Article Type : Research Article
Authors : Hutapea E and Purwatiningsih SD
Keywords : Self-concept; Symbolic interactional; Cross cultural communication
This paper aims to know and analyze
self-concept in the interaction between students of the earth class of sons and
ethnic Chinese in appreciating themselves. The self-concept possessed by ethnic
Chinese, although positive, consciously and unconsciously, students seem to
show a negative self-concept; as long as they show their self-concept, they
want people to accept it. While appreciating themselves, the students of the
earth class, the prince is more willing to show their concept of themselves,
and they believe in themselves. They hope that there is a positive self-concept
in the future so that ethnic interactions do not occur differences and
conflicts between ethnicities in their friendships. This research uses
qualitative research methods using symbolic self-concept and interactional
theory. Data collection techniques with in-depth interviews and observations.
The Indonesian nation is a multiethnic nation with
vulnerable plurality with the potential for high conflicts, be it conflicts of
interest, ideological conflicts, conflicts between classes and others.
Indonesia is not only a country with a cluster of islands spread from Sabang to
Merauke but is also occupied by a variety of different ethnicities. The
country's motto, "Bhineka Tunggal Eka," shows how many ethnicities
are scattered on this archipelago. Bhineka Tunggal Ika, which means different
but one, is not just a motto but a symbol of ethnic diversity in Indonesia.
With the vast area of Indonesia and the number of islands in Indonesia,
Indonesia has become a country with a very large population of both indigenous
people and immigrants domiciled in Indonesia. Various discriminatory policies
they received from the government. The mention of Indonesian citizens of
descent in the identity card shows that the government does not consider ethnic
Chinese to have the same rights as indigenous people as citizens. As a result,
there is a stereotype of indigenous people as negative towards the Tionghua
ethics people. These negative stereotypes arise not only because they have
different physical traits but also because of different beliefs. Discrimination
occurs because they have different cultures. The government's efforts to unite
the ethnic community with the indigenous people failed and had to be replaced.
Every ethnicity is required to learn from other cultures without leaving the
culture. Ethnic Chinese in Indonesia are a group of sub-ethnic Chinese people
consisting of Hakka, Hokkian, Hainan, Cantonese, Hokchia, and Tiochiu [1].
Because Indonesians do not widely know these sub-ethnicities, they are all
known as "Chinese people.” This understanding of ethnic Chinese is what
the basis for this research is. The roughly believed estimate of the number of
Chinese-Indonesians today is between the ranges of 4% - 5% of the entire
population of Indonesia [2-4]. The difference in the treatment of ethnic
Chinese can also be seen in the interactions carried out by Bumi Putera and
ethnic Chinese students from several campuses in Jakarta, especially on the
Bunda Mulia campus; it is known that students can form their concepts by
looking at the views and judgments of themselves and others through
interactions and experiences of themselves or others. After forming their
self-concept, students can appreciate the self-concept formed by family,
friends and society. The self-concept referred to and understood in this study
is the difference in actualization and self-expression in each student who has
a different ethnicity. Although these differences are often seen the same as
when students interact, not being aware of their actualization and self-concept
can affect a person's behaviour in interacting. Students' differences in
looking at themselves will be seen when they have a different sense of self
when gathering or meeting each other. A term is often used to facilitate the
study of self-concept in cross-cultural, namely the construction of the
individual self and the collective self.
The individual self is a self that focuses on internal
personal attributes such as individual abilities, intelligence, personality
traits, and individual choices. The individual self is the self that is
separate from others and the environment, or the independent self (independent
construal of self). Individual cultures and self-design and select human
history to not rely on other members or societies. According to individual
self-constructs, humans are encouraged to build a separate self-concept from
others, including the goal of success, which tends to lead more to the
individual's self-goal.
