Students’ Perception on Journalism Subject in English Education Department of
Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
Widya Kesumadewi 20120540085
English Education Departement Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Students’ Perception on Journalism Subject in English Education Department of
Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
Widya Kesumadewi 20120540085
English Education Departement Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Statement of Authenticity
Hereby, I formally certify that I am the sole author of the skripsi entitled “Students’ Perception on Journalism Subject in English Education Department of Universitas
Muhammadiyah Yogyakarta” and my skripsi does not infringe upon anyone’s copyright and that any ideas, quotations, or material from other people’s work include in this skripsi, otherwise are
fully acknowledged regarding the standard of references system.
I declare that this is a real copy of my own skripsi as approved by my skripsi committee and the Faculty of Language Education, and that this skripsi has not been submitted for other degree to any other university or institution.
Yogyakarta, August 15th, 2016
Acknowledgement
In the name of Allah, the Most Gracious, the Most Merciful
Alhamdulillah,
Praise to Allah SWT, the Lord and the Creator of the world who has blessed and given the strength to the researcher in completing Skripsi. Upon our Prophet Muhammad SAW, sholawat and salam, peace, and blessings be upon him, who has showed the truth light of life.
The greatest family, the best support that never ends is my mother. Thank you for carrying me up until now. Thank you to my father who always gives me love, spirit and effort, there is nothing I can return back to you but I promise I will do the best as you do. The unforgettable sisters mbak Ita, mbak Tya and dek Ayuk, thanks to always by my side. Thanks to protect me, encourage me, understand me, and everything you all have given to me. Let see each other for a long time.
Through this occasion, I would like to express my greatest honor and gratitude to my outstanding supervisor, Mrs. Noor Qomaria Agustina, S.pd., M.Hum. who has always willing to give her best expert guidance, knowledge, insight and especially spread her time for giving consultation, guidance and patience to me. Without any helps, critiques, encouragements, and support from her, this paper will never be completed successfully.
experiences in learning English. Every aspect of PBI UMY always provides me the best to be mature. I learn so many things here and always remember it.
The last but not least, my dearest friends who always get my back, help me and patient to me. I do not have any idea, do I deserve to have you. Thanks to Riky for the last 10 years, Alvi for the last 7 years, and mbak Rahma. Thank you for all SEA members for the great experience with you, I learn so many things I had never gotten before. Thanks to all friends that I can’t mention one by one. Let’s fight and win.
Table of Content
Title... i
Approval Sheet... ii
Statement of authenticity ………... iii
Acknowledgement……….. iv
Table of Content... vii
Abstract... xi
Chapter One (Introduction)... 1
Background of the Research... 2
Statement of the Problem ... 3
Limitation of the Problem... 4
Question of the Research... 5
Purpose of the Research... 5
Significance of the Research... 5
Chapter Two (Literature Review)... 7
Students’ perception... 7
Journalism... 8
Journalism subject... 11
Journalism in education... 12
Student’s expectation... 14
Related study review... 14
Conceptual framework... 15
Research Design... 18
Research Setting and Participant... 19
Data Collection Method... 20
Data Analysis... 21
Chapter four... 23
Finding ... 23
Discussion ... 34
Chapter five... 37
Conclusion ... 38
Recomendation ... 39
References... 41
List of appendices………..………... 43
Interview Protocol
1 Apakah anda mengikuti perkuliahan jurnalistik?
2 Jika “ya”, apa yang mendorong anda untuk mengikuti perkuliahan? 3 Jika “tidak”, apa yang membuat anda tidak ingin kuliah?
4 Apa yang anda ketahui tentang mata kuliah jurnalistik?
5
Apa pendapat anda tentang mata kuliah jurnalistik?
Apa yang anda rasakan setelah mengikuti matakuliah jurnalistik? 6 Materi apa yang dipelajari dalam mata kuliah jurnalistik?
7
Manfaat apa yang dimiliki mata kuliah ini?
Skill bahasa inggris apa yang bisa ditingkatkan dari mata kuliah jurnalistik? Apa tantangan dari mata kuliah ini?
Abstract
Journalism subject did not seem to have any relation with English education. The purpose of the study was to reveal the student’s perception on journalism subject. Three questions were
underlying this research. Those are the students’ general perception toward the subject, the perception on the advantages and challenge and the last is what the students’ expectation toward
the subject. The method of the research was qualitative and the design used descriptive qualitative. The participants were students of PBI UMY. There were four participants. There were qualifications for all participants to gain the richness of the data. The qualifications were student who enrolled the subject and got grade A, student who enrolled the subject with more than seventy five percent attendance, student who enrolled the subject then withdrew the subject by certain reasons and the last qualification was for the student who never registered themselves on the subject. The setting of the study was PBI UMY because it has journalism subject as the elective course. The instrument used in depth interview. The data analysis started from
transcription. Then, the opened coding was collected into each category in axial coding. The last step of coding, the data were selected into four topics which are student’s general perception, student’s perceptions on the advantages, student’s perceptions on challenge and the expectation
toward the subject. The result, students have positive and negative perception toward the subject. Based on student’s perception, journalism has advantages in improving the writing skill,
communication skill and creative media design skill. There were two contradictions arguments on the challenge of the subject which were no meaningful challenges in this subject and
challenges in constructing the writing report. The last finding was the student’s expectation
toward the lecturer, the institution and the students themselves.
Chapter One Introduction Background of the Research
There were interesting facts about journalism subject in PBI UMY. Journalism seemed to belong to the different field of English education. Based on the researcher experience, it was hard to relate journalism with English education. What the points of view of journalism subject to be in English education are. How far journalism subject worked in the student teacher of English education department of UMY?
Based on the researcher experience with the relatives, it was hard to understand the sense of journalism science in education. What kinds of skill that should be mastered in journalism subject. Journalism seems to belong to different field with English education. There is no guidance for the students of PBI UMY about the ideas on how and what skill involved and that was the reason why students felt difficult to mention the relationship between journalism and English education.
