Discussion and QA. 20 minutes

39 2. Facilitator explains the practical elements of the observation that will be done by the participants: the object of observation, where, and when. 5 minutes 3. Participants undertake their observation at a chosen location, and prepare their notes. 60 minutes 4. Participants present what they observed in the field. 20 minutes

5. Discussion and QA. 20 minutes

Reading materials Field observation – by Yossy Suparyo Observation is when citizens see something happening in front of them. They are physically at the location of an event or occurrence. Citizen journalists can use all five of their senses to assess what is happening and to support facts – sight, hearing, touch, smell, and taste. Describe the person you are interviewing. Describe the smell in the air. Describe the taste of the food. However, you must remain factual, and avoid subjective assessment. For example, you should not describe someone as beautiful, handsome, or quick to anger, as these are subjective. Only write based on fact. Observation in journalism – by Sisca Setyowaty Observation is not only used by scientific professionals such as psychologists and doctors. Journalists also use observation as one way of gathering data and information on stories. In journalism, observation takes on an important role. It allows us to see something for ourselves such as an event, occurrence, or object, and enables us to optimally use all our senses. At the sight of a building fire, for example, we can feel the atmosphere, watch how people try to put out the fire, feel the heat of the flames, see how the owner reacts, smell the smoke, and hear the yells of people asking for help. As you can see, observation doesn’t just involve seeing. It increases our empathy for the people involved, and by seeing what is happening, we can better place ourselves in their position and understand them. 40 A colleague at Kompas newspaper once became a truck driver’s assistant because he wanted to investigate how bribes are paid at truck weighbridges. I myself once became a member of the Surabaya football team’s fanclub so that I could join them on a bus trip from Jakarta to Surabaya and see how they behaved. Another friend from TVOne joined the Marmara ship as it headed to Israel so he could understand conflict at sea. Observation and experience makes your reporting stronger. You have witnessed something yourself, so it means you are writing not what you think happened, but what you actually saw happened. There are three types of observation in journalism: direct observation or participation; indirect observation; and silent observation. Direct observation means you are an eye witness. This is very useful in journalism, because you can see, hear, taste, smell and touch the subject or object in question. Your information is hard to refute, because you were there yourself. Journalists are strongly recommended to use direct observation because it is the most powerful way to get a picture of what happened. Direct observation makes your writing more alive, full of emotion, and allows the readers or watchers to feel directly involved. Indirect observation is similar but is more passive. For example, watching a game of football, watching a music concert, witnessing a political campaign event, seeing a fire, etc. We cannot directly become involved in what is happening because it is impossible. Silent observation is done more carefully, often without people knowing our identity. It can involve us becoming one with what we want to investigate. For example, a friend from a private university once became a sex worker in Dolly, Surabaya, because she wanted to know what life was really like for a sex worker in Southeast A sia’s biggest red light district. 41 Module 5: Interviewing Aim of training 1. Participants can conduct strong interviews and develop a good understanding of what is being discussed. 2. Participants can use the results of their interviews in a news story. Topics 1. Interview techniques, the three kinds of sources, and interview questions 2. How to use interviews to ensure your reporting is credible and interesting. Methods 1. Presentation or video on interviewing skills 2. Interview role play 3. Sharing experiences and discussion. Materials and equipment 1. Presentation andor video tutorial on interviewing 2. LCD projector 3. Laptop 4. Audio recording devices Time needed 90 minutes. Facilitation process 1. Facilitator presents about techniques of interviewing and the three kinds of sources. 15 minutes 2. Participants watch a short film on interviewing techniques. 30 minutes 3. Participants practice interviewing each other on a chosen topic. Some participants are selected to be journalists, and some to be sources. 30 minutes 4. Facilitator leads a discussion on the practice session. 