The impacts of social bullying as seen through Elsie Edwards in barthe declements` Nothing`s Fair in Fifth Grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE IMPACTS OF SOCIAL BULLYING
AS SEEN THROUGH ELSIE EDWARDS
IN BARTHE DECLEMENTS
NOTHING S FAIR IN FIFTH GRADE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
ARTANTYA KRISPRADIPTA
Student Number: 084214057
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE IMPACTS OF SOCIAL BULLYING
AS SEEN THROUGH ELSIE EDWARDS
IN BARTHE DECLEMENTS
NOTHING S FAIR IN FIFTH GRADE
AN UNDERGRADUATE THESIS
dntesrsa tliraiulfntm
eofthem
equirnts
orftheegrofnjarastr
inlishstre
y
ARTANTYA KRISPRADIPTA
be
ntude
rum
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
2013
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
It s better to burn out
than to fade away.
Kurt Cobain
When there s love,
there s life.
Artantya K.
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
OR
MY LOVE,
SAFIRA PARAMARTHA.
LOVE THE LIFE,
FOR A SMILE OF
MOTHER EARTH AND FATHER SKY.
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
At first, my gratitude goes to Jesus Christ, My Lord, for His blessings. My
gratitude also goes to Buddha, Goddess Sarasvati, and Kurt Cobain for the
inspirations I could see and feel.
I would also give gratitude to Ni Luh Putu Rosiandani, S.S, M.Hum as my
advisor for the helps, comments, ideas, and patience. I would also thank Dra. A. B.
Sri Mulyani, M.A., PhD as my co-advisor, Adventina Putranti, S.S, M.Hum as my
examiner. The gratitude also goes to Hb. Heri Santoso and Dra. Bernardine Ria
Lestari M.S. for the criticisms, comments, and questions.
Then, I would give special gratitude for Soepandiyah and Widyatmi
Yuliani and also Siman Widyatmanta and Soeharto Hadi Soetjipto for value of life
I cannot get from others. The biggest thanks go to my parents Widyabakti Sabatari
and Setyo Watjono for their endless loves and support. I would like to thank my
sister, Ardwitya Tirza Krisantari. Since I am strengthened by my family, I also
thank Tante Nining, Budhe Tyas, Tante Lili, Tante Susi, Nawaw, Om Tomo,
Tante Ais, Tante Enggar, Lik Widi, Om Johny, Pakdhe Partono, Om Ronald, Om
Isti, Tante Eki, Om Koko, Tante Indah, Stella, Sela, Bobby, Diki, Titov, Bingar,
Alle, Damar, Citin, Adel, Kezia, and Dora. After that, my loudest gratitudes go to
my friends: Dedhy, Yoyok, Andri, Damar, Mamet, Demen, Gaplek, Ianno, Pleci,
Ley, Palute, Cella, Ari, Helga, Ana, Pita, Sakha, Adul, Riris, Kenan, Natan, etc. I
would also give my gratefulness to my second family, Teater Seriboe Djendela,
especially for Gedhek, Cak Doni, Mas Agathon, Om Fred, Sugeng, Via, Winda,
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
,oa Neta, Kribo, Ari, Puput, Nggelong, Sarwedha,
dm
Gaplek Tua , Boncel,
Septian, Aci, and Saskia. For everyone not written and mentioned here, I note you
in my heart.
Last but not least, my hugest and special thank goes to Safira Paramartha,
a love to cherish and keep, since everything with her is easier, lovable, awesome,
and unforgettable. Thank you.
ARTANTYA KRISPRADIPTA
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE
..............................................................................
APPROVAL PAGE ..............................................................................
ACCEPTANCE PAGE .....................................................................
MOTTO PAGE ....................................................................................
DEDICATION PAGE
................................................................
ACKNOWLEDGEMENTS ..............................................................
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ..........
LEMBAR PERNYATAAN KEASLIAN KARYA ILMIAH ..........
TABLE OF CONTENTS ....................................................................
ABSTRACT ..........................................................................................
ABSTRAK ..........................................................................................
i
ii
iii
iv
v
vi
CHAPTER I: INTRODUCTION ......................................................
A. Background of the Study ......................................................
B. Problem Formulation ............................................................
C. Objectives of the Study .........................................................
D. Definition of Terms ..............................................................
1
1
6
6
6
CHAPTER II: THEORETICAL REVIEW ......................................
A. Review of Related Studies ....................................................
B. Review of Related Theories ..................................................
1. Theories of Character and Characterization .....................
2. Theories of Social Bullying and
the Impact of Social Bullying ...........................................
