Communication Theory Teaching and the Challenges of De-Westernization of Communication Theories

Asian Journal of Media and Communication E-ISSN: 2579-6119, P-ISSN: 2579-6100 Volume 2, Number 1, April 2018

Communication theory teaching and the challenges of de-westernization of communication theories

Muzayin Nazaruddin & Ida Nuraini Dewi Kodrat Ningsih

Department of Communication Science Universitas Islam Indonesia [email protected]

Abstract

Teaching communication theory in Indonesia and another non-Western countries generally deals with two challenges, namely Western perspective biases and negative perception of students who used to look at the course as complicated and boring. The paper offers teaching strategy for the communication theory course emphasizing contextualization as the core learning message, culturally responsive as the teaching approach, and student centred as the learning method. Students learn to relate the learning process with their everyday experience, so that they could develop meaning or function of the learning process. It would increase students’ motivation, involvement, and achievement. It would also be an important point to contextualize communication theory with empirical context, as contextualization is an important process of de-westernization of communication theories. Thus, the communication theory teaching is an initial step to de-westernize communication theory, which has a simple role: to criticize the relevance of established communication theories with local context.

Keywords: communication theory teaching; de-westernization; contextualization; culturally responsive teaching; student centred learning; communication theory criticism.

1. Introduction complicated, boring, uninteresting, and not applicable. Teaching communication theory in Indonesia, or in another non-Western countries, generally The paper proposes a teaching strategy of face two challenges. First, western perspective communication theory course in the university biases, since almost all communication theories that emphasize application in the local context, were developed from research conducted within focusing on non-western contexts, as well as a Western society, in this case America and teaching strategy that is creative based on Western Europe. Throughout the 20th century, student centred learning. Ideally, the teaching of communication studies has been dominated by communication theory encourages students to American Eurocentric theory and research, examine the social, cultural and historical characterized by anthropocentric individualistic, context of communication theories, and then efficiency-oriented, and positivistic (Ishii 2001). contextualize them with students’ experience or Second, the negative perception of students who surrounding phenomena. used to look at the theoretical courses as

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Nowadays, mostly communication theory Communication Science). The basic textbooks have been filled by the Western point competences of this course are: 1. Students are of view. In Indonesia, almost all communication able to understand the communication theories, theory textbooks, which are largely translation their diversity and their theoretical map, 2. books, always give theoretical illustrations from Students are able to apply communication Western society. West & Turner (2008a, 2008b), theories to explain communication phenomena is a fit example of a good textbook, in which in the local context. Thus, communication every communication theory is deeply discussed theory course should provide a better with real example, but would be difficult to be understanding about the grouping of understood when translated and used in communication theories, for example, Indonesia since every example comes from categorization based on the field of phenomena, American phenomena. Littlejhon & Foss (2014), namely interpersonal, group, intergroup, public, Severin & Tankard (2001), McQuail (1987), intercultural and mass communication. Holmes (2012) are another examples of Moreover, the course should encourage students translation books which are fully with examples to relate the communication theories with their but come from the American European experience or local phenomena. A sufficient contexts. Meanwhile, communication theory understanding of communication theories will textbooks written by Indonesian scholars mostly be essential for students to understand further just explain the theory, without any critical subjects or courses, such as group analysis with Indonesian contexts. For example, communication, intercultural communication, Morissan (2013) textbook of communication mass communication, and others. It is also very theory mentions and describes a lot of important when students write a undergraduate communication theories, but does not discuss thesis, in which they have to discuss the research and contextualize them at all. In these findings with relevant theory. conditions, the teaching of communication Thus, this paper will answer the questions theory in Indonesia deals with fundamental as follows: 1. How to teach communication constraints that is western perspective biases. theories with an emphasis on the application to Similar constraints are very likely to occur in contemporary empirical context, especially non- another non-western countries. Western local context? 2. How to teach In addition, the teaching of communication communication theories in a creative manner theory, as well as another theoretical courses which is fun for students in order to increase the teaching, usually encounters negative perception achievement of the learning competencies? This of students. They have general perception that paper will contribute to the efforts of the de- the theoretical courses are always full of westernization of communication theories, theoretical terms and concepts that are particularly through the teaching at universities. complicated, boring, uninteresting, and not Furthermore, this paper can provide an initial applicable. It would consequently effect the contribution to the development of non- course comprehension. Western communication theory, which is still very rare. This local based contribution is very In fact, communication theory subject is important for the development of one of the fundamental and obligatory subjects communication theory, because communication in the communication science departments in theories that taught in the universities in non- Indonesia, as set by ASPIKOM (Asosiasi Western countries, including Indonesia, are still Perguruan Tinggi Ilmu Komunikasi - deeply rooted in the Western tradition. Association of Higher Education of