Therefore, as a student teacher of English, how the students should be a professional in a journalism term. Some students believed that they are prepared to be English teacher or other professions which are still related to English term such as translator or tour guide. Since the student teacher do not understand the sense of journalism science in English education, it makes hard for the students to have the optimistic view of journalism prospect.
The other interesting facts about journalism in EED UMY is that even if journalism seemed to belong to different field of English education, the number of students who enrolled the class was surprisingly almost seventy percents of the students. In batch 2012, there are two classes of journalism subject. It was attended by seventy eight from 115 of the students. (PBI UMY administrator officer, 2015).
Apparently, there were students who chose journalism subject because they avoid another elective course. There was another elective course in PBI UMY which more challenging and it makes hard for the students to follow. They choose journalism subject because they think this subject is easier than the other elective subject. It does not matter even if the students dislike the subject, they still chose the one which is easier. John (2012) said that people always tend to take the easiest choice which has the lowest risk. The last choice for the student who cannot follow this subject is to enroll journalism subject.
There were also students who joined journalism subject just to follow their peer-mate. They just follow their group mate to stay in same classes. The problem arises when students and their friend just randomly choose the subject not because they consider if they need it. They confess that they do not know how to engage in with the subject. If this case really happens, the meaningful and successful learning process remains a big question.
Statement of the Problem
say that they did not want to attend the class because journalism subject is just an elective course, not the compulsory subject.
Some of classmates said that they were currently busy in writing the final thesis. They wanted to focus on writing the thesis. They thought that withdrawing the journalism class can help them focus in writing thesis. Some students argued that the assignment on this subject waste their time which supposed to focus on making their thesis.
The last opinion why students withdraw the subject was because they did not like the lecturer of the subject. Students have favorite lecturer and it is used as the consideration for the students to either join the subject or not. Those reasons made them choose to leave the subject. Limitation of the Problem
The reason why the students join the subject without any plan and purpose to master some skills might be caused by student’s perception. They sensed that attending Journalism
subject in English Education Department is meaningless. Perhaps, if the students know the essential function of journalism and they know the focus of journalism subject, this feeling will never arise. Hamilton (2013) explains that the learning about how much should the subject focus on the skills associated with journalism, and how much the understanding of the subjects cover journalism skill.
Research Question
There are several questions that underlying the research about students perception on having Journalism subject in English education department. The questions are:
1. What is the student’s general perception of journalism subject on English Education Department UMY?
2. What is the students’ perception on the advantages and challenges of journalism subject on English Education Department UMY?
3. What is the student’s expectation toward journalism subject on English Education Department UMY?
Purpose of the Research
This research is purposed to reveal the students’ perception on journalism subject in
English Education Department UMY. It aims to reveal the students perception toward the advantages and also seek for the reveal of challenge faced by the students in joining Journalism subject in English education department. It also aims to reveal the expectation of the students enrolling the journalism subject.
Significance of the Research
Hopefully after the research is done, it gains much significance from many aspects. The significances of the research are for the researcher herself, the students as the student teacher of English education department, the lecturer, the institution and. The following significances are: For the student. The significant of research for the students is to share the reason what are the student’s perception toward journalism subject to be in English education. It is about
what students thinking and feeling toward the progress of journalism subject in English
subject in English education department of UMY. And the last, this research shares the students’ expectation of joining journalism subject in English education department
For the lecturer. The significance of the research for the lecturer is to use it as a suggestion for the lecturer to apply the proper teaching method in the class. And hopefully the lecturer can use the student’s perception to consider about the material design in Journalism
subject. The other significance for the lecturer is to reflect the way lecturer teaching in the class so it can be in line with what the students expect.
For other researchers. Hopefully it can stimulate another researcher in examining journalism subject in wider area so there would be the rich information of journalism research. The goal is to dig more information and sources of journalism subject in English education. Therefore, this is a kind of qualitative research. Hopefully there are other researchers who search about it so it will not be debatable because there is the evidence from quantitative research such as survey.
For the institution. The significant for the institution is to use the result of the research as the input to make the journalism subject be better. The significance is about how the
institution can overcome the weakness and improve the strength that exists in journalism subject. Hopefully after the students share their thought about journalism subject, it can use as a
Chapter Two Literature Review
In this chapter, the discussions were about the past literature which supported the variable of the research. This chapter divided into three parts. There were literature review, the review of related study, and conceptual framework. In the literature review, those were the supporting literature of student’s perception and the definition based on many experts. Then, the discussions
were about the supporting theories of definition of journalism, the roles of journalism, ethic of journalism and the journalism itself.
Students’ Perception
There are so many definitions of perception based on many experts. Starting from Kanwisher (2001) describes that perception is the extract of information without considering either the person experience the information or not. Perception is person’s opinion without considering either the person experience the view side information or not. The perception is the persons’ feeling. People start with absorbing information from the environments about the
journalism subject and verbally combine their opinion into various ways to a form of perception. The process of perception is adding and shorting the information. Hochberg (1978) as cited in Niles (2007) describe people perceptions as the activity of add and short the information to get the perception. The meaning is the short of the information based on the person’s thought
can obtain the person’s perception. People make perception when they are actively taking in all
the meaningful information.
perception. It means that people receive information either visual, or verbal information that gotten from the environments and these people filter it as their perception.
Journalism
In this part of the study, the past literature reviews support four major topics. There were the definition of journalism, the role of journalism, the ethic of journalism and journalism subject.
The definition of journalism. Journalism is the kinds of written report to inform people about the new incidents. According to Niles (2007), “Journalism is a form of writing that tells
people about new things but people do not know yet” (p.1). The kinds of written form of
journalism can be such as news, article, feature, review, editorial and journal. The society might not know about the news because of the distance and the time so journalism is the place for people to know what is really happens.
