JPIS Volume 28, Nomor 2, Desember 2019 E-ISSN 2540-7694

JPIS Volume 28, Nomor 2, Desember 2019people, a person or a group of peoplethat is done repeatedly that can be donein physical, verbal, or psychologicalforms.Bullying behavior, according toRibgy,hasthreeintegratedcharacteristics that cover [6]:a. There is an aggression behavior thatmakes the doer happy in hurting thevictims. Bullying is desire to hurtother. This desire is shown in theform of actions that can cause otherpeople hurt or suffered. This actionis directly done by one particularperson or a group of stronger,irresponsible people that is actedout repeatedly and happily.b. The action is carried out betweenincomparable parties that can causethe victims feel depressed. Bullyingalso involve strength and powerthat are unequal between the doerand the victims that cause thevictims have no ability to defensethemselves effectively to go againstthe negative behavior they receive.c. ullying can be classified into anaggressive behavior proactive typethat reflects intentional behavior todominate, hurt, or get rid ofsomething or someone, a negativebehavior that shows powerimbalance in terms of physic, age,cognitive competence, skills, andsocial status, that is performedrepeatedly by one person or moreto other people.The doer of bullying can bedefined based on the bullying definitionthat it is someone who has more powerthat enables him/her to control otherswho are considered lower in terms ofpower and other condition. The victimsthat have felt being a part of the groupand a part of an influence and powerimbalance will also influence thisbullying behavior. The more unable thevictims to go against the bullyingbehavior, the more frequent thebullying they will get. Besides, thebullying behavior can also be performedby classmates individually or in a group[7]. Bullying can take place not only inone particular place, but also in anyplaces. According to Wiyani, bullying cantake place in any place where socialinteraction exists [7], that includes:a. School, or often called as schoolbullying. The bullying behavior cantake place at school environment,especially in places that are free frombothteachersandparents’supervision. Certain places that havemore potency for bullying to takeplace are classrooms, school corridor,canteen, school yard, field, and toilet.b. Workplace/office, or often called asworkplacebullying.Workplacebullying is all kinds of behavior thattries to hurt other people or makeothers feel disadvantages in the sameorganization [8].c. Internet or digital technology, oroften called cyber bullying. Thebullying behavior can also take placein the digital world by usingtechnology of media, such as gadgetsfollowing the development oftechnology in the era [9]. The cyberbullying doer disturb other peoplethrough social media that coverFacebook, Twitter, Instagram, Path,and so on, through short messages,Ade Hernawati, et al. The Relationship Between . 187

JPIS Volume 28, Nomor 2, Desember 2019email and also meme that is currentlypopular. Meme is a new word that isknown as a character from culture,that can reflect ideas, feeling,behavior, or action.d. Political environment, that is knownaspoliticalbullying.Politicalenvironment can also be made as aplace to perform bullying behavior.This type of bullying is usually done todowngradetheopponent’sreputation or to destroy a politician’scredibility.e. Military environment or often calledas military bullying. The bullyingbehavior can also take place even in amilitary environment. Bullying isusually integrated into a recruitmentprogram of new members by usingmask of testing a new member’smental and physical power. In somecases of bullying practices alsoinvolve criminality actions, such astorture or prosecution.f. In hazing moment.Hazing is referred to an act ofviolence that is done by someone ora group of people that are moresenior to their juniors.In this current study, field ofstudy only covers school area, wherebullying is taken place not only inphysical aspect, but also in many forms,such as verbal and psychologicalbullying.The aspects of bullying behaviorconsist of:a. Physical BullyingPhysical Bullying is a kind of bullyingthat can be seen clearly due to itsphysical conflicts that are performedby the doer to the victims of bullying.Physical bullying can take many formsof action such as hitting, pushing, andkicking) [10].b. Verbal BullyingVerbal Bullying is a kind of bullyingthat can be detected through oursense of hearing [11]. Examples ofverbal bullying are: 1) insulting “Youmoron!”, body shaming “You fat!”,giving negative label “you Nerd”,shouting, yelling. 2) shaming othersin front of public “Hei, you are notone of us!”, accusing, spreadingrumors, making hoax or defaming.c. Psychological BullyingPsychological Bullying is the mostdangerous kind of bullying since itcan’t be seen by our sight or sense ofhearing if we are not that aware todetect it [12]. Some actions reflectingpsychological bullying are: 1) Givingskepticism to others by intimidating /underestimating them, 2) shamingothers in front of public and makingterror.There are several factors that can causebullying to be happened, according toAriesto that cover some aspects asfollow [13]:a. FamilyThe doer of bullying tends to comefrom broken home family: whereparents frequently punish theirchildren in inappropriate ways,situation of house is full ofdepressed, stress, aggression, andhostility feeling. The children willlearn bullying behavior when they areaware of conflicts between theirparents and will slowly imitate what188 Ade Hernawati, et al. The Relationship Between .