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Muzayin Nazaruddin & Ida Nuraini Dewi Kodrat Ningsih, Communication theory teaching and the challenges of de-westernization of communication theories

2. Method students as well. McBee (2004: 157) said, “classrooms that become laboratories are better The paper is based on the teaching grant from classrooms.” In the Indonesian university the Board of Academic Development, Islamic context, in which a lecturer is also a researcher, University of Indonesia, received by the author an individual who has obligation to teach in in 2015 for the Communication Theory course. many classes in a semester as well as to do The grant entitled “Communication theory: research, the classroom action research is a very analysis and application in the local context” helpful tool to improve and combine those two held for one semester, followed by the 3rd roles. semester students of Communications Department, consist of 4 classes, in which each Having their own research design which class numbered about 40 people. are integrated with their teaching, lecturers have professional opportunity to contemplate and In this grant program, the authors identify changes they need to improve their proposed two innovative teaching ideas. First, teaching practices (Sax and Fisher 2001), which the teaching of communication theories that usually would be resulting in the improvement emphasize contextualization of the theory, as of teaching quality (McBee 2004). Many studies mentioned above. Second, the student centred have shown that action research has encouraged approach, placing students at the centre of the many positive changes, such as teachers’ learning process. The approach is expected to improvement in their pedagogy; including change the learning of communication theory evaluating existing programs or pedagogical that are usually boring and confusing become methods, expanding instructional repertoires, interesting and fun. engaging in professional development, and This learning grant has applied classroom developing new pedagogical knowledge action research, generally defined as a tool that (Henson 1996); students’ learning outcomes; is used to help teachers and other educators and overall learning processes (Johnson & uncover strategies to improve teaching practices Button 2000; Ross, Rolheiser and Hogoboam- (Sagor, 2004). Usually, the role of research for Gray 1999; Sax & Fisher 2001). teaching process has been that the teaching One of the key aspects of action research is process is an object of research, being transformation or improvement. Brown and researched by outsider researcher, or teacher is a Dowling (2001: 152) said, “Action research is a customer of someone else’s research findings, term which is applied to projects in which instead of an active participant of the research practitioners seek to effect transformations in process researching their own classroom their own practices ...”. In this sense, action (Johnson and Button 2000). In the Indonesian research is not about researching routine university context, the similar phenomena practice, but is researching an improvement happen that university learning is usually only process disrupting routine practice (Tripp 2005). research object, or the implementation place of To do such transformation, a teacher-researcher research findings. is active in constructing new knowledge linked In the action research, teacher becomes with existing knowledge (Miller and Pine 1990; researcher, conducting authentic research, in Williamson 1992). Tripp (2005) said that the his/her own classroom in order to enhance teacher-researcher should, “not just understand teaching methodologies, classroom practices, as practice in order to improve it in action well as learning outcomes. Thus, a classroom research, one also gains an improved becomes laboratories for the lecturer and understanding of routine practice through