15 minutes 42 Reading materials Interview techniques Interviews are the foundation of journalism. But what is it that’s different about interviewing in comparison to question-and-answer sessions or even just chatting? Interviews aim to find information that is not only new but also useful and truthful, and that provides an answer to a certain question. Goals of interviewing The goals of interviewing are to find facts, opinions, reasons, or explanations relating to a particular topic or issue so that readerslisteners can make a conclusion. When do journalists do interviews? - Based on prior arrangement - At press conferences - At the location of an event or occurrence - By telephone - Vox pops on the street What you need to remember - Good interviews make good news. - Interviews are the most important part of a journalist’s job. - Facts discovered by journalists are stronger if they are backed up by a source. Being a good interviewer A good interviewer can push a source to provide clear information as well as gaining their own personal opinion. Listenersreaders can then decide for themselves whether to believe the source. Interviewers must remember that they represent their listenersreaders, who generally do not have the opportunity to speak to such sources. Sometimes, this means journalists must play the role of devil’s advocate and consciously take up the opposite position of the source in order to encourage them to expand on their information or opinion. Steps of interviewing 1. Before interviewing - Do your research first. - Write a list of questions as a starting point for your conversation. 43 - Prepare your technical equipment recording devices, headphones, pen and notebook, etc.. - Prepare your press card if necessary and name cards. - Break the ice with your source by chatting first. 2. During the interview - Make sure your questions are focused and on topic, and make notes as you talk to help direct further questions. - If you are interviewing for a live broadcast, make sure your questions are short and to-the-point. - If you are looking for a particular answer, keep asking until you get it. - Do not read out your questions one by one. Have a conversation rather than a question-and-answer session. - Look your source in the eyes so that you appear more confident and so that they are not distracted by recording devices. - Do not worry about pauses in the conversation. Give your source time to think and answer questions, especially if they feel uncomfortable. - Pause between questions. - Do n ot pretend to understand something your source says if you don’t understand. Remember: you are representing your listenersreaders, so if you don’t understand, they might not either. - If your source’s explanation is overly complicated or long, ask them if they can give you an example or analogy. - Use open- ended questions that do not result in simple ‘yes’ or ‘no’ answers. - If you are recording outside a studio, record some of the ambience to be used at the beginning and end of the broadcast. - Do not share your own personal opinion with the source. - If the source asks you questions, try to redirect the conversation. - Always listen carefully and attentively. 3. After the interview - Say thank you. - Give them your business card and ask them to contact you if they would like to clarify anything. - Record their contact details in case you need to contact them again. Types of interviews 1. Hard interviews: This type of interview is for fact-finding. For example, interviewing an accused criminal. Try not to get emotionally involved. 44 2. Informational interviews: This type of interview is for gaining additional information on a topic. 3. Emotional interviews: This type of interview allows journalists to get an insight into how someone feels about a certain experience or topic. Journalists must be sympathetic and sensitive, and make the source feel comfortable. 4. Forced interviews: This type of interview generally happens on-the-spot when a source does not reply or only offers a ‘no comment’ statement. Journalists must keep a cool head in this situation. 5. Entertainment interviews: In this situation, the source is generally more well-known than the interviewer. Try to ask unusual questions to get a more interesting interview. 6. Vox pops: Vox pops are short interviews conducted in public places to get the public’s opinion on a certain topic. They are not generally appropriate for serious news but for ‘lighter’ topics. Ask the same question to everybody, and try to get a range of different answers. Questions All news stories report the facts on what is happening amongst their readers and in their environments. Events can occur because of human interaction or because of interaction between humans and the environment. It is important that the news covers all facts relating to these interactions, such as who played what role, who took what action, and what was the reaction or consequence. Readerslisteners will consume a piece of news if they trust the reporter and if the news is interesting to them. This means that journalists must ask a number of basic questions first before gaining extra information. In general, journalists should always ask these questions and ensure the answers are included in their news: 1. What happened? Describe the event in a concrete way and avoid confusion. Fo r example, say ‘a motorbike hit a bicycle’ rather than simply ‘a traffic accident’. 2. Who was involved? Make sure a source’s full name and correct spelling is recorded. It is okay to ask. For example, is their name Achmad or Ahmad, Soekarno or Sukarno? 3. When did it happen? 45 Record the day, date, and time. For example, Monday 17 January 2009 at 3.30pm. 4. Where did it happen? Record the precise location. For example, Karangbajo, Bayan, North Lombok. 