INTERCULTURAL COMMUNICATION IN A GLOBAL SETTING:
INTERCULTURAL COMMUNICATION COMPETENCE OF UNITED STATES
STUDENTS IN AMERICA
Willy Gibran
Week 1
Professor Helman
July, 2024
Introduction
The era of globalization is a process of exchanging worldviews that produces process
international integration, which affects global competition. In this era, an environment is
created where cross-cultural awareness and intercultural communication competence become
daily necessities (Samovar, et al. 2014: 3). Everyone is directed to be able to face
circumstances and challenges at a global level and not just in one region or country. Students
have even begun to be directed to prepare themselves in the era of globalization by pursuing
their education abroad in the hope that the quality will be better and will make it easier to face
global competition in the world of work later. However, cross-cultural activities can be
hampered, this happens when someone starts a new life somewhere with a new culture.
Where cultural clues, signs and symbols that are usually well understood in the country of
origin turn out to be much different when in another country. That's when a person's anxiety
about social life usually starts to appear, which is also called culture shock.
Therefore, these cross-cultural barriers often lead to a decline in students' interest in studying
abroad. As with United States students to America, which can be said to be declining. This is
evidenced by IEE (Institute for International Education) records reported by VOA United
States that the number of United States students in America decreased by 3.4%. And the year
2018 - 2019 became the school year with the number of students in the US is the lowest at
between 0.05%. Most parents are starting to worry about security and safety when studying in
America, other considerations are the bureaucracy of licensing, tuition fees and policies such
as (trade wars and immigration) and competition. America itself is a country with a low
context culture, which is a country with a direct, explicit, straightforward and straightforward
style of speech that is very inversely proportional to United States with an implicit
communication style, using codes and connotations (Mulyana. 2005: 294-295). For example
when United Statess say "yes" it can mean "I know" or "I disagree". United Statess also use
"code" United Statess also use "codes" in conveying messages and if others do not understand
them, they will be said to be "insensitive". In contrast to United States, Americans with low
context culture will say something to the point and without code. America also applies non-
verbal communication, namely hugging as a means of greeting which is also very inversely
proportional to United States where hugging in public places that are not couples is taboo.
From the description above, it shows that America and United States have clear cultural
differences. For United Statess who are not used to mingling with Americans may feel
offended and insecure if they hear messages that are straightforward and to the point. And the
lack of openness of United Statess in expressing their feelings directly can be a precursor to
problems when having to interact and communicate with Americans who do not apply
sensitivity. In addition, America is also a multicultural country and practices a free lifestyle.
Unlike United States, which is very concerned about cultural and even religious norms and
ethics, America can be said to be a very free country; so that everyone there is free to express
themselves. The cultural differences that are very clearly visible between the two countries,
namely United States and America, as well as the data on the decline in United States students
to America and the facts of the experiences of United States students who have successfully
adapted to complete their studies there, strengthen the selection of America as the focus of
this research.
Based on the description of the case above, it reinforces the fact that aspects of culture shock
and perceived cultural differences are problems in cross-cultural activities. Therefore,
communication intercultural communication is important in cross-cultural activities. "Bernard
Saint-Jacques revealed that intercultural communication is based on intercultural
understanding. This intercultural communication aims to build understanding, trust and
mutual respect as a cultural nation (Turistiati. 2019: 42). In doing so, it requires a
communication competence, which refers to the ability to understand other people's cultures
and one's own culture to be able to communicate with others (Turistiati. 2019: 2).
So that in the process of answering the challenges of globalization, one of them is the ASEAN
Economic Community or known as the AEC, the result of collaboration between countries in
ASEAN which is the realm for global competition. So student United States who are
competing to So United States students who are competing to improve their quality by
studying abroad in response to cross-cultural challenges and barriers that will arise especially
for United States students in America are an interesting topic to be explored.
Problem Formulation
Some of the cases above certainly show problems in intercultural communication, as shown
by data related to the decline in the interest of United States students to America due to fears
of safety and comfort. This condition is certainly very contrary to the challenges in the current
era of globalization, one example is the AEC (ASEAN Economic Community), where there is
collaboration and competition between countries, not just in United States.
So that each individual/student should be able to prepare themselves for global competition
and make awareness of cross-cultural activities and skills in intercultural communication
while studying abroad, which is one way to equip themselves for this global competition, a
necessity and an important thing.
So this research wants to examine, how should the intercultural communication competence
of United States students abroad, more specifically in America?
