the involvement of youth towards the cultural integration messages in public service announcements

8/3/2019 The Involvement of Youth Towards The Cultural Integration Messages in Public Service Announcements

1/30

1

THE INVOLVEMENT OF YOUTH TOWARDS THE

CULTURAL INTEGRATION MESSAGES IN PUBLIC SERVICE

ANNOUNCEMENTS ON MALAYSIAN NATIONAL TELEVISION

By:

Md. Salleh Hj. Hassan, PhD

Department of Communication,

Faculty of Modern Languages and Communication,

University Putra Malaysia

[email protected]@fbmk.upm.edu.my

Mariah Muda, MA

Broadcasting Program,

Faculty of Communication and Media Studies,

MARA University Teknology of Malaysia

[email protected]

[email protected]


2/30

2

Abstract

This qualitative study aims to understand the phenomenon of multi-ethnic youth audienceinvolvement in cultural integration messages in public service announcement in Malaysian

television. The main focus of the study is to understand the initial attitudes of the youthtowards the genre, to identify the contributing factors towards their involvements, the patternsand level of their involvement, and the outcomes of the involvement. The subjects involved in

the study are teenage audiences from Malay, Chinese and Indian ethnics. They were chosen

based on purposive sampling due to criterion-based-selection. Data were collected from focus

group discussions involving nine groups of youth which encompasses of three Malay groupsand two groups of Chinese and Indian, while the remaining were mixture of difrerent ethnic

group. The researchers were as the instrument of the study with assistance of interviewing

protocol and memo. Prior to the discussion, each group were exposed to five public serviceannouncements, where four out of them contain cultural integration messages. Discussion

were recorded through the means of audio visual, and then transcribed verbatim. Data were

then analysed manually based on constant comparative method. Hundreds of themes werederived from the study and arranged in more general categories. The findings show that, as

for the Malay youth, all of them showed their total interests in the genre being studied (like);

total patterns of involvement which involved their cognitive, afective, and behavior, and

showing their outcomes of involvement as referential and critical involvement; andbehavioural action towards the phenomenon.

The Indian youth shows the three patterns of involvements which are like, sometime like,and dislike . This means that not all of them are totally involved. But, for those who are

having the patterns of involvement as like and sometime like, their level of involvementare of cognitive, afective and behavior. The outcomes of the involvement are referential

reflection, critical reflection, and having behaviorally involved. As for Chinese, the study

show that they were divided into two groups : like and prefered to reserve their comments.Their patterns types of involvement were not totally involved, but for those who likes, it

involved some level of cognitive and afective. While on the outcomes of the involvement, this

group of teenage showed the referential reflection, critical reflection as well as variousbehavioural actions.

Finally, the attitudes from the mix youth audiences are likes and sometime likes, which

portrayed their total involvment towards the phenomenon. But the patterns of involvementsare of cognitive and afective only. The outcomes from these mix youth group towards the

phenomenon are critical reflection and behavioral actions towards the phenomenon. All of the

youth audience groups mentioned that the contributing factors towards their involvementsdepending on the television genres which contains humor, empathy and educational elements.

The study has successfully developed new constructs, and in-depth explaination of the

involvement concept, as one of the dimensions in the audience activity concept which wasregarded as the core of Uses and Gratification Approach.


3/30

3

THE INVOLVEMENT OF YOUTH TOWARDS THE

CULTURAL INTEGRATION MESSAGES IN PUBLIC SERVICE

AANOUNCEMENTS ON NATIONAL TELEVISION

Background of the Study

Cultural integration among multi-ethnic population in the country can be regarded as one of

the most important factor in order to ensure the nations sovereignity. Even though, people

might find the issue quite petty, it somehow becomes important if issues on rascism surfaced.

Therefore, the issue should be a timeliness issue and should be given constant attention.

There are countless efforts by various parties in cultivating cultural integration. The

government for instance, has employed efforts through economic, political and socialprogramme which involved activities in human resources, housing development, education,

the mass media and etc.

The mass media, especially the broadcasting industry has played a crucial role in cultivating

cultural integration process. Therefore, various radio and television programmes that contain

cultural integration messages are created for audiences consumption. There are various

themes of campaigns on nationalism, cultural and religion celebrations, health, road safety,

environment recycling and etc that are embedded with cultural integration messages in public

service announcement aired over TV and radio.

