Technological developments have brought us to the era of mass communication since the invention of the printing press allows Guttenberg efefyang books were produced in bulk until it reaches its peak after the discovery of the internet. Guttenberg invention encourages the publication of the newspaper first. After the industrial revolution and technology, energy spur power plant and transportation, underlies the development of emerging and radio, film and television who, further creating a multimedia information technology such as Internet network.
Since 1964, mass communication has reached a global audience directly and simultaneously. Through communication satellites now that we are able to convey information (messages) in the form of data, images, and sound to millions of people around the world simultaneously. The development of communication technology / information move quickly to bring us into the era of information society, where almost every aspect of life is influenced by the presence of the media that the farther into the space of human life.
Wilbur Schramm stated that the limited area of one's life space, which was initially determined on the literacy, the next is determined by how much he hangs out with the mass media. This means that the media has a significant influence on human life.
The extent to which the impact of media on their audience is still a matter of debate. Elisabeth Noelle-Neumann is one of the scholars who embrace the concept of powerful effects of mass media. He mentioned that the mass media is ubiquity, meaning that department. Able to dominate the mass media and information environment is everywhere. Because of its supermarket, rather difficult to avoid the mass media messages. Meanwhile, Richard T. La Pierre argues that the new mass media would really matter if before he managed to establish closeness with their audience.
It required a different approach in looking at the effect (impact) mass media. Besides relating to the message and the medium itself, according to Steven M. Chaffee, the second approach is to see what kind of changes that happen to audiences of mass communication - the reception of information, changes in feelings or attitudes, and behavior changes, or with other terms, changes in cognitive, affective, and behavioral. The third approach of observation units are subjected to review the effects of mass communication - individuals, groups, organizations, communities, or nation.
Students as part of the young and educated are generally considered to have access to the media more than the ordinary people. Various studies also concluded that in general the more educated people use the media, although there is variation for specific media. The use of paper is proportional to the level of education, as well as magazines and books. However, the level of education was not a lot to do with the selection of electronic media or broadcast media.
But it must be admitted that the culture of reading interest in Indonesia is still relatively low, let alone a book more expensive than other types of media. Electronic media more closely with our society, not least the students, which led to much greater effect than the print media.
The facts mentioned above indicate that the audience is not passive. Audiences are considered active using the media to meet their needs (the uses and gratification).
The author conducted interviews with ten students who are friends of the writer himself to see how the influence of media on them.
EFFECTS OF MASS MEDIA PRESENCE
McLuhan said that "The medium is the message itself", the question is what is presented to the public media is more than what will be accepted by society that if they communicate without the media. This means that the printed materials is more important than the content it conveys intent, and the presence of television is more important than what is broadcasted.
We do not have to agree with McLuhan, for example, that the message is less important than the media itself, but we agree about the effects of mass media presence as a physical object. Steven H. Chaffee mention five things:
1) economic effects,
2) social effects,
3) effect on the scheduling of activities,
4) the effect on the distribution or elimination of certain feelings, and
5) the effect on people's feelings towards the media.
Economic effect is obvious, that the presence of mass media to move a variety of businesses. Social effects with regard to changes in the structure of social interaction due to the presence of mass media.
A third effect, re-scheduling of daily activities, occurs mainly in the presence of television. The presence of television can reduce the time playing, sleeping, reading, and watching movies. This phenomenon is called by Joyce Cramond (1976) as "displacement effects" (switching effect), which he defined as a reorganization of activities that occurred since the entry of television; some reduced activity and several other activities be stopped at all because the time used for watching television.
Two other effects namely, loss of feeling uncomfortable and the growth of certain feelings towards the media. It often happens that people use the media to eliminate the uncomfortable feelings such as loneliness, anger, disappointment, and so forth. Media used without questioning the content of the messages conveyed.
The presence of the mass media also foster feelings. We have a positive or negative feelings on certain media. The growing sense of excitement or believe in certain mass media might be closely related to individual experiences with the mass media; may be factor content of the message is very influential at first, but then that's what kind of media attention, whatever the broadcast.
Effects of mass media presence among the students physically on the most interesting is the effect of rescheduling of daily activities. The presence of television is the dominant change the schedule of their daily activities such as play time, sleep reading, or other activities.
Almost all the students who interviewed the author prefers to watch television rather than reading books. Of the ten people interviewed, only one person who divide their time equally between reading books and watching television. Time to read books occasionally disturbed by the presence of interesting events on television.
Sleep schedule also depends on the presence of a specific event on television. A newly admitted students to sleep in the early morning because of a particular event is only broadcast after midnight. While other students to change his sleep schedule to wake up early to watch the morning news or infotainment. At certain hours, such as at 20:00 until 22:00, most of them were inside the house to watch the show (prime time) who do get a high rating.
Three of the ten students work outside class hours. But when the two of them spent watching television also did not differ much from those who do not work. This means they take the time to watch television and reduce their time to other activities.
