Komparasi Model Kompetensi Komunikasi Guru dalam Proses Belajar Mengajar (Studi Kasus pada SMPN I Bukit dengan SMPS Blang Panas Kecamatan Bukit Kabupaten Bener Meriah Provinsi Aceh)

Abstract

This study reviews a model of communication between teochers and students in teaching and learning in SMPN lBubit with SMPS Blang Panas by conducting a case study. The aim of this research are; (1) to kttow the Teacher communication competence between SMPN I Bukit with SMPS Blang Panas, (2) To describe the teacher communication model in teaching and learning process between SMPN I Bukil with SMPS Blang Panas and (3) to compare the communication models which used by Teachers in teaching and learning process in SMPN I Bukit with SMPS Blang Panas. The method thot used is qualitative descriptive. This research uses the communication competency guidelines as it has been abstracted by Mulyasa (2007: 173) from the Indonesian Government Regulotion No. 19 year 2005 on National Education Standard section 28 verse 3 item d. Whereas for teacher communication model in teaching learning process, this research use five model guidelines teacher-student by Usman (2000:25). The informant in this research is teachers ond students who irwolved in teaching learning process which done with purposive sampling. The me.thod to collect the dato used by depth interviewing, observation, documentation study. The result of this research are; the communicalion competence of teachers in SMPN I Bukit hne fulfilled the criteria which required whereas communication competence of teachers in SMPS Blang Panas is still rnt fulfill the criteria which required ,(2) the teachers' communication model in SMPN I Bukit more vary and able to adapt wilh existing conditions, while the teacher communication model in SMPS Blang Ponas more monotonous by applying only one model of communication in the leaching learning process. (3) There are similarities in applying the model of communication. The teachers in the two schools are equally able to implement the one-way communication model at an early stage of teaching. The difference is in the ability and propensity of teachers in integrating communication models during the learning process. As for the dffirences is in the ability and propensity of teachers in integrating communication model during the teoching learning process. The teacher in SMPN I Bukit are able to combine three categorical of communication model in all at once ((one-wqy communication, two-wqy and multi-way / communication models 1,2,3,4, and 5), and more often use the rwo-way communication and multi-way communication models. While in SMPS Blang Panas, the teachers only apply one w ay c o mmunicat ion mode l.