Currently, television stations have incorporated public service announcements with cultural

integration elements in them. However, the issue on the nations cultural integration condition

remains to be in stable tension (Madinah Mohamad, 2005). The phenomenon indicates that

cultural integration in Malaysia is stable on the surface but it is tensed at the deeper level. In

Malaysia, the multi-ethnic races i.e Malays, Chinese and Indians respect the diversity of each

others cultural values, beliefs and religion. The fact is, this does not apply in every situation

as they are still skeptical towards each others culture.

Why does this situation still occur even after 50 years of Malaysia independence? Are the

Government and NGOs campaigns through various mass media have proven ineffective? On

another perspective, how has the audience perceive efforts of cultural integration


4/30

4

process? Therefore, a study on youth audience involvement is crucial in order to address

issues pertaining to cultural integration among Malaysians. Hence, the study aims to answer

the following questions:

1. What are the initial youth attitudes towards cultural integration messsages aired on the

television stations?

2. What are the contributing factors responsible towards their (youth audiences)

involvement in the public service announcement?

3. How are their patterns and level of involvement in regards to cultural integration

messages aired? and

4. What are the outcomes portrayed by youth audiences due to their involvements in

cultural integration messages aired by the television?

Significances of the Study

The significances of the study can be discussed through three different aspects i.e. the

contribution towards policy makers, theory and practices. Firstly, the study is important to

television stations as it describes the youth involvements towards cultural integration

messages aired. The study is hoped to assist television stations to develop their scriptwriting

guidelines for cultural integration content in future. Secondly the government agencies and

NGOs which are responsible in monitoring cultural integration affairs could also benefit from

the findings in order to develope future strategies in the achievement of the countrys multi-

racial cultural integration.

From the theoritical perspective, the study could give in depth explanation towards the

involvement concept in the audience activity dimension principles which are also the core

to Media Uses and Gratification Approach. This enabled further expansion of this approach to

be used in this research which employed qualitative research methodology.


5/30

5

Scope of the Study

The study involved three Malaysians main multi-racial ethnics: Malays, Chinese and Indians

residing in Klang Valley. . Their age range from 18 to 24 years old only. The rationale of

the selected teenagers was due to the considerations of their diversed socio-economic and

cultural background status. Only Malaysias major multi-racial ethnics (Malay, Chinese and

Indian) were selected.

Literature Review

Audience Involvement.

Involvement was deemed as the main construct in some research and it is the main focus in

consumer and communication behaviour research (Salmon, 1996). In consumer research, the

involvement is understood as active condition where motivation aggravates stimuli and

interests (Mittal, 1989). Involvement is also regarded as intermediary in response to the

influence of products advertisements by the needs, communication sources (credibility level)

and environmental factors. The subsequent communication scholars proved that it is crucial

to focus on the antecedents and the outcomes of the involvement process (Sood, 2002).

There are many communication studies focused on the role of audience involvement in

persuasion process. In a meta analysis study on the effectiveness of users involvement in

persuasion process, Johnson and Eagly (1989) differentiated three types of involvements: 1)

involvement related to values 2) involvement related to outcome, and 3) involvement related

to impressions. Hence, the concept of ego involvement in the Social Judgement Theory

was regarded as a type of involvement related to values. This theory practically placed

individual relationship level as one of the factors in influencing individualism and its

importance for the individual to respond to certain issues. An individual with high ego

involvement might experience difficulties in attitude change and hard to be persuaded.

On the other hand, persuasive communication scholars found that individuals have the

tendency to process certain message in many ways, for instance, an individual may interpret


6/30

6

situations in critical cognitive manner. Critical-interpretation of messages can be explained

by Ellaboration of Likelihood Model, coined by Petty and Cacioppo (1986). In this model,

individual will process all messages that approached them either through the pheripheral route

or central route. Again, according to Johnson and Eagley (1989), the process was also an

example of outcome-related-involvement which is slightly the same as response-related-

involvement as mentioned by Zimbardo (1977). The response-related-involvement means that

an individual attention towards their involvement related to impression, may experience

difficulties in maintaining their attitude flexibility if debates on certain issues occur.

There are also studies by communication scholars focused on the involvement as methods of

audience participation. For example, Krugman (1966) measured the involvement as

individuals personal direct experience during the message reception process. Hence,

involvement in this context can be referred as interaction involvement that connects an

individual with another through cognitive and affection, during their conversation. (Sood,

2002). Hence, Perse (1990) believed that involvement is a quality that each individual

possess.