Appropriation effect also does not only happen on television. One respondent spent more time watching DVDs for hours at night so that sleep time is reduced a lot. The impact that happened was late to class or not go because of fatigue. Time for other activities were practically reduced a lot, as there was no time to read books, learn, to do the coursework. The sophistication of multimedia technology is also able to make someone give up play time. One respondent who has organized activities outside school hours was also not reduce the time to watch television. In addition to watching television, he also spent much of his time to reading books or browsing the Internet. As a result he did not have enough time to play or relax.
Of the ten students of only two people who did not experience the effects of mass media presence physically. One person has a job outside of school hours, while another claimed to spend more time to rest because of the distance between the campus and her home is far enough.Effects subsequent media presence is the loss of feeling uncomfortable and the growth of certain feelings towards the media. One student said that she read the book before bed to help her more easily sleepy. He does not question the content of the message that is contained in books or magazines that he read during that time could help him sleep.
The presence of the mass media also foster feelings. Seven students have positive feelings on television, while three others expressed his love to watch television in which one of them even spent 12 hours a day to watch television. Only three people who have the same feelings towards the book, particularly self-improvement books, religion, and comics. In the tenth year students only buy an average of 5 books a year. Among them only two people who bought at the top ten books in a year, among them including comics. Comics is a type of print media closest to the student who interviewed the author than any other type of print media. While a student would prefer the print media like magazines and newspapers which he said is closer to daily life.
COGNITIVE EFFECTS OF MASS MEDIA
Cognition are all processes that occur in our minds that is, seeing, observing, remembering, perceiving something, imagine something, think, think, assess, consider and estimate. The media have a powerful influence in the formation of one's cognition. The media provide information and knowledge that could ultimately shape perception.
Wilbur Schramm (1997:13) defines information as everything "that reduces uncertainty or reduce the number of possible alternatives in the situation." Information will be structuring or organizing reality, that reality appears to be a picture that has meaning.
The reality of the displayed media is a reality that has been selected or the reality of second-hand (second hand of reality). Because the media is selectively reporting the real world, its impact is to provide status and create stereotypes. These social critics saw the mass media not only presents the reality of both, but because of distortion, the mass media also "cheat" man; give a false image of the world. But the influence of mass media does not stop there. The mass media also maintain the image that already has its audience.
The impact of mass media - the ability to cause cognitive change among individuals - has been dubbed the agenda setting function of mass communication. Herein lies the most important effects of mass communication, the ability of media to structure the world for us (danShaw McCombs, 1974:1). The mass media affect public perceptions about what is considered important. The mass media does not decide "what to think", but it affects the "what to think about". By selecting specific news and ignore the others, by highlighting one problem and ignore the others, the media shape the image or picture of our world as presented in the mass media.
In addition to forming the image of people were able to convey information about the environment, we can also expect a certain mass media also play a role in conveying knowledge, skills and good values. This is called cognitive prosocial effects of media, namely how the mass media to provide the benefits desired by the community.
The mass media is a conveyor of information as well as interpreters of information. With our mass media to obtain information about objects, people, space or time we are not experienced directly. But the media also conduct the selection of reality that would be displayed, so the impact is a particular cause cognitive changes among individuals audience.
Almost all the students who interviewed the author consume media as entertainment. Informative functions of the media, especially television only second place. While the knowledge and insights gained are considered as "bonus" of watching television. Six out of ten people enter the news as one who watched the show every day, the rest is entertainment events such as infotainment, music, comedy, movies, cartoons and reality shows. One student mentioned that he also watched talk shows other than news and entertainment.
Event news and talk shows to help students to identify problems or events happening in the world or at least domestically. Six people were routinely followed the events on television news, while two of whom were also actively read newspapers. The effect on cognition of six students can be observed from their perspectives on things. Two people who read newspapers and watch news on television has a relatively broader insight among others. The information presented in television, especially television news channel prove useful for two people who are students of the Faculty of Social and Political Sciences.
In accordance with the theory of agenda setting, mass media affect public perceptions about what is considered important. News audience has a knowledge and interest in the same way about an issue that is being displayed by the mass media. Similarly, this also happens to viewers infotainment, the material of their conversation revolves around artists who are heavily displayed on the infotainment shows.
Mass media and select the desired information based on information received, the audience to form perceptions about various events. The impact of students who chose the medium of television to obtain incomplete information, because the broadcast media is the media in the information reliable but not media commentators of good information. The principle of setting the agenda increasingly pursing any information received and influence what is considered by audiences. Information that has been selected and incomplete generate an almost uniform perception of students who watch television, which is sometimes mistaken. Knowledge they perolehpun only surface when compared to respondents who consume print media like magazines, newspapers or books.
Television today is filled by more entertainment events as well as a lot of soap operas featuring the life of glamor and elegance that contrasts with the life of society in general. The impact, audiences get the picture of the media version of what happiness is. Those who depend on media such as television tend to consider information gained from the media as a truth, as a result they are vulnerable to exposure to messages that have a particular load. Or infotainment soap opera viewers tend to be oriented material or lifestyle that follow the trend. Student audience and infotainment soap opera writers observe, some have a tendency like that. Their priorities in life, for example, among others, wanted to fulfill their needs for the lifestyle they think is 'modern'. As for the others, as well television viewers, when asked about the priorities of life they intend to build business for the future (although in a different language, but has the same orientation).
