<p>Interpersonal communication skills are one competency of students to interact with others. Students who experience problems in interpersonal communication will be hampered in the process of developing creativity and increasing their academic achievement at school. This shows the need for efforts by counselors to develop the counseling service practices to increase students’ understanding of the importance of interpersonal communication and the factors that influence low interpersonal communication skills. This paper will introduce the basic concepts of interpersonal communication including; the concept interpersonal communication, the characteristics of interpersonal communication, the importance of interpersonal communication, interpersonal communication criteria, factors that effect interpersonal communication, the process of interpersonal communication, the purpose of interpersonal communication and, communication this can a reference.</p>

Final writing or thesis is indeed a burden that can cause stress for students. Various problems, difficulties and challenges they must face. For this reason, they should have the right coping strategies to deal with and overcome any problems that cause stress in their final writing.This study aimed to identify or investigate how guidance and counseling students are able to cope with their problems and life’s situation when they are doing their final writing or thesis. A descriptive method with Coping Responses Inventory-Adult Form (CRI-Adult) was used. Results revealed that the students capitalized on different coping strategies when they deal with the problems that came up when they are doing their final writing. In general, it could be noted that all respondents utilized problem focused coping (PFC) and emotion focused coping (EFC) in the level of average until well above average.

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This study aimed to find out the improvement of students' interpersonal communication skill after coming to assertiveness training through role play method in group guidance. This was a quasi-experimental study with nonequivalent control group design. The number of subjects in this study was ten people in the experimental group and ten people in the control group. The subject of this study was taken by using purposive sampling technique. The data collection instrument for this study was valid and reliable interpersonal communication scale. The data analysis technique in this study was the nonparametric statistic with Mann Whitney U Test or Wilcoxon Rank Sum Test. The result of the data analysis showed that there was a significant difference between the score of experimental and group control. It means that assertive training through role play in group guidance was more effective to improve students' interpersonal communication skill than the implementation of group guidance without assertiveness training. The result of this study showed that the use of assertiveness training through role play was an effective method in group guidance service for improving students' interpersonal communication. The school counselor can utilize the result of this study to improve the students' interpersonal communication by using assertiveness training strategy through role play in group guidance service.