First, Communication is basically the process of delivering information. When viewed from this perspective, the determinants of the communication process are message design and how to convey messages to listeners. Second, Communication is the process of delivering ideas from someone to someone else. Here, the sender of the message has the most decisive role in the success of communication, while the communicant or recipient plays less active role.
Third, communication is the process of creating meaning to the ideas conveyed.
From some of the definitions above it can be formulated simply that communication is a process of delivering information and messages to others. The success of communication depends on the message design or information and how to deliver it.
2.5. Communication Patterns in the Teaching and Learning Process
The teaching and learning process is basically a process of communication. Through the communication process, messages can be received, absorbed, and understood by the recipient. In order to avoid mistakes in the communication process, it is necessary to use facilities that can help the communication process. In the teaching and learning process in the classroom, the facilities used to facilitate communication are called learning media. The components contained in the communication process are messages, message sources, channels or media, and receiver.
Communication pattern is a communication process that shows the relationship between one communication component and other components. Communication patterns are defined as forms or patterns of relations between two or more people in the process of sending and receiving messages in the right way so that the message in question can be understood (Djamarah, 2004). In the teaching and learning process, the components are teachers, students, learning materials, channels, and all of them components are related to each other.
Ibrahim (1994) says that each individual and group have different and varied in communication patterns. Policing occurs at all levels of communication, namely in the community, groups and individuals. In order for the pattern to run smoothly and successfully, Santrock (2008) suggests several strategies to be used by teacher during the learning process. The strategies include: using correct grammar, comprehensive and precise vocabulary about child development, emphasizing key words or by repeating explanations, talking with the right tempo, not conveying things that are blurred, and using logical planning and thinking as a basis for speaking clearly in the class.
In the teaching and learning process, there are communication patterns that occur between teacher and students. According to Sudjana (1989), there are three patterns of communication in the teaching and learning process, namely communication as actions, interactions, and transactions. These patterns are often known as one-way communication, two-way communication, and multiple-way communication.
One-way communication.
Figure 1. One Way Communication
T: Teacher (sender)
S: Students (receiver)
The picture above shows the one-way communication. In a linear communication pattern there is no concept of feedback and the receiver is passive in receiving the message. This pattern of communication was developed by Aristotle, Lasswell, SMCR Berlo, Shannon, and Weaver.
Aristotle’s communication pattern is known as a speaker-centered communication model because the speaker is seen as an active party while the receiver is passive in receiving messages. That is why the communication process in the Aristotelian model takes place in one direction, namely from the sender to the receiver. In conveying the message, the speaker must prepare the message well so that the contents of the message can be conveyed to the receivers. the characteristics of Aristotle’s pattern are; communication is one-way, centered on the sender of the message, the receiver is passive, suitable for use in public speaking.
Harold D. Lasswell (1948) states that in a one-way communication pattern, there are five important components:
• who (sender) – communicator or sender or message source.
• says what (message) – the message.
• channel (media) – medium or media.
• to whom (receiver) – message receiveror audience.
• the effect of the message delivered.
Lasswell adds that in a one-way pattern, the main focus of the communication is the message sent by the sender to the receiver. According to him, there is a relationship between presenting the facts and how these facts can cause different effects. Here there is a hope that there is a change when the receiver receives the message delivered by the sender.
Shannon and Weaver (1946) explained that in a one-way communication pattern, the sender plays an active role while the receiver only plays a passive role. The sender’s role must ensure that the receiver can receive the message that has been delivered properly. Therefore, determining channels in delivering messages is very important. In face-to-face communication that becomes the transmitter are sound-forming devices and are connected with the muscles and other organs involved in the use of nonverbal languages, while in communication using machines communication devices that function as transmitters are the tools themselves such as telephone, photo, and film, slight, recorder. According to him, success in one-way communication is largely determined by the selection of channels used by the sender in sending messages to the receiver.
