Teaching journalism ethics: An evaluative study on teaching model effectiveness

Figures & data

Figure 1. Evaluation Process: Adopted from Stufflebeam and Shinkfield (2007).

Table 1. The use of context, input, process and product evaluation modeled to assess and evaluate the effectiveness of the teaching model

Context, Input, Process and Product Evaluation Model Components	Methods used to collect data/information
Component 1: Context evaluation What is the objective of the teaching model? Does the teaching objective define clearly? What are the main reasons underlying the objective? What are critical or important external factors? Is there really a need for the course? Is the course relevant to job needs?	The methods used to collect data or information in the context evaluation are: surveys, document reviews, secondary data analyses, hearings, interviews and focus group discussion.
Component II: Input evaluation How good are the teaching skill of the teacher? How well the course is planned and organized? Is the objective of the course matching with the students’ needs? What is the student’s motivation? Is the content relevant to practical problem? How good the teacher comprehends teaching materials? Is there any flexibility of using teaching methods? How the teacher responds to feedback? How the teacher handles and creates classroom climate?	Methods used in this component evaluation are: review relevant literature, interview teacher, review curriculum documents, focus group discussion; survey
Component III: Process evaluation How well the teacher manage the class? How actively do the students participate? How well the teacher-students relation can be build? Is there any problem related to teaching? Is there any problem related to learning? Is there effective two-ways of communication? Do the students use and apply the knowledge in real live, or just receive it from the teacher? Are there any difficulties for students in applying the knowledge and skill?	Methods used in this component are: on-site observation, participant interviews, questionnaires, records analysis, photographic records, focus group discussion, interviewing the teacher
Component IV: Product evaluation Exam, assignment and other additional tasks score Do the exam, assignment and other additional tasks really reflect the targeted outcome? How do the students use what they have learned? What are the main lesson learned?	Methods used in this component evaluation are: Survey questionnaire, score of students’ exam, assignment and additional tasks.

Table 2. Teaching model effectiveness viewed from cognitive aspect

No.	Exam Result
	Score	F	%
1	A = Excellence	19	38
2	B = Good	20	40
3	C = Fair (passing grade)	10	20
4	D = Fail	1	2
	Total	50

Table 3. The teaching effectiveness viewed from affective and behavioral aspects

No.	Affective and behavioral aspects
	Category	F	%
1	A: Excellent	30	60
2	B: Good	11	22
3	C: Fair (passing grade)	7	14
4	D: Fail	2	4
	Total	50	100

Table 4. Degree of moral reasoning understanding among students

No.	Degree of moral reasoning understanding
	Category	F	%
1	A: Excellent	32	64
2	B: Good	12	24
3	C: Fair (passing grade)	6	12
4	D: Fail	0	0
	Total	50	100

Table 5. Students’ understanding about social responsibility

No.	Social responsibility understanding
	Category	F	%
1	A: Excellent	37	74
2	B: Good	12	24
3	C: Fair (passing grade)	1	2
4	D: Fail	0	0
	Total	50	100

Table 6. An example of students’ “ethical fitness” exercise

Lead taken from news paper	Before given feedback (first submission)	After given feedback (2nd submission)
Anak Pembantu Rektor tertang-kap sedang mabuk bersama temannya dalam rasia penyakit masyarakat kemarin malam (The son of Vice Rector get cough being drunk in the social sick-ness operation last night)	Lagi-lagi anak pejabat tertang-kap rasia sedang mabuk-mabukan di pinggir jalan. (Again, the son of government official get cough in the social sickness operation conducted by local policeman)	Pemuda mabuk-mabukan tertang kap rasia penya-kit masyarakat kemarin malam oleh Polresta Solo (Drunken youth get cough in the social-sickness police operation last night)

Source: Martono (2017)

Table

No.	Original	Translation and meaning
1	Ngluruk Tanpa Bala; Menang Tanpa Ngasorake, (Berjuang tanpa perlu membawa massa; Menang tanpa merendahkan atau mempermalukan;)	Attack without army; Being a winner without conquering; It means the good way to remind or criticize someone false is not straight forward. It is better to create situation or condition so that they are realizing their fault. Straight forward criticism will humiliate the criticized people. Although this is not wrong decision, it will some time attract undesirable dispute. Understanding this phrase, the students will be able to write more peaceful news or reportage.
2	Asih, asah, asuh Hidup harus penuh kasih _aying, mendidik dan membina, dan peduli kepada sesama	Love, educate, take care others; Javaness elders teach to young generation to love each other, to treat other people like brothers or sisters, as part of family members. The elders take responsibility of educating and guiding the youths, and in turn the youths should give respect to the elders. Taking care to each other is the basis of social interaction of Javaness community. This phrase is very good and ideal to develop journalism philosophy where the journalist should rely upon. Since journalists have multiple roles. Journalists can play as an opinion leader, a gatekeeper, a teacher and so forth in. So, their framing product should be honest, factual and balance in order to be a good reference for the public.
3	“Desa Mawa Cara, Negara Mawa Tata”: setiap Negara atau masyarakat mempunyai tatanan dan aturan tersendiri	Every Country has rules, and every village/community develops its own custom and social norms. What is good in a community is some time does not apply to other community. What is polite in Indonesia, it might be rude in other country. So journalism practices should refer to rules of law applied within the respected country/community. So having freedom of the press is good. But its execution should consider the local rules of law, cultural norms, local custom etc. Since Indonesian is a paternalistic society, straight criticism might be improper. (See the first phrase)
4	“Angon Mongso”: tepat waktu, sesuai dengan tempatnya	Right time and right place (timing) Timing is very important. A good critic submitted in the wrong time and wrong place can yield unnecessary impact. This philosophy demonstrates that “timing” is the important key to minimize the negative impact of journalistic practices. Treating this phrase as an ethical conduct can encourage journalists to be more careful in framing an event. Journalists will internally consider social responsibility in the first place instead of pursing news value.
5	Ngono yo ngono ning ojo ngono; Boleh melakukan tetapi jangan keterlaluan	Do proportionally; This phrase suggests how to treat other people. Each people has privacy, secrecy and confidentiality. Even when he/she has done very badly action, we have to treat him/her proportionally. It is not good exposing other people fault bombastically.
6	Melok nanging ojo nyolok; Silahkan menjadi eksklusif tetapi jangan berlebihan.	Do not over act; There is a tendency media/journalists want to be the first in reporting news. This is acceptable decision since they have to compete with their competitors to get their audience’s attention. However, it will be bad idea if that practices sacrifice accuracy, objectivity and honesty in their report. To be exclusive, media/journalists some time blow up an event or issue by all necessary means leading to national controversy. “Do not over act” (melok nanging ojo nyolok) is a good reminder
7	Bener ning durung mesthi pener: Sesuatu yang di anggap benar belum tentu pas dan cocok untuk kebanyakan orang; Maksudnya bahwa dalam tindakan senantiasa diarahkan pada hal yang cocok, pas, cukup dan sesuai. Lebih ke arah pener/trep.	True/correct does not mean proper/suitable; This is also a good reminder that what is good and right some time does not proper or suitable. Journalists should be aware that being factual is not enough. They have to consider the social impact of their framing strategy in writing news.

Source: Martono (2017) Teaching journalism ethic: Constructing model for teaching journalism ethics on the basis of local wisdom to create peace journalism

Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models, & applications. San Francisco, CA: Jossey-Bass.

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Martono, H. H. (2017). Teaching journalism ethics: Constructing model for teaching journalism ethics on the basis oflocal wisdom to create peace journalism. Cogent Arts & Humanities, 4, 1–15. doi:10.1080/23311983.2017.1334982

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