Another negative effect of television media is destroying the public patience for the growth of democratic society. The event and the advertising, because of time constraints, often describe the discovery of a variety of solutions so quickly and easily. Nearly all claimed that their main goal is to get a college job someday, not get the science. This information is more dominating than that expertise and knowledge is much more useful than a degree. As a result, many college students who think eyes limited to rote mandatory or otherwise not useful enough to be explored. Here we find almost instantaneous indication of thinking, or lack of respect for hard work.
Cognitive effects on the DVD audience on each person is different, and more difficult to measure. Unlike the television media that is democratic, in a sense can be enjoyed by audiences from various backgrounds, DVD consumed based on the needs (Uses and Gratifications) by a more limited audience. A student audience that the author encountered DVD 'left' and other media are the media only focused on this one. As a student, the choice of DVD media to meet their needs shape the perception that the world is not as serious as imagined an observer of events such as news and talk shows. Perspective of the lecture was just a process of seeking a degree that would make it easier to find a job someday. On the positive side, watching movies (most of the popular teen movie) to provide information about the manner of interaction and how to overcome problems in life. The downside other than those mentioned above are priorities in life nothing more than getting pleasure or convenience in life.
While readers of the book is superior in gathering information that he received compared to other mass media. All students who interviewed the author is not included heavyweight book reader. The average books read are novels and comics. In the next sequence is the popular books and personal development books. Scientific books or knowledge only be read when the project work requires them to do it. The information that is entertaining from the novels and comics can grow on one's imagination. Imagination can lead one to think creatively or otherwise, be a dreamer.
EFFECTS OF MASS MEDIA affective
Baron (1979); Fishbein and Azjen 1975 (in Baron, 1979); Kiesler and Munson 1975 (in Baron, 1979) defines attitude as the unity of feelings (feelings), beliefs (beliefs), and the tendency to behave (behavior tendencies) toward others , group, ideology, and the objects are relatively settled.
There are three components of attitude: (1) affective (affective), which includes feeling like it or not against an object or person, (2) cognition, including beliefs about the object or person, and (3) behavior, namely a tendency to react to certain against an object or person.In connection with the formation and change of attitude, the influence of mass media can be summarized in five general principles:1. The influence of mass communication mediated by factors such as predisposing personal, selective process, membership of the group (or things related to personal factors).2. Due to these factors, mass communication usually serves to strengthen existing attitudes and opinions, although sometimes serve as a modifier (the agent of change).3. When the mass communication lead to a change of attitude, a small change in the intensity of the attitude is more common than the "conversion" (change the whole attitude) from one side to the other problems.4. Mass communication is quite effective in changing attitudes in the areas where people's opinion is weak, for example in commercial advertising.5. Mass communication is quite effective in creating opinions about new issues when there is no predisposition to diperteguh (Oskamp, 1977:149).
This means all the attitudes based on cognitive organization - on information and knowledge one has (Asch, 1952:563-564).In short, the attitude is determined by the image. In turn, the image is determined by the sources of information. Among the most important source of information is mass media.
The researchers mostly failed to find significant changes in attitude as the influence of mass media. Various pretexts put forward, but there is one that can better explain why. According to Asch, all attitudes based on cognitive organization - on information and knowledge we have. The attitude is always directed on an object, group, or person. There will be no theory-social attitudes or actions that are not based on investigation of the cognitive foundations.
Affective media effects course there, if not so then there is no point in any public relations effort is mostly done by politicians or businessmen in the media. Television media have a great impact on their audience affection. Through the television audience to feel emotionally involved with the characters that appear. The most recent examples is the incessant media coverage of Obama, making the most audiences are not interested too happy with his victory. So that happens to some students who meet the author. But someone who has information or knowledge of the wider will not necessarily be affected by the artificial reality of the media. A student in this category tend to be skeptical and even cynical with Obama victory euphoria. For him the U.S. policy could not be much different from anyone the winner. Conversely some respondents also expressed indifference because it is less appealing their attention not because of information or knowledge they are better.
As noted Oskamp, the influence of mass communication mediated by factors such as predisposing personal, selective process, membership of the group. Audiences are not uniform, they are unique and individual consciousness. Even within one group of students, writers get the facts that much different and opposite.
In a comprehensive study on the effects of mass media, Joseph T. Kappler reported that people were looking for entertainment is often because they want to release pressure from the weight of her emotions of everyday life. They want to appease the feelings of a way to read comics, watch movies, and enjoy entertainment on the radio and television. In addition, entertainment is also serves as an important element of a good life, even also can function as a status symbol. At the very least, entertainment help a person feel happy. Respondents who are more comic book readers have a sense of humor is higher.
