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This means, verbal communication is communication that can actually be

seen through conversations between two or more people, so that everyone


who communicates verbally needs to have the ability to use words, good
and polite grammar, so that the message conveyed can be easily conveyed.
captured by the recipient of the message (interlocutor).

a) Physical communication skills


Physical communication is communication that occurs when two or
more people make contact using body language. For example, facial
expressions, body position, gestures and eye contact. According to (Asrori,
2003) suggests that, "A person needs the ability to use non-verbal cues,
such as facial expressions, waving hands and so on, appropriately so that
the message can be received by the recipient of the message".
Means, in using physical communication, a person is required to have
the ability to use the limbs appropriately and in accordance with what is
conveyed, so that the message can be easily received and understood by
the recipient of the message.
b) Emotional communication skills
Emotional communication is an interaction that occurs when
individuals make contact with each other by pouring out their feelings. For
example, shedding tears as a sign of sadness, emotion, or even being too
happy. According tosuggests that, "A person must be able to control his
mental and psychological condition in order to remain in a stable state".
Based on this opinion, someone who is said to be skilled in emotional
communication is when in doing so he remains in a stable mental and
psychological condition, so that things that are forms of emotional
communication such as sadness, emotion and joy are still seen in a
reasonable form and not excessive. .
The ability to establish good communication in the public service
process will of course be able to improve the quality of the public service
itself. Conversely, the inability to build good communication in the public
service process can result in bad forms of public service. If you want to
communicate well, a communicator must be aware that:
1) Communication will never actually happen, unless there are audiences
who want to see or hear what we convey
2) We do not only communicate solely through a series of words, but also
through our entire appearance (the physical appearance of the building,
the appearance of officers, media appearances, and so on).
3) Communicate to audiences in their experience, if you want them to pay
attention
4) If this communication process encounters difficulties, it is a sign that it
is our strategy that is wrong, not the minds of the audience that are
wrong
5) And if in the end we fail in the communication process, then it is not
just the words that must be corrected, but all the thoughts or
considerations behind these words.
6) Before starting to communicate, we must know exactly what the
audience expects from the communication process

Our communication will be more effective if it involves the values and


aspirations of the audience

7) If what we state is contrary to the beliefs, aspirations, and motivations


of the audience, then it is almost certain that our communication will
fail completely
8) The problem is not what is in our minds, but what is accepted and
absorbed by the public

CHAPTER III
CLOSING
Conclusion
Public service communication itself is a communicator who acts as a
message sender in a communication process. According to (Rudy 2005) what is
meant by a communicator is a person or group of people who is the place of origin
of the message, source of news, information, or understanding that is conveyed
(communicated) or we can call it the person or party that sends/delivers the news.
So it can be said that what is meant by a public service communicator is a person
or group of people from the public bureaucracy who sends/delivers
news/messages and provides services (serves) the needs of people or society as
citizens who have an interest in the organization in accordance with the main rules
and procedures. way that has been determined by the principle of equality.
A communication process can be said to take place effectively if the
message to be conveyed by the source of the message can be received and
interpreted by the target of communication - the recipient of the message - in
exactly the same form, soul and spirit as desired and intended by the source of the
message according to (Siagian, 1994 ).
In relation to public service communication, the effect arising from the
public service communication process is a condition of what is conveyed by the
apparatus providing services to the community/citizens with what is received by
citizens giving a clear and measurable influence. For example, from explanations
by officers/employees about service procedures, about service rates, and various
matters about services, it can be understood, understood and in turn followed by
the community.
Skill is an ability to operate work more easily and precisely. While
communication is the main human activity in everyday life, communication
with God, fellow humans, and other creatures. Communication is the capital
and key to success in relationships and career, because only with
communication can a good relationship be built and fostered. From this
understanding, it can be understood that communication skills are the main
skills that must be possessed to be able to build healthy relationships
anywhere and with anyone.
The expected communication skills include the following abilities:
 Ability to create contact or interpersonal relationships
 The ability to capture or understand information
 Ability to provide feedback or feedback

Skill is an ability to operate work more easily and precisely. While


communication is the main human activity in everyday life, communication
with God, fellow humans, and other creatures. Communication is the capital
and key to success in relationships and career, because only with
communication can a good relationship be built and fostered. From this
understanding, it can be understood that communication skills are the main
skills that must be possessed to be able to build healthy relationships
anywhere and with anyone.
The expected communication skills include the following abilities:
 Ability to create contact or interpersonal relationships
 The ability to capture or understand information
 Ability to provide feedback or feedback