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Volume 2, Number 1, April 2018 improving it, so improvement is the context, According Vinata (2009) the learning means and main end of understanding”. McNiff model of dynamic group is based on problem (2002) noted that researcher should aware of the solving. In this case students are expected to principles that drive their work: they need to be sharpen thinking skills to solve problems. In this clear about both what they are doing and why model, lecturer not only teach in one direction, they are doing it. Thus, as Elliot (2000: 209) but is expected to facilitate the discussion with said, action research is about “gather evidence certain issues at each meeting. Through this about their practices and critique assumptions, method, the students are expected to be able to beliefs and values embedded in them”. In this express their opinions and get involved in notion, an action research should employ certain discussions. This is important to develop research methodologies, its techniques should students’ self confidence. meet the academic requirements of research as Furthermore, this model puts the student generally recognized. Tripp (2005) defined in the centre, as well as having a central role in action research as “a form of action inquiry that the learning process. It is sometimes referred to employs recognized research techniques to as student centred learning. In this model, inform the action taken to improve practice”. lecturer provides opportunity for students to

learn independently and sharpen critical 3. Student centred and culturally thinking. Through the implementation of the responsive learning model, students are expected to gain deep In the student centred learning, students are understanding, increase learning motivation, and seen as adults who have had the experience as a have positive behaviour to the subjects taught. learning capital and the ability to contemplate Froyd and Simpson (2010) quoting Collins & and reflect on the experience. Thus, students are O'Brien (2003) said: “This learning models not empty bottles to be filled with knowledge places the student (learner) in the centre of the and science, but a mature person who learns learning process. The instructor provides from their experience, that is to experience, students with opportunities to learn analyse, and develop certain meaning and independently and from one another and understanding. Each students are unique coaches them in the skills they need to do so persons with their own experience, thought, and effectively.” mentality, who can express and share their Student centred learning model emphasizes opinions, thought, experience, or understanding students experience, in which a circular process in the classrooms. The uniqueness of every happens between experience and meaning. This persons can be further synergized in order to process begins with (1) the experience itself, develop group’s strength. Gay (2002: 110) both experience gained in the classroom or emphasized, “Teachers genuinely believe in the before the learning process. The next processes intellectual potential of these students and are (2) analysing the messages delivered in the accept, unequivocally, their responsibility to learning process, (3) concluding or building facilitate its realization without ignoring, specific meaning of the message and the demeaning, or neglecting their ethnic and experience that has been obtained, (4) cultural identities. They build toward academic expressing the conclusions or meaning, (5) success from a basis of cultural validation and applying the meaning in the daily life and strength”. In some references, this approach is looking at things based on the meaning that has also called as a dynamic group approach been studied before, and (6) teaching the (Dananjaya 2013; Vinata 2009). meaning to another people (Vinata 2009). This

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Muzayin Nazaruddin & Ida Nuraini Dewi Kodrat Ningsih, Communication theory teaching and the challenges of de-westernization of communication theories process will be repeated again as a spiral. Thus, intellectual horizons and academic it is a dynamic model, in which the position of achievement”. Thus, in the learning process, a learners will always change according to the lecturer will always try to link a theory with experience that has been obtained previously. cultural context in Indonesia, or broadly in Asia. Consequently, learning materials will always be For example, when discussing the cultivation dynamic according to the times and contexts theory, lecturer will discuss the phenomena of that occur in everyday life. violence broadcasts on Indonesian television. Also, when discussing the group communication Respecting the multicultural conditions in theories, teacher will ask students to analyse Indonesia, as well as in Indonesian universities, their own group communication. the SCL model should be combined with the culturally responsive teaching, defined as using The combination of student centred the cultural characteristics, experiences, and learning and culturally responsive teaching could perspectives of ethnically diverse students as be implemented through some techniques, conduits for teaching them more effectively namely field work, case study, game, and video (Gay 2002). Culture is deeply embedded in any analysis. Such techniques should be combined learning processes, it strongly influences the with presentation by students, either individually attitudes and behaviours of students as well as or in groups. teachers; therefore, teaching ethnically diverse 3.1 Field work students has to be multiculturalized (Gay 2002). The culturally responsive teaching needs This technique requires students to do a teachers who have knowledge, attitudes, as well particular field work, such as observation, media as teaching strategies that respect cultural texts analysis, interview, or other, and then diversity. Gay (2002: 109) posited, “Teachers discuss the results of the works in the need to know how to use cultural scaffolding in classroom. This model believes a classic teaching these students - that is, using their own wisdom, “learning by doing”. Many cultures and experiences to expand their communication theories can be taught with this technique, as shown in the following table.