Entertainment comics, novels, or movies or cartoons, able to affect the emotions (affective), the reader or the audience better than the news in the newspaper or television. Students who use the media as entertainment, has the imagination or the imagination that is high enough. Their life's priorities are also more varied, and tend to give priority to the fulfillment of emotional needs (affection) to them. A student who is a reader of books, comics, newspapers as well as television viewers, have aspirations for social improvement, especially starting from the teens. Incidentally he is a Muslim youth organization activists. Concern at the condition of youth today are influenced by the information he obtained from the media, while the comic as well as certain novel supports the critical attitude toward crime, social problems, strengthen the hope and generosity, as well as thicken the spirit of hard work. Japanese cartoons and comics that are circulating right now is a lot of presents fantasy and violence, but on the other side contains a message associated with the values of hard work, kindness, the spirit of helping others, and a moral message that evil is always defeated in the end. On the negative side, comics and cartoons do not help students to think rationally, instead creating a more emotional thinking.
BEHAVIORAL EFFECTS OF MASS MEDIA
Behavior covers a broad field, in relation to the theme of this paper we choose is the effect of mass communication in social behavior are accepted (prosocial behavioral effects).
Prosocial effects of mass media can be explained by the theory of Bandura's Social Learning. According to Bandura, we learn not only from direct experience, but of imitation or peneladanan (modeling). Behavior is the result of cognitive factors and the environment. That is, we are able to have certain skills, if there is a positive ties between the stimuli and the characteristics that we observe ourselves.
Bandura describes the process of social learning in the four-stage process: the process of attention, the process of remembering (retention), motor reproduction processes, and motivational processes. The learning process preceded the emergence of events that can be observed directly by seseorangtertentu or picture of patterns of thought, called Bandura as abstract modeling - such as attitudes, values, or the perception of social reality. Through mass media, one can observe other people who engage in certain behaviors on television, for example, and to practice behaviors that preformance life.
According to Bandura, the events that attract attention and stand out is a simple, recurring, or generate positive feelings in the observer. Besides the influence of personal factors, other factors as determinants in the selection of what will be considered and exemplified are: demographic characteristics, needs, emotional atmosphere, values and past experience.
After observation, the next process is the storage of the observations in the mind to be called back when will act according to the example given. Then in the reproductive process motorist someone reproduce the exemplary behavior or actions observed. The implementation of exemplary behavior can occur when reinforced with a reward or motivation. This is called the motivational process.
Social learning is particularly effective with mass media like television, where we get double the strength of a single model that sends the ways of thinking and new behavior for many people in different locations.
The mass media can influence the behavior of their audience. According to social learning theory of Bandura, people tend to imitate the observed behavior; stimuli to set an example for behavior. Almost all the respondents that the authors observe behavior follow the trend shown by the television. How to talk using slang, the way the artist dressed in a soap opera, the use of products displayed by the ad, until the student-style manner of expression which is identical to the demonstration and burnt tires on the highway.
News, talk shows, political parodies encourage viewers to be critical and reactive to government policies and social conditions that exist. Students learn of the television show-how to deal with social problems or politics. The problem is that not all students of television viewers as news or political talk show that will behave like a demonstration of critical or radical and join the movement left for example. Audiences should be able to save the results of his observations in his mind and called back when they will act in accordance with the example given. Implement the exemplary behavior that depends on motivation. Motivation depends on confirmation. There are three kinds of reinforcement that encourages a person to act: an external validation, affirmation turns (vicarious reinforcement), and affirmation of self (self-reinforcement). So, an example to demonstrate in a new television or newspapers succeed if there is a climate that allows, for example, when others do not mock or want to appreciate our actions.
Someone will also be encouraged to do exemplary behavior when he sees other people doing the same being rewarded for his actions. We require confirmation turns. Although we do not get a reward (praise, rewards, status and so on). But seeing other people see other people get gamjaran because of what we want to look up will help prevent the motor reproduction.
Finally, exemplary action will we do to ourselves when pushing the action. Encouragement of self that may arise from feeling satisfied, happy, or fulfilled the ideal self-image. We will do a demonstration if we believe that in a way that we contribute to society.
CONCLUSION
Based on the above discussion, it can be concluded that the impact of media on student audiences in general are:
1. Stock media presence, most of the students have positive feelings on television than other media. Therefore television is more gained the trust as a source of information and entertainment. Effects of television on student attendance is rescheduling the various activities. Their activities, including lectures, take part affected by the schedule of television programs they watch.
2. Cognitive effects of media; media is a source of information that helps students to gain knowledge about various aspects of life. Positive cognitive effect that gives a broad insight to the students and help them understand the various issues. Negative effect is to give false or partial views of the world, also invest a certain ideology that will influence the attitudes and behavior later. However, the positive cognitive effects is still lacking among the students. Cognitive effects that underlie these changes in attitude and behavior and influence priorities in life.
3. Affective media effects; in addition to providing information, the media gave an emotional effect on the audience themselves. Affective media effects including their ability to influence the student audience to care more about the social problems that occur in society.4. Behavioral effects of media; media may also affect the behavior of their audience. Most, if not all, students follow the example provided by the media. Behavior and lifestyle television show much imitated in real life.
REFERENCES
Rachmat, Jalaluddin (1985), Psychology of Communication - Revised Edition, PT. Adolescent Rosdakarya, prints keduapuluhtiga, Bandung, 2005.
Rivers, William L., Jay W. Jensen, & Theodore Peterson (2003), Mass Media & Modern Society, second edition, Prenada Media, Jakarta, 2003.