Audience involvement studies can be traced by the literature reviews on media effects studiesfrom two approaches. 1) through critical or reception perspective studies and 2) from the

perspectives of media effects studies. According to Sood (2002), reception or critical studies

was first developed by Morley (1980) and Lull (1988). The study examined how audiences

from different social, cultural and education background interpret Nationwide programme.

In the study, Morley (1980) shown both programmes to 29 smaller groups that consisted of 2

to 13 people respectively. The results of the study showed that there were three types of

reading patterns amongst the informants which are the dominant reading, negotiated reading

and optional reading. Individuals who interpret in dominant reading were found to accept the

content without any scepticism or doubts. As for individuals that interpret through negotiated

reading, were doubtful and only accepted some parts of the content whilst optional reading

individuals experienced some conflicts in their interpretation and rejected the whole

Nationwides content. The study conducted by Lull (1998), emphasized on how television

has influenced family members and their television usage in cultural context.


7/30

7

Scholars in media effects studies also perceived audience involvement as para-social

interation process. The concept of para-social interaction was first coined by Horton and

Wohl (1956), which was influenced by the pseudo-gemeninschaft concept created byMerton (Merton, Fiske & Curtis, 1971). According to Horton and Wohl (1956), the para-

social interaction concept explained the relationship or intimacy exist between audience and

television personality. Levy (1979) has constructed seven characteristics to measure para-

social interaction amongst television news bulletin audiences. The characteristics of the

measurement scale were then further expanded by Rubin, Perse and Powell (1985) which

resulted in the development of 20 other characteristics applicable to similar study. All the 20

elements were later modified into fewer characteristics such as the most preferred tv

personality, most preferred drama series characters, most preferred televisions shopping

personality, and the most preferred character from unintended viewing programme.

Studies by Rosengren, Windahl, Hakansson, & Johnson-Smaragdi (1976) and Tsao (1992) in

Sood (2002), described the relationships between para-social interaction and audience

cognitive. While Perse (1990), as well as Rubin and Perse (1987), on the other hand,

explained the similarities between para-social interaction and the interpersonal involvement.

Additionally, a qualitative study by Papa et al. (2000) and Sood & Rogers (2000) proved that

para-social interaction between television personality and the audiences existed through three

dimensions of cognitive, affection and behaviour.

The literature review portrayed that audience involvement is a complex and difficult concept

to define. Sood (2002), believed that audience involvement is a state where the audience is

in reflection process and para-social interaction with media programmes, which eventuallycan be seen from their attitude/behavioural change. The audience involvement also can be

seen through these elements i.e. 1) reflection (referential or critical), and 2) para-social

interaction (cognitive, affection and behaviour); or through any of the combination with the

mass media. In edutainment genre context, education elements were purposively embedded

in the content to improve audiences behaviour, therefore, it is important for researchers to


8/30

8

observe the antecedents characteristics and its outcomes in order to understand how the genre

is being involved by the audiences.

Reflection

Reflection is a level where an audience perceives and ascertains mass media messages

before integrating them into their lives. In this case, a study by Liebes and Katz (1986) on

audience involvement inDallas drama series is illustrative. The audiences involvement from

the aspects of referential reflection and critical reflection is emphasized. From their point

of view, referential reflection is referred as a level where audiences attempt to relate

themselves to media programmes. Here, audiences tend to discuss the media programmes or

messages content with others while relating to their own life experiences. Critical

reflection on the other hand is referred as a level where audiences tend to avoid themselves

from certain programmes or messages, yet they can relate to them aesthetically. In the

situation, the audiences tend to modify the content and strongly suggest better message or

storyline should be developed.

Referential and critical reflection analysis were used in qualitative studies mentioned earlier.

The findings have resulted in the construction of various themes that can be utilised as a scale

in measuring quantitative study for similar research. For example, referential reflection can

be refered to various themes such as I feel the story is somehow very much similar to myself

and my community, I think, the character resembles my friend, I believe that the character

in the television programme is similar to a person that I knew before. While the themes on

critical reflection on the other hand are, I totally disagree on how the character is being

portrayed, and I would strongly suggest that the storyline should be improved.


9/30

9

Para-Social Interaction

Para-social interaction consists of three dimensions: cognitive, affective and behaviour.

Cognitive para-social interaction is where the audience focused on a certain media

programme or message during or after viewing. Para-social interaction in term of affectivehappens when the audience identify themselves with the characters or details that exist in the

media programmes. For the behaviour type of para-social interaction, it explains the level

where audience interacts with the characters in the television or discuss about them with

others.