5. Why did it happen, or what caused it? Try to find the reason behind the event, if you can. Make sure you speak to people who can provide solid, fact-based explanations and not just guesses. 6. How did it happen? Find as much information as you can on what happened and what the order of events was. These six questions form the basis of journalistic interviewing. Use them to probe for further information. For example: Journalist: What happened? Source: An accident. Journalist: What sort of accident? Source: A traffic accident. Journalist: What kind of traffic accident? Source: A bus hit a motorbike. How to ask better questions There is one question journalists must always ask: why? It is simple and unforgettable. But there are different ways of asking this. Some examples are: - Can you tell me more about…? - Take us back to the time when… - What were you thinking when…? You can also ask questions that help clarify answers, such as: - What do you mean? - Let’s explore that a bit more. You said… - To rephrase, do you mean…? 46 Being a good interviewer means being a good listener Active listening is the key to a successful interview. Here are a few tips. 1. Watch your own body language. If you are stiff or nervous, you will not be a good listener. Try to relax your body. 2. Listen actively. Pay attention to key words, words that surprise you, beautiful phrasing, body language, and tone. Do not focus solely on the next question you want to ask or you will miss what is happening. 3. Show that you are listening. Nod, smile and make eye contact but do not make too many comments such as ‘mm-hmm’ or ‘yes’ while listening. Remember that comments you make are also recorded and will be hearable in a broadcast later. 4. Repeat important information. Show that you are listening and gain more information by repeating something your source says. For e xample, ask “You said that receiving the award changed your life. Why?” 5. Find clarity. Do not be afraid to ask your source to explain something or repeat something you do not understand. 6. Listen and wait. Give your source time to think and answer. If you are in doubt, be quiet. Your source might say something surprising. 47 Module 6: Ideas, Angles, Leads, and Plots Aim of training 1. Participants are able to identify ideas and angles for new news stories. 2. Participants are able to explore ideas in more depth and faster. 3. Participants are able to tell the difference between different types of leads and can pick the most appropriate lead for their story. 4. Participants are able to develop strong plots for their news stories. Topics 1. Exploring news ideas. 2. Deciding on ideas and angles. 3. Creating strong leads. 4. Developing strong plots. Methods 1. Presentation on news ideas, angles, and leads 2. Display of good examples 3. Short video tutorial 4. Discussion and question-and-answer 5. Case studies. Materials and equipment 1. Examples of good news stories newspaper, radio, and television 2. Short video tutorial on writing news stories 3. LCD projector and laptop 4. Large sheets of white paper and permanent markers. Time needed 60 minutes. Facilitation process 1. Facilitator shares printed materials news stories with participants to read. 10 minutes 48 2. Facilitator guides a discussion on how to identify a story’s angle. 5 minutes 3. Participants watch a short video tutorial on how to write news stories and share their opinions on the quality of the stories. 15 minutes 4. Facilitator presents about ideas, angles, and other crucial elements. 10 minutes 5. Facilitator asks participants to practice choosing leads and angles for stories relating to public services. 10 minutes 6. Participants present their leads and angles to the group, and facilitator guides a discussion. 10 minutes Reading materials Writing techniques This reading discusses how to write good news stories, how to identify catchy angles, and how to create interesting leads. How to find your angle 1. Identify events that are newsworthy that is, interesting, based on the following elements: - Impacts the community - Human interest - Involvement of public figures - Distance close or far - Exclusive - Informative - Unique - Dramatic 2. Make a chronology of what happened - Make notes - Do not forget the names of people mentioned in the story they may turn out to be interesting or relevant in another way - Identify what is most interesting what, who, how, when, and where 3. Check, re-check, and check again - In addition to ensuring accuracy, checking your story helps identify information or ideas you may have missed before 4. Identify your angle 49 - It is best to decide on your angle when you are still in the field - Use the elements in point 1 above - What do you think is the most interesting part of the story? - What will your readers want to know? 5. Writing your article Writing a lead is like beginning any other piece of writing: starting is the hardest part. Any long piece of writing needs a lead to draw readers in and get them interested. If a lead is not intriguing, readers are unlikely to give the article a try. So how do you write a good lead? Here are some tips. - Write the lead as though you are talking to a friend. - Your lead should not be more than 33 words in length. - Use words and sentences that are short and to-the-point. Your whole lead should be just two or three sentences in