Baron, R.A. (1979), Social Psychology - Understanding Human Interaction. Allyn & Bacon, 1979
Since 1964, mass communication has reached a global audience directly and simultaneously. Through communication satellites now that we are able to convey information (messages) in the form of data, images, and sound to millions of people around the world simultaneously. The development of communication technology / information move quickly to bring us into the era of information society, where almost every aspect of life is influenced by the presence of the media that the farther into the space of human life.
Wilbur Schramm stated that the limited area of one's life space, which was initially determined on the literacy, the next is determined by how much he hangs out with the mass media. This means that the media has a significant influence on human life.
The extent to which the impact of media on their audience is still a matter of debate. Elisabeth Noelle-Neumann is one of the scholars who embrace the concept of powerful effects of mass media. He mentioned that the mass media is ubiquity, meaning that department. Able to dominate the mass media and information environment is everywhere. Because of its supermarket, rather difficult to avoid the mass media messages. Meanwhile, Richard T. La Pierre argues that the new mass media would really matter if before he managed to establish closeness with their audience.
It required a different approach in looking at the effect (impact) mass media. Besides relating to the message and the medium itself, according to Steven M. Chaffee, the second approach is to see what kind of changes that happen to audiences of mass communication - the reception of information, changes in feelings or attitudes, and behavior changes, or with other terms, changes in cognitive, affective, and behavioral. The third approach of observation units are subjected to review the effects of mass communication - individuals, groups, organizations, communities, or nation.
Students as part of the young and educated are generally considered to have access to the media more than the ordinary people. Various studies also concluded that in general the more educated people use the media, although there is variation for specific media. The use of paper is proportional to the level of education, as well as magazines and books. However, the level of education was not a lot to do with the selection of electronic media or broadcast media.
But it must be admitted that the culture of reading interest in Indonesia is still relatively low, let alone a book more expensive than other types of media. Electronic media more closely with our society, not least the students, which led to much greater effect than the print media.
The facts mentioned above indicate that the audience is not passive. Audiences are considered active using the media to meet their needs (the uses and gratification).
The author conducted interviews with ten students who are friends of the writer himself to see how the influence of media on them.
EFFECTS OF MASS MEDIA PRESENCE
McLuhan said that "The medium is the message itself", the question is what is presented to the public media is more than what will be accepted by society that if they communicate without the media. This means that the printed materials is more important than the content it conveys intent, and the presence of television is more important than what is broadcasted.
We do not have to agree with McLuhan, for example, that the message is less important than the media itself, but we agree about the effects of mass media presence as a physical object. Steven H. Chaffee mention five things:
1) economic effects,
2) social effects,
3) effect on the scheduling of activities,
4) the effect on the distribution or elimination of certain feelings, and
5) the effect on people's feelings towards the media.
Economic effect is obvious, that the presence of mass media to move a variety of businesses. Social effects with regard to changes in the structure of social interaction due to the presence of mass media.
A third effect, re-scheduling of daily activities, occurs mainly in the presence of television. The presence of television can reduce the time playing, sleeping, reading, and watching movies. This phenomenon is called by Joyce Cramond (1976) as "displacement effects" (switching effect), which he defined as a reorganization of activities that occurred since the entry of television; some reduced activity and several other activities be stopped at all because the time used for watching television.
Two other effects namely, loss of feeling uncomfortable and the growth of certain feelings towards the media. It often happens that people use the media to eliminate the uncomfortable feelings such as loneliness, anger, disappointment, and so forth. Media used without questioning the content of the messages conveyed.
The presence of the mass media also foster feelings. We have a positive or negative feelings on certain media. The growing sense of excitement or believe in certain mass media might be closely related to individual experiences with the mass media; may be factor content of the message is very influential at first, but then that's what kind of media attention, whatever the broadcast.
Effects of mass media presence among the students physically on the most interesting is the effect of rescheduling of daily activities. The presence of television is the dominant change the schedule of their daily activities such as play time, sleep reading, or other activities.
Almost all the students who interviewed the author prefers to watch television rather than reading books. Of the ten people interviewed, only one person who divide their time equally between reading books and watching television. Time to read books occasionally disturbed by the presence of interesting events on television.
Sleep schedule also depends on the presence of a specific event on television. A newly admitted students to sleep in the early morning because of a particular event is only broadcast after midnight. While other students to change his sleep schedule to wake up early to watch the morning news or infotainment. At certain hours, such as at 20:00 until 22:00, most of them were inside the house to watch the show (prime time) who do get a high rating.
Three of the ten students work outside class hours. But when the two of them spent watching television also did not differ much from those who do not work. This means they take the time to watch television and reduce their time to other activities.
Appropriation effect also does not only happen on television. One respondent spent more time watching DVDs for hours at night so that sleep time is reduced a lot. The impact that happened was late to class or not go because of fatigue. Time for other activities were practically reduced a lot, as there was no time to read books, learn, to do the coursework. The sophistication of multimedia technology is also able to make someone give up play time. One respondent who has organized activities outside school hours was also not reduce the time to watch television. In addition to watching television, he also spent much of his time to reading books or browsing the Internet. As a result he did not have enough time to play or relax.