C. Theoretical Framework .........................................................
8
8
11
11
12
18
CHAPTER III: METHODOLOGY ...................................................
A. Object of the Study ................................................................
B. Approach of the Study ..........................................................
C. Method of the Study ..............................................................
20
20
21
23
CHAPTER IV: ANALYSIS ...............................................................
A. The Descriptions of The Characters .....................................
1. The Description of The Victim of Social Bullying ...........
a. Elsie Edwards ...............................................................
2. The Description of The Doers of Social Bullying ...........
a. Jenifer Sawyer ..............................................................
b. Diane .............................................................................
c. Sharon ..........................................................................
B. Social Bullying as Seen through the Doers of Social Bullying
1. Direct Verbal Aggression ..................................................
2. Indirect Aggression ...........................................................
25
26
26
26
31
31
33
34
36
37
41
x
viii
ix
x
xii
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. The Impacts of Social Bullying as Seen Through
the Victim of Social Bullying .......................................
1. Low Self-esteem ..............................................................
2. Embarrassment ................................................................
3. Loss of Self-respect .........................................................
44
45
48
51
.........................................................
55
..............................................................................
58
CHAPTER V: CONCLUSION
BIBLIOGRAPHY
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
ARTANTYA KRISPRADIPTA (2013). The Impacts of Social Bullying As Seen
Through Elsie Edwards in Barthe DeClements Nothing s Fair in Fifth Grade.
Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma
University.
This study discusses the book entitled Nothing s Fair in Fifth Grade by
Barthe Declements. The objective of this study is to show that social bullying
done in the story may give impacts toward the victim of social bullying. There are
three problems analyzed. These problems cover the description of the characters,
the social bullying done in the story, and also the impact of social bullying that
can be seen through the victim.
To answer the problems, the writer uses two theories. The first theory used
is theory of character and characterization. This theory is used to describe
characters. In this study, the characters analyzed are divided in two parts, the
victim and the doers of social bullying. The second theory is theories of social
bullying and the impact of social bullying. These theories are used to reveal that
social bullying is done in the story and that social bullyings give impact toward
the victim. In this study, the writer uses psychological approach to see the text.
Psychological approach is chosen by the writer since social bullying and the
impacts are mostly discussed as social-psychological problems.
For this study, the writer conducts library research. By taking this method,
the writer can be closer to the text. Then the analysis is done by researching the
data or theories by finding it in the books or internet.
At last, the result of this study is the writer finds that social bullying
results the impact of social bullying. The victim is the main character, Elsie
Edwards. Elsie is a fat, lonely and noncompliant girl. Then, the doers of social
bullying is the main character s new classmates, Jenny, Diane, Sharon, and other
Elsie s new classmates, described as unfriendly persons toward Elsie. The
bullying done in the story is direct verbal aggression and indirect aggression. The
social bullying happening in the story result loss of self-esteem, embarrassment,
and loss of self- respect.
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
ARTANTYA KRISPRADIPTA (2013). The Impacts of Social Bullying As Seen
Through Elsie Edwards in Barthe DeClements Nothing s Fair in Fifth Grade.
Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Studi ini membahas sebuah buku berjudul Nothing s Fair in Fifth Grade
yang ditulis oleh Barthe DeClements. Tujuan studi ini adalah menunjukkan social
bullying yang ada pada cerita tersebut mengakibatkan dampak yang timbul pada
karakter utamanya. Ada tiga masalah yang akan dianalisis dalam studi ini. Yang
pertama adalah deskripsi para tokoh. Yang kedua adalah social bullying yang
terjadi di dalam cerita. Dan masalah terakhir adalah dampak yang dirasakan oleh
tokoh utama dalam cerita tersebut.
Dalam pembahasan masalah- masalah tersebut, penulis menggunakan dua
teori untuk mendasari analisisnya. Teori yang pertama adalah teori tokoh dan
penokohan. Teori ini digunakan untuk mengetahui deskripsi para tokoh. Para
tokoh yang dianalisa dibagi dalam dua bagian, korban dan pelaku social bullying.
Teori yang kedua adalah teori social bullying dan dampak dari social bullying.
Teori ini digunakan untuk melihat dan membuktikan bahwa social bullying terjadi
di cerita tersebut dan mengakibatkan dampak dampak yang dirasakan oleh korban
social bullying. Dalam studi ini, penulis menggunakan sebuah pendekatan.
Pendekatan yang dipakai adalah pendekatan secara psikologi. Pendekatan ini
dipilih oleh penulis dengan melihat bahwa social bullying dan akibatnya
merupakan masalah yang sering dibahas sebagai masalah sosial-psikologi.
