Master of Arts in Communication : Corporate Communication
Course : Advanced Communication Theory (1408ACT02)
elearning.lspr.edu Session Topic : Paradigma 1 Course: Advanced Communication Theory By Dr. Rino Boer LSPR eLearning Program Dr. Rino F. Boer Deputy Head, Post Graduate Program London School of Public Relations Career : 2008-now, London School of Public Relations Deputy Head, Researcher & Lecturer, Postgraduate Program (Jakarta) 2nd Deputy Director, Graduate Program (Jakarta) Courses taught: (Advanced) Communication Theory; Mass Communication; Indonesian Communication Systems; Social media in Business (authorized by C&G Guilds, UK); Ethics & Philosophy of Communication. Professional Memberships: Asian Population Association; PERHUMAS/Public Relations Association of Indonesia; ISKI (Ikatan Sarjana Komunikasi Indonesia) Education : 199197 Univ. Katolik Parahyangan SE, Bachelor in Economics 199298 Univ. Padjadjaran SH, Bachelor in Law 1999-00 Univ. Gadjah Mada MM, Master in Management 2007-12 Univ. of Indonesia. Doctor, Communication Studies Lecturer Profile Powered by HarukaEdu.com - 1408ACT02- Hal 4 Part 1 Understanding the paradigm Part 2 Perbedaan Paradigmatik Part 3 Kontinum Perbedaan Paradigmatik Part 4 Kecenderungan Paradigmatik Content Part1 : Understanding the paradigm Powered by HarukaEdu.com - 1408ACT02- Hal 6 Inconsistency: between paradigm, theoretical framework, & goodness criteria of evaluation. Example. Paper starting from constructivist paradigm, but then theoretical framework made based on Media Function Theory (its construct of positivistic paradigm such as structural functionalism) so what's the end? CHAOS! Difficulties arising from not understanding the paradigm Powered by HarukaEdu.com - 1408ACT02- Hal 7 Paradigm is a part from Methodology, instead of Method! By methodology we mean the philosophy of the research process. This include the assumptions & values that serve as a rationale for research & the standards or criteria the researcher uses for interpreting data & reaching conclusions (Bailey (1987; pp.32-33) . By method we simply mean the research technique or tool used to gather data . . . Wheres the paradigm in research? Powered by HarukaEdu.com - 1408ACT02- Hal 8 Michael Crotty (1994) mengelompokkan teori-teori sosial antara lain ke dalam Positivism, Interpretive, Critical Inquiry, Feminism, & Postmodernism. Burrel & Morgan (1979), membaginya dalam Radical Humanist Paradigm, Radical Structuralist Paradigm, Interpretive Paradigm & Functionalist Paradigm. Its not only that Powered by HarukaEdu.com - 1408ACT02- Hal 9 Sementara itu Guba & Lincoln (1994) mengajukan tipologi yang mencakup 4 (empat) paradigma: Positivism, Postpositivism, Critical Theories, & Constructivism, masing- masing dengan implikasi metodologi tersendiri. Positivism & postpositivism terkadang dimasukkan sebagai PARADIGMA KLASIK. We used this categorization! Powered by HarukaEdu.com - 1408ACT02- Hal 10 Perbedaan Ketiganya PARADIGMA KLASIK PARADIGMA KONSTRUKTIVISME PARADIGMA TEORI- TEORI KRITIS Menempatkan ilmu sosial seperti halnya ilmu-ilmu alam & fisika, & sebagai metode yang terorganisir untuk mengkombinasikan deductive logic dengan pengamatan empiris, guna secara probabilistik menemukan -- atau mem-peroleh konfirmasi tentang hukum sebab-akibat yang bisa dipergunakan mem-prediksi pola-pola umum gejala sosial tertentu. Memandang ilmu sosial sebagai analisis sistematis terhadap socially meaningful action melalui pengamatan langsung & rinci