Journalism is the source of information. The meaning is journalism acts as the spreading information to the people. Based on White (2008), “Journalism is the sources of information that reporters have been searching for” (p.146). Journalism is the destination of people to know the
information. The information is being an issue and people may not be sure about the information so journalism shares people about the truth.
The information from the journalism is an organization and well-organized report. The organization of journalism requires skill of creating good report. Based on Potter (2014), the criteria of good report are good organization and the report that requires strong skills. It is not all of people who spread the information can create a journalism report. There should be a
In summary, journalism is the sources of information. It can be in the writing form that tells about the newest incident. The form of report could be in news, article, feature, review, editorial and journal. Journalism should content education and needs specific skill. The skill is needed to create well-organized report.
General role of journalism. Journalism is the curiosity to obtain information. The most important characteristic shared by good journalists is curiosity. By the question arose from the curiosity, the information can be shaped into many ideas. Niles stated that (2007), “Good journalists love to read and want to find out as much as they can about the world around them”
(p.1). The curiosity of the journalism is the main role in obtaining information.
The first role of journalism is journalism can also be the source of understanding the culture and society. The role of journalism is not only about spreading information but also deepen the culture and society. Hanitzsch in 2009 stated that journalism plays a central role in society. Studying journalism is more important for anyone who wants to understand the culture.
Second, journalism should educate the society. News, feature, article and so on should be based on fact and there should be functions in spreading the information especially in the social norm such as leadership, responsibility and discipline. The role of journalism is also as educator to the society (White, 2008). Still based on White (2008), most journalists see their role as the social educator and leadership. They acts responsible and discipline to educate people.
From the theories above we can conclude that journalism plays a central role in society. Curiosity is the main characteristic of the journalism which can role the function of journalism. First, journalism has the role as an educator to society. The spreading information should contain leadership, responsibility and discipline. Good report can stimulate and shape the identities of the citizen. Journalism can also help to understand the contemporary culture.
The ethic of journalism. The journalism ethic is the freedom to open the opportunity of people to express what they are thinking or arguing about some issue. Based on the summary of White’s (2008) said that the matter of journalism ethic is free expression. The media are free to
publish and tell the truth to the society. Journalism teaches how to express our idea and opinion in free way without any limitation. Journalism is also the place to confront the respond of some issues.
These are the ethics of journalism. First, journalism has its own place to be independent. Making report in journalism is not only informing without consider the validation of the
information but it should have the literature review. According to Jorgensen & Hanitzsch (2009), “Journalism study has matured to become a field of its own; it has produced its own body of
theories and literature. Books addressed to an audience of journalism researchers are increasingly appearing” (p.4). The independence of journalism is supported by the strong theory background.
White (2008) also argues that the information of journalism report is stronger when it is based on the theories and literature.
that supports state interests rather than those of the individual. The term of journalism cannot be too specific. The idea should be general in order to make the report can be access by many people. The ethic of general report in journalism is not order for a small community or specific term of knowledge but wide, readable and adaptable for everyone.
The summary is media freedom and organizations are the main ethic of journalism. Based on many theories above, journalism requires free expression to tell the truth to the society.
Journalism has to own a place to be independent in order to express ideas and opinions without any limitation. Journalism is getting organized within local individual and international scale. The organization of journalism is based on the interest of the reader. The idea of reporting journalism cannot be too specific in order to make the society from every circle be able to access the information.
Journalism Subject
Journalism subject is an elective course of English Education Department of Universitas Muhammadiyah Yogyakarta. There are sixteen meeting per semester in journalism subject. For batch 2012 PBI UMY, journalism subject offered in 7th semester. Journalism in EED of UMY is an elective course with two credits. There are two classes of journalism subject. Each class is attended by more than thirty students. The information bellows were based on the syllabus of Journalism subject in English education department. Those are:
The purpose. The purposes of offering journalism subject in English education
The material description. The material descriptions of Journalism subject are fourteen points. The major discussion of journalism subject in English Education Department UMY is a writing skill that specifically learns about the basic concept of journalism. There are writing news, feature, article, editorial and journal
The assessment. The task of the subject are group presentation, individual writing news, feature, article, editorial and journal and the final assignment for the ending of the semester is making a magazine based on the individual writing of the students. The students create the magazine as interesting as they can, and the score of the final score is up to 30%.
Classroom activities. In journalism subject, teacher introduces the class schedule in the first meeting. The class room activities are; students divided into 7-9 groups and lecture give materials to each groups. The materials are article, news, feature, editorial, journal, and so on. All students should prepare for the presentation based on the material given by the lecturer. After the day, students should present the material and submit the writing task. This activities run from the second meeting until the end of the semester.
Journalism in Education
In this part, there are several theories about journalism function in education.
Second, journalism uses as the communication tools and the educational term of journalism is very wide. Based on Zelizer (2009) in Jorgensen and Hanitz (2009), “Journalism
has come to inhabit academic efforts in communication, media studies and journalism schools, as well as the less obvious targets of composition sequences, history, sociology, urban studies, political science, and economics and business” (p.34).
Third, journalism grows to shape the students discipline. Based on Jorgensen and Hanitzsch statement (2009), the discipline of the information can be maintained by student if they have been in a journalism subject. Based on White (2008), most journalists explicitly saw their role as one of social education and leadership.
The challenge of journalism in education. The challenge of journalism in education is about how the students can learn the journalism studies and how the teacher can teach students about certain knowledge of journalism. Gaun (1992) as cited in Jorgensen and Hanitzsch (2009), describe that journalism education has a direct impact on the students and teacher to draw
journalism studies. It impacts student and teacher to run the journalism studied in a proper way. The term of journalism in education. The term of journalism should be general for young or old reader. Jorgensen and Hanitzsch (2009) argue that journalism and scholar work in emergence of journalism as a profession and a social force. The term of journalism should be applied in general understanding either for young or old receiver. Based on Jorgensen &
Hanitzsch (2009), “In some ways, journalism studies can be seen as a newcomer and an old hand
on the stage of scholarly research” (p.4).
role as one of social education and leadership. The term of journalism should be general for young or old receiver.