David K. Berlo (1960) formulated a linear communication model which was the development of Shannon and Weaver’s communication model. The communication model of David K. Berlo is called the SMCR Communication Model (Sender-Message-Channel-Receiver). According to Berlo, there are several factors that influence various components that are owned by individuals in communication that make communication take place more efficiently. These factors are communication skills, attitudes, knowledge, social systems, and culture. According to him, the sender in conveying the message must have the skills to communicate and have a good attitude so that the message conveyed will received by the receiver. In order to be able to convey the message well, the sender must have sufficient knowledge about the message conveyed and know the local cultural context.
One-way communication is often called the lecture model. This pattern is suitable for conveying subject matter in the form of giving information and explaining subject matters that are difficult for students to understand (Gage and Berliner, 1981). In one-way communication, the teacher takes the role of action, while students are recipients of action. In this one-way process, there is a big role for the teacher. Thus the teacher is more active while the students are less active. In this pattern, all learning processes are controlled by the teacher.
According to Sudjana (1989), in one -way communication pattern, the teacher acts as the giver of action and the student is only passive. That is, the teacher is the main sector as the source of the message to be conveyed. The position of passive students requires the teacher to prepare learning material well and how to deliver the material. Another thing that must get attention from the teacher is the management of the class so that the students remain enthusiastic in the teaching and learning process. In this pattern, the teacher does not need complete equipment, He only rely less on his voice. The weakness of this pattern is the passiveness of the students. In addition, mastery of learning material is very dependent on the mastering of the material prepared by the teacher.
The pattern of one-way communication has its advantages and disadvantages. The advantages of One-Way Communication are: the sender controls the entire learning process, is free to convey what he wants to convey, and has plenty of time to explain difficult messages.
The Weaknesses of One-Way Communication are there is no interaction between the sender and the receivers, there is no feedback from the receivers, this communication that occurs is not effective, sender is just an informant for the receiver because it only conveys information or messages, limited communication media, can cause misunderstandings and obscurity, so that prejudice arises that is not good, does not give satisfaction to the receiver because there is an opportunity to give a response to the message delivered.
Two-way communication
Figure 2: Two Way Communication
T: Teacher
S: Students
The picture shows the two-way communication pattern. In this pattern, teachers convey messages or materials and the students are given the opportunity to ask questions and discuss with the teacher. Thus, students become active.
Wilbur Schramm (1954) explains that in the two-way communication process, both the sender and receiver can change roles in sending and receiving messages. Sender sends a message to the receiver. The receiver then interprets and understands the message that has been received. After one stage of understanding process is completed, the receiver then responds to the message he has received. After that the receiver sends a message to the sender in the form of a question or response to the message. Thus, the sender and receiver can exchange roles in sending and receiving the messages.
According to Schramm, in a two-way communication pattern, the background of the individuals involved in the communication process is very important. Everyone has a different background in knowledge, experience and culture, and these differences will affect each individual in interpreting the message received.
According to London (1993), two-way communication occurs between the sender and receiver. The message is sent by the sender via the channel. The recipient processes the message and then sends a message to the receiver. According to him, in two-way communication, the sender and the receiver are equally active. The receiver gets the opportunity to respond to the messages they received.
Nana Sudjana (1989) argues that two-way communication pattern can only occur if there is feedback that is the response to the message that has been received. Communication in this way is considered more effective than the lecture method. In this pattern, students can position themselves to ask or give opinions on the message conveyed by the educator.
The advantages of two-way communication are: There is satisfaction between the sender and the receiver because of the existence dialogues between the two parties. Receiver have the opportunity to ask questions directly about things that have not understood this brings a sense of kinship and a democratic climate. The sender and receiver are free to express their opinions. The sender and receiver play an active role with each other as listeners and speakers.
Besides the advantages, two-way communication also has the following disadvantages: Requires at least two people. The sender’s time is reduced because there are questions and interruptions. The decisions cannot be taken quickly.
Multiple Way Communication
Figure 3: Multy Way Communication
T: Teacher
S: Students
The picture above shows communication in various directions. This communication is often known as transactional communication. West and Turner (2009) argue that communication can be transactional if the process is cooperative. This means that the sender and receiver are equally responsible for the impact and effectiveness of the communication that occurs.