Table 1 Field work techniques No Theory Field Work 1 Uses and gratification Observation or interview about media use by local people 2 Framing Media text analysis, comparing two or more media reports in the same issue. 3 Organization culture Observation on certain common aspects to several different organizations.

For example, in the 2015 teaching grant, in essay and then presented and discussed in the the teaching of uses and gratification theory, classroom. This learning method, according to students were asked to closely observe the the students, can encourage them to learn how a media consumption patterns of a family or a theory can be used to explain phenomena that group of people, including what kind of media are close to their live. are used, how and for what purposes they are used, and how the behaviour of the user. The results of the observation were written in a short

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3.2 Game the analysis. This model can be used to deliver a lot of theory, as they are plenty of video In this technique, students in groups are asked resources that are relevant to the theory. The to read a chapter from a textbook or a journal number of groups who do presentations article, which has been selected by the lecturer. preferably more than one, to anticipate if a Then, the students are asked to write down group is not able to select and analyse the video, keywords from their reading, in metaplan cards there are other groups who are expected to be that have been prepared. The metaplan cards are able to do the task. This method could also be then put on the flipchart. The next groups need related to the cultural stereotype theory. Video to put metaplan containing different keywords analysis would be very fruitful to start a critical that have not been pinned yet by previous analyses on how ethnic groups are represented groups. After having all the keywords on in media and popular culture. flipchart, students are requested to draft the relationship between keywords. This task need 3.4 Case study to shift or change the position of keyword cards In this model, some small groups, each consist that have been taped in order to describe the of 3-4 students, have a task to analyse different relationships between the keywords visually. The cases. To improve learning outcomes, in the result is such a map of the idea of a theory, previous meeting, the lecturer should introduce compiled collectively and critically by students. theories and cases that will be discussed, so that During the tasks, students are asked to explain students have enough time to prepare the and give examples related to the keywords from analysis. During the class, the groups who had their experience or observation. the task are requested to make a presentation, In the 2015 teaching grant, this method then followed by discussion. This model can was used to discuss Social Penetration and basically be used for almost any theory, lecturer Agenda Setting Theory. However, in general, need to find phenomena or cases that are this method could be used to discuss many relevant with the theory. other theories. With a competitive spirit in Case study sometimes will meet with some proposing and putting keywords, students feel sensitive and controversial issues, such as challenged and enjoy these activities. Critical racism, religious intolerance, communal questions could be raised in this process, which violence, historical atrocities, human right, could also be initiated by lecturer. For example, media ownership monopoly, and others. The discussing the possible relationships between conventional teaching usually avoids them, but key concepts in agenda setting theory, the on the contrary, culturally responsive teaching concept of media agenda, public agenda and will deal with them, discussing these government agenda, could be raised critical controversial to build new insight, better question, which one effect another one. understanding, as well as multicultural 3.3 Video presentation and analysis consciousness among students (Gay 2002). Two to three groups of students are asked to 3.5 Presentation search short video, from YouTube or another This technique is a complement of four sources, which are relevant to be explained by techniques explained beforehand. The field certain communication theory that will be work, game, video analysis, or case study, could taught. In the class, these groups show selected be combined with presentation technique, either videos, then analyse them with theory. The class individual or group. In the presentation, may then be followed by discussion to sharpen students are asked to describe two aspects: 1.

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Muzayin Nazaruddin & Ida Nuraini Dewi Kodrat Ningsih, Communication theory teaching and the challenges of de-westernization of communication theories