Due to this, Rubin, Perse and Powell (1985) classified pasa-social interaction into cognitive,

affection and behaviour. The themes that portrayed para-social interaction in terms of

cognitive, such as I always make comparisons between my ideas and the ones from my

favourite character, when the character I like suggests something, I will deeply think about

it, and I think that the character shouldnt kill the wife. On the other hand, examples on

para-social interaction in terms of affective can be I think my favourite character is very

pretty, I feel so sad when my favourite characters is suddenly killed from the series, I

feel like crying when the character is ditched by the lover. Lastly, the examples on themes

that portrayed para-social interaction in terms of behaviours are I always get angry with the

characters in television, I always talk about my favourite characters in television with my

colleagues.

From the above literature review a conceptual framework of the study is proposed. This

conceptual framework is adopted from Levy and Windahl (1988). Please see Figure 1.


10/30

Audience Activity

1. Selection

3. Utility

2. Involvement

Before Exposure

i. To make judgment

During Exposure

i. Give concentration

ii Construct meaning

iii.Para-social interaction

iv. Identification

After Exposurei. Long-term identification

ii. Fantasy

Time (Media Usage)

Audience Activity

Media Uses & Gratification Approach

Dimension 2Dimension 1

Figure 1 : Topology of Audience Activity by Levy and Windahl (1985)

Research Methodology

This study was conducted qualitatively. As mentioned in the objective of the study earlier on,

the informants for this study were of teenagers of Malay, Indian Chinese, and mix groups. For

each category of ethnic, the teenagers were chosen based on criteria as listed below:

- Age must be between 18 and 24 years old

- They must be of either Malay, Indian, or Chinese ( as stated in their identity card)

- Regardless of gender

- Stay in Klang Valley (Kuala Lumpur, Shah Alam, Gombak, Petaling jaya, Puchong,

10


11/30

1

So, the next step, we move to the Indian teenagers group. With the help from an Indian youth

associations, we managed to get seven Indian teenagers to have our focus group discussion.

The same procedures before was then repeated. Discussion was moderated by one of us and it

was audio-visually recorded. After transcribing and analyzing the first group of1

Serdang, Kajang, Ulu Klang, Bangi, Putrajaya)

- Like to watch television

- Malaysian citizen

- Regardless of education background

- Can be of working or jobless teenagers

- Volunteer to take part in this study

With the help of several youth associations, firstly, we managed to gather up seven Malay

teenagers at a hall provided by the Youth Association in Kuala Lumpur. So, we started our

data collection processed by conducting a focus group discussion. Before the discussion

started, five public service announcements video clips, four embedded with cultural

integration messages, were shown to the group. The discussions were then conducted by one

of us based on interview protocols that trying to deduce teenagers involvement towards the

messages. The discussion had last long for nearly one hour, where all the informants had

taken an active participation, talking, arguing, listening, and giving out ideas. The discussion

was audio-videoly recorded.

After the session over, the reseacher then transcribed and analyzed the data. This first

discussion with the Malay teenagers was considered our pre-test. Several themes emerged and

listed based on our research objectives.

Two days after that, we continued our data collecting process for the second group of the

Malay teenagers. With the help of a youth association in Kuala Lumpur, we managed to get

six Malay teenagers to gather at the hall and then had our focus group discussion. The same

procedure was then repeated. After transcribing and analyzing the data collected, we found

that our data for the study was still not yet saturated. So we conducted one more group of the

Malay teenagers a week after that. After analyzing the third group, then we found that our

data for the Malay teenagers group was already saturated and we decided to stop at the the

third group.


12/30

12

discussion, we found that a number of themes emerged. So after that, we moved to the

second group. The second groups of Indian teenagers consisted of six of them. And we have

repeated all the procedures as done before. After data for the second group of Indian

teeanagers had beean analyzed, we found that the data have already saturated and we decided

to stop and move to the Chinese teenagers groups.

To get participation from the Chinese teeanagers was something really difficult. Anyway,

after trying so hard, then we magaed to get them gather at the university college. For the first

group, we managed to get six of them and thay were mostly stayed around Serdang area and

were really full-fill our ciriteria needed. The discussion was then taken place for nearly one

hour and all the procedures that we had practiced before were repeated. Data were then

transcribed and analyzed. Several themes emerged and listed.

So we move to the second group of Chinese teenagers. For this second group, we had our

discussion at one of the Chinese club in Cheras. All the pocedures were repeated and the

discussion was conducted by one of us. After analyzing the second group discussion, we

found that our data were already saturated and we decided to move to the mix group.