Theoretical Framework
As a guide in this research, the author uses theories and concepts related to one's intercultural
communication competence, namely regarding intercultural communication itself, factors that
influence it and intercultural communication competence. In addition, to see from the other
side, the author wants to see how the management of uncertainty and anxiety of informants.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
v Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
Intercultural Communication
Intercultural communication will be needed when the cultural factors of a group affect a
communication process. And of course intercultural communication will occur when
individuals are doing cross-cultural activities. According to Toomey (Toomey & Chung.
2012: 24-29), intercultural communication is a symbol exchange process in which a person
from two different cultures will negotiate meaning in a social interaction. There are several
concepts that characterize intercultural communication including: symbol exchange, process,
differences cultural communities, negotiation of meaning, interactive situations and social
systems.
Symbol exchange, here will talk about verbal and nonverbal symbols that individuals use
in sharing meaning. Someone will use verbal symbols, namely the words of the message
either spoken or written itself but in sharing meaning individuals can also use nonverbal
symbols such as smiles, touch and other signs that can explain a meaning without words.
Process, which relates to the interdependent nature of intercultural encounters. When
people from different cultures meet, they will try to adapt to each other's habits and
culture, but often the initial meeting is not as smooth as expected. United Statess who are
used to handshakes will look awkward when invited to greet with a hug with Americans.
So one party will quickly change their greeting behavior and adjust to the other. This
rapid change is called the process in intercultural encounters which is then further
explained through the nature of communication, namely transactional and cannot be
changed. The above incident is an example of a transaction from encoding to decoding
that is not appropriate so that awkward situations and misunderstandings arise. Encoding
itself is a verbal/nonverbal message chosen by the sender while decoding is how the
receiver receives the message recipient message interprets the message. The above
incident can be repeated but cannot be changed and withdrawn so that the initial
impression has been formed between the two parties.
Differences in cultural communities, when individuals interact within a unit by upholding
shared traditions. These cultural communities include national cultural groups, ethnic or
gender groups.
Negotiation of shared meaning, talks about the main goal in intercultural communication
encounters. In this case, individuals will perform various strategies such as using digital
mediums, nonverbal messages, gestures, etc. to achieve their goals in negotiating
meaning with others.
Interactive situations, focused on the ideas present in every communication in every
intercultural encounter that occurs.
Social systems, other contexts such as history, politics, economics, social class,
communities and organizations that will shape the process and outcome of intercultural
communication. In doing intercultural communication, a person can be divided into two
things, namely as a flexible individual who has competent or inflexible. Flexible
individuals will be said to be competent in intercultural communication which reflects
ethnorelative ethics; understanding the communication behavior of people with a
particular culture while inflexible individuals will reflect ethnocentric thinking which
means sticking only to their own culture. And as a flexible or competent individual, it
must have the components of intercultural communication competence.
Intercultural Communication Competence Theory
Competence is the ability to do something appropriately and effectively; according to Collins
(in Turistiati. 2019: 44). In intercultural competence, effectiveness and appropriateness are
used as dimensions to assess it. a) Effectiveness talks about the success of a person who is in a
different culture to achieve competence. b) Effectiveness talks about the success of a person
who is in a different culture to achieve competence. c) Effectiveness talks about the success of
a person who is in a different culture to achieve competence a particular goal. Effective
encoding and decoding lead to the same meaning and from this will emerge an understanding
of each other. b) Appropriateness / appropriateness talks about behavior that is in accordance
with the expectations of social rules, expectations and norms in a particular community
culture. In addition, according to Toomey, the dimensions that are used as other assessments
are c) Adaptability, the ability to change interaction behavior and goals for other special needs
in certain situations. Individuals are able to understand, accept other perspectives, interests
and goals and not focus on themselves. Intercultural communication competence is defined as
cultural competence, intercultural sensitivity, cultural safety and intercultural effectiveness
(Littlejohn. 2017: 396). To be competent in this regard, according to Gudykunst and Kim (in
Turistiati. 2019: 47) one must have the appropriate motivation, sufficient knowledge and
skills.
Motivation
According to Martin and Nakayama, motivation is the desire to make commitments to
relationships, to learn about oneself and others and to remain flexible (Martin & Nakayam.