The basic understanding of theory, including it’s which a theory can be delivered in one direction basic theses and concepts, scopes and by the teacher, 150 minutes of session can be orientations, history and development, as well as used to explain three to four theories. However, weaknesses and strengths, 2. Application of the this is an unavoidable consequence to achieve theory in the local context. The second aspect maximum learning competence, that is students can be delivered from the field work that has are able to understand and use communication been done by students, the video that has been theory to explain the contemporary phenomena prepared as example, or cases or phenomena surrounding them. Since only a limited number that have been previously selected. of theory in one semester could be learnt with TCL method, the lecturer must select some The model can be modified, namely group fundamental theories that would be learnt in the work - individual presentation. For example, a class. In addition, the lecturer also need to give group who will make presentation consist of an illustration of the very broad diversity of three people, then the class is divided into three communication theories, which is impossible to groups. Each member of the group should be all discussed in one semester course. The present their ideas in front of different groups illustration would make the students be able to of students. This model forces all members of understand that they are so many the presenter group work together and master communication theories have not been studied the theory will be presented. yet in the course. The list of complete 3.6 Structure and evaluation communication theories would be very useful Using the student centred learning, a 150 for student for further independent learning. minutes session can only cover one or two Combining Littlejohn & Foss (2008), theories maximally. Compared with teacher Griffin (2006), and West & Turner (2010) the centred learning method, the SCL takes longer communication theory course could be times to discuss a theory. With TCL method, in structured as follows.

Table 2 Course structure

Session Course Topic First Introduction and learning assessment Introduction of theory Second Basic understanding of theory Third & fourth Traditions of communication theory Fifth De-westernization of communication theory Sixth Theories of interpersonal communication Seventh Theories of group communication Mid-exam Eight Theories of public communication Ninth Theories of mass society Tenth Theories of limited effect Eleventh Theories of audience media Twelfth Theories of communication and cultural context Thirteenth Theories of new media Fourteenth Final review Final-exam

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In line with the SCL model, the students’ the course, why? 3. What do you think about the involvements and activities during the learning teaching methods? 4. What do you think about process should be the most important aspect of the mastery of lecturer to the course material? final evaluation and grading of the course. It could be measured from two components, 4. Towards de-westernization of namely the collected tasks and activeness in the communication theories class discussions. The collected tasks depend on As mentioned in the beginning of this the teaching techniques that are used, for paper, research on communication studies is example field work will produce field report, one-sidedly dominated by American and case study will result in short essay, as well as Eurocentric perspectives. It could be concluded presentation will produce the presentation from the existing theoretical models, textbooks, material. To record the activities during the as well as research focusing on Western nations class, it is required a sheet record for each and societies. Thus, nowadays, communication session, containing the name of students who scholars around the world have commonly deliver ideas and the quality of the ideas. The regarded Western systems as ideal models for sheet also records data on presentation, conducting research and teaching. But, as Saral including the name of students who do (1983) explained, “They are culture-bound presentation, presentation quality, as well as the expressions of the Western idea and most ability to respond to the questions. applicable in the context of Western philosophy Meanwhile, mid and final exams are and metaphysics.” intended to measure the competency of students In this condition, the fresh ideas come to understand and apply the theory. Thus, the from indigenous perspective would be great questions for the exam should be qualitative contribution for communication scholarship. based on case studies, which are able to show De-westernization is a common concept refers the students’ competencies in understanding and to this new academic milieu. Dissanayake (1986) applying the theory. In principle, all methods of pointed two main reasons to promote evaluations are directed to evaluate the indigenous communication theories. First, it competence of students in understanding and would broaden the field of discourse and applying communication theories. facilitate the new insights from various cultures. In addition to evaluation methods in order Second, it would promote new approaches on to give grades to students, at the end of the communication research that are more relevant semester, students will evaluate the lecturer, and culturally bounded to the non Western especially about learning methods and lecturer’s societies. Finally, this two things would be great competencies. It is performed quantitatively contribution to better understanding and which students fill in the form of faculty conceptualization of communication act. Wang performance, which already became a standard & Shen (2000: 29) said, “For an Asian in the Islamic University of Indonesia, as a researcher to fail to recognize, and to take common procedure in many universities that are advantage of, their rich cultural heritage is to seriously control teaching and learning quality. throw away the most valuable assets in making a The final assessment is also done qualitatively, significant contribution to the field of by which students are asked to answer these communication study.” open questions: 1. Is this course interesting, Besides, the Western tradition itself has why? 2. Is it easy to understand the content of been criticized in some fundamental