JPIS Volume 28, Nomor 2, Desember 2019they have seen and perform it to theirpeers. If there is no clearconsequence from the surroundingtoward their imitating behavior, theywill consider that “they who havemore power is allowed to doaggressive actions to other peopleand those aggressive actions is ableto upgrade someone’s status andpower”. From this point, the childrenwill develop the bullying behavior.b. SchoolSchool is an area that tends to ignorebullying phenomenon. This conditionwill worsen the bullying behavior ofstudents where they will feel morefree to make intimidation to theirfriends. Bullying behavior keepsdeveloping rapidly when the schoolenvironment tend to give negativeinput to their students, for instance,not educated and destructivepunishment to the students that maycause every member of school has norespect one to another.c. PeersChildren when they interact withtheir peers at school or with theirpeers in their neighborhood aresometimes triggered to do bullying.Some children perform bullying in anattempt to prove their ability to beaccepted by a certain group althoughthey also don’t feel comfortable byperforming bullying.Violence Shows on TelevisionTelevision is a media of deliveringinformation that is quite preferred bythe society from children to adults. Thisis due to the TV’s ability to deliverinformation faster and more interestingcompared to other kinds of media.Through television, the children areallowed to gain information andentertainment needed in a faster andmore interesting ways that make themable to stay longer in front of thetelevision.The habit of watching televisionwithout ability to be creative may givenegative impact, that it is able to makethe children become passive. This is inline with George Garbner in hisCultivation theory.Cultivation can be defined asplanting, therefore Cultivation Theory isa theory that focuses on valuescultivation. The Cultivation Theory is oneof theories that is able to be used toexplain impacts of media to the society.Cultivation Theory is a social theory thatcan observe long term effects oftelevision on the society. This theory isone of mass communication theoriesthat is developed by George Gerbnerand Larry Gross from the University ofPennsylvania. The Gerbner Cultivationtheory points out the cumulative effectof television that is able to portray a newreality according to the image of realitythat is displayed in the television.The violence shows on televisionaccording to Garbner is an expression ora real display from physical ghurtingthemselves or other), actions ofinsisting other that make them sufferedor injured, or other kinds of threats toothers [14].Television and printed mediahave an ability to shape bullyingbehavior patterns from shows theydisplay or broadcast. Survey that isconducted by Saripah (cited in Lestari, atal, 2018) revealed that 56.9% childrenimitate scenes of films they havewatched, and generally they also imitateAde Hernawati, et al. The Relationship Between . 189

JPIS Volume 28, Nomor 2, Desember 2019movements (64%) and conversation(43%). This is in accordance with Gerbnerwho explains that television is not onlyconsidered as a window of informationor reflection of events in our daily life,but also reflection of events in the worldin general.Watching activity is a process ofactivity that is consciously orunconsciously conducted to gain a kindof illusion on each individual’s mind thatwill be influenced by violence displayedin the television. As stated by Juan LuísBenítez & Fernando Justicia “. not allchildren who grow up watching largequantities of televised vio-lence end upbecoming violent adolescents or adults;however, they do show more aggressionwhen they are small and especially afterthey have watched violence. By contrast,children who watch programs withprosocial content are less aggressive,more cooperative and have more desireto share their things with other children”[15].METHODSThe study was set as aquantitative study. The quantitativestudy can be employed to respond therelational variable questions in aresearch[16]. The site of the study is inSMP Negeri 6 Majalengka. The site waschosen due to several factors : 1)students come from rural areas thattend to watch TV more frequently; 2)there is a bullying phenomenon existsamong students where students tend touse mean words to their peers, they alsotend to insult, kick, hit others outsidethe school, intimidate others and etc.The sample of populationconsists of 505 students of SMP Negeri6 Majalengka. The samples were chosenby using Slovin technique since in thesample choosing process, the quantityof the sample need to be representativeso that the result of the study can begeneralized and the computationdoesn’t need number of samples table.Based on Slovin formulation, thequantity of sample needed to beinvolved is 83.47 that is finally made tobe 100 respondents.The data collection instrumentthat was employed in the study isquestionnaire. Based on the formulatedhypothesis and kinds of data that wereemployed, the study used a statisticalnon parametric test. The test wasemployed since the data used by thestudy were in the form of nominal andordinal data. The data gained were thenanalyzed by using Spearman Rank ofCorrelation test to find degree ofrelationship between variables. Inaddition, the test will also find whetherthe relationship is significant or not.RESULTS AND DISCUSSIONThe findings of the study give adescription about violence shows in thetelevision. In this variable, thedescription cover items of kinds shows,frequency of watching television,duration of watching television, and thechoosing of violence shows program inthe television. In general, students inSMP Negeri 6 Majalengka tend to watchtelevision drama compared to othertelevision program. There are severalreasons that make the television dramais more preferred by respondents of thestudy that cover: the message isrelevant to the audience’s social reality,the message reflects the values oftradition and culture, and the messageare derived from conflicts that alsohappen in the real society setting [17].Frequency of watching TVamong students is categorized into alow category, where 52 respondents arein the low category. This means thatthey don’t intensely watch TV shows190 Ade Hernawati, et al. The Relationship Between .