For the mix group of ethnics, actually we had gone through almost the same experiences as

before. We also had two groups of teenagers of mix groups.

Findings of the Study

The transcribed data was then analysed according to the research questions. Hundreds of

themes emerged from the study. Subsequently, the themes are then categorized into bigger

categories.

1. Initial youth attitudes towards cultural integration messages aired on

television:

Table 1 shows the result of the youth initial attitudes towards cultural messages in TV public

service announcement.

Malay youth audiences


13/30

13

All the Malay youth like to watch the public service announcement on television

Indian youth audience

The data indicated that the Indian youth audience developed three different attitudes towards

cultural integration messages in the public services announcements. These three attitudes are

likes, sometime like and dislikes

Chinese Teenage Audience

Initial attitudes of this group of youth are divided into two groups, who likes and have no

comments. For those who likes, they are being portrayed in five themes.


14/30

14

Table 1: Categories and themes of initial attitudes towards PSAs amongst Malay, Indian, Chinese, and Mixed Grou

Malay Indian Chin

A. LIKE A. LIKE A. LIKE

1. High interest in TV viewing 1. Likes to view PSAs 1. Likes watchirelated to the C

2. Seldom flip channels when PSAs which contain cultural integration

messages appears on television.

2. Attemp understand

the messages conveyed.

t to

2. Continous wat

3. Only flip channels when the PSAs is deemed bored due to regular

airing

3. Seldom flip

PSAs app

television.4. Seldom leaves the television when PSAs which contain cultural

integration messages appears.

4. Do not sw

television

appeared.

5. Seldom work on something else when PSAs [that contains cultural

integration messages] appears on television.

5. Able to under

and indiredelivered.

6. Do not switch off the television when PSAs [that contains cultural

integration messages] appears on television.

7. Willing to view PSAs [that contains cultural integration messages]

appears on television with some level of concentration.

8. Try to understand the direct and indirect messeges delivered

through PSAs [that contains cultural integration messages] that

appears on television.


15/30

15

B. SOMETIMES LIKE B. RESERVED

1. Will only view the PSAs

if it is interesting.

2. Will only view theadvertisements if its

newly aired.

C. DISLIKE

1. Flip channels when PSAs

appeared

2. Leaved the television

when PSAs appears

3. Never views the PSAs at

all


16/30

16

Mixed Ethnic Teenage Audience

The attitudes derived from mixed ethnics youth are Likes and Sometime Likes.

In the category of Likes there are two other themes that have emerged from the analysis.

While in the category of Sometime Likes, it was supported by three other themes.

2. The contributing factors of involvement

Malay Youth Audiences

There are eight themes or factors that contributed to the involvement of these youth

Seven out of the eight factors depend on the public service announcements while the

remaining factor is due to the audience.

Indian Youth Audiences

There are 7 themes that explained the contributing factors of the Indian youths involvement

All of the factors explained that the strengths derived from the announcements, not from the

audiences.

Chinese Youth Audience

There are three themes or contributing factors for this groups involvement.

Mixed Ethnic Youth Audiences

There are 15 themes emerged from the analysis of the contributing factors for youth audience

involvement.

Please refer to table 2 for further information.


17/30

17

Table 2: Factors contributed to the involvement amongst Malay, India, Chinese, and Mix Group youth audiences.

Malay Indian Chinese

1. The existence of comic, humor

and jokes elements

2. Portrays interesting characters

3. Portrays sad events that evoke

emotions

4. Portrays interesting storyline

5. Indirectly porrtray positive

values

6. The message provide

awareness.

7. Portrays sarcasm

8. Provides valueable experience

9. Tells new things/stuffs

10. Use songs and sketches

11. Promotes cultural integration

elements

12. Cultivate patriotism

13. I am the type who loves PSAs

1. Love it because of the humor,

jokes

2. Easy to understand the

messages

3. Portrays interesting characters

4. The message provides

awareness

5. Promotes cultural integration

elements

6. Cultivate patriotism

1. Existence of humor elements

2. Evokes emotions

3. Persuade the community to be

culturally integrated

1. E

2. P

3. B

4. B

5. S

6. C

7. T

8. It

9. T

10. C

11. L

an

12. E

an

13. L

14. C

15. Po


18/30

18

3. The patterns and level of involvement amongst the youth audience towards the cultura

Malay Youth Audience

The patterns of their involvement are totally involved due to unanimous interests of cultural integ

service announcements shown. The involvement consists of three levels: cognitive, afective and behav

Indian Youth Audience

The patterns of their involvement are not totally involved as they consist of youth that are really in

or not involved. These are common categories which are supported by the themes that emerged dur

There are 3 levels of involvement: affection, cognitive and behaviour. These stages are supported by

during data analysis.