Untuk studi ini, penulis menggunakan riset pustaka. Dengan metode ini
penulis dapat menjadi lebih dekat dengan teks. Data dan dan teori yang didapat
dari buku dan internet kemudian menjadi dasar analisis studi.
Pada akhirnya, penulis menemukan bahwa social bullying mengakibatkan
dampak pada korbannya. Dampak- dampak tersebut dialami oleh tokoh utama,
Elsie Edwards. Elsie Edwards adalah seorang gadis gemuk, kesepian, dan punya
sikap acuh. Lalu, pelaku social bullying adalah teman- teman sekelas Elsie yang
baru, seperti Jenny, Sharon, Diane, dan anggota kelas lainnya, yang bersikap tidak
ramah terhadap Elsie. Aksi bullying yang terjadi di dalam cerita adalah agresi
verbal secara langsung dan agresi secara tidak langsung. Social bullying yang
terjadi di cerita tersebut mengakibatkan penghargaan diri yang menurun, rasa
malu, dan hilangnya rasa menghormati diri sendiri pada korbannya.
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
PTR
TROUT N
This chapter contains Background of the Study, Problem Formulation,
Objectives of the Study, and Definition of Terms. Background of the Study
describes the reason the writer has a study on the object of the study, Barthe
DeClements Nothing s Fair in Fifth Grade. Problem Formulation provides the
problems or questions discussed in this study. Then, Objectives of the Study
comes with the purposes this study deals with, and, Definitions of Terms explains
the words or terms used in the study then to put misunderstandings away.
!g"#$%d #f &he S&$dy
Literary work grows as an important part of human life. Written texts are
taking a part in every step that can be found easily in times. Not only as a text, it
is an art. Literary work must be beautiful. It is not simply a work of art in artistic
way that contains aesthetic elements. Literary work brings a new condition by the
way it is formed in several ways. It can be formed as an expression created by the
witness of a certain experience and event and also can be formed as a document of
happening events in particular time. The author of the literary works tries to
shows a certain event by recording in a text. In Literature: Reading and Writing
The Human Experience, people understands literary work in different ways.
To some, it suggests imaginative works of exceptional quality. To others,
it refers to written works that have held up to repeated readings by various
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
audiences over time. To still others, literature simply refers to what gets
taught in schools and colleges, regardless of the reasons for their inclusion
in the curriculum. How readers think about literature and assess literary
value varies over time and even from person to person (Abcarian, Klotz
and Richardson, 1998: 1).
Since the pure meaning of literature is still debatable, people can
understand literature as a subjective case. While one can understand one meaning,
others can understand other meanings, in this case, the meaning of literature itself.
It is like what Charles E. Bressler says in Literary Criticism: An Introduction to
Theory and Practice. He says that to solve determining the meaning, others
choose to define literature as an art, thereby leaving open the question of its being
written or oral. This further narrows its meaning, equating literature to works of
the imagination or creative writing (Bressler, 1998: 9-10).
Literature also can be considered as a tool to communicate with others.
The communication form can be varied. It can be in a form of news ,
photograph of a history, or, even, a criticism to a problem happening in the
society around the author of the literary work. One of the situation written in
literary work is social and psychological problem. As literary work can come as a
tool to show an event on a certain time, literary work can also show the reader the
social and psychological problem happening in a certain society and moment.
Literary work can show the reader the fact and condition related to social and
psychological problems. Many authors write down a story containing social and
psychological problems.
One of psychological problems appearing in literary works is bullying.
Bullying comes as an interesting issue to write as part of a story. Most of bullying
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
happen because there are the doers and the action of the doers results the victim of
bullying. Bullying mostly appears in school. In Human Development, bullying is
expanding form of aggression. It is stated that aggression and bullying are related
to what features of the social environment they pay attention to, and how they
interpret what they perceive (Papalia, Olds, and Feldman, 2004: 371). These
actions result different impacts. The results can be depression and other mental
sickness, even physical one. It is like what John W. Santrock writes in Life-Span
Development.
What are the outcomes of bullying? A recent study indicated that bullies
and their victims in adolescence were more likely to experience depression
and engage in suicide ideation and attempt suicide than their counterparts
who were not involved in bullying. Another recent study revealed that
bullies, victims, or those who were both bullies and victims had more
health problems (such as headaches, dizziness, sleep problems, and
anxiety) than their counterparts who were not involved in bullying (2009:
338).
Regarding bullying, Pamela Orpmas states that bullies are a prevalent
problem in schools and one of the biggest difficulties for student, teachers, and
administrators. There are a lot of discussion about the problem of bullying, but
there has been surprisingly little action (2006: 11). Orpmas statement shows the
importance to understand and handle bullying since bullying comes as a problem
not only for the students. but also for the teachers and their surroundings.