Student’s Expectation
The student’s expectation is the positive prospect and goal of certain matter. According to
TNS opinion & social research in 2014, expectation is the positive impact of on some issues. Expectation is a hope of positive change. The positive action can be in action and behavior which gain significant improvement.
Related Study Review
There are two studies that relate to this research. It is written by Sue Burzynsky Bullard (2013) and Manfred Ruehl (2004). First is from Bullard. This research examines how journalism works and the positive impact to gain the reader. These research goals are to know the impact and concern raised by journalism, and to reveal the best practice for optimize the journalism platform. This research use online survey following by the interview. The web-based survey was emailed to 3,374 senior editor which are U.S. Print, broadcast, and inline news outlet. It
conducted in February of 2013 with 376 responses. The follow up telephone conducted in March-May of 2013. The participants of follow up interview are eight people who admit that they feel satisfy with the news outlet.
Bullard research findings state that journalism functions in education. About 58 % of respondents agree that journalism allows people to interact with audience in multiple ways. Bullard (2013) concludes that communication is the main skill of journalism which also functions in teaching learning process. It is even stimulate people to read more.
Here is one of the interview result done by Bullard in 2013, the editor interviewed agreed that the traditional journalism values remains on heart even if social media and new technology allows more interactions and conversation within the audience. Putting journalism in class still is the effective step to gain student’s interest, student’s interaction, and student’s readership.
Second related study is written by Manfred Ruehl in July 2004 at Erfurt, Germany. He is the professor of Communication University of Bamberg, Germany. This research is about Positioning Journalism Research on The World Society, presented in Journalism Research in an Era of Globalization International Conference. The design of the research is a library research.
This research examines the overlooking journalism education and research. The findings concludes that journalism is the kind of communication as same as what Bullard found in 2013.
According to Ruehl (2004), “Unacceptable for journalism research is the practice to operate with
communication, behavior and action as comparable journalistic faculties” (p.9). Journalism
research is the practice of communicating, shaping behavior and clearing the action. Conceptual Framework
The reason why journalism is needed in English education firstly because journalism function in shaping the way people see the world. Putting journalism in academic purpose can help students shape their thinking to be more organized. Based on Carey (1989), “The reason
why the study of journalism is a worthwhile endeavor for scholars is news shapes the way we see the world, ourselves and each other. It is the stories of journalists that construct and maintain our shared realities” (p.3). With joining academic journalism Carey believes that students will construct and maintain their capability.
Second, journalism is needed in English education because student will be trained to solve their problem. Learning from the problem of journalism can teach students and give experiences of complications. According to Zelizer (2009) as cited in Jorgensen and Hanitz
(2009), “Journalism’s place in the academy is a project rife with various and sundry
complications” (p.26).
The issues in journalism can stimulate the students to think critically and also train the students to express their idea. Potter (2014) says that stories can educate people so that they can protect themselves. The complications from journalism subject can be in form of story. The students will be familiar with some issues. The problem faced by the students from the journalism classes can extend their way of thinking.
Chapter Three Methodology
In this chapter, the discussion was about setting and participants of the research, the data collection method, and the analysis of the data. There was also trustworthiness as the validity of the data. The addition, there was an information about detail criteria of the chosen participants, technique of the data collection and many more points related to the research.
Research Design
This study used qualitative approach. The reason was because qualitative approach concern to the social phenomena which helped people to understand the world experience and
perception. Based on Moriarty (2011), “Qualitative research is concerned with the developing
explanation of the social phenomena. That is to say, it aims to help us understanding the world in which we live and why things are the way they are” (p.6).
Qualitative explained about the chronology of the issue, the reason why the issue came up and reported the progress of certain issues. According to Moriarty (2011), “qualitative research
concerns in finding he answer to question which begin with: why? how? and in what way?”
(p.6).
Qualitative method functions in the ability to identify social care and also able in
documenting people experience and people arguments. In the broader way, qualitative even tends to evaluate the types of service. Based on Moriarty (2011), “Qualitative research has been used
The design under qualitative approach was a descriptive qualitative. The consideration of choosing this method was because descriptive qualitative can dig deeper the understanding of the social world. Based on Hancock (1998), “Descriptive qualitative attempt to broaden and/or
deepen the understanding of how things come to be the way in our social world” (p. 4). The qualitative describes the social world clearly.
Descriptive qualitative explains and develops concept and theory. Descriptive qualitative is also able to report non-numerical data which cannot be measured by machine. Based on Hancock (1998), “descriptive qualitative focuses on report of experience and view on the data
which cannot be adequately expressed numerically” (p.6). This method focuses in describing and
interpreting. It develops the new concept and theory. It can also evaluate the process. Research Setting and Participants
This research took place at Universitas Muhammadiyah Yogyakarta because there was a Journalism subject as a special subject in English education department study program of Universitas Muhammadiyah Yogyakarta. The participants of the research were the students of English education department batch 2012. Journalism subject for batch 2012 had several differences with the previous batch. Those are the teaching method which were not found in previous and after that year, the classroom activities was only done inside the class unlike the previous batch which had media company visitation and this batch was the first time to have the lecturer that did not come from PBI UMY.
enrolled the subject and withdrew the subject by certain reasons and the last qualification was for the student who never registered themselves on the subject.
The research was done in between March until May. The data collected in the second week until the end of March 2016 and the data analysis was on the first week of April until June of 2016.
Data Collection Method
The data collection conducts in direct interaction which is interview. It uses interview for the data collection method because the purpose of the research is to reveal the students
perception. In explaining the perception, opinion or feeling, students deliver it verbally.
