Komunikasi Intrapersonal dan Konsep Diri pada Mahasiswa Rantau Studi Kasus: Mahasiswa Sekolah Tinggi Ilmu Komunikasi dan Sekretari Tarakanita

Yasinta Ariati, Clarissa Sondang Irene
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Abstract

During their study period, overseas students experience challenges that are not easy because they live in a new environment and meet friends who are different in terms of culture and ways of communicating. They must be able to adapt to new situations and existing differences, so that they can carry out their studies well. The ability to adapt depends on how the self-concept is owned by the individual. Self-concept is one's belief or view of oneself. If someone sees oneself positively, one will develop self-confidence, be open to new things, be able to respect others and improve oneself. Conversely, if someone views oneself negatively, then the behavior that appears is feeling inferior and lacking self-confidence. The formation of self-concept depends on how the process of intrapersonal communication is carried out by someone. Intrapersonal communication is communication by talking to oneself in order to get to know oneself more fully. The process of intrapersonal communication that begins with sensation, perception, memory and thinking will eventually help to understand oneself and others. This study aims to find out how intrapersonal communication and self-concept of overseas students take part in the lecture process at School of Communication and Secretarial Study Tarakanita (STARKI). The research method used is descriptive qualitative with a total of 5 informants who are STARKI students, batch 2020 and 2021. The validity of this research data used triangulation data source. The result of this study manifests that most of STARKI students are able to carry out intrapersonal communication by processing existing sensations, perceptions and memories as material for thinking through self-reflection. It forms a positive self-concept that enables them to adapt to different environments and cultures. Therefore, it can be concluded that well managed intrapersonal communication will form a positive self-concept.
个案研究学生的内部交流和自我概念:一所通信科学高中学生和tar会ita秘书
在他们的学习期间,海外学生经历的挑战并不容易,因为他们生活在一个新的环境中,遇到的朋友在文化和沟通方式上都不同。他们必须能够适应新的情况和存在的差异,这样他们才能很好地完成他们的学习。适应能力取决于个体如何拥有自我概念。自我概念是一个人对自己的信念或看法。如果一个人积极地看待自己,一个人就会发展自信,对新事物持开放态度,能够尊重他人,提高自己。相反,如果有人消极地看待自己,那么表现出来的行为就是自卑和缺乏自信。自我概念的形成取决于一个人如何进行人际交往的过程。人际沟通是为了更充分地了解自己而与自己交谈的沟通。从感觉、知觉、记忆和思考开始的人际交流过程最终将有助于理解自己和他人。本研究旨在探讨台湾台湾大学通讯文秘学院留学生的人际沟通与自我概念如何参与讲座过程。采用描述性定性研究方法,共有5名被调查者为STARKI学生,分别为2020和2021批。本研究数据的有效性采用三角测量数据来源。本研究结果表明,大多数STARKI学生能够通过自我反思,将现有的感觉、知觉和记忆作为思考的材料,进行人际交流。它形成了积极的自我概念,使他们能够适应不同的环境和文化。因此,可以得出结论,管理良好的人际沟通会形成积极的自我概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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