total. - Find the most interesting side of the story. - Avoid using words or terms that are foreign or technical and may not be understood by your readers. - Make sure you cover the key points: where, when, who, what, and how. - Ask yourself questions: does the reader need to know this right now? - Remember: your writing is for your readers, not for journalists, sources, or your partner. - Try to make it so that the lead becomes the most crucial part of the story. - Read your lead out loud if you are doubtful. Below are a number of different types of leads that you might like to use in your articles. Dialogue leads: - “Is it correct that that is your voice?” “Yes, Your Honour.” These words were exchanged between the judge and accused prosecutor Urip Gunadi at the South Jakarta National Court. The judge asked Urip to confirm the truthfulness of the recording between Urip and Ayin, as intercepted by the Corruption Eradication Committee. - “If you don’t want to take part in this meeting, then just leave” President Susilo Bambang Yudhoyono exploded at his cabinet meeting at the Presidential Palace, yesterday. SBY’s frustration was directed at the head of the National Statistics Body, who was chatting casually with his neighbor, the head of the National Audit Board. 50 ‘Cause’ leads: ‘Cause’ leads analyse what the cause of an event was. - Fifty people were killed and 280 injured in a sudden attack on American forces in the capital of Afghanistan, Kabul, yesterday. Complete leads: Complete leads tell the whole story within the lead itself. - Police caught the two suspects behind the robbery of ‘Beautiful’ gold shop on Thursday night in Plumpang and Kramat Jati. The six kilos of gold they allegedly stole had already been sold. Formal leads: Formal leads are similar to complete leads and use the full ‘who, when, where, what, and how’ system. - After delays due to bad weather, Ashley Hayat, a young explorer from Operation Releigh who fell down Binaina Mountain on Seram Island, was finally rescued by a helicopter on Monday. After being seen to by staff at Laha Navy Hospital in Ambon, Ashley was flown directly to Jakarta for treatment on the same plane as Environment Minister Emil Salim. The victim suffered cuts to the head, broken ribs, a chest infection, and a broken leg. Ashley is being treated at a hospital on Prapanca Street, Kebayoran Baru, Jakarta. 51 Module 7: Writing News for Social Media Aim of training 1. Participants can write leads, plots, and bodies of news for short articles. 2. Participants can create stories for social media such as Facebook and Twitter, and for distribution by SMS. Topics 1. Writing short articles that still tell the full story, are credible, and are interesting. 2. Writing stories for social media including SMS. Methods 1. Discussion about journalism and social media. 2. Presentation of examples. 3. Practice in writing for social media. 4. Discussion and question-and-answers. Materials and equipment 1. LCD project and laptop. 2. Internet connection. 3. Mobile phone if using SMS as a replacement for social media in communities with low internet access andor usage. 4. Examples of social media news articles from Facebook, Twitter, blogs, and SMS. Time needed 60 minutes. Facilitation process 1. Facilitator presents about writing news for social media. 10 minutes 2. Participants browse a number of select social media accounts on Facebook and Twitter, including blogs and SMS if using. 10 minutes 3. Facilitator guides a discussion on the stories and their angles. 5 minutes 4. Participants practice writing leads for social media. 10 minutes 5. Participants present their leads. 10 minutes 52 6. Facilitator guides a discussion on the participants’ leads, and holds a question- and-answer session. 15 minutes Reading materials Online media Online media is an example of media convergence, where computing, communication, and content meets. Mass-use of the internet allows the creation, distribution, and sharing of more comprehensive media with a larger reach than ever before. Online journalism allows audiences to pick and choose what they want to read, watch, and listen to. Online journalism enables editorial teams to present a full news package. They can combine text, photographs, audio, and video in one piece. It is questionable whether the traditional what, who, where, when, and how is still important. Online media increasingly only covers one or two of these elements. Online journalism prioritises headlines. Headlines must be eye-catching, which means they can be more dramatic than headlines used in traditional media. Online media must still rely on the code of ethics. Twitter journalism: does it make stupid journalists? One afternoon at the Presidential Palace, an inauguration ceremony was underway. In the middle of this apparently boring event, the Minister for Information and Communication, Titaful Sembiring, updated his Twitter account. Titaful is indeed well- known for his love of Twitter. Even standing up at the event didn’t seem to stop him. A tweet came in from a journalist: “Why do you keep bowing forward? Having fun on Twitter, maybe?” Titaful’s head shot up, looking for the journalist who sent the message. On Indonesia’s Independence Day, August 17, Titaful sent out a tweet to his followers, saying that his Twitter habit didn’t impact his