Of the ten students of only two people who did not experience the effects of mass media presence physically. One person has a job outside of school hours, while another claimed to spend more time to rest because of the distance between the campus and her home is far enough.Effects subsequent media presence is the loss of feeling uncomfortable and the growth of certain feelings towards the media. One student said that she read the book before bed to help her more easily sleepy. He does not question the content of the message that is contained in books or magazines that he read during that time could help him sleep.
The presence of the mass media also foster feelings. Seven students have positive feelings on television, while three others expressed his love to watch television in which one of them even spent 12 hours a day to watch television. Only three people who have the same feelings towards the book, particularly self-improvement books, religion, and comics. In the tenth year students only buy an average of 5 books a year. Among them only two people who bought at the top ten books in a year, among them including comics. Comics is a type of print media closest to the student who interviewed the author than any other type of print media. While a student would prefer the print media like magazines and newspapers which he said is closer to daily life.
COGNITIVE EFFECTS OF MASS MEDIA
Cognition are all processes that occur in our minds that is, seeing, observing, remembering, perceiving something, imagine something, think, think, assess, consider and estimate. The media have a powerful influence in the formation of one's cognition. The media provide information and knowledge that could ultimately shape perception.
Wilbur Schramm (1997:13) defines information as everything "that reduces uncertainty or reduce the number of possible alternatives in the situation." Information will be structuring or organizing reality, that reality appears to be a picture that has meaning.
The reality of the displayed media is a reality that has been selected or the reality of second-hand (second hand of reality). Because the media is selectively reporting the real world, its impact is to provide status and create stereotypes. These social critics saw the mass media not only presents the reality of both, but because of distortion, the mass media also "cheat" man; give a false image of the world. But the influence of mass media does not stop there. The mass media also maintain the image that already has its audience.
The impact of mass media - the ability to cause cognitive change among individuals - has been dubbed the agenda setting function of mass communication. Herein lies the most important effects of mass communication, the ability of media to structure the world for us (danShaw McCombs, 1974:1). The mass media affect public perceptions about what is considered important. The mass media does not decide "what to think", but it affects the "what to think about". By selecting specific news and ignore the others, by highlighting one problem and ignore the others, the media shape the image or picture of our world as presented in the mass media.
In addition to forming the image of people were able to convey information about the environment, we can also expect a certain mass media also play a role in conveying knowledge, skills and good values. This is called cognitive prosocial effects of media, namely how the mass media to provide the benefits desired by the community.
The mass media is a conveyor of information as well as interpreters of information. With our mass media to obtain information about objects, people, space or time we are not experienced directly. But the media also conduct the selection of reality that would be displayed, so the impact is a particular cause cognitive changes among individuals audience.
Almost all the students who interviewed the author consume media as entertainment. Informative functions of the media, especially television only second place. While the knowledge and insights gained are considered as "bonus" of watching television. Six out of ten people enter the news as one who watched the show every day, the rest is entertainment events such as infotainment, music, comedy, movies, cartoons and reality shows. One student mentioned that he also watched talk shows other than news and entertainment.
Event news and talk shows to help students to identify problems or events happening in the world or at least domestically. Six people were routinely followed the events on television news, while two of whom were also actively read newspapers. The effect on cognition of six students can be observed from their perspectives on things. Two people who read newspapers and watch news on television has a relatively broader insight among others. The information presented in television, especially television news channel prove useful for two people who are students of the Faculty of Social and Political Sciences.
In accordance with the theory of agenda setting, mass media affect public perceptions about what is considered important. News audience has a knowledge and interest in the same way about an issue that is being displayed by the mass media. Similarly, this also happens to viewers infotainment, the material of their conversation revolves around artists who are heavily displayed on the infotainment shows.
Mass media and select the desired information based on information received, the audience to form perceptions about various events. The impact of students who chose the medium of television to obtain incomplete information, because the broadcast media is the media in the information reliable but not media commentators of good information. The principle of setting the agenda increasingly pursing any information received and influence what is considered by audiences. Information that has been selected and incomplete generate an almost uniform perception of students who watch television, which is sometimes mistaken. Knowledge they perolehpun only surface when compared to respondents who consume print media like magazines, newspapers or books.
Television today is filled by more entertainment events as well as a lot of soap operas featuring the life of glamor and elegance that contrasts with the life of society in general. The impact, audiences get the picture of the media version of what happiness is. Those who depend on media such as television tend to consider information gained from the media as a truth, as a result they are vulnerable to exposure to messages that have a particular load. Or infotainment soap opera viewers tend to be oriented material or lifestyle that follow the trend. Student audience and infotainment soap opera writers observe, some have a tendency like that. Their priorities in life, for example, among others, wanted to fulfill their needs for the lifestyle they think is 'modern'. As for the others, as well television viewers, when asked about the priorities of life they intend to build business for the future (although in a different language, but has the same orientation).