Helen Cowie and Dawn Jennifer state that any kind bullying may give
impacts toward the victim. Since bullying is not a light issue, teachers cannot
underestimate this problem. The impact of bullying is a serious problem. Teachers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
cannot refuse the fact that bullying is dangerous. In their statement, the teachers
must be capable to handle this kind of problem.
Teachers have a reasonable knowledge about the nature of school bullying,
particularly physical forms. However, even though they recognize it as an
issue, they often underestimate the seriousness of relational bullying and
its negative impact on the victim. Furthermore, many teachers lack the
knowledge, skills and confidence with which to recognize and challenge
bullying. (2008: 1)
Experiencing the action of bullying is not a good feeling for the victim.
Being bullied can destroy a person s confidence and self-esteem. Mona O Moore
and Stephen J. Minton state that bullying may occur in many schools, but it
should be worried about, and should never be accepted. Words do cause harm,
and bullying is always harmful (2004: 1).
In this study, the writer wants to show that the book Nothing s Fair in
Fifth Grade, written by Barthe DeClements, contains the idea of social bullying
and the impacts of social bullying. This is similar with the impression by Laura
Fabiani, a book reviewer and a psychiatric child counselor, in her blog.
This is the third book I read for the Shelf Discovery Challenge hosted by
Booking Mamma. Although written almost 30 years ago, this book still
depicts some common issues among 10 year-olds in fifth grade, namely
friendships, bullying, and school grades. I read it to my 8 year-old
daughter currently in third grade and she enjoyed it. She actually wished
the
story
didn t
end
but
continued
for
longer
(http://libraryofcleanreads.blogspot.com/2009/12/nothings-fair-in-fifthgrade-by-barthe.html, 2009).
Children in fifth grade have their own life dynamic. Patti Ghezzi, an
award-winning journalist of education and social services, concludes that fifth
graders have willingness to set their environment and surrounding independently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
She states that kids of this age are seeking more privacy and independence, but
they still need their parents to be involved and to set boundaries
(http://www.schoolfamily.com/school-family-articles/article/10623-fifth-gradesocial-changes-what-to-expect). She also mentions that children in this grade
wants to be with their friends.
They want to be with their friends. They often get upset when their
longtime pals form new allegiances or if they feel they are not part of the
crowd. Your child s social life may be constantly changing today s best
friend is tomorrow s enemy. (http://www.schoolfamily.com/schoolfamily-articles/article/10623-fifth-grade-social-changes-what-to-expect).
Helen Cowie and Dawn Jennifer state an addition information about the
condition of fifth graders. They conclude that children of this age tend to tease
each other. They tend to be aggressive toward the others in kinds of manner. On
some ways, physical aggression is done to tease and on the other ways, verbal and
relational bullying are chosen.
An American study that investigated elementary children s moral
reasoning about physical and relational aggression found that fourth and
fifth graders tended to rate physical aggression (e.g. hitting a peer) as more
wrong and harmful than relational aggression (e.g. excluding a peer from
one s group of friends). In addition, girls tended to judge aggression in
general as more wrong than boys did, and were more likely to believe that
relational behaviours were harmful for the victim. (2008: 4)
Considering the statement above, the writer sees that fifth graders are
active children. They tend to move more and have more activity inside their peers.
The condition brings the need of good social interaction and good atmosphere in
the peers. Good social interaction and good atmosphere may build good peers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
'( P)*+,e- .*)-/,01i*2
To conduct this study, there are three questions formulated to answer. They
are:
1.
How are the characters in the story described?
2.
How is the social bullying revealed through the doers of social bullying
(Elsie s classmates)?
3.
What are the impacts of social bullying experienced by the victim of
social bullying (Elsie)?
3( 4+5ec1i67 *8 The S1/dy
The aim of this study is to find out the answer of the problem mentioned in
problem formulation. The first objective is to find out the way the characters are
described in the story. The aim of the first objective is to understand the role of
those characters in the story. The second objective is to find out the social
bullying happening in the story. The last objective is to identify the impacts of
social bullying described in the story as a result of social bullying done.
9( 9efi2i1i*2 *f Te)To understand the terms or words written in this undergraduate thesis, it
would be better to know the terms of subject matter. In this study, the writer uses
the term social bullying. In Human Development: Ninth Edition, bullying is an
aggression deliberately and persistently directed against a particular target, or
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
victim, typically one who is weak, vulnerable, and defenseless (Papalia, Olds, and
Feldman, 2004: 372).