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Muzayin Nazaruddin & Ida Nuraini Dewi Kodrat Ningsih, Communication theory teaching and the challenges of de-westernization of communication theories assumptions. Ishii (2001) identified four of the cumulative wisdom embodied in Asian theoretical problems of American Eurocentric literature.” communication tradition. First, it is white- Miike (2002) proposed three assumptions centric and reluctant to other concepts, for Asia-centric communication scholarship assumptions, and philosophy of communication. which differ to the Western communication Second, it has indeed dominated by Cartesian tradition. First, communication takes place in philosophy based on dichotomies thinking, such contexts of multiple relationships across space as culture-nature, society-environment, mental- and time. Contexts, which is neglected in the material; mechanistic views of the relations individual-centeredness theories of American between the human-culture and the European traditions, should get more attention environment-nature; and linear progressivism of because every communication takes place not in science. Third, it posits independence and a vacuum but in a context. The process, individualism values in the centre, views meaning and function of communication act individual person as such completely could be better understood from its contexts, independent. Fourth, as a consequence of such as historical, cultural and socio-economic individualism, American European tradition conditions (Ishii 1997; Kleinjans 1972). Miike focuses on speaker-centred and persuasion- (2002: 9) proposed, “It is high time for oriented. Chu (1988) found two methodological Asiacentric communication experts to scrutinize weaknesses of American European tradition, political systems, religious beliefs, historical namely the research tendency to follow already events, and philosophical thoughts that are existing traditions, schools or pioneers, driven integral to a culture and to conceptualize them by the cumulative spirit of the science, and the as communication contexts”. strong reliance on quantitative methodology and statistical analysis. Second, communicator is perceptually and behaviourally both active and passive in a variety De-westernization is absolutely a very long of contexts. It brings the understanding that struggle that must go through many stages. It’s communication act consists of two levels, goal is the development of communication namely sense making and behavioural, not only theories that are deeply rooted and based on outwardly behavioural action as stressed by non-Western societies phenomena, Indonesian Western traditions. According to Miike (2002: context respectively in this paper, or Asian 10), “The sense-making level refers to whether context in general. The fundamental assumption the communicator is intra-personally active or is that there are basic differences in passive in making sense of her or his perceptual communication act and phenomena between the world.” In the Asian traditions, communicator’s West and non-West, so that the theory perception and behaviour are not independent, explaining them should be different. It does not but related to the contexts. It seems that in the mean the rejection of Western communication communication actions of Easterners, the sense theories, but rather as revising and criticizing the making is more dominant than overt behaviour, established communication theories based on because of which Asian people are usually the real phenomena of non-Western society. labelled as “passive communicators’, who are Goonasekera and Kuo (2000: vii) said, “The less in communication competencies, so that search for an Asian perspective therefore does should be trained by the Westerners with not imply the outright rejection of Western Westerns ideas of effective communication. theories. What is at issue is the uncritical acceptance of Western models and the neglect