The collective self can be the opposite or opposite of
the individual self. Cultures that emphasize the collective self-have the
characteristics of beings related to each other. The main task of the culture
here is to create how the individual fulfils and maintains his attachment to
other individuals. Individuals are required to conform to other people or
groups in which they join the goal so that the individual can read and
understand the thoughts of other people's feelings and sympathize so that the
individual can play the role that the group has given them. The normative task
of the culture here is to encourage interdependence with each other. In
collective self-construct, the value of success and self-esteem is if the
individual can meet the community's needs and become an important part of the
relationship with the community. Individuals focus on their attachment status
and appreciation, and social responsibility. Symbolic interaction theory refers
to a concept originally developed by Mead and then continued by. This theory
looks at the social reality created by man himself through the interaction of
meanings conveyed symbolically [5]. The theory of symbolic interaction has many
important influences on the sociocultural tradition; therefore, this theory
departs from the idea that social structures and meanings are created and
maintained in social interaction. Symbolic interactions seek to understand
human behaviour from the point of view of human subjects. This means that human
behaviour should be seen as a process that is formed and regulated, taking into
account the expectations of others who are their interaction partners [6-8].
Mead's theory of symbolic interaction suggests that human meaning should be
understood based on what they do. The fundamental concept is social action,
which also considers hidden aspects of human behaviour. Mead took the three
critical concepts necessary and influenced each other to devise a symbolic
interaction theory [9,10]. Thus, the human mind (mind) and social interaction
(self/ self) are used to interpret and educate society. Mead explained that
three other concept assumptions have a relationship with symbolic interactions,
namely:
The mind is not a thing but a process. It is nothing
more than interacting with ourselves, and this ability develops in line with
the self, which is essential to human life [11,12]. The mind is the process of
a person's conversation with himself, not found in the individual, and the mind
is a social phenomenon. Thoughts arise and develop in social processes and are
integral to social processes. Where social processes precede the mind, social
processes are not products of the mind. So, the mind is also defined
functionally rather than substantively. A special characteristic of the mind is
the individual's ability to elicit one response and the overall communication
response. Mead argues that a person develops thoughts through interaction with
others. So the thoughts of an individual will be different from other
individuals [13-15].
Self is the ability to reflect on ourselves from the
perspective of others. Mead believes that the self does not come from
introspection or one's simple thoughts but rather from how others see us.
Borrowing a concept derived from the sociologist Charles Cooley, Mead refers to
it as a mirror of the self (looking-glass self), or our ability to see ourselves
in reflection from the views of others. Mead's thoughts on this self-mirror
imply the power that labels have over self-concept and behaviour. Labels
describe predictions of self-fulfilment, that is, personal expectations that
influence behaviour. When Mead theorized about the self, he observed that
through language, people have the ability to be subjects and objects to
themselves. As subjects, we act, and we observe ourselves acting like objects.
Mead refers to the subject, self-acting as I, and the object or self-observing
as Me. "I" is spontaneous, impulsive, and creative, while
"Me" is more reflective and socially sensitive. Mead sees himself as
a process that integrates "I" and "Me." According to Mead,
the self is the ability to accept oneself as an object. The self is a special
ability to be both a subject and an object. Self requires a social
communication process between people.
Mead argues that interaction occurs in a dynamic social structure of culture, society, etc. Individuals are born into an existing social context. Mead defines society as a network of social relations created by humans. Individuals engage in society through their chosen behaviours actively and voluntarily. Thus, society describes the connectedness of several behavioural devices that individuals constantly adjust. Society existed before the individual but was also created and formed by performing actions in line with others. Mead uses society to mean the relentless social processes that precede the mind and self. Society plays an important role in presenting what they intend to interact with others and the influence that interpretation of these symbols has on the behaviour of parties involved in social interaction.
Table 1: Self-Concept and Student Interaction of the Bumi Putera Group in Appreciating Himself.