According to Moriarty (2011), “Interviews are a familiar and flexible way of asking people about
their opinions and experiences” (p.8).
The collection data was started by interviewing the participants one by one in face to face interview. The interview was in depth interview and all interviews were done twice because there were several things that need to be confirmed by the participants. The second interview used telephone interview caused by the distance.
According to Moriarty (2011), telephone used when the location between interviewer and interviewee is too far or both have the tight schedule. According to Moriarty (2011), there are two kinds of interview. Face to face interview is the interview with the direct interaction between interviewer and interviewee in the same place. Telephone interview is the interview with
telephone as the media.
minutes and three seconds. All interviews are recorded by phone. All interviews used Indonesian because both participants and researcher is Indonesian native speaker so it was easier for them to use Indonesian language without considering the vocabulary and so on. This technique can help the interview will run smoothly with clear and fluent discussion.
The summary, this research uses interview as the data collection method. The conduction of the interview is in a face to face interview. The interview is in Indonesian language. The interview is recorded by using phone recorder with unlimited duration.
Data Analysis
There were two steps of analyzing the data. First is a transcription and the second is coding. The result of the interview is written in a transcript and before the coding, the data was sent to the participants as validity. Trustworthiness or validity of this transcription used member checking to make sure that there is no additional or decrement of the interview content. In member checking, the researcher showed written transcription of the interview to the participants.
After the participants had confirmed that the transcription was valid, then the last step of analyzing the data was coding. Coding was used to sort the result of the interview content into important discussion only. Hancock (1998) says that the analysis starts by labeling or coding every item of information so that researcher can recognize differences and similarities between all the different items.
the coding contents and grouping it into categorizes. Some of the answers from the interviewer are repetitive and the researcher needs to short and eliminates which point that is similar.
Chapter Four Finding and Discussion
This chapter explained about the findings and the discussion of the research. The findings reveal several points related to students perception in journalism subject of PBI UMY. The perception divided into several branch of discussions which were the student’s arguments toward the subject, the advantages and challenges on journalism in EED of UMY and the last discussion of the students perception was about the expectation toward journalism subject in EED of UMY. Findings
The result of the research firstly explained about the student’s perception toward
journalism subject in PBI UMY. There were two parts of perception in this discussion. There were positive and negative perceptions. Then, it discussed about the student’s arguments on advantages and challenges in this subject. The last discussion was followed by the student’s
expectation toward the subject for the future.
The student’s perception. The student’s perception was the information and sense that
arise in perceiving something in environments. Hancock (2002) said that people assess the value of perception into feeling and meaning. Andries (2011) explained more that there were two parts of feeling which positive and negative emotions are. In this discussion, the findings are the perception which are positive and negative as well as the causes.
The negative perception. The participants perceived that the subject was not effective.
“For me, this was not too effective” (Fira, 2016). The subject material was not related to English
skill. Still according to Fira “there was no relation with English”. The subject was also
monotonous and boring. “The class was too monotonous and boring” (Ani and Fiza, 2016). The
wasting time. “I was happy but still discontent because it was too short and less of detail” (Fira,
2016). “Everything was not the same with what I expect” said Fiza (2016). “Something we have
known does not need to be presented many times. It was enough by spreading the copy of the
material. We can learn. It was a wasting time” (Fira, 2012).
There were many reason of the negative perception which categorized into three parts below. Those were the discontent of the teaching method, the discontent which affecting the students in learning, and the last was the characteristic of the lecturer which gave bad impression from the beginning until the ending of the semester.
Teaching method. The presentation of this subject was too repetitive. The subject used presentation method and it was applied for the whole meetings of the subject. Based on Fira (2016), “the learning was just grouping the students and presenting the material”. The
participants brough something they prepared by themselves. Participants presented something they did not understand. The following statements of Fira (2016), “It is true that we have prepared, but somehow we are lack of sources and we present something we do not know”. It was such as monotonous condition and the participants should endure this condition. “It was
monotounous” (Fiza, 2016).
The subject ran without any variation. The same thing happens in the class meeting by meeting and all the meetings, participants were just listening to the presentation. “There is no variation, the learning was just sitting in the class, listening to the presentation, then question and
answer and then we went home. It ran just like that” (Fiza, 2016). Participants even suggested
the permission so we should process it if we want to have it. Then what is the function of the lecturer?”
The subject used teacher talk time to deliver the material. It was also not appropriate for the students because this way decreased the student’s interest. “The lecturer was just coming and explaining”. “The lecturer delivered the material by using teacher talk time, I heard it from my
friend and I once attended the class and the lecturer used teacher talk time.” This participant followed the answer. “The lecturer was just coming and explaining but the explanations were
like less of guidance so I just dislike” (Ani, 2016).
The lecturer was also trying to have student center learning in the class but it failed. Participants sensed that the lecturer too much unbend the students by their own. Students need guidance but the lecturer did not do it. Fiza (2016) said, “The lecturer wanted to apply student
center learning but failed”. Fira (2016) stated, “The lecturer just let us do it by ourselves.
Students were neglected”. “It looks like the lecturer ignoring us” (Fiza, 2016).
The participants also criticized the language delivery in this subject. The lecturer only used Indonesian language while this was English education department. The material delivery should be in English but the lecturer did not do it. It is such as contras for the student teacher of English. Fira (2016) said, “She uses English all the time”. “We only receive bahasa Indonesia as the material delivery even if this is student teacher of English” (Fiza, 2016).
This was the summary for the student’s perception on the teaching method. The
Student learning. The participants stated that they were not able to understand about the material. The explanation was floating and the material was too general. They cannot recall the material because all knowledge was the basic thing. The material seems to just fly around the students so it was possible that the students will forget it right after it is given. There was no deep understanding about the subject material. “I did not remember too much. Those were general.