INTRODUCTION

1.1 Background
Indonesia as one of the largest countries in the world and a very large
population with various religions, ethnicities, races, languages, social,
cultures that inhabit the territory of Indonesia makes Indonesian people
known as a multicultural society. Pluralism and multiculturalism imply
differences. If managed properly and correctly, pluralism and
multiculturalism produce positive forces for nation building. On the contrary.
If not managed properly, pluralism and multiculturalism can lead to social
conflict and violence.
If you look at the history of Indonesia, starting from the pre-
independence period, around independence, around the turn of 1965,
throughout the New Order period, during the fall of the Soeharto government,
and during the Reform Order government until today, the life of the
Indonesian people is colored by social tragedies and conflicts that have lead
to acts of violence. Like the Sampit riots, the religious conflicts in Maluku,
Poso, Ambon show how fragile the multicultural-based national construction
in Indonesia is.
The Sampit case is an ethnic case that has shocked the country the most.
The conflict between Dayak and Madurese residents in Sampit City, the
capital of East Waringin, Central Kalimantan, claimed hundreds of lives.
Even though they have lived side by side for a long time.
Based on this, this paper is made to understand the problems of
multicultural education in Indonesia.

1.2 Formulation of the problem


1. What are the multicultural challenges in Indonesia?
2. What are the factors causing the emergence of problematic pedagogical
multicultural education in Indonesia?
3. What is the solution to the pedagogical problems of multicultural
education in Indonesia?

1.3 Our purposes


1. To explain how Multicultural challenges in Indonesia?
2. To explain the factors that cause the emergence of problematic
pedagogical multicultural education in Indonesia?
3. To explain how the solution to the pedagogical problems of multicultural
education in Indonesia?
DISCUSSION

2.1 Multicultural Challenges in Indonesia


Bhinneka Tunggal Ika is the motto of the State of Indonesia which
means different but still one. This clearly indicates that Indonesia is a country
that has a diversity of cultures, ethnicities, religions, languages, and so on.
Cultural groups such as Aceh, Batak, Minangkabau, Dayak, Javanese, Bugis,
Ambon, Papua and others are examples of this diversity. Because of that,
Indonesia is called a multicultural country.
It is acknowledged that this diversity has led to several problems, such
as fights between tribes, separatism, and the loss of humanity to respect the
rights of others. To solve this problem, a solution is needed, one of which is a
multicultural education model.
Multicultural education is essentially education that emphasizes the
process of cultivating a way of life that is respectful, sincere and tolerant of
cultural diversity that lives in a society with a high degree of plurality. With
this educational model, it is hoped that the Indonesian people will be able to
accept, tolerate, and appreciate the diversity that exists in Indonesia. In the
world of multicultural education, educators are expected to be able to instill
the core values of multicultural education, namely democracy, humanism and
pluralism.
Multicultural education is expected to be able to answer the challenges
of the times in this globalization era. Education is one of the benchmarks and
standards regarding how far a country is able to compete in the international
world. The better the quality of education in a country, the more prepared the
country is to face global competition.
Multiculturalism is a response to reality, where society is always plural
and not monolithic. Diversity brings differences and can lead to conflict. But
that does not mean that conflict is always caused by differences. From a
religious perspective, it is important to bring up the diversity of beliefs,
cultures and views on life, bearing in mind that the adherents of religions in
Indonesia are still common, so they are very prone to conflict and violence.
Multicultural education can also be interpreted as a reform movement
designed to produce a transformation in schools, so that students from both
gender groups and from different cultural and ethnic groups will have the
same opportunity to finish school.

2.2 Factors Causing the Emergence of Problems in Multicultural Education


Pedagogy in Indonesia
Every country must face some educational problems. Indonesia is a
plural country with many differences. Therefore, multicultural education is
applied in education in Indonesia to unite these differences.
The implementation of multicultural education in Indonesia is still
experiencing various obstacles or problems. The problem of multicultural
education in Indonesia has a uniqueness that is not the same as the problems
faced by other countries. The uniqueness of geographical, demographic,
historical and socio-economic factors can trigger the emergence of
multicultural education problems in Indonesia. The problems of multicultural
education in Indonesia can be broadly divided into two things, namely: social
problems of multicultural education and problems of learning multicultural
education.
a. Multicultural Education Societal Problems in Indonesia
In social studies, the invitation to always coexist peacefully is a
form of socializing the values contained in multiculturalism. Awareness
of the importance of pluralism began to emerge following the failure of
state nationalism, which was criticized for emphasizing unity rather than
diversity. Starting from this fact, it is now felt that there is an increasing
need for multicultural policies that favor diversity. However, in its
implementation multicultural education is faced with various problems in
society, which hinder the implementation of multicultural education in
the educational realm. These problems, among others, are explained as
follows.

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