SELF-CONCEPT |
DISCUSSION |
|
Mind |
View |
Not distinguishing from each other,
adapting to the campus environment, respecting and respecting different
ethnic groups and ethnicities, |
Valuation |
There are differences in the language,
culture and nature of each individual. |
|
Obstacles |
It is uniting ethnic and cultural
differences, accepting other cultures' differences, one's courage to draw
closer to other ethnicities, and individual prejudices before knowing other
ethnicities and racists. |
|
Self |
Valuation |
Confident, caring, reserved and positive
thinking. |
Appreciate
the Concept of Yourself |
Responsible for the self-concept formed,
respecting self-concept, showing and practicing to students or the community. |
|
Society |
Other people's views |
Accept, do not mind the concept of
self-formed, and appreciate the concept of self. |
Maintaining self-concept |
Confident in the self-concept that has
been formed and respects itself. |
|
Future expectations about the
interaction of different groups and ethnicities |
Conflict and
humiliation do not happen anymore; in the absence of racists, ethnic Chinese
do not consider themselves special, do not look one eye, respect others and
respect different ethnic cultures. |
SELF-CONCEPT |
DISCUSSION |
|
Mind
|
View |
Learn to accept friends of the earth
prince group, position comfortably in interacting, do not look at in terms of
ethnicity or culture, and prioritize togetherness. |
Valuation |
The presence of racists, narrow
thinking, selfishness, language differences, cultural differences and
negative perceptions of one of the parties |
|
Obstacles |
Occupying the position of self when
interacting, whether comfortable or not, language differences, adjusting to
new environments, and selfish nature. |
|
Self |
Valuation |
Confident, caring, reserved and positive
thinking. |
Appreciate the
Concept of Yourself |
show confidence, and optimism, behave
appropriately, show the concept of self that has been formed, care for, and
be able to solve a problem. |
|
Society |
Other people's views |
Friends, especially
ethnic Chinese, accept, greatly appreciate self-concept, ordinary, do not
mind, and appreciate the self-concept that has been formed. |
Maintaining self-concept |
He was forming a good
self-concept in the future, becoming a better person, appreciating his
concept, not harming himself and believing in the self-concept that had been
formed. |
|
Future expectations about the
interaction of different groups and ethnicities |
Can interact regardless
of race, ethnicity and culture, trust and care for each other, respect and
respect other ethnicities |
The research method used in this study is qualitative
(qualitative research). In this study, the meaning and process are more
emphasized than the results of an activity. Qualitative research methods such
as those expressed by Bogdan and Taylor as a research procedure that produce
descriptive data in the form of written or spoken words of the people and
behaviours observed. In addition, qualitative research methods are a way to
describe and analyse phenomena, events, social activities, attitudes of belief,
perceptions, and thoughts of people individually and in groups. Qualitative
research uses observation, interviewing, content analysis, and other data
collection methods to present the responses and behaviour of subjects [16-19].
The author uses qualitative methods so that researchers can describe and
analyze the interaction of students of the earth class and ethnic Chinese in
appreciating themselves. Data collection techniques in this study are in-depth
interviews and observations. An interview is a conversation with specific
intent. Two parties conducted the conversation, namely, the interviewer
(interviewer) who asked the question and the interviewee (interviewee) who
answered the question. Data collection uses in-depth interviews and
observations to obtain information for research purposes through face-to-face
Q&A between interviewers and informants or interviewees, with or without
using interview guidelines (guide interviews), where interviewers and
informants engage in relatively similar social lives.
Sociocultural approaches to communication theory
demonstrate the way individuals understand meanings, norms, messages, and rules
that interact in communication. The theories explore the world of interaction
inhabited by humans, explaining that reality is not a set of arrangements
outside the individual but is formed through the process of interaction within
groups, communities, and cultures. Mead explained that three other concept
assumptions have a relationship with symbolic interactions. Categorization of
self-concept and interaction of Bumi Putera students in appreciating
themselves, namely:
Most of the informants of the earth men's class
students commented on how the earth men and ethnic Chinese groups interacted
and the difficulties faced by the students of Etnia Bumi Putera. As it is known
that many have occurred since long ago until now, inter-ethnic wars often occur
both visible and invisible. The way of interaction carried out by the prince
earth group with ethnic Chinese is not distinguishing from each other, adapting
to the campus environment, respecting and respecting different ethnicities,
especially ethnic Chinese. The difficulties experienced when interacting are
differences in language, culture, and each individual's nature who is unwilling
to accept different ethnicities. Some students of the earth prince group
answered about the obstacles that occur in interacting with other ethnicities,
namely matching ethnic or cultural differences, accepting other cultural
differences, self-courage to get closer to other ethnicities, individual
prejudices before knowing other ethnicities, and narrow thinking, and the
presence of racists. In addition, some students of the prince earth-class also
commented on the differences that determine the earth group of sons and ethnic
Chinese, namely the difference in articulation when speaking, the language used
and physical characteristics such as skin colour and eye shape. Some informants
of the earth prince class students comment on the understanding of self-concept
and their understanding of self-concept. Informants say that the self is their
view and self-understanding of themselves and the view of others also about
themselves, and the self-concept obtained from self-experience and interacting
with others. Every informant of the student class of the earth prince said that
they already understood their self-concept.