Another negative effect of television media is destroying the public patience for the growth of democratic society. The event and the advertising, because of time constraints, often describe the discovery of a variety of solutions so quickly and easily. Nearly all claimed that their main goal is to get a college job someday, not get the science. This information is more dominating than that expertise and knowledge is much more useful than a degree. As a result, many college students who think eyes limited to rote mandatory or otherwise not useful enough to be explored. Here we find almost instantaneous indication of thinking, or lack of respect for hard work.
Cognitive effects on the DVD audience on each person is different, and more difficult to measure. Unlike the television media that is democratic, in a sense can be enjoyed by audiences from various backgrounds, DVD consumed based on the needs (Uses and Gratifications) by a more limited audience. A student audience that the author encountered DVD 'left' and other media are the media only focused on this one. As a student, the choice of DVD media to meet their needs shape the perception that the world is not as serious as imagined an observer of events such as news and talk shows. Perspective of the lecture was just a process of seeking a degree that would make it easier to find a job someday. On the positive side, watching movies (most of the popular teen movie) to provide information about the manner of interaction and how to overcome problems in life. The downside other than those mentioned above are priorities in life nothing more than getting pleasure or convenience in life.
While readers of the book is superior in gathering information that he received compared to other mass media. All students who interviewed the author is not included heavyweight book reader. The average books read are novels and comics. In the next sequence is the popular books and personal development books. Scientific books or knowledge only be read when the project work requires them to do it. The information that is entertaining from the novels and comics can grow on one's imagination. Imagination can lead one to think creatively or otherwise, be a dreamer.
EFFECTS OF MASS MEDIA affective
Baron (1979); Fishbein and Azjen 1975 (in Baron, 1979); Kiesler and Munson 1975 (in Baron, 1979) defines attitude as the unity of feelings (feelings), beliefs (beliefs), and the tendency to behave (behavior tendencies) toward others , group, ideology, and the objects are relatively settled.
There are three components of attitude: (1) affective (affective), which includes feeling like it or not against an object or person, (2) cognition, including beliefs about the object or person, and (3) behavior, namely a tendency to react to certain against an object or person.In connection with the formation and change of attitude, the influence of mass media can be summarized in five general principles:1. The influence of mass communication mediated by factors such as predisposing personal, selective process, membership of the group (or things related to personal factors).2. Due to these factors, mass communication usually serves to strengthen existing attitudes and opinions, although sometimes serve as a modifier (the agent of change).3. When the mass communication lead to a change of attitude, a small change in the intensity of the attitude is more common than the "conversion" (change the whole attitude) from one side to the other problems.4. Mass communication is quite effective in changing attitudes in the areas where people's opinion is weak, for example in commercial advertising.5. Mass communication is quite effective in creating opinions about new issues when there is no predisposition to diperteguh (Oskamp, 1977:149).
This means all the attitudes based on cognitive organization - on information and knowledge one has (Asch, 1952:563-564).In short, the attitude is determined by the image. In turn, the image is determined by the sources of information. Among the most important source of information is mass media.
The researchers mostly failed to find significant changes in attitude as the influence of mass media. Various pretexts put forward, but there is one that can better explain why. According to Asch, all attitudes based on cognitive organization - on information and knowledge we have. The attitude is always directed on an object, group, or person. There will be no theory-social attitudes or actions that are not based on investigation of the cognitive foundations.
Affective media effects course there, if not so then there is no point in any public relations effort is mostly done by politicians or businessmen in the media. Television media have a great impact on their audience affection. Through the television audience to feel emotionally involved with the characters that appear. The most recent examples is the incessant media coverage of Obama, making the most audiences are not interested too happy with his victory. So that happens to some students who meet the author. But someone who has information or knowledge of the wider will not necessarily be affected by the artificial reality of the media. A student in this category tend to be skeptical and even cynical with Obama victory euphoria. For him the U.S. policy could not be much different from anyone the winner. Conversely some respondents also expressed indifference because it is less appealing their attention not because of information or knowledge they are better.
As noted Oskamp, the influence of mass communication mediated by factors such as predisposing personal, selective process, membership of the group. Audiences are not uniform, they are unique and individual consciousness. Even within one group of students, writers get the facts that much different and opposite.
In a comprehensive study on the effects of mass media, Joseph T. Kappler reported that people were looking for entertainment is often because they want to release pressure from the weight of her emotions of everyday life. They want to appease the feelings of a way to read comics, watch movies, and enjoy entertainment on the radio and television. In addition, entertainment is also serves as an important element of a good life, even also can function as a status symbol. At the very least, entertainment help a person feel happy. Respondents who are more comic book readers have a sense of humor is higher.
Entertainment comics, novels, or movies or cartoons, able to affect the emotions (affective), the reader or the audience better than the news in the newspaper or television. Students who use the media as entertainment, has the imagination or the imagination that is high enough. Their life's priorities are also more varied, and tend to give priority to the fulfillment of emotional needs (affection) to them. A student who is a reader of books, comics, newspapers as well as television viewers, have aspirations for social improvement, especially starting from the teens. Incidentally he is a Muslim youth organization activists. Concern at the condition of youth today are influenced by the information he obtained from the media, while the comic as well as certain novel supports the critical attitude toward crime, social problems, strengthen the hope and generosity, as well as thicken the spirit of hard work. Japanese cartoons and comics that are circulating right now is a lot of presents fantasy and violence, but on the other side contains a message associated with the values of hard work, kindness, the spirit of helping others, and a moral message that evil is always defeated in the end. On the negative side, comics and cartoons do not help students to think rationally, instead creating a more emotional thinking.