Chinese Youth Audiences

There were eight themes that showed the pattern of involvement that can be categorised as totally in

and not involved. From the themes mentioned, it shows the level of involvement exist in three s

behaviour.

Mixed Ethnic Teenage Audiences

There are total involvements (totally involved) for this particular youth audience group as all of

messages in the public service announcements aired. There are eight themes describing their preferen

In terms of their patterns of involvement, it only effected their level of cognitive and affective. Bo

the themes that have emerged during data analysis process. For further information on these finding,


19/30

Table 3: Patterns of involvement amongst the Malay, Indian, Chinese, and Mix Group teenage audience.


TOTALLY INVOLVED

I) REALLY INVOLVED

NOT TOTALLY INVOLVED

I) REALLY INVOLVED

II) SITUATIONALLY

INVOLVED

III) NOT INVOLVED

NOT TOTALLY INVOLVED

I) REALLY INVOLVED

II) SITUATIONALLY

INVOLVED

III) NOT INVOLVED

I) REALLY INVOLVED

1. While watching, try to

understand the message.

2. While watching, understand what

should be done in daily lives.

3. While watching, realises of own

mistakes.

4. Relate the advertisement with

personal attitude.

5. Able to relate the statements inthe advertisements which are not

exposed here.

6. Viewed it accidently, I tend to

like it after that.

I) REALLY INVOLVED

1. While watching, try to understand

the message

2. While watching, we should know

what we should do in our daily

life

3. While watching, realises personal

mistakes

4. Relate the PSAs with past

5. Develop emotional relationshipwith the characters in the PSAs

6. Able to relate other PSAs that

were not shown in the discussions

I) REALLY INVOLVED

1. Flatters me.

2. While watching, I understand the

message

3. While watching, I understand

what should be done in daily life


experiences

5. Develop emotional relationshipwith the characters in the PSAs

7. If the PSA is interesting, it never

19


20/30

bores me even though they show

it many times.

8. View to get entertainment.

9. View with enthusiasm.


experience.

11. Having emotional relationship

with the characters in the PSAs.

12. Does identification process, try

to relate characters in the PSAs

with him/herself.

13. Relate the reality with the events

in PSAs.

14. Developed psysical relationship


15. If the PSAs are boring, flip to

another channel.

II) SITUATIONALLY

INVOLVED

1. Will only watch before gets bored

of it.

2. Watch for the purpose ofentertainment

II) SITUATIONALLY

INVOLVED

1. Flatters me.

2. While watching, I understand the

message.

3. While watching, I understand

what should be done in daily life


experiences

20


21/30

5. Develop emotional relationship

with the characters in the PSAs

III) NOT INVOLVED

1. Tries to avoid advertisements

III) NOT INVOLVED

1. Its break time

21


22/30

22

4. The outcome of involvement amongst youth audiences

Malay Teenage Audience

There are 12 themes emerged from the transcription to describe the outcomes of involvement

for this teenage group. The 12 themes can be divided into three common categories which are:

referential and critical reflection, and the behaviourally outcome.

Indian Teenage Audiences

The outcome of involvement for this group of teenage consists of 14 themes.

From the 14 themes, they can be categorised in three categories: referential and critical

reflection and behaviour outcome.

Chinese Teenage Audiences

There are 10 themes to describe the outcome involvement of the Chinese teenage audiences

towards cultural integration messages. However, the 10 themes can be categorised into three

common categories which are referential and critical reflection, and behaviour outcome.

Mixed Ethnics Teenage Audience

The outcome of the this groups can be categorised into two levels: the critical reflection and

the outcome of behaviour methods.Both themes are supported by smaller themes that have

emerged during data analysis process.

Table 4 explain the above details.


23/30

23

Table 4: Level of involvement amongst the Malay, Indian, Chinese, and Mix Group youth audience


I) COGNITIVE


understand the message


should be done in daily lives

3. While watching, realises of own

mistakes

4. Relate the advertisement with

personal attitude.

5. Able to relate the statements in

the PSAs which are not shown

here

I) COGNITIVE

1. Watch in order to get information


understand the message

3. While watching, then we know

what we should we do in our

daily life

4. While watching, we realises of

our personal mistakes

5. Able to relate the discussion with

the PSAs shown

I) COGNITIVE

1. While watching, understand the

message


should be done in the daily life

II) AFfECTIVE

1. Viewed it accidently, I tend to

like it after that.