As mead expressed about the understanding of
self-concept, "Self-concept is the individual's view of who the individual
is. It can be obtained through the information that others give to the
individual". Mead's understanding of self-concept above aligns with the
researcher's understanding that self-concept is an individual's self-view
obtained from interaction and experience. Self-concept is the individual's view
of who the individual is, and it can be obtained through information given by
others to the individual. Judging from the comments given by the informant of
the earth class student son researcher concluded that the student Bumi Putera
before interacting with different ethnicities with himself, especially ethnic
Chinese, students sees and judges the person first and if he said that the
person deserves to be friends with him. In interaction, even students think
that the interaction carried out by him will affect him or not and can form a
concept of himself.
Most informants of the students of the earth class
prince commented on whether and how the students of the earth class of the son
can form his concept, that is, they can form a self-concept even the
self-concept is formed consciously and unconsciously, new students realize the
formation process after knowing and thinking the understanding of self-concept.
The students of the earth prince group are mostly of a view of themselves, and
the answers they give are almost all the same they are confident, pSaerauli,
quiet, and think positively. Moreover, the self-concept formed is obtained from
the learning process, experiences and interactions they do with family,
friends, and society. The earth-class of appearance is not too important; they
only prioritize comfort in interacting regardless of appearance. Some
informants of the prince's earth-class students also commented on how the
students of the earth class can appreciate themselves, namely being responsible
for the self-concept that has been formed, respecting the self-concept, showing
the concept of self by practicing it to friends or others, believing in the
concept of himself, and showing their appearance to everyone. According to
Hartoko and Rahmanto, "Etymologically, the symbol (symbol) comes from the
Greek word "sym-ballein" which means to throw together an (object, deed)
associated with an idea". As revealed by Hartoko and Rahmanto above, this
is in line with the results of researchers' understanding of student symbols in
appreciating themselves.
All informants of the students of the Bumi Putera
class commented on the views of friends, especially ethnic Chinese, towards the
appreciation of the self-concept of the students of the earth prince class,
namely friends, especially ethnic Chinese, accept, do not mind, and appreciate
the self-concept that has been formed by the information of the students of the
earth boy class. Most informants of the earth prince class students comment on
how to maintain the self-concept that has been formed and not affected by his
self-concept, namely believing in him that the self-concept is good and
respecting himself. Humans actively interpret their environment, change it when
necessary, determine their way of life, and perform any action inexplicable. As
stated by Mulyana above, it is in line with researchers' understanding that
students have the right to change and determine their concepts to get a better
future. Most informants of the earth prince class students give hope for the
future regarding the interplay of different ethnicities, namely conflict and
humiliation do not happen again, the absence of racists, ethnic Chinese do not
consider themselves special, do not look at each other, respect others and respect
different ethnic cultures. In addition, some informants also hope about the
formation of student self-concept, namely being able to learn from experience
and interaction, belief in themselves, respect and respect themselves. In
interacting, students will experience the process of their views or assessments
and the assessment or assessment of others towards them. Students of the earth
prince class know and understand their self-concept even they experience
changes in their lives. In their view, appearance is not very important to
them. The important thing is that they are comfortable and do not harm others. In
appreciating themselves, the students of the earth class prince are more
willing to show their concept of themselves, and they believe in themselves.