Considering the meaning written above, social bullying can be understood
as the action of bullying by the society done by the society.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
:;>
T;=OR=T>:=W
THE IMPACTS OF SOCIAL BULLYING
AS SEEN THROUGH ELSIE EDWARDS
IN BARTHE DECLEMENTS
NOTHING S FAIR IN FIFTH GRADE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
ARTANTYA KRISPRADIPTA
Student Number: 084214057
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE IMPACTS OF SOCIAL BULLYING
AS SEEN THROUGH ELSIE EDWARDS
IN BARTHE DECLEMENTS
NOTHING S FAIR IN FIFTH GRADE
AN UNDERGRADUATE THESIS
dntesrsa tliraiulfntm
eofthem
equirnts
orftheegrofnjarastr
inlishstre
y
ARTANTYA KRISPRADIPTA
be
ntude
rum
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
2013
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
It s better to burn out
than to fade away.
Kurt Cobain
When there s love,
there s life.
Artantya K.
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
OR
MY LOVE,
SAFIRA PARAMARTHA.
LOVE THE LIFE,
FOR A SMILE OF
MOTHER EARTH AND FATHER SKY.
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
At first, my gratitude goes to Jesus Christ, My Lord, for His blessings. My
gratitude also goes to Buddha, Goddess Sarasvati, and Kurt Cobain for the
inspirations I could see and feel.
I would also give gratitude to Ni Luh Putu Rosiandani, S.S, M.Hum as my
advisor for the helps, comments, ideas, and patience. I would also thank Dra. A. B.
Sri Mulyani, M.A., PhD as my co-advisor, Adventina Putranti, S.S, M.Hum as my
examiner. The gratitude also goes to Hb. Heri Santoso and Dra. Bernardine Ria
Lestari M.S. for the criticisms, comments, and questions.
Then, I would give special gratitude for Soepandiyah and Widyatmi
Yuliani and also Siman Widyatmanta and Soeharto Hadi Soetjipto for value of life
I cannot get from others. The biggest thanks go to my parents Widyabakti Sabatari
and Setyo Watjono for their endless loves and support. I would like to thank my
sister, Ardwitya Tirza Krisantari. Since I am strengthened by my family, I also
thank Tante Nining, Budhe Tyas, Tante Lili, Tante Susi, Nawaw, Om Tomo,
Tante Ais, Tante Enggar, Lik Widi, Om Johny, Pakdhe Partono, Om Ronald, Om
Isti, Tante Eki, Om Koko, Tante Indah, Stella, Sela, Bobby, Diki, Titov, Bingar,
Alle, Damar, Citin, Adel, Kezia, and Dora. After that, my loudest gratitudes go to
my friends: Dedhy, Yoyok, Andri, Damar, Mamet, Demen, Gaplek, Ianno, Pleci,
Ley, Palute, Cella, Ari, Helga, Ana, Pita, Sakha, Adul, Riris, Kenan, Natan, etc. I
would also give my gratefulness to my second family, Teater Seriboe Djendela,
especially for Gedhek, Cak Doni, Mas Agathon, Om Fred, Sugeng, Via, Winda,
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
,oa Neta, Kribo, Ari, Puput, Nggelong, Sarwedha,
dm
Gaplek Tua , Boncel,
Septian, Aci, and Saskia. For everyone not written and mentioned here, I note you
in my heart.
Last but not least, my hugest and special thank goes to Safira Paramartha,
a love to cherish and keep, since everything with her is easier, lovable, awesome,
and unforgettable. Thank you.
ARTANTYA KRISPRADIPTA
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE
..............................................................................
APPROVAL PAGE ..............................................................................
ACCEPTANCE PAGE .....................................................................
MOTTO PAGE ....................................................................................
DEDICATION PAGE
................................................................
ACKNOWLEDGEMENTS ..............................................................
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ..........
LEMBAR PERNYATAAN KEASLIAN KARYA ILMIAH ..........
TABLE OF CONTENTS ....................................................................
ABSTRACT ..........................................................................................
ABSTRAK ..........................................................................................
i
ii
iii
iv
v
vi
CHAPTER I: INTRODUCTION ......................................................
A. Background of the Study ......................................................
B. Problem Formulation ............................................................
C. Objectives of the Study .........................................................
D. Definition of Terms ..............................................................
1
1
6
6
6
CHAPTER II: THEORETICAL REVIEW ......................................
A. Review of Related Studies ....................................................
B. Review of Related Theories ..................................................
1. Theories of Character and Characterization .....................
2. Theories of Social Bullying and
the Impact of Social Bullying ...........................................
C. Theoretical Framework .........................................................
8
8
11
11
12
18
CHAPTER III: METHODOLOGY ...................................................