ability to follow events. “FYI: I only tweet before an event, then I listen to the President’s speech, I respect the flag, I stand up when it is called for, then I tweet again when the performances start.” Titaful also uses his Twitter account for news and raising awareness. For example, he actively tweeted during the arrest of an Indonesian public servant in Malaysia, and when 53 his Ministry blocked a round of new pornographic websites. Other Indonesian ministers also use Twitter for such purposes, including the Minister for Economy, Hatta Rajasa. So how does this affect journalism? Is it ethical for journalists to report on what is happening on a politician’s Twitter account, without them confirming directly with the person in question? Does a tweet count as an official statement, like it would if it was spoken at a press conference or in a doorstop interview? “I think it is acceptable to quote tweets from officials,” says Ariemega, a journalist with Australia’s Seven Network who is also very active in social media. “Remember that the White House spokesperson used Twitter to announce the delay in Obama’s visit to Indonesia, for example.” Media observer Ignatius Hariyanto would remind us that Twitter has its limitations. For example, “What can really be said in 140 characters?” he asks. Hariyanto also notes that journalists should be careful that they do not refer to Twitter conversations as interviews, and that we should not assume that tweets and Facebook status updates are official statements. Hariyanto says journalists must be careful to ensure that accounts are actually owned by who they say they are. “Is it possible that someone else is using the account?” he asks. “Even if it is managed by a spokesperson or HR person, the statements cannot be used as official representations of the person in question.” Hariyanto himself does not have a Twitter account because of the strict word limit it imposes on users. He worries that misinterpretations or mistakes can be made. How Twitter helps us to write better Anton Muhajir Twitter can act as an amplifier for journalists. It can also help us become better and more straight-forward writers, as well as help us absorb more information. These are the three main benefits of Twitter for journalists: it helps us learn to write more succinctly, spreads our work, and provides us with access to more information. Twitter has a character limit of 140 characters to each posting or ‘tweet’. There are ways of getting around this, but this is the art of Twitter: being succinct. In 140 characters, you must get your message across. In my opinion, this is something that journalists need to practice. Journalists who use Twitter will become naturals at writing shorter sentences. This is very important, particularly for online news. Shorter sentences make for easier reader understanding. 54 Sometimes, Twitter can be like a bird market. There are lots of birds talking, and there are even some people offering birds for sale. Many people promote FF Follow Friday, where every Friday they link to people they believe are worth following for particular reasons. Now, as journalists, this helps us because it assists us access new people who are experts in their fields. Twitter allows journalists to gain information from the field in real time, as events are happening. Most people tend to wish to share information that they have, and Twitter users are no different. On Twitter, people can talk about traffic jams, floods, weather, or whatever else they are currently experiencing. This information provides the backbones for journalists to investigate and continue the discussion or exploration in the media. There are also many media outlets on Twitter, such as BBC, which journalists can follow. This makes it easier for us to get information or access to opportunities. Social media helps media voices to become louder. Twitter is particularly useful in this regard. On Twitter, journalists can link to their work by posting links and short descriptions. We cannot change whether or not people read our work, let alone force them to do so. But through posting on Twitter, we can let people know, as though we are using a voice amplifier or loudspeaker: “Hey, I just wrote this. Here’s the link..” When Twitter shows us the future of journalism Tomi Satryatomo Friends, An article was published recently in The Guardian about the hashtag talkaboutit, which has been nominated for a journalism award in Sweden. The article was written by Sofia Mirjamsdotter, the creator of talkaboutit. Sofia is a journalist, but did not begin this project with journalism in mind: “When talkaboutit started, we weren’t thinking about journalism. We were just thinking that we wanted to talk about it ourselves, and we wanted other people to dare to talk about it. We used ourselves. We were personal, really private, and that’s where I think you can see the pioneering nature of our approach.” talkaboutit encourages people to talk about their bad experiences with sex. The idea came to Sofia and her friends when they saw the hatred directed at the two women who accused Wikileaks founder Julian Assange of sexual assault. Their accusations led to the UK threatening to arrest and extradite him. 55 Unsuspectingly, talkaboutit became popular, with many people responding online before it was