2010: 465). When a person wants to create a good impression and make a positive effective
communication, then he can see competence both in himself and others. It is from this
motivation that should be the beginning of individuals being able to start their intercultural
communication. According to Samovar et al, there are several things that influence or form
high motivation in a person, namely:
Self-confidence, comes from various individual experiences. As if someone has often
interacted with foreigners with different cultures and countries, his confidence will be
higher so that the motivation in intercultural communication will be higher.
Efficacy beliefs, self-perceptions about their ability to perform any behavior. Like a
referee who has higher confidence in mediating disputes on the field than most people.
The dispositional approach, personality characteristics encourage an individual to value
communication activities. People who are more cross-culturally tolerant will engage in
more cross-cultural interactions.
Motivation is divided into three important needs: the need for the ability to guess people's
behavior other, the need to avoid anxiety-spreading behavior and the need to sustain self-
concept. So motivation becomes a very important component in the development of
intercultural competence, where someone must have the motivation first to be able to start
communication in a place or area that is culturally different from their origin. Just as someone
who continues to have a desire to socialize, learn and recognize new cultural environments
will be able to continue to develop and get an increase in intercultural communication
compared to someone who continues to confine himself and has no desire to know his new
environment. Because there is no point in being good at communicating if you are not
motivated to use those skills (Martin & Nakayama. 2010: 468). Having this motivation to be
flexible means that individuals have ethnorelative thinking to understand other people's
perspectives and get rid of all forms of prejudice.
Knowledge
This component focuses on the cognitive information one needs about other people, contexts
and norms that operate within a particular culture (Lustiq, Koester. 2010: 68). Knowledge
also speaks to the systematic and conscious learning about culture. When looking to travel
cross-culturally. A person who does not have knowledge of both general and specific cultures
when traveling cross-culturally may interpret many events and people incorrectly, resulting in
obstacles. Therefore, before going on a cross-cultural trip, one should seek a lot of
knowledge, just as a student who is going to study in America should seek general knowledge
related to tips and tricks of overseas students and specific knowledge about language, culture,
lifestyle, what should and should not be done in America. This will also bring out the ability
to understand what other people think and do. Linguistic knowledge, knowledge of languages
other than one's native language, is another aspect of competence competence intercultural
communication is important. (Martin, Nakayama. 2010: 468-469). According to Toomey,
knowledge can be obtained from formal learning such as intercultural seminars, language
courses, international classes and non-formal learning such as joining volunteers, student
exchanges, traveling. From this knowledge, a person will be able to determine what is more
appropriate and effective in interacting in different cultures.
Skills
Repeatable, goal-oriented actions and action sequences. Someone who already has good
motivation and knowledge still needs skills to give a good performance. Toomey revealed that
skills are the ability to integrate knowledge and motivation adaptively. According to
Gudykunst and Kim, skills start from the skill of being aware in intercultural communication,
the ability to process anxiety, the ability to empathize, adapt behavior and make accurate
explanations and predictions (Turistiati. 2019: 47).
Anxiety-Uncertainty Management Theory
Gudykunst sees a relationship between a person who is culturally different and
communicating with strangers. When a person meets a stranger, uncertainty and anxiety will
arise. Gundykunst's theory differs from uncertainty reduction theory by emphasizing the
importance of managing uncertainty and anxiety for effective communication.
Uncertainty (uncertainty) relates to the need and a desire for something predictable. Anxiety
can be about feeling worried. Gudykunst explains that uncertainty and anxiety are important
to maintain one's focus but there is a limit to how much uncertainty and anxiety one can
effectively communicate and interact with.
If the level of uncertainty exceeds the upper threshold, then a person will feel insecure and
avoid communication. Similarly, if one is too anxious, one will feel nervous. But if
uncertainty and anxiety are below the threshold, then a person will also lose motivation to
know more about something and not care. The right level for uncertainty and anxiety is
between the upper and lower thresholds. Then one will have the motivation to make strategies
to reduce uncertainty and anxiety. Someone who travels cross-culturally with a new culture
such as United States students to America will find conditions of uncertainty and anxiety.
United States students are accustomed to the language, symbols and culture of the United
Statess themselves while in America, they will lose it all and will be shown with all the new
things that cause uncertainty and anxiety uncertainty and this is what causes a person's anxiety
if it is not immediately addressed. Therefore, this management is very important, and is
related to a person's intercultural competence, namely his willingness to learn a new culture,
knowledge of the new environment and the ability to implement it in order to achieve
effective and appropriate communication. In addition, uncertainty and anxiety are also
influenced by group identity, connections with strangers and cultural change (Littlejohn.