A. Object of the Study ................................................................
B. Approach of the Study ..........................................................
C. Method of the Study ..............................................................
20
20
21
23
CHAPTER IV: ANALYSIS ...............................................................
A. The Descriptions of The Characters .....................................
1. The Description of The Victim of Social Bullying ...........
a. Elsie Edwards ...............................................................
2. The Description of The Doers of Social Bullying ...........
a. Jenifer Sawyer ..............................................................
b. Diane .............................................................................
c. Sharon ..........................................................................
B. Social Bullying as Seen through the Doers of Social Bullying
1. Direct Verbal Aggression ..................................................
2. Indirect Aggression ...........................................................
25
26
26
26
31
31
33
34
36
37
41
x
viii
ix
x
xii
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. The Impacts of Social Bullying as Seen Through
the Victim of Social Bullying .......................................
1. Low Self-esteem ..............................................................
2. Embarrassment ................................................................
3. Loss of Self-respect .........................................................
44
45
48
51
.........................................................
55
..............................................................................
58
CHAPTER V: CONCLUSION
BIBLIOGRAPHY
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
ARTANTYA KRISPRADIPTA (2013). The Impacts of Social Bullying As Seen
Through Elsie Edwards in Barthe DeClements Nothing s Fair in Fifth Grade.
Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma
University.
This study discusses the book entitled Nothing s Fair in Fifth Grade by
Barthe Declements. The objective of this study is to show that social bullying
done in the story may give impacts toward the victim of social bullying. There are
three problems analyzed. These problems cover the description of the characters,
the social bullying done in the story, and also the impact of social bullying that
can be seen through the victim.
To answer the problems, the writer uses two theories. The first theory used
is theory of character and characterization. This theory is used to describe
characters. In this study, the characters analyzed are divided in two parts, the
victim and the doers of social bullying. The second theory is theories of social
bullying and the impact of social bullying. These theories are used to reveal that
social bullying is done in the story and that social bullyings give impact toward
the victim. In this study, the writer uses psychological approach to see the text.
Psychological approach is chosen by the writer since social bullying and the
impacts are mostly discussed as social-psychological problems.
For this study, the writer conducts library research. By taking this method,
the writer can be closer to the text. Then the analysis is done by researching the
data or theories by finding it in the books or internet.
At last, the result of this study is the writer finds that social bullying
results the impact of social bullying. The victim is the main character, Elsie
Edwards. Elsie is a fat, lonely and noncompliant girl. Then, the doers of social
bullying is the main character s new classmates, Jenny, Diane, Sharon, and other
Elsie s new classmates, described as unfriendly persons toward Elsie. The
bullying done in the story is direct verbal aggression and indirect aggression. The
social bullying happening in the story result loss of self-esteem, embarrassment,
and loss of self- respect.
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
ARTANTYA KRISPRADIPTA (2013). The Impacts of Social Bullying As Seen
Through Elsie Edwards in Barthe DeClements Nothing s Fair in Fifth Grade.
Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Studi ini membahas sebuah buku berjudul Nothing s Fair in Fifth Grade
yang ditulis oleh Barthe DeClements. Tujuan studi ini adalah menunjukkan social
bullying yang ada pada cerita tersebut mengakibatkan dampak yang timbul pada
karakter utamanya. Ada tiga masalah yang akan dianalisis dalam studi ini. Yang
pertama adalah deskripsi para tokoh. Yang kedua adalah social bullying yang
terjadi di dalam cerita. Dan masalah terakhir adalah dampak yang dirasakan oleh
tokoh utama dalam cerita tersebut.
Dalam pembahasan masalah- masalah tersebut, penulis menggunakan dua
teori untuk mendasari analisisnya. Teori yang pertama adalah teori tokoh dan
penokohan. Teori ini digunakan untuk mengetahui deskripsi para tokoh. Para
tokoh yang dianalisa dibagi dalam dua bagian, korban dan pelaku social bullying.
Teori yang kedua adalah teori social bullying dan dampak dari social bullying.
Teori ini digunakan untuk melihat dan membuktikan bahwa social bullying terjadi
di cerita tersebut dan mengakibatkan dampak dampak yang dirasakan oleh korban
social bullying. Dalam studi ini, penulis menggunakan sebuah pendekatan.
Pendekatan yang dipakai adalah pendekatan secara psikologi. Pendekatan ini
dipilih oleh penulis dengan melihat bahwa social bullying dan akibatnya
merupakan masalah yang sering dibahas sebagai masalah sosial-psikologi.