Multy way communication is communication that occurs not only between teacher and students but also among students and students. Interactions like this really help arouse the enthusiasm for learning from students.
Barnlund’s communication pattern (1970) is known as the Barnlund Transactional Communication Model. Barnlund’s transactional communication pattern describes the communication process that takes place continuously where the sender and receiver exchange roles and exchange places equally. Feedback given by one party is a message for the other party. In the model of transactional communication, the sending and receiving of the messages that take place continuously in an episode of communication.
According to Sudjana (1989), multiple way communication pattern does not only involve the dynamic interactions between the teacher and students but also involves the ones between students and students. The teaching and learning process with this communication pattern makes students learn actively. One student gains a lot of input and opinions from other students so that the learning process becomes rich. Discussions and simulations are strategies that can develop this communication.
The pattern of transactional communication has several advantages: First, communication occurs dynamically. Second, verbal and nonverbal responses can be known directly. Third, communication that occurs more effectively. Fourth, everyone has the opportunity to convey ideas.
Besides the advantages, this pattern also has several disadvantages, namely: Conversation becomes crowded because everyone shares ideas with others. The receiver controls the discussion room.
After conducting research in the classroom, researchers found a research result as illustrated in this table.
| No | Day /date | Times | Lesson | Material | P1 | P2 | P3 |
| 1 | April 22, 2019 | 8.15-9.45 | Science | Waves and Vibrations | ѵ | ||
| 2 | April 22, 2019 | 10.00-11.30 | English | Present Continuous Tense | ѵ | ||
| 3 | April 23, 2019 | 11.45-1.15 | Indonesian | News writing | ѵ | ||
| 4 | April 24, 2019 | 10.00-11.30 | Mathematics | Triple Pythagoras | ѵ | ||
| 5 | April 24, 2019 | 11.45-1.15 | Civils | Racial and diversity | ѵ | ||
| 6 | April 25, 2019 | 8.15-9.45 | Religion | Sacrament of Baptism | v | ||
| 7 | April 26, 2019 | 8.15-9.45 | Latin | Tasrif Declination et Conjugatio | v | ||
| TOTAL | 3 | 2 | 2 | ||||
There are seven lessons observed by researcher. Of the seven lessons, there are three lessons that apply one-way communication pattern. These lessons are: Religion, Latin, and Mathematics. The two-way communication pattern is used twice. The teacher applies this pattern to Indonesian Language and Mathematics lessons. While multiple-way communication patterns are used twice in the teaching and learning process, in the Civils and Science lessons. From this data, it was found that 42.86 % of lessons applied a one-way communication pattern. 28.57 % applied a two-way communication pattern, and 28.57 % apply multiple-way communication.
The application of communication patterns in the learning process depends on the learning material. The teachers applied a one-way communication pattern in Mathematics, Latin, and Religion. The indicator of applying this pattern is that the teacher explains the subject matter to students without any feedback from students. Students respond to teachers only to say “yes” when the teacher asks the students “is it clear?” The teachers also apply a one-way communication pattern because it explains the concepts in the learning material. The teachers applied a two-way communication pattern on Indonesian and English subjects. This pattern occurs when there is reciprocal interaction between teacher and student. The indicator of applying this pattern is that the teacher asks students to answer questions or do the exercises. Teachers apply many-way communication patterns to Science and Civils subjects. The main indicators in applying this pattern are group discussions and presentations in front of the class
Discussion
From the research data discussed in chapter four, it can be seen that the three communication patterns namely one-way communication, two-way communication and multiple way-way communication are applied by the teachers at the Seminary in the teaching and learning process. Of course, the application of patterns of communication by teachers in the teaching and learning process in the classroom has certain reasons depending on conditions in the classroom.
One-Way Communication Pattern
In the theory of communication, one-way communication patterns is known as teacher center. This term means that the teacher plays a central role in the teaching and learning process. In short the teacher plays a very active role while the students only act passively. The passive role of students requires teachers to prepare themselves well during the learning process (Sudjana, 1989). The things prepared are learning material, mastery of the content of learning materials, methods, and techniques for delivering the learning materials.