2017: 396-397).
Methods
Research Design
Researchers will use qualitative research methods with a phenomenological approach in
conducting their research. This qualitative method is based on postpositivism or the
interpretive paradigm; an approach that sees that the reality that occurs in a person's social life
as something that fully exists (holistic), has its own meaning but is complex, continues to
change over time and reciprocal. This research will also apply a phenomenological approach,
where the research will refer to consciousness from the first perspective and one's subjective
experience (Moleong. 2017: 14-15). Phenomenology is an approach that studies the apparent
phenomena and deep meaning of the conscious experience of someone who experiences it
directly or what can be concluded is that phenomenology studies conscious experience from
the point of view of those who experience it accompanied by relevant conditions. Schutz
states that humans with their behavior are called actors, where a person will understand the
meaning of every word, deed and vision (interpretive reality) (Turistiati. 2019: 24). In
addition, according to Husserl, phenomenology is tasked with explaining things in themselves
and the meaning and essence in reality. Phenomenology was chosen based on the assumption
that this research wants to understand and study the meaning of the experiences of United
States students who directly, intentionally and consciously feel, see, experience and do about
intercultural communication in America. These United States students are actors who
deliberately create their reality while in America and their point of view is important to
explain a phenomenon of intercultural communication that occurs in America.
Discussion
From this research, it can be seen that the flow of communication occurs starting from the
existence of a big idea, namely conducting cross-cultural activities. Cross-cultural activities
are understood as the Informants' decision to continue their studies in America. This cross-
cultural activity then characterized by intercultural communication. Where Toomey and
Chung reveal intercultural communication is an exchange of symbols between people with
two different cultures. The informants clearly carry out intercultural communication, which is
shown by the exchange of symbols, namely from United States to English, the informants also
live in America 2-4 years, which can be said that there is a process that informants go
through.
In the process of intercultural communication, the four informants have equipped themselves
with American motivation, knowledge and skills. Where motivation, knowledge and skills are
factors that determine a person's intercultural communication competence. Motivation is a
desire to make a commitment to relationships, learn about oneself and others and be flexible
(Martin, Nakayam. 2010: 465). In this study, motivation can be developed as a dynamic and
controllable stage or process. All four informants showed motivation before it was only
limited to the desire to understand American culture (cognitive) but turned into a desire to
continue communicating (affective) because of the need to avoid anxiety when doing
intercultural communication in America. Of course, all informants consciously say that they
continue to be motivated by the reason for the anxiety they have to avoid, here it is shown that
one's motivation can be controlled to be positive or negative motivation. Positive motivation
will keep one communicating to become competent.
In addition to motivation, informants have also been equipped with knowledge aimed at
cognitive information about other people, their contexts and the norms that apply in a cultural
culture (Lustig, Koester. 2010: 68). The informants' knowledge comes from informal and
formal learning, which is characterized by participation in school international education
during high school (formal) and student exchange activities (informal). Despite having gained
basic knowledge such as language, lifestyle and culture as well as a view of America before
studying in America, informants still felt there were other knowledge that they only gained
after studying in America.
This research shows that knowledge before starting intercultural communication is not enough
to represent the whole reality of a particular culture. But more than that, this research
elaborates that knowledge will continue to be updated and emerge along with the intercultural
communication process that occurs in Informants. And in gaining or receiving new
knowledge in America, there are factors that also influence it, namely: (1) The ability to be
aware of differences and similarities, not only sticking to the knowledge or information that
has been obtained before, one must be able to see new realities seen that can become new
knowledge of a particular culture and (2) Openness and acceptance, aimed at the informant's
ability to be open and accept new information or knowledge of a culture even though it may
not be the same in accordance with expectations or prior knowledge.
The next component is the skills of the informants. According to Toomey, skills are the ability
to operational to combine responsive knowledge and motivation with adaptive intercultural
practices. But in this study, before the ability to combine the two components, the Informants
only had the ability to realize the intercultural communication that would pass through the
experience. And when starting college and doing intercultural communication, all Informants
began to combine their knowledge and motivation into a real communication with other
students, characterized by the process of introducing each other to more intensive
communication. But it does not stop there, this research shows that when intercultural
communication has occurred, the Informants face other obstacles and realities, so the
Informants' skills are no longer only able to combine knowledge and motivation but also the
ability to manage anxiety, empathize, adapt and maintain self-concept.