JPIS Volume 28, Nomor 2, Desember 2019every day, but they only watch certainshows.Duration of watching televisionamong students of SMPN 6 Majalengkais also classified into low category. If it isviewed from the correlation betweenfrequency and duration, the correlationexists.ResultsofSpearman’scorrelation between frequency andduration is r 0,638** where it can becategorized as strong degree ofrelationship, with p 0,000. From thisresult, it can be concluded that there is asignificant and strong relationshipbetween frequency and duration ofwatching television. The more frequentthe students watch TV, the longer theduration they will spend in watching TV.Based on the computation,students in SMP Negeri 6 Majalengkaare categorized into a high category inchoosing violence shows on television,that is up to 58%. This finding can becategorized into high because based onsurvey result conducted by KPI thequality of TV shows in Indonesia are stillconsidered as low, especially ontelevision drama and variety show.Tabel 1. CorrelationsTabel CorrelationsX1YCorrelation1,000 ,255*CoefficientX1Sig. (2-tailed). ,010NSpearman's rho100100*YCorrelation,255 1,000CoefficientSig. (2-tailed) ,010.N100 100*. Correlation is significant at the 0.05 level(2-tailed).Source: IBM SPSS Statictics (2019)Based on the data analysis, it isshown that r value 0,255* withsignificant level of p 0,010, therefore p 0.05 that make H0 is rejected. Thismeans that there is a significantrelationship between violence shows ontelevision and students’ bullyingbehavior at school.Afterwards, the study also triesto find relationship between eachindicator in the variable X1 and Y, thatcover:a. Students’ bullying behavior has nocorrelation with kinds of shows, r 0,001b. Students’ bullying behavior has aweak correlation with frequency ofwatching TV, r 0,269**c. Students’ bullying behavior has nocorrelation with duration ofwatching television, r 0,140d. Students’ bullying behavior has aweak correlation with violenceshows choice, r 0,259**Television is a potential andeffective media that can be used toinfluence society. This is in line withGarbner’sCultivationTheory.Cultivation means planting, this meansthat Cultivation theory focuses oncultivating values. This theory can beused as a theoretical foundation toreveal and explain the impacts of mediato the society.There are several positiveimpacts of the media, especiallytelevision such as to deliver informationto the society, to give entertainment,and etc. However, television can alsogive negative impacts, one of them is itis able to shape bullying behaviorpatterns of the society through the TVshows that display negative or violencecontents. This is in line with study ofSaripah (cited in Lestari, et al, 2018) whorevealed that 56,9% children imitateactions in films they have watched, 64%of them imitate movement, meanwhileAde Hernawati, et al. The Relationship Between . 191