The materials only touch the surface of the knowledge” (Fiza, 2016). “It is not deepened. Maybe
it was caused by only one semester learning” (Fira, 2016).
The presentation skill was not even improved by the method. Even if the class ran in presenting material day by day, it did not mean that the students will have presentation skill improvement. The presentation was not stimulating the participants to practice meaningfully. Fiza (2016) said, “It did not even improve our presentation skill”. “All materials were given repetitively. A topic was explained by all members of the group and it is wasting time. It is
enough if they just spread the copy file so that we can read” (Fira, 2016).
The subject did not give English input. Since the subject did not use English in the class, participants cannot find input to add their English vocabulary. Students need input as always because they are student teacher of English. They need more absorbance to somehow add their language such as vocabulary or pronunciation. “Whereas we need English input, we do not get it
from the subject. She did not have English basic so everything delivers in Indonesian language.
It includes assignments and test” (Ani, 2016).
pay attention to the class because I am sleepy” (Fiza, 2016) said. “It is hard to concern” (Fira,
2016).
There was the summary for the student’s perception on the students learning. The
participants stated that they were not able to get the material. The presentation skill was not even improved by the method. The subject did not give English input. The participants felt the
degrading of the motivation.
The lecturer. The lecturer has negative impression and the characteristic was too annoying for the participants. She is boring, ignoring, and uninteresting. She is boring when explaining feedback. She seems to ignore those who present. She teaches without any variation. She is also not interesting. It can cause the students to be less concerning the classroom activity.
“She is totally boring”(Fira, 2016). “The manner is actually uninteresting for me” (Fiza, 2016).
“It is like the lecturer was indifferent to the students” (Ani, 2016).
The lecturer was not the expert of the field. Participants really want to have lecturer who really know the field of journalism so the students will learn something. The participants felt discontent of the feedback. Ani (2016) stated “I really demand the very good, skillful and high quality lecturer”. “When students ask her, she will just show the line of the book and tell
someone to read it loud”(Fiza, 2016). “Feedback is not rigid and often out of topic” (Fiza,
2016). “She was just sitting in the corner and give unclear feedback” (Ani, 2016).
The lecturer is not a PBI UMY lecturer. This reason impacts to the participant’s interest.
It is also crucial because the number of students who enrolled the subject was also decrease when they know that the lecturer isn’t from PBI UMY (Administrator of PBI UMY staff). Ani (2016)
because I expect to have PBI students in this subject who means that we do not need to adapt
more” (Ani, 2016).
There was the summary for the student’s perception on the lecturer. The lecturer has
negative impression and the characteristic was too annoying for the participants. The lecturer was not the expert of the field. The lecturer is not a PBI UMY lecturer.
The positive perception. Andries (2011) said that the positive perception was the positive emotion felt by the students. Based on Andries (2011), “positive emotion associated
with the good influence (p.27).” Beside of the negative perception, there was also the positive
perception of the participants toward the journalism subject.
Curiousity. The reason was participant’s curiosity brought their enthusiasm to join the subject. The subject was not common. It was different with what English education student got from the previous semester. They had learned about academic purpose and career development of English but here they learned about how to produce news and making good report. Fiza (2016) said “we learn English so much, and news is a new thing from me”. Hana (2016) said
“student’s curiosity made them enthusiast to join the subject”.
Classroom activity. Before the participant entered the class, they imagined to have a various activity and new experience in journalism term. They also stated that they would have any visitation to Media Company and learned about journalism in the real situation. Ani (2016) said “I imagine that we will have the activity like as in previous year. It was interesting to visit
Media Company or pretending to a journalist”. The enthusiasm of the students was showed by
Relation. Participants stated that journalism education was related to English education. It helped the students if they did not prospect their career to be a teacher. Hana (2016) said “there must be any relation between English and jourmalism. If we want to think, math was also having the relation with journalism”. Hana followed the explanation, “it is not always all of the student
teacher of English prospects their career in teaching English. Maybe this subject can introduce them as a basic”
The advantages of journalism subject in EED of UMY. In this section, the topic was about the advantages of journalism subject in English education department. Based on the interview, there were at least three benefits of having journalism subject in English education department based on the participant’s perception. The benefits are:
First, participant stated that journalism subject gave many benefits to improve the writing skill. in this subject, there were so many assignments related to writing skill such as writing news reports, science journal or feature article. In previous semester, participant learned much about how to write in academic purpose. Hana (2016) said “In this subject, students learned about how to make good report that is not only read by other students but also public and citizen”. Ani
(2016) said “it trained writing skill”.
Second, participant argued that this subject stimulated students to be communicative. Ani (2016) said “student’s communicative skill can be improved by speaking training”. In making
report, journalist should collect the data. The data collection of the news used interview or conversation. The communicative skill is needed here. So it does not only improve speaking skill but also student’s communication skill. Ani (2016) said “there will be improvement on
Third, there were also assignments about designing media. Those are new things for PBI UMY students. This assignment helps participant to place their creativity especially in designing
and editing. Rapmon (2016) argued “journalism is a newthing, and different”. Hana (2016)
argued “this assignment is good to train the students to apply journalism science in the real life
situation”.
The last was that the subject functions a foundation for the student’s career. Not all of
PBI UMY students plan to be a teacher. They possibly want to do something different such as being journalist. This subject can introduce the students to build their career beyond English
education. Hana (2016) stated “It expands student’s thought. It would be the basic knowledge of
those who wants to do another job beyond education”.
The summary was students who enrolled the subject have at least the basic of journalism term such as how to write good report. It is better than the students who never get the lesson about journalism. Journalism subject can also build the students brave and improve their communication skill. The speaking skill they had learned before can be better when they have journalism practice to support their communication skills. The other improvement is in creativity of designing media.
