Theoretical Framework: The Schematic Framework For Effective Communication

Theoretical Framework

For the theoretical framework of this study, the independent variables refer to the factors of the effective communication. The independent variables are student behavior, language, lecturer attitude, learning facilities and proper guidance. The dependent variable of this research is effective communication.

Figure 1.1

Schematic Diagram For The Theoretical Framework

CHAPTER 2

OVERVIEW OF RELEVANT LITERATURE

2.0 Introduction

The purpose of this chapter is to review the extant research related to the effectiveness of communication between lecturers and students and to present the research questions and hypotheses for the proposed study. The first sections of this chapter provide an overview of the types of communication that occur in human relationships, as well as the ways of effective communication. Next, I will discuss the theoretical framework as a useful framework for understanding the communication that occurs between lecturers and students. Finally, I will discuss the relational outcomes of communication and the content related outcomes of students and lecturers behavior.

Effective Communication

Effective can be defined as producing or capable of producing an intended result. To be effective, communication requires the creation of a common understanding of ideas, desires and observations among people. Communication is a two-way exchange ideas or information that involves both speaker and receiver. According to Mistry, Jaggers, Lodge, Alton, Mericle, Frush, and Meliones (2008), they have conclude that effective communication occurs only if the receiver understands the exact information or idea that the sender intended to transmit. To make people understand things that have been said, th...

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...ed with give them a positive feedback and support them, ensure opportunities that they can do it, create an open atmosphere, help them to find personal meaning and value in material and learning community.

Some of the lecturer are making a high expectation towards their students. That will make their student feel frustrated to meet those expectations. According to Bligh (1971), Forsyth and McMillan (1991) and Lowman (1984) have state that the instructors need to hold high but realistic expectation for their students. This is why the instructor need to see the student performance in their real potential and not in the instructor expectations. The instructor can see their performance during give them a quizzes, assignment, discussion, presentation and examinations. They should have a standard expectation so it will reduce the frustration feeling of the students.