reported on in the mass media. “Over a couple of days we had thousands of tweets posted, hundreds of blog posts, and it was talked about on Facebook and around kitchen tables. Experiences that happened decades ago were suddenly clothed in words, and the media started to write about the talkaboutit phenomenon even before they published our pieces about our own experiences. “The biggest TV channel in Sweden talked about sex every morning for a whole week as the movement spread far beyond the internet and social media. ” The nomination of the hashtag for a journalistic award surprised Sofia. It made her and others rethink about the potential impact on journalism on the public: “I believe that the methods used in social media and the results gained can teach us a great deal about the future of journalism; about closeness to the public, the courage to be ourselves, the way in which many people together can bring about change in small things and perhaps in large ones too. There is a realisation that traditional media no longer control what people talk about. We managed to create a conversation that cuts right across all sectors of the media, both social and traditional, where what mattered was not competition, not being first, nor was it about personal reputation.” Sofia ended the article with this sentence: “I have always felt that journalism should be something that makes a difference, and that’s what talkaboutit achieved.” I can’t agree with her more. In an era like today, when so many in the mainstream media have their own agenda, social media becomes an alternative way to voice public opinion. Ruai SMS Harry Surjadi Dear journalist friends, In the last four months, Ruai TV has trained 106 citizen journalists in West Kalimantan. 80 of participants are indigenous Dayak people. They received training on basic journalistic knowledge and skills over two days. Last month, we launched Ruai SMS, an SMS-based news service. Citizen journalists can report events and news through it. 56 One of the major limitations of mainstream media especially those based in Jakarta is their lack of correspondents in regional areas. If something big happens in a remote district, no media can report on it as they do not have the information; sometimes, they may not even know it happened. So, friends, please subscribe to the Ruai SMS service. We guarantee that you will be sent factual news from our citizen journalists. To subscribe, just send an SMS to 082150233639 and write Reg then your media outlet’s name. Ruai SMS is a free service, funded by the Packard Foundation and ICFJ. Here are a few examples of some SMSes already sent out through the service, all written by our citizen journalist friends: 1. A motor boat Kapal Motor SIRAGE, travelling from Sungai Manur to Pontianak, capsized on Sungai Enau at 06.15am on Friday 1002. More than 40 junior and senior high school students were on the boat at the time, going to school in Kuala Mandor B. One student, Inggus, in his second year at senior high school, broke his leg, while others suffered injuries to their heads, arms, and legs. The boat was also carrying hundreds of planks of wood at the time. 2. The main road from Seraut II village to Mengkalang Guntung village, in Kubu sub-district, Kubu Raya district, is covered in mud and is full of 4m-wide holes for as long as one kilometer. 3. A meeting of traditional culture representatives in Simpang Hulu sub-district on Sunday 22 January 2012 discussed the selection of the village funds director. The meeting agreed to request that Ketapang district remove Julianus Julin as director and return power to the previous director, Chris Bidin, until a new director is chosen. They will do so before March 2012. 57 Module 8: Writing Straight News Aim of training 1. Participants are able to create ‘straight’ news stories for various media. Topics 1. How to create short news pieces that still fulfil various elements: appropriate angle, interesting lead, and a well-written plot. Methods 1. Watch a short tutorial video 2. Practice making straight news pieces 3. Presentation and discussion on straight news. Materials and equipment 1. Video tutorial 2. Paper charts and permanent markers 3. LCD projector and laptop 4. Internet connection. Time needed 60 minutes. Facilitation process 1. Participants watch a short video tutorial on straight news. 5 minutes 2. Facilitator presents about straight news. 10 minutes 3. Participants practice developing straight news stories for various outlets. The facilitator can divide the participants into groups based on whether they focus on writing, audio, or visual. Each participant works alone to create their stories, however. 15 minutes 4. Participants present their news stories. Ideally two from each category will present writing, audio, visual. 15 minutes 5. Facilitator guides participants in a discussion. 