They hope to be positive in the future regarding the interplay of different
ethnicities and no more ethnic conflicts. The formation of self-concept in the
future, they hope that the self-concept that has been formed can be useful for
the future. Mead explained that three other concept assumptions have a
relationship with symbolic interactions. Categorization of self-concept and
interaction of ethnic Chinese students in appreciating themselves, namely,
Based on the results of known research, most
informants of ethnic Chinese students argue about the way ethnic Chinese and
the earth-class of sons interact and the difficulties faced by Chinese Etnia
students when interacting, namely learning to accept friends of the earth
prince group, positioning comfortably in interacting, not looking at in terms of
ethnicity or culture, prioritizing togetherness. The difficulties experienced
when interacting are racists, narrow thinking, selfishness, language
differences, cultural differences and negative perceptions of one party. In
addition, some ethnic Chinese students also commented on the differences that
determine the class of the earth prince and ethnic Chinese, namely differences
in language that cause misunderstandings, speaking styles, tone of speech (some
are rude, soft and fast) and culture. When it comes to language and speech style,
Berger states that such symbols are the keys that allow us to open doors that
mask our feelings of unconsciousness and belief through in-depth research, as
Berger expressed above in line with what is understood by the author that
language, articulation, culture is a social means to create a social
relationship, where every student does not cover up feelings. Informants of
ethnic Chinese students answer the obstacles when interacting with different
ethnicities, namely occupying a position when interacting whether comfortable
or not, language differences, adjusting to new environments, and selfish
nature. This tradition focuses on forms of human interaction rather than
individual characteristics or mental models. Interaction is the process and
place of meaning, role, rules, and cultural values carried out. As revealed by
Morissan above, it is following the understanding of researchers. Some ethnic
Chinese student informants argue about the understanding of self-concept and
their understanding of self-concept, that self-concept is a way of looking at
themselves and judging themselves and other people's assessment of the
individual self through experiences and processes in interaction. Ethnic
Chinese students say that they already understand the concept of themselves,
and they can occupy what self-concept is good for them.
Based on the study results, most informants of ethnic
Chinese students argue that students of the earth prince group can form a
concept of themselves, namely from interactions carried out with others,
especially the prince earth group, taking calm knowledge of the world, and
self-experience. Communication has a content function, which involves
exchanging information about how individuals relate to others". Informant
ethnic Chinese students are mostly self-viewed, and the answers they give are
almost all the same. They are confident, optimistic, curious, caring, and
flexible. Moreover, the self-concept formed is obtained from the learning
process, experiences and interactions they do with family, friends, and
society. For ethnic Chinese, appearance is very important in interacting. One
ethnic Chinese informant said appearance was important because individuals
would first see a person's appearance when communicating with others. Some
ethnic Chinese student informants also commented on how ethnic Chinese students
can appreciate themselves, namely by showing confidence, optimism, being
appropriate, showing the self-concept that has been formed, caring, and being
able to solve a problem. According to Siswoyo, students can be defined as
individuals who study at the college level, both public and private or at other
institutions at universities [20]. The self-concept of ethnic Chinese students
is formed from interaction with other students at Bunda Mulia University.
Students form their concepts from their information and experience, as
expressed by Siswoyo and in line with the understanding of researchers that
students are still studying at Bunda Mulia University and are still receiving
knowledge and information. In appreciating the concept of themselves, students
believe in the self-concept that has been formed.
Based on the results of known research, all informants
of ethnic Chinese students commented on the views of friends, especially the
earth men's class, towards the appreciation of the self-concept of the students
of the earth prince class, namely friends, especially ethnic Chinese accept,
greatly appreciate the concept of self, ordinary, do not mind, and appreciate
the self-concept that has been formed. Gordon I Zimmerman once said,
"Individuals can divide communication into two broad categories. First,
individuals communicate to complete tasks that are important to the
individual's own needs, satisfy the individual's curiosity about the
environment, and enjoy life. Individuals communicate to create and cultivate
relationships with others. Thus, communication has a content function, which
involves exchanging information about how an individual relates to
others." (Mulyana, 2003:5).
