The action of bullying results impact felt by the victim of bullying. The impact comes as the feeling or respond toward many kinds of bullying. Mona
O’Moore and Stephen J. Minton state that “being bullied never did anybody any favours –all it does is to destroy a person’s confidence and self-esteem, and to
causephysical, emotional and psychological damage of the potentially most serious and long-lasting kind” O’Moore and Minton, 2004:1.
There are kinds of the impact of social bullying. Helen Cowie states that “bullying has a negative impact on the wider social group with bystanders
experiencing fear, embarrassment and inadequacy, resulting in loss of self-respect for not responding or responding ineffectively to a bullying situation” Cowie and
Jennifer, 2008: 25. Helen Cowie and Dawn Jennifer also state that the victim of bullying may experience “anxiety and depression, low self-esteem, and physical
and psychosomatic complaints” Cowie and Jennifer, 2008: 25. According to O’Moore and Minton, bullied students or the victim of
bullying have lower confidence and self-esteem. These feelings come as they are stressful by seeing the condition that they are bullied. They have less willingness
to try something, moreover something new, and withdraw themselves from the peer. Danuta Bukatko states “boys and girls of elementary and middle school age
who are dissatisfied with and keenly concerned about their physical appearance tend to have lower self-esteem” Bukatko, 2008: 426
..... Low self-esteem is likely to manifest itself in a child’s level of particularly social confidence, his or her lack of enthusiasm to try
particularly new things, and a general appearance of either reservation and withdrawal, or of ‘bluffing’ one’s way through O’Moore and Minton,
2004: 52.
The statement written above shows that bullying is not a simple problem. The impact felt by the victim of bullying places her or him away from her or his
surrounding. O’Moore and Minton also state that the victim of bullying usually shows her or his expression such as “
upset, sadness, anger; feeling that one has failed to protect one’s child”
O’Moore and Minton,
2004: 53. Low of self-esteem may also resut loss of self-respect. Neil Thompson
states that “due to low self- esteem, we do not stand up for ourselves, we will not earn respect, and will not,
therefore, have opportunities to boost our self-esteem. In this way we can become trapped in a vicious circle of low self-esteem” Thompson, 2002: 39, and
according to Robbins and Parlavecchio, “the loss of self-esteem model holds that embarrassment results from a loss of self-respect or dignity as a result of the
negative evaluations of others Robbins and Parlavecchio, 2006: 327. Self-respect sometimes is considered to be similar with self-esteem. For
more understanding about self- respect, Ellen J. Langer, Ph. D states that “the person
with self-respect
simply likes
her- or
himself” Langer,
www.psychologytoday.comarticles199911self-esteem-vs-self-respect, 2011. This self-respect is not contingent on success because there are always
failures to contend with. Neither is it a result of comparing ourselves with others because there is always someone better. These are tactics usually
employed to increase self-esteem. Self-respect, however, is a given. We simply like ourselves or we dont. With self-respect, we like ourselves
because of who we are and not because of what we can or cannot do. Langer, www.psychologytoday.comarticles199911self-esteem-vs-self-
respect, 2011
Thought self-esteem and self-respect look the same, they are actually differents things. For Ellen J. Langer, Ph. D, “to esteem anything is to evaluate it
positively and hold it in high regard, but evaluation gets us into trouble because while we sometimes win, we also sometimes lose. To respect something, on the
other hand, is to accept it” Langer, www.psychologytoday.comarticles199911 self-esteem-vs-self-respect, 2011.
C. Theoretical Framework
In this study, the writer takes some theories to do the analysis. The theories written in Review of the Related Theory are used to answer the problems written
in Problem Formulation. In this part, the writer wants to frame the theories to answer those problems.
The the theories of characters are to answer the first problem. By knowing and understand what character and characterization are, the writer can understand
how to analyze the characters. The writer will be able to focus on the descriptions of the characters. Knowing the descriptions of the characters will give more
determination to see the domination of social bullying and the impact of social bullying experienced by Elsie Edwards.