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Third, mutual adaptation is of central academic knowledge and skills are situated importance in harmonious communication within the lived experiences and frames of processes. It relates to the allocentric or other- reference of students, they are more personally directed orientation as the nature of Asian meaningful, have higher interest appeal, and are communication. Bruneau (1998) concluded that learned more easily and thoroughly”. In the in the Western communication theories, “The active learning model, students have chance to lack of allocentric (other-directed) thinking build self confidence as well as rhetorical skills (mainly feminine) or the use of empathic through sharing and discussing their own processes... is especially absent”. In this experience in the class. For example, in the condition, Miike (2002: 12) proposed, game method, the class actually turn out to be “Asiacentric communication specialists can very pleasant due to the involvement of all class theorize reciprocal aspects of adaptive participants. The personal physical proximity communication from “extended” perspectives among students will directly effect the learning on space and time, which are undoubtedly blind process and its results. The proximity factor is spots of U.S. Eurocentric thinking on then able to change the perception that communication”. “learning theory is boring”. The teaching of communication theory is Moreover, in the multicultural contexts of just one of the initial steps of this de- Indonesia, the contextualization becomes more Westernization, which has a simple role: to and more important. Students usually express question and criticize the relevance of high curiosity about how similar phenomena established communication theories with local under discussion happening in other culture in context. The critical questions are important Indonesia. The discussion would be very fruitful starting point for the next steps, such as doing because most of the students come from diverse empirical research that examines the relevance cultures, which they would share local of a theory to the local context. To bring up the experiences according to each cultural criticisms to the theories, the teaching model background. This curiosity to another different emphasizing contextualization and criticism to cultures is very often seen during the theory, as proposed in this paper, becomes very discussions. For example, when lecturer teaches important. From this contextualized course, the the theory of “stereotype”, the examples giving critical questions will rise up. in the class are the realm of local people in Indonesia and Malaysia, critical questions arise Related to the effectiveness of learning with regard to how these stereotypes are process, contextualization makes students feel formed, particularly the stereotypes that exist in challenged to share their experiences and Indonesian and Malay society. The opinions in the classroom. Evaluation on five contextualization will thus increase the learning learning techniques as described beforehand comprehension. This result confirms many shows positive results, in particular the change research findings that the academic achievement of students’ perception that initially viewed of ethnically diverse students will increase when communication theory courses as a boring they are taught through their own cultural subject become an interesting subject. Students experience (Gay 2000; Gay 2002). also feel the closeness in the learning process. It refers to the proximity of the learning process Culturally responsive teaching as proposed with the students’ life experience, so that in this paper also shows two important things. students could develop function or meaning of First is the importance group work among the course. Gay (2002: 106) stated, “when students. Gay (2002: 110) stated, “The group

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Muzayin Nazaruddin & Ida Nuraini Dewi Kodrat Ningsih, Communication theory teaching and the challenges of de-westernization of communication theories functions somewhat like a “mutual aid society” The linkage will rise closeness or proximity, in which all members are responsible for helping which in turn could increase motivation, each other perform and ensuring that everyone involvement, and achievement of learning contributes to the collective task”. This group competencies. As a key concept, proximity style is quite different from common task model refers to the closeness of learning process with in school, which prioritize individual work. The students’ experience, so that students could 2015 teaching grant, as well as the years authors develop meaning or function of the learning teaching experience in communication theory process for their social-cultural life. Proximity course has proven that group works methods challenges students to share and analyse their are important to invite and engage all students in everyday experience with certain communication the learning processes, as well as to increase theories Thus, proximity is an important point student achievement. Second is the important to contextualize communication theory with role of examples in the instructional process empirical context in Indonesia, or in Asia more (Gay 2002). Teacher should acquire detailed broadly. cultural particularities of specific ethnic groups, Contextualization is an important signifier harvest examples from these cultural diversity of de-westernization of communication theories. sources, and support student to relate the In this context, the teaching of communication examples to their own cultural experience. The theory is just one of the initial steps to de- authors has also found that local empirical westernize communication theory, which has a examples would make classroom more simple role: to question and criticize the interesting and challenging for ethnically diverse relevance of established communication theories students. with local context. To rise criticisms to the

theories, the teaching model emphasizing 5. Conclusion contextualization becomes very important. As mentioned beforehand, teaching From this contextualized course, the critical communication theory in Indonesia, or in questions will rise up. another non-Western countries, generally faces In the teaching act, contextualization can two challenges, that are Western perspective be applied with several techniques. The first biases and negative perception of students who technique is field work, in which students do used to look at the theoretical courses as certain field work, such as observation, analysis complicated and boring. This paper offers of media text, interview, or other, and then teaching strategy for the communication theory discuss the results of the work in the classroom. course emphasizing contextualization as the The second is game, which students compete to core learning message, culturally responsive as write down the key concepts of a theory and the the teaching approach, and student centred as relationships between the concepts, resulting a the learning method. In this model, lecturer map of the ideas of a theory. The third is video provides broad opportunity for students to learn analysis, that is some groups of student are independently and develop critical thinking. It asked to find and present short videos that are emphasizes students experience, in which a relevant to certain communication theory to be circular process happens between experience discussed. The next technique is case study, in and meaning, in which students learn to relate which several groups of student present their the learning process with their everyday analysis of specific cases using communication theory, followed by class discussion. The later experience. technique is presentation by students, as a complement of these four techniques.

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Reference

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