Based on the interview results, most informants of
ethnic Chinese students provide hope for the future regarding different ethnic
interactions, namely being able to interact regardless of race, ethnicity and
culture, trust each other and respect and respect other ethnicities. In
addition, they hope that the formation of self-concept can form a good
self-concept in the future, become a better person, appreciate the concept of
himself, not harm himself, and believe in the self-concept that has been
formed. Like the men's earth group, ethnic Chinese also experienced the same
thing for the first time deciding to interact with the prince earth group. At
first, they thought they could not interact with the earth prince group because
of their fear of racism, the selfishness of the earth prince group, and not
caring. However, after adjusting to the campus environment, they changed their
thinking that the things they were worried about and feared were not
necessarily happening. Moreover, the proof alone they are well received in the
class of the earth sons. What is different between them is both positive and
negative. However, some students perceive that they can accept it and feel
comfortable interacting. Each individual from ethnic Chinese prioritizes
comfort in interacting. They assume that ethnic and cultural differences do not
prevent them from interacting. Moreover, the obstacles and difficulties
experienced can be resolved properly and not cause conflict. Ethnic Chinese
students know about self-concept. They already understand their self-concept,
so forming their self-concept can be taken from the interactions and
experiences in their lives. In appreciating themselves, ethnic Chinese students
will show the self-concept they have formed. Moreover, of course, the
self-concept formed is certainly positive consciously and although unconsciously,
students will show a negative self-concept. As long as they show their
self-concept, they say that society accepts their self-concept. Society does
not reject the self-concept that students have formed. Society considers that
as long as students do not disturb the community and adjust to the environment,
they will accept their self-concept. Ethnic Chinese students hope that ethnic
interactions will not occur again and that each individual can accept
differences. Self-concept is expected that ethnic Chinese students can form a
good self-concept in the future and not harm themselves and be themselves.
According to Mike Featherstone [21-23]. "Preoccupation with habituation of
a lifestyle and stylistic self-awareness is not only found among the younger
generation and the wealthy, consumer culture publicity confirms that
individuals all have the opportunity to make self-improvement and
self-expression regardless of age and class." According to Mike
Featherstone, from the above quote, students have the opportunity to make
self-improvement and self-expression, which is in line with researchers and
informants of ethnic Chinese students who hope that students can improve
themselves regardless of status and age [24-30].
Bumi Putera Students interacting with different
ethnicities, especially ethnic Chinese, do not look at ethnicity or culture.
Although at first, the Bumi Putera group students were afraid to interact with
ethnic Chinese because of racist thoughts. However, that thought can be
eliminated, and students can adjust to the campus environment by accepting
ethnically Chinese friends. Bumi Putera Students interacting with different
ethnicities, especially ethnic Chinese, do not look at ethnicity or culture.
Although at first, the Bumi Putera group students were afraid to interact with
ethnic Chinese because of racist thoughts. However, that thought can be
eliminated, and students can adjust to the campus environment by accepting
ethnically Chinese friends. Bumi Putera Students already know and more or less
have understood the positive self-concept. Even students form their concepts
through interaction and experience that they have experienced both in family,
friends and society. In appreciating the concept of himself, students of the
Bumi Putera Group prefer to show the concept of self that has been formed by
himself and, of course, the positive self-concept such as confidence, care,
respect and respect. Moreover, that is a positive form of appreciation. Ethnic
Chinese students interacting with the Bumi Putera Group did not see cultural,
ethnic and racial differences. They prefer comfort in making friends. However,
some students at first could not accept the Bumi Putera Group because of
selfishness and racism. However, like the Bumi Putera Group students who
changed to accept because of his adjustment to the campus environment. Lifestyle
and appearance are important in interacting with ethnic Chinese students at
Bunda Mulia University. They also interact with a person's lifestyle and
appearance to adjust themselves and make the interaction more comfortable.
Ethnic Chinese students understand and understand self-concept. They form the
concept of themselves from their perspective and the judgment of others from
the interactions and experiences that have been experienced by themselves and
others. Their self-concept is more confident, conscientious, hardworking,
caring, and appreciative. Ethnic Chinese students appreciate their concept, and
they prefer to show and practice it in the environment, especially in interacting
with friends of the Bumi Putera Group. The self-concept intended to appreciate
ethnic Chinese students is certainly positive for himself and does not harm
others.