Challenges of journalism subject in EED of UMY. There were two findings about challenge in this subject. First, the major participants said that there was no challenging thing in the subject. Second, the other participants said that there were still challenges there. Here the explanation of the reason why students had those kinds of perceptions as well as the reason.
any challenge that related to the material. Fira (2016) said “I do not sense any meaningful
challenge”.Fiza (2016) said “The only challenge they can get is about how to overcome the low
motivation and sleepy when they were enrolling the class”.
The second finding of the challenge based on the participants was that there was a
challenge in journalism subject. The challenge was about how to construct many kinds of writing reports. The participant argued that the subject discussed about writing report and there were so
many kinds of journalism report. Hana (2016) said “the subject trained the student to write many
kinds of journalism report. The students should distinguish many variations of the reports that look same but actually has differences”.
The summary was that there were two perceptions of the participants about the
challenges in journalism subject. The first, the journalism subject did not have the meaningful challenge. The second perception was that the ability in constructing the writing report. The reports looked the same but actually they have the differences and the students should distinguish it in detail.
Student’s expectation toward journalism subject in EED of UMY. Participants stated
their expectations toward the journalism subject. The findings above tended to reveal the
participant’s dissatisfactions toward journalism subject in EED of UMY. Even if the participants
seemed to regret the subject, they still argued to defend this subject to be in EED of UMY. They just had many hopes to be applied in the subject in order to make it better. In this discussion, the expectations were divided into three parts. There were expectations for the students themselves, the lecturer as a teacher of the subject and the classroom activity. There were the results:
agendas of the class are just the participants sitting in the class listening to other presentations without having clear feedback from the lecturer”. Participants listened to the same thing in a day repetitively. Ani (2016) also stated “this method is such a wasting time, we learn like high school
students do”.
Second, participants hoped that they could apply the knowledge of this subject in a real life. The expectation was, by joining the subject students can get something as the basic of building their career. It was caused by not all of the student teacher of English education plan their career on educational field. Students were possible to try getting a job in Media Company or editorial office. Participants hoped that this subject can contribute to their career. Fira (2016), said, “I hope I can get something benefit from the subject so I can use it in my world of work”.
Based on the Hana (2016), “it helps the career after students have graduated from the
university”.
Third, participants expected to have many interesting activities in this subject.
Participants thought that the activity was different with previous subjects before. They demanded something new. Ani (2016) stated “the variation of activities will help the students to get the
meaningful learning”. There would be impressive if the classroom activities provided the way for
the students to learn in a different situation.
Expectations for the lecturer. First, participants hoped that next semester, there would be any change from the characteristic of the lecturer. All participants of this research admitted that they believed the same thing. The lecturer was boring and tended to ignore the students. It
decreased the student’s motivations in joining the subject. Hana (2016) said “the lecturer is
gesture and change the way she teaches”. This is important because the lecturer is the main role of the subject.
Second, the lecture put more attention to the students. Fira (2016) “even if this is student center learning, it does not mean the lecturer does not give correction to the student’s
presentation”. In preparing the presentation, the students did it themselves. It was possible for
them to inform false information to the other students. Hana (2016) stated “the feedback is
clearly not good”. The expectation was students at least know what kinds of things that should be
repair in learning the material.
Third, students demanded the skillful lecturer. Students expected to have lecturer who really knows what the field of journalism was. Fiza (2016) “I hope that there would be any strategy from the lecturer to help the students in understanding the material and improving the English skill”. The lecturer was not a journalism expert and she did not speak English. Fiza
(2016) said, “The lecturer always looked at the book before answering questions and she did not
use English in the class”. Ani (2016) said “there is nothing can be gotten from the lecturer”.
The expectation for the classroom activity. Students want to have many variations in classroom. Students are firstly impressed by the subject. They have high expectation toward the classroom. Those are colorful activities, the noisy and cool class condition and also having natural opened classes. Fiza (2016) stated “it was fun in her mind before enrolling the subject”. Many students did not predict that the subject will go just like sitting in the class, waiting to the end of the meeting and go home. Students expect to mix up with the class.
Ani (2016) stated “I demand the lecturer to provide the way for the students to have study
tour. Lecturer should be active in arrange the needed of having study tour in media company”.
students. They ask about what is the function of the lecturer if the students should do it
themselves. Ani (2016) said “she (the lecturer) will join only if all the permission requirements is
done, nah what is the function of the lecture if we should do it alone”.
Discussion
The discussion is about relating the findings and the theories from many experts. The discussions are students feeling and arguments toward journalism subject in EED of UMY, what are the advantages and challenges of journalism subject in EED of UMY and the last is the student’s expectations.
Students perception. From the findings above, most of the students did not fit well with the subject. It is happened because students had already made their own picture about this
subject. This picture becomes their expectation which they think it would be happened. This case
is similar with what Jorgensen and Hanitzsch stated in 2009. “The audience melds personal
feelings associated with certain elements with the message itself (p.154)” so it is possible for the
student to expect highly toward the subject even if they did not enter it yet.
Student’s perception. Many students felt regret of enrolling the subject. Let’s we make
the analogy according to Jorgensen and Hanitzsch (2009) statements,“The media set the agenda, but the audience also melds with the agenda in conformance with their established values and
attributes (p.154)” The institution is the media and the students are the audience. We cannot
blame the institutions which did not fulfill the student’s expectation because the institution may
Beside of the burdens in journalism subject of PBI UMY, it is important to check what students received from many meetings in this subject. The result of the interview said that students learned a lot about writing. Students admitted if journalism is about how to write and report some incidence. This statement suggested by Niles in 2007, “Journalism is a form of writing that tells people about things that really happened, but they might not have been known already (p.1)” Either the participants and the expert stated the same point about journalism. It means that even if students disliked the subject and enrolled it passively, students actually still get the lesson from the subject.