Untuk studi ini, penulis menggunakan riset pustaka. Dengan metode ini
penulis dapat menjadi lebih dekat dengan teks. Data dan dan teori yang didapat
dari buku dan internet kemudian menjadi dasar analisis studi.
Pada akhirnya, penulis menemukan bahwa social bullying mengakibatkan
dampak pada korbannya. Dampak- dampak tersebut dialami oleh tokoh utama,
Elsie Edwards. Elsie Edwards adalah seorang gadis gemuk, kesepian, dan punya
sikap acuh. Lalu, pelaku social bullying adalah teman- teman sekelas Elsie yang
baru, seperti Jenny, Sharon, Diane, dan anggota kelas lainnya, yang bersikap tidak
ramah terhadap Elsie. Aksi bullying yang terjadi di dalam cerita adalah agresi
verbal secara langsung dan agresi secara tidak langsung. Social bullying yang
terjadi di cerita tersebut mengakibatkan penghargaan diri yang menurun, rasa
malu, dan hilangnya rasa menghormati diri sendiri pada korbannya.
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
PTR
TROUT N
This chapter contains Background of the Study, Problem Formulation,
Objectives of the Study, and Definition of Terms. Background of the Study
describes the reason the writer has a study on the object of the study, Barthe
DeClements Nothing s Fair in Fifth Grade. Problem Formulation provides the
problems or questions discussed in this study. Then, Objectives of the Study
comes with the purposes this study deals with, and, Definitions of Terms explains
the words or terms used in the study then to put misunderstandings away.
!g"#$%d #f &he S&$dy
Literary work grows as an important part of human life. Written texts are
taking a part in every step that can be found easily in times. Not only as a text, it
is an art. Literary work must be beautiful. It is not simply a work of art in artistic
way that contains aesthetic elements. Literary work brings a new condition by the
way it is formed in several ways. It can be formed as an expression created by the
witness of a certain experience and event and also can be formed as a document of
happening events in particular time. The author of the literary works tries to
shows a certain event by recording in a text. In Literature: Reading and Writing
The Human Experience, people understands literary work in different ways.
To some, it suggests imaginative works of exceptional quality. To others,
it refers to written works that have held up to repeated readings by various
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
audiences over time. To still others, literature simply refers to what gets
taught in schools and colleges, regardless of the reasons for their inclusion
in the curriculum. How readers think about literature and assess literary
value varies over time and even from person to person (Abcarian, Klotz
and Richardson, 1998: 1).
Since the pure meaning of literature is still debatable, people can
understand literature as a subjective case. While one can understand one meaning,
others can understand other meanings, in this case, the meaning of literature itself.
It is like what Charles E. Bressler says in Literary Criticism: An Introduction to
Theory and Practice. He says that to solve determining the meaning, others
choose to define literature as an art, thereby leaving open the question of its being
written or oral. This further narrows its meaning, equating literature to works of
the imagination or creative writing (Bressler, 1998: 9-10).
Literature also can be considered as a tool to communicate with others.
The communication form can be varied. It can be in a form of news ,
photograph of a history, or, even, a criticism to a problem happening in the
society around the author of the literary work. One of the situation written in
literary work is social and psychological problem. As literary work can come as a
tool to show an event on a certain time, literary work can also show the reader the
social and psychological problem happening in a certain society and moment.
Literary work can show the reader the fact and condition related to social and
psychological problems. Many authors write down a story containing social and
psychological problems.
One of psychological problems appearing in literary works is bullying.
Bullying comes as an interesting issue to write as part of a story. Most of bullying
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
happen because there are the doers and the action of the doers results the victim of
bullying. Bullying mostly appears in school. In Human Development, bullying is
expanding form of aggression. It is stated that aggression and bullying are related
to what features of the social environment they pay attention to, and how they
interpret what they perceive (Papalia, Olds, and Feldman, 2004: 371). These
actions result different impacts. The results can be depression and other mental
sickness, even physical one. It is like what John W. Santrock writes in Life-Span
Development.
What are the outcomes of bullying? A recent study indicated that bullies
and their victims in adolescence were more likely to experience depression
and engage in suicide ideation and attempt suicide than their counterparts
who were not involved in bullying. Another recent study revealed that
bullies, victims, or those who were both bullies and victims had more
health problems (such as headaches, dizziness, sleep problems, and
anxiety) than their counterparts who were not involved in bullying (2009:
338).
Regarding bullying, Pamela Orpmas states that bullies are a prevalent
problem in schools and one of the biggest difficulties for student, teachers, and
administrators. There are a lot of discussion about the problem of bullying, but
there has been surprisingly little action (2006: 11). Orpmas statement shows the
importance to understand and handle bullying since bullying comes as a problem
not only for the students. but also for the teachers and their surroundings.