JPIS Volume 28, Nomor 2, Desember 201943% children also imitate the dialoguethey have heard. This finding is also inaccordance with Gerbner’s cultivationtheory, further, television is not onlyconsidered as window of informationand a reflection of event happened inour daily life, but it is also a reflection ofwhat happened in the world itself.Description of violence shows in thetelevision is a symbolic message aboutlaw and regulation.In line with study of Saripah, thecurrent study also proves that there is acorrelation between violence shows ontelevision with students’ bullyingbehavior with r value 0,255*significance level p 0,010, therefore p 0,05 that makes H0 is rejected.Accordingly, the more violent thetelevision shows, the more aggressivethe students will be (Myers, 2012, p. 96).The relationship between television andviolence shows on television isinfluenced by several factors, some ofthem are frequency of watching factorand violence shows on televisionchoices. Findings of the study revealsthat there is a positive and significantrelationship between frequency ofwatching television and students’bullying behavior (r 0,269 ; p 0,007).This finding implies that the morefrequent the students watch television,the higher performance of bullyingbehavior among students. In addition,the choice of violence shows ontelevision also has positive andsignificant relationship with students’bullying behavior. This also implies thatthe higher the choice of violence shows,the higher performance of bullyingbehavior they do. To conclude, thefindings of the study reveal that themore frequent the students watchtelevision and the higher the choice ofviolence shows, the higher performanceof bullying behavior they do. This issupported by Bushman who asserts that“Characteristic of strong aggressivebehavior has is influenced by strongpreference and habit of watchingviolence shows through several media”[18].Bushman further states that “.an aggressive individual tends to prefershows that consists of violence that canstrengthentheiraggressivebehavior/tendencies‟ [18]. To attractmore audience, television shows usuallydisplay scenes that consist of physical,verbal, and psychological violence inorder to provoke the audience’semotion to make them watch the sameshow over and over.Television shows nowadays stillexpose violence aspects, as found bythe KPI survey annually. Based on thesurvey results on the index of quality oftelevision shows program in 2018, KPIthen determines standard of qualityindex of television shows program thatis 3. The results revealed that tourismand culture, religious talk show, andnews program are considered qualifiedsince their index are more than standardindex. Meanwhile, children shows,variety shows, drama television, andinfotainment program index are stillbelow the standard index that has beendetermined by KPI.If we look at survey results ofKPI, children TV shows program hasindex of quality of indicator “no violencecontent” only 2.92. This is an ironicsituation because children program thatshould actually give children moreeducated contents consists of moreviolence acts that are able to givechildren negative impacts, for exampleshaping the children’s behavior to beaggressive. As stated by Bandura thataggression that is performed in daily lifeor in TV shows can influence the192 Ade Hernawati, et al. The Relationship Between .

JPIS Volume 28, Nomor 2, Desember 2019audience to have aggression behavior,especially for teenagers or children”.Beside children TV program, theindex of quality of variety show andtelevision drama also are also belowstandard of index quality programdetermined by KPI. There are severalaspects explaining why television dramaaren’t appropriate from religious pointof view according to Iswahyuni [19] thatcover:a. Morality aspect, this usually coversaspects of values, good or bad, andright or wrong. Good or appropriatebehavior but it is considered as bad,in the television drama is merelydisplayed without giving bondingthat the behavior is wrong, forexample giving respects to parents orteachers. This is frequently displayedin many television dramas.b. Sexuality aspect, television dram alsooften show aspect of sexualitythrough the clothes that are worn bythe actors or actress, and also waysof showing affection or love thattend to be vulgar and that is notappropriate to be watched bychildren. From holding hands, kissing,hugging affectionately, just likehusband and wife.Violence aspect, actor and actress in thetelevision drama are directed to solveproblems by violent actions such ashitting, kicking, strangling, and etc.c. Behavior aspect, this can be seenthrough students’ behavior that tendto be permissive and free from schoolregulation. The students in thetelevision drama are brave to showtheir tattoos, bright-colored hair, andperform brutality behavior, unbuttonshirt of uniform, and etc.d. Language aspect, there are variouslanguages used in the televisiondrama that tend to use rudelanguages to insult others as areflection of hatred, jealousy, andmalice to the opponent actor/actress.Watching activity is a process ofactivity that is consciously orunconsciously conducted to gain a kindof illusion on each individual’s mind thatwill be influenced by violence displayedin the television. Media nowadays arebeing questioned about their ability todeliver information because today, thetelevision consists of more violencecontents that are directly and frequentlydisplayed. Thes

Volume 28, Nomor 2, Desember 2019 e-ISSN 2540-7694 . Ade Hernawati1, Mamat Ruhimat2, Sapriya3 1ade.hernawati@student.upi.edu ,2mamatruhimar@upi.edu 3ksapriya@yahoo.com 1,2,3,Pendidikan Ilmu Pengetahuan Sosial, Universitas Pendidikan Indonesia Submitted . negative action on the part of one or