The pattern of one-way communication is often used by teachers because the topic discussion is considered heavy and difficult to understand by students so that the teacher chooses this pattern to explain learning material (Gage and Berliner, 1981). The teacher needs to have enough time to explain the material prepared. The teacher of Latin language lesson reveals that there are several topics of learning materials that were very difficult for the students, for example Tasrif Declination et Conugatio. This material were very difficult for students to understand that the teacher must explain it slowly and repeat the explanation patiently. The teacher needs enough time to explain the material and ensure that students understand the material that has been taught.
In addition to the difficulty level of the lesson matter, the Latin teacher also revealed that in the learning material there were many concepts and patterns of the Latin grammar so that the teacher needed sufficient time to explain it. Therefore, for Latin teacher, a one-way communication pattern was the right pattern to apply. The same thing was stated by the Religion teacher. According to him, in this lesson, the learning material contained more about concepts and understanding so that the one-way method was very suitable.
The same experience and opinions were also expressed by mathematics lesson teacher. Mathematics is also a difficult lesson that the teacher must explain the material slowly and repeat the explanation and make many examples of questions in the explanation. The main difficulty faced is the numbers of the formulas, patterns and steps in answering a question. Therefore the teacher must ensure in advance that the students have understood the formulas, patterns, and steps in answering the questions.
Teachers who apply one-way communication pattern argue that in addition to concept factors and the level of difficulty of learning materials. Another influencing factors is short time. The teacher would naturally oppotunity to delivers the lesson using the one way communication because the teachers try to maximize the short learning time with the difficulty level of the learning material.
The weakness of this pattern is that the teachers do not know the exact level of understanding of the students about the material delivered. In addition, the passivity of students will have an impact on boredom, drowsiness and others. Therefore, the intonation of the teacher’s voice in delivering the material and good communication skills of the teachers is expected so that the teaching and learning process keeps being attractive for students.
Two-Way Communication Pattern
The two-way communication pattern can occur when reciprocal communication between the teacher and students in the teaching and learning process exists. The teacher delivers learning material and students receive and understand, and then respond to the material that has been received (Schramm, 1954). This pattern is also applied by teachers in the teaching and learning process at Seminary. The teacher explains the material and students respond to the material taught.
The application of a two-way communication pattern at seminary often occurs at the beginning of the teaching and learning process. The teacher asks students about the learning material that was taught in previous meeting. The teacher then appoints students to explain the learning material at the previous meeting. Thus, since the beginning of the teaching and learning process there has been a reciprocal interaction between teacher and students. This is done by the teacher to ensure that students have studied the material taught by the teacher at the previous meeting. It also helps students prepare themselves before the teaching and learning process.
In the pattern of two-way communication, the teacher provides opportunities for students to express their opinions or ideas. In the context of the teaching and learning process in seminary, the interaction between teacher and student occurs effectively when the teacher appoints students directly to submit ideas or answer questions asked by the teacher. The data show that activeness and response from students to learning material is an initiative of the teacher. If the teacher does not assign students to answer questions or convey their ideas, what would likely happen in the teaching and learning process in the classroom is one-way communication. Therefore, the teacher is required to know more the situation that is happening in the classroom. The teacher must create conditions so that students become active. Thus the reciprocal interaction between teacher and student is maintained.
The popular way used by teachers in two-way communication is the problem training method. The teacher makes a practice question and asks the students to answer. Interaction between teacher and student will still occur because students have to answer questions or questions that are asked by the teacher to students. This method is suitable because it builds enthusiasm from students. Students will be enthusiastic and always pay attention and prepare answers when asked by the teacher. Thus students become active in the teaching and learning process.
The two-way communication pattern applied by the teacher in the teaching and learning process will help the teacher to measure students’ abilities and understanding of the material taught by the teacher. By asking questions or making practice questions and asking students to answer, the teacher will know how far students have understood the material taught by the teacher. In the English lessons, the teacher asks a student to make a sentence in the form of a simple present tense. In making sentences, many of the students are wrong. The sentence that is expressed is incorrect. In this condition, the teacher can measure students’ abilities and understanding of the material being taught. The teacher then corrects the mistakes that occur in the process so that there are improvements. Further, the students also get a thorough explanation.