Helen Cowie and Dawn Jennifer state that any kind bullying may give
impacts toward the victim. Since bullying is not a light issue, teachers cannot
underestimate this problem. The impact of bullying is a serious problem. Teachers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
cannot refuse the fact that bullying is dangerous. In their statement, the teachers
must be capable to handle this kind of problem.
Teachers have a reasonable knowledge about the nature of school bullying,
particularly physical forms. However, even though they recognize it as an
issue, they often underestimate the seriousness of relational bullying and
its negative impact on the victim. Furthermore, many teachers lack the
knowledge, skills and confidence with which to recognize and challenge
bullying. (2008: 1)
Experiencing the action of bullying is not a good feeling for the victim.
Being bullied can destroy a person s confidence and self-esteem. Mona O Moore
and Stephen J. Minton state that bullying may occur in many schools, but it
should be worried about, and should never be accepted. Words do cause harm,
and bullying is always harmful (2004: 1).
In this study, the writer wants to show that the book Nothing s Fair in
Fifth Grade, written by Barthe DeClements, contains the idea of social bullying
and the impacts of social bullying. This is similar with the impression by Laura
Fabiani, a book reviewer and a psychiatric child counselor, in her blog.
This is the third book I read for the Shelf Discovery Challenge hosted by
Booking Mamma. Although written almost 30 years ago, this book still
depicts some common issues among 10 year-olds in fifth grade, namely
friendships, bullying, and school grades. I read it to my 8 year-old
daughter currently in third grade and she enjoyed it. She actually wished
the
story
didn t
end
but
continued
for
longer
(http://libraryofcleanreads.blogspot.com/2009/12/nothings-fair-in-fifthgrade-by-barthe.html, 2009).
Children in fifth grade have their own life dynamic. Patti Ghezzi, an
award-winning journalist of education and social services, concludes that fifth
graders have willingness to set their environment and surrounding independently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
She states that kids of this age are seeking more privacy and independence, but
they still need their parents to be involved and to set boundaries
(http://www.schoolfamily.com/school-family-articles/article/10623-fifth-gradesocial-changes-what-to-expect). She also mentions that children in this grade
wants to be with their friends.
They want to be with their friends. They often get upset when their
longtime pals form new allegiances or if they feel they are not part of the
crowd. Your child s social life may be constantly changing today s best
friend is tomorrow s enemy. (http://www.schoolfamily.com/schoolfamily-articles/article/10623-fifth-grade-social-changes-what-to-expect).
Helen Cowie and Dawn Jennifer state an addition information about the
condition of fifth graders. They conclude that children of this age tend to tease
each other. They tend to be aggressive toward the others in kinds of manner. On
some ways, physical aggression is done to tease and on the other ways, verbal and
relational bullying are chosen.
An American study that investigated elementary children s moral
reasoning about physical and relational aggression found that fourth and
fifth graders tended to rate physical aggression (e.g. hitting a peer) as more
wrong and harmful than relational aggression (e.g. excluding a peer from
one s group of friends). In addition, girls tended to judge aggression in
general as more wrong than boys did, and were more likely to believe that
relational behaviours were harmful for the victim. (2008: 4)
Considering the statement above, the writer sees that fifth graders are
active children. They tend to move more and have more activity inside their peers.
The condition brings the need of good social interaction and good atmosphere in
the peers. Good social interaction and good atmosphere may build good peers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
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To conduct this study, there are three questions formulated to answer. They
are:
1.
How are the characters in the story described?
2.
How is the social bullying revealed through the doers of social bullying
(Elsie s classmates)?
3.
What are the impacts of social bullying experienced by the victim of
social bullying (Elsie)?
3( 4+5ec1i67 *8 The S1/dy
The aim of this study is to find out the answer of the problem mentioned in
problem formulation. The first objective is to find out the way the characters are
described in the story. The aim of the first objective is to understand the role of
those characters in the story. The second objective is to find out the social
bullying happening in the story. The last objective is to identify the impacts of
social bullying described in the story as a result of social bullying done.
9( 9efi2i1i*2 *f Te)To understand the terms or words written in this undergraduate thesis, it
would be better to know the terms of subject matter. In this study, the writer uses
the term social bullying. In Human Development: Ninth Edition, bullying is an
aggression deliberately and persistently directed against a particular target, or
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
victim, typically one who is weak, vulnerable, and defenseless (Papalia, Olds, and
Feldman, 2004: 372).
Considering the meaning written above, social bullying can be understood
as the action of bullying by the society done by the society.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
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