2. If the PSA is interesting, it never

bores me even though they show

it many times.

II) AFFCTIVE

1. Makes me flattered.


experience.


24/30

24

3. View to get entertainment.

4. View with enthusiasm


experience.

6. Having emotional relationship


7. Does identification process, try to

relate characters in the PSAs with

him/herself.

8. Relate the reality with the events

in PSAs.

3. To have emotional relationship

with the PSAs characters.

III) BEHAVIOUR

1. Developed psysical relationship


2. If the PSAs are boring, flip to

another channel

III) BEHAVIOUR

1. If not interesting, will sometimes

flip to other channel.

2. Will continue to sit in front of the

tv, if theres no other work to do


25/30

25

Table 5: Categories and themes of th e outcomes levels of involvement amongst the Malay, Indian, Chinese, and M


A. Refferential Reflection

1. Relates real events to events in

PSAs.

2. Some PSAs being viewed for

entertainment purposes only.


1. Relates the real events with

the ones on the PSAs.


1. Relates the real events with

the ones on the PSAs.

B. Critical Reflection

1. Have thought of modifying or

improving the PSAs.

a. Improve PLKN PSA.

b. Improve PSA on

environmental

conservation.

2. PSA on PLKN do not contain

subtle message.

c. Environmental

shouldnt show the ones

that are already clean.

PSA, 3. PSA on PLKN are very brief.

d. Improvise the first PSA,

patriotism PSAs.

e. Improvise the PSA on

integration PSAs.

f. Should educate while

entertaining.

g. The songs should be

performed by popular

singers.h. PSAs should use modern

technology.


1. Have thought of certain PSAs

that should be improved.

4. Have thought of airtime

suitability.

5. Messages intended towards

the children and teenagers

should be understood by

parents first.

6. There should be quality

advertisements.

7. The PSAs should be

attractive.


1. PSA on PLKN should be

prolonged.

2. Improvise PLKN PSA.

3. Improvise on environmental

PSA visually.

4. Improvise on the song used in

environmental PSAs song.

5. Also include other ethnics

from Sabah and Sarawak in

PSAs.

6. The advertisement should be

fabulous.

7. Education should start from

the young.

B

1.

2.

3.

4.

5.


26/30

26

2. Have thought of increase the

number of quality PSAs.

3. Have thought of making PSAs

that are similar in nature, but have

multiple versions.

4. Have thought of PSAs should be

aired more frequent, especially

during primetime.

5. Have thought of that it should be

aired throughout the year.

6. PLKN advertisements do not

contain subtle messages.

8. PSA should show negative

things first before the positive

ones, it will be more

effective in that way.

9. Have thought of PSAs that

should be aired morefrequently especially during

primetime.

10. Do not air PSAs seasonally.

11. The number of

PSAsadvertisements should

be increased.

12. Have thought of improvising

the storyline.

13. The PSAs duration have to be

optimised.

14. Emphasized on integration

campaigns.

1.

2.

C. Behaviour

1. Try to execute the PSAs

recommendation.

2. Try to imitate the PSAs with help

from some friends.

3. After that, talk about it with

friends.

4. Talk about it with famili

members

C. Behaviour C. Behaviour

1. Try to execute the

recommendations from the

PSAs.

2. After that, tell about it to

friends

C

1.

2.

3.


27/30

27

Conclusion and Discussions

For the Malay youth audiences, all informants were having initial attutude of like of the

genre studied; pattern of involvement as totally involve, which of the level of cognitive,

afective and behaviour; and have the outcome as referential references, critical references, and

behaviour. As for Indian youth audiences, their initial attitudes can be divided into three

segments: the likes, sometime likes, and dislikes, having the patterns of involvement as

not totally involve because the patters are of three categories such as really involve,

situationally involve, and not involve. But for those who are really involve and

situationally involve, their involvement are of three levels: cognitive, afective, and

behaviour. The outcomes of their involvement can be categorized into three levels:

referential and critical involvement, and behavourally outcomes.

On the Chinese youth audiences, they are divided into two groups: likes and have no

comments. Their patterns of involvement were not totally involved, but to those who

likes, it involves their laffective and behaviours level. The outcomes can be seen through

referential and critical reflection, and behaviour outcome. Finally the attitudes from the

mixed ethnics youth audiences are likes and sometimes likes; having patterns of

involvement as totally involved; however, it only affects some level of affective and

cognitive only. The outcome of their involvement are of critical reflection and behaviour. All

of the ethnic youth audiences mentioned that the factors contributed to their involvement are

due to the television genre itself which contains elements such as humor, empathy and

educational values in the content.

