Effective Communication in Indonesian High School: The Ombuds Office Criteria Wida Wulandari and Hari Mulyadi Universitas Pendidikan Indonesia, Bandung, Indonesia Email: widda@upi.edu, harimulyadi2012@gmail.com Abstract—This study aims to determine the relationship and strength of the relationship between factors that influence effective communication. The research method in this study is an explanatory survey with data collection techniques using a questionnaire from The Ombuds Office of the University of Louisville using a Likert scale. Data were processed with SPSS 23 and analyzed using SEM multiple regression CFA factor analysis approach. The results showed that 65% and 78.1% understanding and expression factors had a very strong influence on the effective communication skills of high school students. Index Terms—Effective communication, skill, high school students. I. INTRODUCTION Communication has been widely defined by experts, one of which is the information transfer system between people and the unity of smiling, flashing, asking questions and telling past experiences [1]. Effective communication depends on the wealth of ideas [2]. The activity of delivering information through the exchange of ideas, feelings, intentions, hopes, perceptions or commands through speech, writing, gestures, and other means between two or more participants is the definition of communication [3]. Based on the terms of the origin of the word, some researchers revealed that communication has been derived from the Latin word '' communes'' meaning general and therefore communication is sharing common experiences with people [4]. The broad definition of communication is the art and process of creating shared ideas, information, feelings, intentions, hopes, perceptions or commands through speech, writing, gestures and in other ways commonly done together to create understanding and build relationships between two or more participants. Several previous studies are used for comparison and further study of effective communication investigated by the author. The results of several studies found that effective communication is an important competency for teachers. The first research found that communication skills for teachers are as important as the knowledge being taught. Teachers must be aware of the need for communication skills in teaching [5]. Subsequent research on the importance of communication in increasing self- efficacy beliefs, found that preschool Manuscript received November 11, 2020; revised February 3, 2021. teachers' self-efficacy beliefs were positively and strongly correlated with their communication skills. Preschool teacher's self-efficacy beliefs are also a significant predictor of their teacher-student communication skills, while years of experience and types of institutions do not contribute significantly to preschool-teacher communication skills. The findings also revealed that the communication skills of preschool teachers did not change with respect to their educational level [6]. In addition to communication skills between teachers and children in Turkey, a comparison of general teacher qualifications in the UK, Ireland, Australia and Canada has also been conducted before. From the research it was found that the general standards for teachers set by these countries are the same, namely expertise communication [7]. The importance of the role of communication is also revealed in research that effective communication skills have an important role in the academic achievement of case study students at 14 universities in Pakistan [8]. The above description has explained the various definitions and expert findings regarding effective communication and the phenomena that are trending topics at this time, then the following objectives are formulated as expected in this research: 1) through this research it is expected to find the types of methods and learning models that are effectively used, 2 ) use good communication in establishing good emotional relations between teachers and students, 3) to improve the quality of understanding of learning material that students receive, 4) to increase the quantity of material taught and accepted by students, 5) to improve the ability especially cognitive students so that achievement academic improvement, and 6) to equip students effective communication skills when mingling with the community. II. INFLUENCING FACTORS Communication is said to be effective then there must be a two- way flow of information between the communicator and the communicant and the information is equally responded to in accordance with the expectations of the two communicators. Ozdipciner, Ceytan and Soydas explaine the factors, that influence effective communication, namely positive communication, understanding and expression, negative communication, communication errors, and increased communication. Variables used in research are positive 15 International Journal of Learning and Teaching Vol. 7, No. 1, March 2021 © 2021 International Journal of Learning and Teaching doi: 10.18178/ijlt.7.1.15-19