terhadap pelaku sosial dalam setting keseharian yang alamiah, agar mampu memahami & menafsirkan bagaimana para pelaku sosial yang bersangkutan menciptakan & memelihara/mengelola dunia sosial mereka. Mendefinisikan ilmu sosial sebagai suatu proses yang secara kritis berusaha meng-ungkap the real structures dibalik ilusi, false needs, yang dinampakkan dunia materi, dengan tujuan membantu membentuk suatu kesadaran sosial agar memperbaiki & merobah kondisi kehidupan manusia Powered by HarukaEdu.com - 1408ACT02- Hal 11 Tiap paradigma - sebagai suatu mental window atau world view yang dipergunakan oleh suatu komunitas ilmuwan tertentu untuk mempelajari objek keilmuan mereka - satu sama lain mungkin bertolak-belakang & sulit dipertemukan. Sebab, masing-masing paradigma memiliki asumsi-asumsi serta penjelasan mengenai realitas sosial tersendiri, yang sulit untuk diperbandingkan satu per satu (incommensurable). Tidak Semua Ilmuwan Memahami Ini! Powered by HarukaEdu.com - 1408ACT02- Hal 12 paradigms are incommensurable. That is the assumptions & explanations of two or more paradigms within a given discipline are so different that they cannot be compared by means of an independent value system. Thus adherence to one paradigm forecloses the possibility of the acceptance of a competing one (Lindlof, 1995; hal. 29). Kalau nda percaya lihat kutipan ini Part2 : Perbedaan Paradigmatik Powered by HarukaEdu.com - 1408ACT02- Hal 14 1. Epistemologis, yang antara lain menyangkut asumsi mengenai hubungan antara peneliti & yang diteliti dalam proses untuk memperoleh pengetahuan mengenai objek yang diteliti. Kesemuanya menyangkut teori pengetahuan (theory of knowledge) yang melekat dalam perspektif teori & metodologi. 2. Ontologis, yang berkaitan dengan asumsi mengenai objek atau realitas sosial yang diteliti. Perbedaan Paradigmatik : Didasarkan pada 4 dimensi Powered by HarukaEdu.com - 1408ACT02- Hal 15 3. Metodologis, yang berisi asumsi-asumsi mengenai bagaimana cara memperoleh pengetahuan mengenai suatu objek pengetahuan. 4. Aksiologis, yang berkaitan dengan posisi value judgments, etika, & pilihan moral peneliti dalam suatu penelitian. Perbedaan Paradigmatik (cont.) Powered by HarukaEdu.com - 1408ACT02- Hal 16 Dimensi-Dimensi Paradigma ONTOLOGY EPISTEMOLOGY AXIOLOGY METHODOLOGY Asumsi tentang "realitas" Asumsi tentang hubungan antara peneliti & yang diteliti Asumsi tentang peran value yang dianut peneliti Asumsi metodologis tentang bagaimana peneliti memperoleh pengetahuan What is the nature of "reality" ? What is the nature of the relationship between the inquirer & the knowable? What is the role of values? How should the inquirer go about finding out knowledge? Powered by HarukaEdu.com - 1408ACT02- Hal 17 Pembagian Paradigma No. Paradigma 1 Klasik Positivism Post positivism 2 Critical Theory 3 Constructivism Powered by HarukaEdu.com - 1408ACT02- Hal 18 Paradigma Klasik No. Item Positivism Postpositivsm 1 Ontology Nave realism real reality but apprehensible Critical realism real reality but only imperfectly & probabilistically apprehensible 2 Epistemolog y Dualist/objectivist; Findings true Modified dualist/objectivist; Critical tradition/ community; Findings probably true 3 Methodolo gy experimental/ manipulative; Verification of hypothesis; Chiefly quantitative methods Modified experimental/ manipulative; Critical multiplies; Falsification of hypothesis; May include qualitative methods Powered by HarukaEdu.com - 1408ACT02- Hal 19 Paradigma Klasik (cont.) No. Positivism Postpositivsm 1 Menekankan analisis parsial & dekontekstualisasi Menekankan analisis menyeluruh & kontekstualisasi 2 Menekankan pemisahan Menekankan integrasi 3 Menekankan generalisasi Menekankan spesifikasi 4 Pertimbangan hanya pada objektivitas & kuantifikasi Pertimbangan juga diambil dari partisipan & pengetahuan lokal; Peneliti sebagai orang dalam 5 Memberi fokus pada controling Memberi fokus pada understanding 6 Top down Bottom up 7 Bertujuan melakukan standarisasi Menghargai perbedaan Sumber: Jacobs & Farrell (2001:2) Powered by HarukaEdu.com - 1408ACT02- Hal 20 Selected Issues No. Issue Positivism Postpositivsm 1 Nature of knowledge Verified hypothesis established as facts or laws 2 Knowledge accumulation Accretion building blocks adding to edifice of knowledge; Generalization & cause effect linkages 3 Goodness or quality criteria Conventional benchmarks of rigor; Internal & external validity, reliability & objectivity 4 Values Excluded influenced denied 5 Ethics Extrinsic till toward deception 6 Inquirer posture disinterested scientist as informer of decision makers, policy makers & change agents 7 Training Technical & quantitative; Substantive theories Technical; Quantitative & qualitative; Substantive theories Powered by HarukaEdu.com - 1408ACT02- Hal 21 1. Value free researcher vs value judgements 2. Dari asumsi ada suatu realitas sosial yang objektif sehingga peneliti harus, - menjaga jarak dengan objek yang diteliti, - mencegah agar tidak terjadi interaksi antara subjektivitas dirinya dengan objek yang diteliti vs realitas yang dikonstruksi or virtual reality & bersifat reflektif! Paradigma Klasik Powered by HarukaEdu.com - 1408ACT02- Hal 22 3. Paradigma ini dominan digunakan di perguruan tinggi sehingga kriteria penilaian kualitas penelitian paradigma klasik (seperti objektivitas, reliabilitas, validitas internal & eksternal) -juga seringkali digunakan sebagai kriteria untuk menilai kualitas setiap penelitian, termasuk menilai kualitas penelitian-penelitian yang berpijak pada paradigma kritis ataupun paradigma konstruktivis! Ini namanya Sotoy. Paradigma Klasik (cont.) Part3 : Kontinum Perbedaan Paradigmatik Powered by HarukaEdu.com - 1408ACT02- Hal 24 Antara Peneliti Positivist (Kuantitatif) & Peneliti Constructivist (Kualitatif) - (Berdasarkan uraian Guba, 1990) Kontinum Perbedaan Paradigmatik: Ontology POSITIVIST CONSTRUCTIVIST ONTOLOGY Realist Relativist Realitas ada di luar diri peneliti & diatur oleh hukum- hukum dan, mekanisme alamiah (seperti cause-effect laws) yang berlaku universal (time & context free generalizations. Realitas tampil sebagai konstruksi mental, dipahami secara beragam berdasarkan pengalaman serta konteks lokal & spesifik para individu yang bersangkutan. Powered by HarukaEdu.com - 1408ACT02- Hal 25 Kontinum Perbedaan Paradigmatik: Epistemology POSITIVIST CONSTRUCTIVIST EPISTEMOLOGY Dualist/Objectivist Subjectivist Peneliti bisa & perlu membuat jarak dengan objek/realitas yang diteliti. Penilaian subjektif dan bias pribadi harus bisa dipisahkan dari temuan penelitian. Peneliti & realitas/fenomena yang diteliti menyatu sebagai satu entitas. Temuan penelitian merupakan hasil interaksi antara peneliti dengan yang diteliti. Powered by HarukaEdu.com - 1408ACT02- Hal 26 Kontinum Perbedaan Paradigmatik: Methodology POSITIVIST CONSTRUCTIVIST METHODOLOGY Experimental/Manipulative: Dialectic/ Hermeneutic: Pertanyaan penelitian atau hipotesis dinyatakan pada awal penelitian, untuk kemudian