PROSES KOMUNIKASI INSTRUKSIONAL DALAM PENCEGAHAN BENCANA ALAM (Studi Deskriptif Kualitatif pada Taruna Siaga Bencana Kabupaten Bantul)

RIFQI NUR FAUZI, NIM 14730040 (2021) PROSES KOMUNIKASI INSTRUKSIONAL DALAM PENCEGAHAN BENCANA ALAM (Studi Deskriptif Kualitatif pada Taruna Siaga Bencana Kabupaten Bantul). Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Communication is one of the basic needs for everyone in interacting with others. Like teachers to students, superiors to subordinates, even within the organization are needed. Communication is also very important in disaster management. When a disaster occurs, good communication is needed to provide follow-up actions for rescue teams or those requiring valid data. Likewise, when anticipating disasters, in this case prevention is carried out by the Bantul Disaster Preparedness Cadets. Instructional communication by the Bantul Disaster Preparedness Cadets can be one of the solutions in preventing natural disasters through existing programs in the Bantul Disaster Preparedness Cadets. This study discusses the process of instructional communication of the Bantul Disaster Preparedness Cadets in preventing natural disasters. This study uses the theory according to Hurt, Scott, and McCroskey, namely the instructional communication process is divided into five, namely content specification and instructional objectives, interpretation of initial behavior, determination of instructional strategies, organization of instructional units and feedback. This research uses descriptive communicative method. Data obtained through interviews, observation and documentation. The validity of the data used by researchers was source triangulation. The results of this study indicate that the instructional communication process is one of the methods used by the Bantul Disaster Preparedness Cadets in preventing natural disasters. Instructional communication is applied by several processes through the specification of instructional content and objectives, application of initial behavior, establishment of instructional strategies, organization of units and feedback.

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