Advantages and challenge. There are pro and contra in students toward this subject. From the findings, there were students who stated that they did not get any advantages. The other students stated that this subject actually relates to PBI UMY and function to PBI UMY students. Also there are students who sensed there is challenging thing. It was distinguishing many kinds of journalism writings but the other students said that the actual challenge is only about how to face the low motivation in the class.
Advantages of the subject. Students argued that the real advantage of the subject is in the writing skill because journalism is related to writing and reporting. Students sensed that their capability in writing improved by enrolling the subject. According to Jorgensen and Hanitzsch
(2009) statements, “It has the additional advantage of showing how the project of writing of
journalism, it has been part of a larger project of defining and disciplining news culture (p.17)”
Further the experts explain that the function of journalism in academic is that not only improving
writing skill but also disciplining news culture.
Students also sensed that journalism subject function in improving communication skill.
Quandt and Singer (2009) said that journalism learn about how to communicate effectively.
Journalist should learn how to optimize media-technology to get better result. It would be better
if students are able to improve communication skill with the help of media-technology in their
learning process.
Challenges of the subject. Based on the finding, students learned how to overcome the low-motivation and learned how to be aware in distinguish many types of journalism reports. White in 2008 explained about the challenge in journalism. The challenge is defining the scope and range of accountability. He also argued that journalist should overcome the objectivity and being unity with the job. Comparing the student’s argument and the experts on journalism
challenge, it was diverge enough. The meaning is that students did not face the challenge of journalism. It may happen because the students did not learn too much from the subject.
Reflection of the student’s expectation. There are three points in journalism subject
which were running out of student’s expectations. Those reflections are first students expect to
Chapter Five
Conclusion and Recommendation
This research involved four participants. The participants of this research came from two students of PBI UMY who joined the subject. They were students who got grade A on the subject and the other had attended more than 75% of the meetings. Looking from the grade and the attendance, the students seems to have much interest in the subject so the research involved them to have explicit result of the interview. And the rest were those who did not join the subject. The goal of involving them was to reveal why the students withdraw and even did not interest in joining the subject since beginning. Then the research had a balance data of student’s perception from inside and outside of the subject.
The beginning, researcher who is also a student from English education department UMY wanted to know why journalism subject exists in English education departments. Both
journalism science and English education seems different. Then researcher asked to the other peer mate and they said that actually teacher and journalist are truly difference. Then it stimulates the researcher to have a research about this subject.
English education and journalism equally use language as their communication delivery. English education and journalism have the same character. The meaning is journalist spread information to audience as same as the teacher spread information to the students. Either journalism or English education has the similar function in educate people.
journalists also have responsibilities to keep citizens informed. Journalists have a responsibility to provide information that is accurate and reported fairly and independently. and English education is also demanded because people learn in everywhere.
Conclusion
The result of the research tends to say that the students have bad feeling toward the subject. It has very few of advantages and there is no meaningful challenge there. The findings were also stating many expectations of the participants which hopefully represent the whole students. The point is there is the bad and good thing of having this subject in PBI UMY. These findings can be a good information for the institution and also can be a suggestion.
The general perception of the participants divided into two parts. Those are the negative perception and the positive perception. The negative perception arose because of the teaching method, the student’s learning and the lecturer while the positive perception was caused by the
curiosity of the students, the classroom activity and the relation between journalism and English education. The participants stated that there were three advantages of the subject which were the improvement of writing skill, communication skill and the creative media design. Participants also stated their perception on the challenge of the subject. There were the challenges in constructing the writing report. Most of the participants argued that they did not sense the meaningful challenge in this subject. The last finding is the expectation toward journalism subject in PBI UMY.
did not get it. It shows that actually the problem is in the system of the teaching either it is the method, the teacher or anything. There are so many things that should be repair in this subject.
Therefore, this research is done is very few number of participants. If the findings show more about the weakness rather than the strength of the subject, it does not mean that it is the absolute answer. Still, there should be any survey to prove either the mayor argument is true or just accidentally caught by the researcher. It needs another quantitative research to prove. This is really welcomed for everyone to continue this research to have explicit result. So it will not be debatable anymore.
Recommendation
This research found that there are so many grudges of the students toward this subject. It is very contras because in the beginning, many students interested in this subject. It is annoying that the fact is, student leaves the subject because the content and whole parts of the subject are also annoying. It needs so many repairs to make the journalism subject becomes the useful subject. The recommendation of this research is tended to the lecturer, the institution and the students themselves as a student teacher.
The students were also questioning the function of the lecturer. She is not an audience that sitting in the class and watching the presentation. Students need more lesson and feedback to back up their knowledge. It is true that students have prepared, but sometimes they themselves felt doubt of their material. Lecturer should cover their weaknesses because lecturer teaches and educates students. Students even feel that the lecturer is careless. What is the function of the lecturer sitting in the class?
To the institutions. Students hope that institution can hear what the student’s expectation is. Students hope there would be major differences between journalism subject in 2015 with that method and journalism in the year after. Students demand the lecturer from PBI UMY who is in charge with the subject and the permission to visit Media Company. It is not too hard actually. It is proper if student teacher of English request English lecturer as their teacher.
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Interview Protocol
1 Apakah anda mengikuti perkuliahan jurnalistik?
2 Jika “ya”, apa yang mendorong anda untuk mengikuti perkuliahan?
3 Jika “tidak”, apa yang membuat anda tidak ingin kuliah?
4 Apa yang anda ketahui tentang mata kuliah jurnalistik?
5
Apa pendapat anda tentang mata kuliah jurnalistik?
Apa yang anda rasakan setelah mengikuti matakuliah jurnalistik? 6 Materi apa yang dipelajari dalam mata kuliah jurnalistik?
7
Manfaat apa yang dimiliki mata kuliah ini?
Skill bahasa inggris apa yang bisa ditingkatkan dari mata kuliah jurnalistik? Apa tantangan dari mata kuliah ini?