diuji secara empiris dalam kondisi yang terkontrol. Konstruksi mental individu digali & dibentuk dalam setting alamiah, secara hermeunetik, serta diperbandingkan secara dialektik. Powered by HarukaEdu.com - 1408ACT02- Hal 27 Kecenderungan Teoritikal Paradigma POSPOSITIVISM (Guba) POSITIVISM () CONSTRUCTIVISM (Guba) INTERPRETIVE (Neuman) CRITICAL INQUIRY AIM Explanation: prediction & control (Guba) To discover natural laws in order to predict & control events Understanding; reconstruction (Guba) To understand & describe meaningful social action Critique & transformation; restitution & emancipation (Guba) To smash myths & empower people to change society THEORY A logical, deductive system of inter- connected definitions, axioms & laws (Lawrence) A description of how a groups meaning system is generated & sustained A critique that, reveals true conditions &, ...helps people see the way to a better world ROLE OF COMMON SENSE Clearly distinct from & less valid than science Powerful everyday theories used by ordinary people (Lawrence) False beliefs that hide power & objective conditions Powered by HarukaEdu.com - 1408ACT02- Hal 28 Pemetaan Teori-Teori Sosial: Burrel & Morgan, dalam Rosengreen (1979) 4.FUNCTIONALIST SOCIOLOGY 2.INTERPRETIVE SOCIOLOGY 1.RADICAL HUMANISM 3.RADICAL STRUCTURALISM The Sociology of Radical Change The Sociology of Regulation SUBJECTIVE OBJECTIVE Anarchistic individualism French existentialism Critical theory Anarchistic individualism Anarchistic individualism Anarchistic individualism Phenomenology Hermeneutics Phenomenological sociology Integrative theory Social system theory Interactionism & Social action theory Part4 : Kecenderungan Paradigmatik Powered by HarukaEdu.com - 1408ACT02- Hal 30 Kecenderungan Paradigmatik : Teori-Teori / Pendekatan dalam Bidang Ilmu komunikasi No. TEORI / PENDEKATAN PARADIGMA KLASIK KRITIS KONSTRUKTIVIS 1 Theories of Message Theories of Discourse X X X Theories Sign & Language X X 2 Interpersonal Communication Symbolic interactionism X school X school Social Judgment theory X Cognitive Dissonance theory X Theories of experience & interpretation X Theories of Info Reception & Processing X 3 Group/Public Communication Information system approach in Organization X Social Exchange theories X Theories of Communication Network X Powered by HarukaEdu.com - 1408ACT02- Hal 31 Kecenderungan Paradigmatik : Teori-Teori / Pendekatan dalam Bidang Ilmu komunikasi (cont.) No. TEORI / PENDEKATAN PARADIGMA KLASIK KRITIS KONSTRUKTIVIS 4 Mass Communication & Society Structural-Functionalism theories of mass media X X Mattelart, Schiller etc. Agenda-setting theory X Cultivation theory X Uses & Gratifications X Mass media & social construction of reality X Media & cultural studies X X Theories of Message production X X X Theories of Message reception X X X Theories of Mass Media & Persuasion, effectiveness of ads & communication program. X Powered by HarukaEdu.com - 1408ACT02- Hal 32 Kecenderungan Paradigmatik : Teori-Teori / Pendekatan dalam Bidang Ilmu komunikasi (cont.) No. TEORI / PENDEKATAN PARADIGMA KLASIK KRITIS KONSTRUKTIVIS 4 Mass Communication & Society (cont.) Political-economy theories of mass media X Liberal X Instrumen- talism & Structuralism (Chomsky, Schudson) X Culturalism / Constructivism (Golding & Murdoch) Sumber: Littlejohn & Foss (2009) dikutip dari Nur Hidayat, Dedy (2010) elearning.lspr.edu Associate Partners : Powered by HarukaEdu.com Course : Advanced Communication Theory (ACT1408)