15 minutes 58 Reading materials Below is one example of a straight news story from a Kinerja citizen journalist. Complaints unit helps improve health centre services Primary health centres often make people think of poor quality services and so on. Many citizens of Makassar in fact think that the majority of the city’s health centres are like this. In the mass media, coverage of health centres almost always focuses on poor services or bad experiences trying to access good-quality health care. One type of medicine for all illnesses; we aren’t told what illness we are suffering from; doctors that turn up late – these are all problems that appear in the media. In truth, there are actually health centres that genuinely try to improve their services. However, these efforts are not widely-known, mostly due to a lack of information about achievements and good practice implementation. Batua Health Centre in Makassar is one health centre trying to improve services. Batua is one of the health centres in the city supported by Kinerja USAID, a service delivery improvement program. On 25- 26 February 2012, Jurnal Celebes, Kinerja’s media NGO partner, trained five potential citizen journalists to help oversee service improvements in the area. One of the five participants was Ramluddin, a staff member at Batua Health Centre. Ramluddin will use his new skills to write about the complaints unit at Batua Health Centre. In one of his stories so far, Ramluddin wrote about how complaints help the health centre to improve. His story was published in the ‘citizen’s reports’ column in the local Tribun newspaper. 59 Module 9: Radio Journalism Aim of training 1. Participants understand different radio reporting techniques. 2. Participants are able to record good-quality audio. 3. Participants are able to create on-location radio reportage. Topics 1. Radio reportage: reporting on location that fulfils criteria for good radio broadcasting, such as appropriate angle, interesting lead, and a well-developed plot. 2. Writing for on-location radio reportage. 3. Recording on location: how to use storytelling methods and how to smile through your voice. 4. Using recording equipment on location. Methods 1. Video tutorial about on-location radio reportage. 2. Listen to and discuss examples. 3. Sharing of experiences. 4. Practice writing and recording on-location radio reportage. 5. Presentation of work, and discussion. Materials and equipment 1. Video tutorial. 2. Examples of on-location reporting from radio broadcasts. 3. Laptop and LCD projector. 4. PowerPoint presentation if using. 5. Notebooks and pens. 6. Recording devices and speakers. 7. Large sheets of paper and permanent markers. 8. Mobile phones. Time needed 3 x 60 minutes. 60 Facilitation process 1. Facilitator presents about radio journalism and how news is reported on the radio, focusing on on-location reportage. 20 minutes 2. Participants watch a short video about radio reportage. 10 minutes 3. Facilitator guides participants to share their experiences and thoughts on on- location radio reporting. 30 minutes 4. Participants practice writing and recording on-location radio reportage using recording devices andor mobile phones. 60 minutes 5. At least three participants present their reports. 30 minutes 6. Facilitator guides a discussion on the participants’ experiences during the recording process, as well as on the reports presented. 30 minutes Reading materials Citizen journalists in Melawi District, West Kalimantan Since the first year of Kinerja USAID, many citizen journalists have been active in Melawi District, West Kalimantan. Utami Sumping, a citizen journalist from Melawi, says she has contributed more to radio than to newspapers so far. As a broadcaster at a community radio station, Utami reports directly on in formation she receives from Kinerja’s implementing partners about public service problems and improvements. In addition to contributing as a news broadcaster, Utami also helps to spread information and raise public awareness on important issues during her talkshow. Some of the information Utami talks about on her show is about how community members can participate in the improvement of local schools. Community members in Melawi used to be reluctant to become involved in schools, as they were of the opinion that schools were simply the responsibility of the government. After listening to Utami’s talkshow, where she talks about the role and responsibility of the community towards school services, the public opinion began changing. People began participating in school activities. Community members even began searching for corporate social responsibility CSR funds from local businesses to help support their ideas for improving their schools. 61 Module 10: Covering Public Service Issues Aim of training 1. Participants understand public service delivery in their local area. 2. Participants are able to identify problems that emerge in public service delivery. 3. Participants understand why public service issues occur. Topics 1. Public service delivery in the local area. 2. How public service quality affects lives and livelihoods. Methods 1. Presentations. 2. Study cases and best practices. 3. Discussions and question-and-answer sessions. Materials and equipment 1. Case studies, best practices, and relevant laws on public service delivery. 2. LCD projector and laptop. 3. Large sheets of white paper. 4. Permanent markers. Time needed 2 x 60 minutes. Facilitation process 1. Facilitator presents on public service delivery in general or as it relates to a particular field such as health or education, and the relevant service standards such as Standard Operating Procedures and Minimum Service Standards. 30 minutes

2. Facilitator guides a discussion on public service quality in the local area. 30 minutes