Multiple – Way Communication Pattern
The multiple -way communication pattern only occur when the communication takes place continuously from multiple way directions. The interactions that occur in this pattern are not only between students and teacher but also between students and students (West and Turner, 2009). In this pattern, the learning process becomes rich because a lot of information and opinions from both the teacher and their peers. The discussion method is the most appropriate method for applying this pattern. Through discussion students get the opportunity to convey their ideas to other students, and other participants can also provide feedback or questions to other groups. Thus the themes discussed in the teaching and learning process become rich and students get a lot of information and knowledge.
The multiple -way communication pattern applied by teachers in the teaching and learning process at seminary are Science and Civils lesson. In this process, the teacher presents the learning material, then students get the opportunity to discuss the group. In group discussions, each group discusses each theme that has been shared. In the discussion, each members have the same opportunity to provide input, convey his ideas. Thus, the topic discussed becomes very rich. Information obtained from many directions help to understand material from multiple way perspectives.
The information obtained from various directions, sometimes makes the discussion broad and not focussed on confusing because the opinions and questions raised are not in accordance with the theme discussed. Therefore, it is very important the role of a teacher to restore the context of the discussion to the real position. One very good thing that is done by teachers in the teaching and learning process in the classroom during Science and Civils lessons. During the lesson, a student writes an ungramatical sentence and the teacher immediatelly corrects it. The process has also helped students who many compare similar sentence.
The teachers of the Seminary Secondary School who applied multiple -way communication patterns revealed that one of the reasons for applying this pattern was the very hot conditions of the class especially during the 12 o’clock class. At this time students felt sleepy and lazy. Therefore, this pattern is very appropriate to keep the interaction and enthusiasm of students in following the teaching and learning process in the classroom.
In Civils lessons, the teacher has his own ways to motivate students to continue to participate in the teaching and learning process. The teacher motivates students by providing additional points for students who are active in group discussions. This method looks effective because many students are active in the group discussions.
After finding data and having observed the communication patterns that took place in the classroom, the researcher encourages himself to draw the following conlusions.
First, each pattern has its own characteristics, advantages and disadvantages. The application of the communication patterns in the teaching and learning process depends on the context and lesson matter being taught as well as the real conditions that are encountered by the teacher in the teaching and learning process. Thus, the material and class conditions, time availability, seating arrangement are crucial for a teacher to choose the suitable communication pattern to be applied in the teaching and learning process in the classroom.
Second, the tendency of teachers to apply a one-way communication pattern in the teaching and learning process at seminary has its own reasons, namely that teachers need sufficient time to explain the learning materials. Besides that the study time is short so the teachers prefer to use a one-way pattern.
Third, the teachers use a one-way communication pattern because they would like material to emphasize concepts. Teachers use one-way pattern to explain the concept of learning material. After explaining the concept, the teachers then gave assignments to the students to do at home.
Fourth, the two-way communication that occurs in the teaching and learning process in seminary is an initiative of the teachers. The teachers builds two-way communication and interaction with students by asking questions to students while pointing students to answer the questions. There are two types of questions that are often asked by the teacher in the teaching and learning process in the classroom, namely questions relating to the learning materials from the previous meetings and the learning material that will be discussed in the class.
Fifth, the teachers use the third pattern, which is multiple-way communication because in addition to the material taught requires teachers to apply the method of discussion, the teachers also use this method because of the hot class situation and sleepiness therefore this method is considered the best considering.
Sixth, the participation of students in multiple direction communication patterns is very high. This happens because lesson teachers provide motivation to the students by giving additional point for students who are active in group discussions during the teaching and learning process. This is what makes students motivated to be active in the teaching and learning process. In this way, students are motivated to be active in teachhing and learning will grow a possitive influence results (Skinner 1950).
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