16
16
3. Theory of Aggression
In this study, the writer applies the theory of aggression to answer the formulated problems. The theory is used to find out Sheila’s characteristics before
and after learning in the special education class with Torey, her teacher. This theory is used to find out the Sheila’s aggressive behavior changes into non-
aggressive behavior as the influence of Torey’s teaching styles. According to Freud as cited in Bandura 1973, p. 13 aggression is a result
of the antagonist influence of the life instinct. The people are forced to behave destructively in order to protect themselves from destruction. Furthermore, the
aggressive behavior according to Bandura 1973, p. 2 is behavior to dominate by hurting others or destroying objects. Bandura also views 1973, p. 5 aggression
as “behavior that is likely to produce aversive consequences, such as physical assaults, humiliation, and social rebuffs.”
Berkowitz 1995, p. 4 says “aggression is the behavior that is aimed to physically and mentally injure of someone to achieve their own goals or desires.
Berkowitz 1995, p. 14 mentions two types of aggression where the intension is not aimed to hurt others, namely, instrumental aggression and emotional
aggression.
a. Instrumental Aggression
Berkowitz 1995, p. 15 states that instrumental aggression is behavior that is intended to achieve the aggressor’s goal or desire not to injure the target. This
aggression intends to defense power, domination and status social other than the target’s injury. Vanden Bos 2006, p. 30 says that aggression, in which the attack
17
17
is carried out principally to achieve a goal other than the target’s injury, such as acquiring a desired resource.
Taylor et al 2000, p. 394 explain that instrumental aggression is not always committed with angry feelings. The aggressors are motivated by power,
their intention is not to destroy objects or hurt others. This theory of instrumental aggression is needed to analyze the Sheila’s character that include to this
classification.
b. Emotional Aggression
According to Feshbach in Berkowitz 1995, p. 15 emotional aggression is known as “Hostile Aggression”, it is considered as a type of “anger” because it
happens when someone is offended and intends to hurt other when they feel unpleasant. Berkowitz 1995, p. 15 says that aggression is a natural emotion.
Aggressors will do the aggressive behavior when they feel unpleasant in a certain situation.
Taylor et al 2000, p. 400 explain that when someone is angry, frustrated or annoyed by someone and she or he cannot directly express these feelings to the
person angry at, because the person may be too powerful or not available, usually the aggressors expresses their aggression against a substitute target. This is called
displaced aggression. Moreover, Vanden Bos 2006, p. 30 explains that emotional aggression can be displaced into other objects or others because the
source of anger cannot be achieved. The emotional aggression theory is needed to
18
18
find out Sheila’s aggressive behavior which is done by her using her emotional feeling.
4. Teaching Style
This research attempts to study how teaching style influences someone’s personality development. Therefore, the theory of teaching style is discussed.
According to Schoville 2004 style is “the way or manner method in which something is said or done.” Teaching style can be meant as “a set of teaching
tactics” Galton et al, 1980 which is needed in some circumstances in facing the different kinds of characteristics of the students.
Excellent teachers’ theory from Copple and Bredekamp 2009 is used to categorize the influence of Torey’s teaching styles in Sheila’s personality
development. Copple and Bredekamp 2009 aim to integrate the school with society and the processes of learning with the actual problems of life. There are
ten characteristics of excellent teachers teaching style from Copple and Bredekamp.
First, the teachers acknowledge what children do or say. They let the children know that they have noticed by giving children positive attention,
sometimes through comments, sometimes just through sitting nearby and observing. Second, teachers encourage persistence and effort rather than just
praise and evaluate what the child has done. Third, teachers give a specific feedback rather than general comments. It should be done in order to make
positive relationship with each child. Fourth, teachers model attitudes, ways of
Kategori