The second one, the writer writes the theories of social bullying and the impact of social bullying. It is important to see how social bullying is applied in
the story. These theories will give the writer the discourse to analyze the social bullying reflected in the story. To realize that there is a phenomenon named
bullying, with its characteristics, the writer needs to really understand what social bullying is. Some of the theories are also used to determine kind of bullying done
in the story. After that the theories of the impact of social bullying are used to
answer the third problem. Knowing the impact of social bullying gives the writer of the study references to determine the impact of social bullying experienced by
Elsie Edwards in the story. The theories of the impact of social bullying helps the writer to finish the last problem after answering the second problem since the
questions in Problem Formulation are related to each other questions. By using these theories, the writer may complete the study more
systematically. Then, when the writer gets systematical study, there is always more chance to have a better result of the study, and the theories written will be
guidance to bear the answer of the questions mentioned before.
CHAPTER III METHODOLOGY
A. Object of Study
This study is focused on the novel entitled Nothing’s Fair in Fifth Grade written by Barthe DeClements. She is a school counselor who has also worked as
teacher. Nothing’s Fair in Fifth Grade was firstly published in 1981, published by Scholactic Inc. Nothing’s Fair in Fifth Grade contains 137 pages which includes
16 chapters. This story generally tells children problems in making friends when facing any physical differences. That differences, then, come as a problem that
makes this story interesting. This story tells about a new friendship in an elementary school. A new
student named Elsie Edwards. She is blonde but fat. It makes everyone closes one eye when seeing at her. Firstly, no one wants to make friend with her, including
Jenny, the narator of the story. They even bully Elsie in any kind of terms. Someday, everyone catches Elsie stealing class’ money. It makes them hate her so
much. They keep distance from her. When the story reaches the middle of the book, they find that Elsie is
really smart in aritmethic. Then, because of this thing, Jenny becomes closer to Elsie, even places her as a tutor for artimethic. Firstly, people cannot trust Elsie.
They see Elsie is a fat girl that loves to take class’ money to buy snacks or candies. But they have to realize that everyone has their own potency. So, they make
friends with Elsie and and make many stories to remember. They also have their life cheerful with cheerful peer.
Nothing’s Fair in Fifth Grade delivers the children point of view and also the approach that is felt so close with children’s world since it is written by a
school counselor who is close with children too. This novel is also appreciated as a good writing since this book has received three awards. They are Bluebonnet
Award, Flicker Tale Children’s Book Award, and Iowa Children’s Choice Award.
B. Approach of the Study
Mainly, a literary work does not contain the detail or particular information about the recent cultural value, belief, condition of the society,
customs, wisdom, or events in that time. As a researcher, the writer needs an approach to analyze the literary work well. Rohrberger states the importance of an
approach toward a literary work in Reading and Writing about Literature. Approach gives a significant influence and best guide to the appreciation
of a particular work of literature. An approach has its proper insight to give, and part of the task of the critic and the reader of literature is to find
the approach or approaches that will best lead to a just appreciation of a particular work” 1971: 15.
Approach here means a way of dealing with the literary works the writer study on. The approach is used by the reader to enclose the topic the writer wants
to analyze in the story and the thought of the writer. Based on the reading on some references of the analysis on the novel Nothing’s Fair in Fifth Grade, it is good to
decide psychological approach to be an approach to analyze the text. By looking to the story then finding many things related to social and psychological problems,
social-psychological approach can overcome the problems as it is the closest approach for the problems mentioned. In his book A Handbook of Critical
Approaches to Literature, Wilfred L. Guerin mentions that “psychological interpretation can afford many profound clues toward solving a work’s thematic
and symbolic mysteries, but it can seldom account for the beautiful symmetry of a well-wrought poem or of a fictional masterpiece” 2011: 201.
Psychological approach was possibly the most controversial and least appreciated. However, psychological approach can be interesting since its
proper purpose to interpret the literary work can improve the writer’s understanding of literature. The approach lets the readers to analyze the
characters’ psychology or condition in the literary works” Guerin, 1979: 125.
According to the statement above, psychological approach focuses on human psychology which helps us to be close with a literary work from the
psychological point of view because it is related to human being’s behavior pattern and unconscious mind. Moreover, this approach is used because
personality is a subject of psychology where it involves pattern of behavior, thoughts and feelings.
Looking at the fact that the problem discussed in this study, social bullying, cannot be done without any social interaction, the writer chooses social-
psychological approach as a term to be a tool to complete the study. The term social-psychological scopes the social interactions between the doer and the
victim of social bullying also the psychological problem felt by the victim of social bullying.