BEHAVIORAL EFFECTS OF MASS MEDIA
Behavior covers a broad field, in relation to the theme of this paper we choose is the effect of mass communication in social behavior are accepted (prosocial behavioral effects).
Prosocial effects of mass media can be explained by the theory of Bandura's Social Learning. According to Bandura, we learn not only from direct experience, but of imitation or peneladanan (modeling). Behavior is the result of cognitive factors and the environment. That is, we are able to have certain skills, if there is a positive ties between the stimuli and the characteristics that we observe ourselves.
Bandura describes the process of social learning in the four-stage process: the process of attention, the process of remembering (retention), motor reproduction processes, and motivational processes. The learning process preceded the emergence of events that can be observed directly by seseorangtertentu or picture of patterns of thought, called Bandura as abstract modeling - such as attitudes, values, or the perception of social reality. Through mass media, one can observe other people who engage in certain behaviors on television, for example, and to practice behaviors that preformance life.
According to Bandura, the events that attract attention and stand out is a simple, recurring, or generate positive feelings in the observer. Besides the influence of personal factors, other factors as determinants in the selection of what will be considered and exemplified are: demographic characteristics, needs, emotional atmosphere, values and past experience.
After observation, the next process is the storage of the observations in the mind to be called back when will act according to the example given. Then in the reproductive process motorist someone reproduce the exemplary behavior or actions observed. The implementation of exemplary behavior can occur when reinforced with a reward or motivation. This is called the motivational process.
Social learning is particularly effective with mass media like television, where we get double the strength of a single model that sends the ways of thinking and new behavior for many people in different locations.
The mass media can influence the behavior of their audience. According to social learning theory of Bandura, people tend to imitate the observed behavior; stimuli to set an example for behavior. Almost all the respondents that the authors observe behavior follow the trend shown by the television. How to talk using slang, the way the artist dressed in a soap opera, the use of products displayed by the ad, until the student-style manner of expression which is identical to the demonstration and burnt tires on the highway.
News, talk shows, political parodies encourage viewers to be critical and reactive to government policies and social conditions that exist. Students learn of the television show-how to deal with social problems or politics. The problem is that not all students of television viewers as news or political talk show that will behave like a demonstration of critical or radical and join the movement left for example. Audiences should be able to save the results of his observations in his mind and called back when they will act in accordance with the example given. Implement the exemplary behavior that depends on motivation. Motivation depends on confirmation. There are three kinds of reinforcement that encourages a person to act: an external validation, affirmation turns (vicarious reinforcement), and affirmation of self (self-reinforcement). So, an example to demonstrate in a new television or newspapers succeed if there is a climate that allows, for example, when others do not mock or want to appreciate our actions.
Someone will also be encouraged to do exemplary behavior when he sees other people doing the same being rewarded for his actions. We require confirmation turns. Although we do not get a reward (praise, rewards, status and so on). But seeing other people see other people get gamjaran because of what we want to look up will help prevent the motor reproduction.
Finally, exemplary action will we do to ourselves when pushing the action. Encouragement of self that may arise from feeling satisfied, happy, or fulfilled the ideal self-image. We will do a demonstration if we believe that in a way that we contribute to society.
CONCLUSION
Based on the above discussion, it can be concluded that the impact of media on student audiences in general are:
1. Stock media presence, most of the students have positive feelings on television than other media. Therefore television is more gained the trust as a source of information and entertainment. Effects of television on student attendance is rescheduling the various activities. Their activities, including lectures, take part affected by the schedule of television programs they watch.
2. Cognitive effects of media; media is a source of information that helps students to gain knowledge about various aspects of life. Positive cognitive effect that gives a broad insight to the students and help them understand the various issues. Negative effect is to give false or partial views of the world, also invest a certain ideology that will influence the attitudes and behavior later. However, the positive cognitive effects is still lacking among the students. Cognitive effects that underlie these changes in attitude and behavior and influence priorities in life.
3. Affective media effects; in addition to providing information, the media gave an emotional effect on the audience themselves. Affective media effects including their ability to influence the student audience to care more about the social problems that occur in society.4. Behavioral effects of media; media may also affect the behavior of their audience. Most, if not all, students follow the example provided by the media. Behavior and lifestyle television show much imitated in real life.
REFERENCES
Rachmat, Jalaluddin (1985), Psychology of Communication - Revised Edition, PT. Adolescent Rosdakarya, prints keduapuluhtiga, Bandung, 2005.
Rivers, William L., Jay W. Jensen, & Theodore Peterson (2003), Mass Media & Modern Society, second edition, Prenada Media, Jakarta, 2003.
Baron, R.A. (1979), Social Psychology - Understanding Human Interaction. Allyn & Bacon, 1979