The differences of involvement amongst the youth audiences of different groups occurred

due to factors such as language and the events background used in the public service

announcements. The public services announcements shown to the focus groups participants

are in bahasa Melayu and portrayed events that involved Malay community. Therefore,

higher involvement amongst Malay teenagers in the phenomenon is apparent in the study.


28/30

The implications of the study contributed to the development of the concept of audience

involvement as one of the dimensions of audience activity which is the core variable in

Media Uses and Gratification Approach. From Figure 2 additional constructs as compared to

the original conceptual framework emerged. All the constructs had been put under one more

dimension named the environment of involvement.

Audience Activity

Dimension 2

Audience OrientationDuration of Media Usage

Audience have their own

attitude towards an issuebefore the involvement

The strength of the

television genre contributed

towards the involvement

phenomenon

There are patterns and levels

of involvement

The effects of the

involvement can be found in

the audience him/herself

Environment ofInvolvement

Before Exposure

i. To make judgment

During Exposure

i. Give concentration

ii Construct meaning

iii. Para-social interaction

iv. Identification

After Exposure

i. Long-term

identification

ii. Fantasy

1. Selection

3. Uses

2. Involvement

Dimension 1

Media Uses

Diagram 2: New model on audience involvement expanded from Levy and Windahl

(1985)

28


29/30

29Perse, E.M. (1990). Media involvement and local news effects. Journal of

REFERENCES

Adams, W.J. (2000). How people watch television as investigated using focus group

techniques.Journal of Broadcasting and Electronic Media, 44(1): 78-93

Ang, I. (1985). Watching Dallas:Soap opera and the melodramatic imagination.London: Methuen.

Horton, D. & Wohl, R. (1956). Mass communication and para-social interaction:

Observation on intimacy at distance. Psychiatry, 19 : 188-211

Levy, M.R. (1979). Watching TV news as parasocial interactions. Journal of

Broadcasting, 23(1): 69-80

Levy, M. R. dan Windahl, S. (1985). The concept of audience activity. Dalam

Rosengren, K. E., Wenner, L.A.,dan Palmgreen, P. (peny.) Media gratificationsresearch: Current perspectives (ms. 109-122). California: Sage Publication.

Liebes, T. and Katz, E. (1986). Patterns of involvement in television fiction: Acomparative analysis.European Journal of Communication,1: 151-171

Livingstone, S. (1988). Why people watch soap opera: An analysis of the

Explanations of British viewers.European Journal of Communication, 3: 18-37

Madinah Mohamad (2005). Director of Research Division, Department of National

Integeration and Unity, Prime Ministers Department of Malaysia, Personal

Communication on August, 2005

Merton, R.K., Fiske, M., dan Curtis, A. (1971).Mass persuasion: The social

psychology of the war bond drive. Westport, CT: Grenwood

Moran, K. C. (2003). A reception analysis: Latina teeagers talk about telenovela.

Global Media Journal, 2(2): 1-37

Sood, S. (2002). Audience involvement and entertainment-education. Journal of

Communication Theory,12 (2): 153-172

Sood, S. & Rogers, E.M. (2000). Dimension of para social interaction by letter-writterto a popular entertainment-education soap opera in India.Journal ofBroadcasting and Electronic Media, 44(3):386

Papa, M.J., Singhal, A.,S. Pant, Sood, S., Rogers, E.M. & Sheffner-Rogers, CL.(2000). Entertainment-education and social change: An analysis of parasocial

interaction, social learning, collective efficacy, and paradoxical communication.

Journal of Communication, 50 (4): 31-55


30/30

Broadcasting and Electronic Media,34: 17-36

Rosengren, K.E., Windhal, S, Hakansson, P.A., & Johnson-Smaragdi,U. (1976).

Adolescents tv relations. Communication Research, 3:347-366

Rubin, A. M., dan Perse, E.M. (1987). Audience activity and television newsgratifications. Communication Research, 14: 58-84

Rubin, A. M., Pers, E.M., & Powell, R.A. (1985). Loneliness, parasocial interaction,

a local televisin news viewing.Human Communication Research,12: 155-180

Lull, J. (1990).Inside family viewing: Ethnographic research on televisionsaudiences. London: Loutledge.

the involvement of youth towards the cultural integration messages in public service announcements

Documents