Toomey says that intercultural communication is a a process. After being in the stage of
having motivation, knowledge and skills before starting college in America, all Informants
were in the stage when starting their studies in America and continued with the stage of
intercultural communication and implementing their motivation, knowledge and skills their
motivation, knowledge and skills. This is what is called and shown as a process. Informants
continue to process to be able to blend in with the environment and friendships. It is in this
process that obstacles or problems begin to appear in each Informant. This is characterized by
the emergence of uncertainty and anxiety from informants. However, according to
Gudykunst, it is important to maintain focus. The Informants' uncertainty and anxiety can be
said to be at a reasonable level, which is shown by the Informants' awareness and desire to
manage it. Because according to Gudykunst if it is too low it will cause indifference and if it
is too high it will cause communication avoidance. The anxiety of all Informants was caused
by culture shock, where they lost symbols and signs while in United States.
Regarding their awareness to manage uncertainty and This research develops Gudykunst's
view of the factors influencing the management of culture shock not only in terms of
Motivation, but also in terms of the factors influencing the management of culture shock. So
this research develops Gudykunst's view of the factors that influence the management of
culture shock not only (1) Motivation, (2) Expectations, (3) Distance from cultural
differences, (4) Psychological adjustment, (5) Social adjustment, but also (6) Relationships
with similar and appropriate communities.
The informants showed that uncertainty, anxiety and attempts to manage obstacles are all part
of the intercultural communication process where they lead to new motivations, knowledge
and skills. After going through the intercultural communication process in America for a
longer and more intense period of time, the informants' motivations developed into (1)
Affective desire to commit, where the informants showed continued high motivation to
communicate with other students. (2) Positive motivation, characterized by the Informant's
decision to continue to initiate and try better communication and (3) The need to avoid
anxiety, where previously the Informant had not really felt anxiety but over time many
obstacles arose that gave rise to anxiety. From there they continue to be motivated to do good
communication.
In addition to motivation, there is also increased knowledge of the Informants. All informants
began to understand the differences and similarities between cultures in United States and
America. Such as differences in ways of speaking, topics of discussion and lifestyles as well
as values and principles. Which is shown by the freedom in America in terms of LGBT and
abortion which of course is strongly opposed in United States. Informants also understand
what to do or talk about and what not to do or talk about.
In the last component, namely skills, where there are Informants who are increasingly skilled
in intercultural communication, although some are still less skilled. Skills that were initially
only the ability to be aware of intercultural communication developed with the ability to
combine motivation and knowledge to initiate communication along with the ability to
manage anxiety, the ability to empathize, the ability to communicate with others, and the
ability to communicate with others Adapting behavior and maintain self-concept.
In this discussion chapter, we can see a communication building in which Informants who
carry out cross-cultural activities by studying in America will experience an intercultural
communication process. Previously, the Informants already had motivation, knowledge and
skills with different levels but tended to be lacking. And in the process of intercultural
communication in America, all Informants found obstacles or problems but also followed by
efforts to manage them. From the experience of getting obstacles and managing them, the
Informants found that their motivation, knowledge and skills continued to grow so that some
of the Informants were able to achieve intercultural communication competence which was
marked by their success in adapting and communicating appropriately and effectively with
other students and continuing to study in America.
Conclusions
Based on the research objectives which are then associated with the results of research on four
United States students who are currently studying at university in United States. There are
several conclusions related to the intercultural communication competence of United States
students in America. In achieving the success of intercultural communication, which is
characterized by effectiveness and compatibility in communication, students must have the
ability of dynamic capabilities (dynamic capabilities) which will then affect motivation,
knowledge and skills, from none to none, and from little to more.
These dynamic capabilities show how each learner with motivation, knowledge and skills
before studying in America and then when the four of them did direct symbol exchange in
America and experienced problems that were actively managed, the four of them could
produce competencies (motivation, knowledge and skills) that increased from before.
Motivation, knowledge and skills of informants are not only about results and realization, but
the process, from nothing to something and from a little to more.
These dynamic capabilities talk about the spirit and energy of a person who moves quickly
and easily adapts to the situation. So it is not only about motivation, knowledge and skills, but
more than that, with the ever-changing conditions and culture in America, it shows that a
person must be able to absorb and then implement it in communication and behavior quickly
and appropriately in communication and behavior quickly and precisely. Like how these
United States students are able to dynamically understand and adapt to 'American pop culture'
which is very incompatible with United States, such as the habit of being to the point,
openness to LGBT and also abortion.
