Effectiveness of Storytelling Method in Life Mapping on the Reduction of Aggressive Behavior in Adolescents
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Effectiveness of Storytelling Method in Life Mapping on the
Reduction of Aggressive Behavior in Adolescents
Sara Ruhghea, Rahma Yurliani, Raras Sutatminingsih
Department of Psychology
University of Sumatera Utara
North Sumatra, Indonesia
Abstract - The study aims to test the effectiveness of storytelling life mapping as a way to reduce aggressive behavior in adolescents. The
study participants were 110 participants aged 12-15 years who had aggressive behavior in school. Eight sessions of storytelling life
mapping applied for 60 minutes / session. The research design used is Pretest Posttest Control Group Design. Measuring tool used the
scale of aggressive behavior of adolescents. The comparison of the effectiveness of storytelling of life mapping for the control group and
the experimental group was significant, indicating that the aggressive behavior of adolescents decreased.Keyword - Storytelling Life Mapping; Aggressive Behavior; Adolescents.
I
NTRODUCTION Crowley [4] call it a story experience developed as a tool of I.
therapy and literature, a therapeutic tool is given in the form Aggressive behavior is a behavior that often occurs of a story told to the child with full color to achieve among adolescences of Indonesia. In Indonesia aggressive psychological messages. behavior continues to increase every year. The Tempo article [1], points out the fact that aggressive behavior today
Research Questions :
is not only done by adults. Adolescence today have been Is the storytelling method in life mapping effective for reported to have committed violence. The article shows reducing aggressive behavior in adolescents? facts and data that about 2879 adolescence have committed
II. M ETHODOLOGY
acts of violence and must deal with the law so that the problem becomes more complicated. Among those in the In this experiment, the experiment uses the design of age ranges of 6-12 years were 268 (9%), and aged 13-18 between-participants design with pretest posttest control were 829 (91%). The majority of perpetrators of male- group design model. Participants in this study were 140 dominated crime acts are 2627 (91%) and female 252 (9%). early adolescents who had high aggressive, moderate and low aggressive behavior scores divided into experimental
The phenomenon of aggressive behavior in Aceh groups and control groups with random assignment. The became the focus of the researcher to study it more deeply. sampling technique used was purposive sampling. The latest data revealed by Yusuf [2] reported in Serambi Indonesia Daily, the number of cases of violence committed
The compilation of this scale refers to aspects of by adolescents in Aceh over the last 4 years is reportedly aggressive behavior proposed by Buss & Perry [5] increasing which reached 1326 cases. consisting of four types of aggressive behavior: physical, verbal, angry, and hostile aggression. Storytelling is one of the method in oral communication and written stories which helping a person understand her/his experience [3]. Storytelling according to Mills and
Corresponding Author: Sara Ruhghea
Effectiveness of Storytelling Method in life mapping on the Reduction of Aggressive Behavior in Adolescents
This research is done through the stages of preparation and posttest. Previously the item scale consisted of 50 items of the scale by making the blue print and then after being filtered into 21 items used for the next. After a operationalized in the form of statement. Subsequent trials descriptive analysis, norms are made based on Standard of aggressive behavior scale were conducted on March 12, Error (SE) considerations in the measurement. This is done 2018, where preliminary measurements were given to 140 because researchers only divide the participant into two participants to see some items omitted and used in pretest categories, namely medium and high (Azwar, 2009).
Tablel 1. Blue print design storytelling method in life mapping can be seen in the following table:
Storytelling life Material Purpose Session mapping
Basic Emotional Opening, introduction of basic Establish good relationships
1 Introduction human emotions between facilitators and participants, ensuring participants understand the training objectives, setting up the next training schedule. Explain the basic human emotions to help the participant understand basic human emotions. Aggressive behavior The explanation of basic Adolescents understand about
2 human emotions, aggressive aggressive behavior, factors behavior, factors that that influence aggressive influence the behavior persist behavior, as well as the effects and develop into worse of aggressive behavior if not behavior and effects if handled properly. aggressive behavior is not immediately addressed. Theurapiutic Story Explanation of the Adolescents can focus on the
3 Activity I Therapeutic Story by listening story, in order to fill in to a short story about incomplete sentences in the "ANGRY DAY" story so that participants can explore the contents of the story. Adolescents are able to understand about the characters in the story, what it does, understand the story problem, and how to solve it. Activity II Fill the second sheet To know the participant
4 containing incomplete understands of the people in sentences about the participant his neighborhood. Understand environment the development of the story so that the participant can develop how the environment
152
Effectiveness of Storytelling Method in life mapping on the Reduction of Aggressive Behavior in Adolescents 153
affects her/himself Activity III Fill in the third sheet, containing incomplete sentences about the participant's life situation.
To direct the participant life situation. This is to discuss the material emotionally through writing so that the participant can solve the problem.
5 Activity IV Fill the fourth sheet, and tell story about her/himself.
Give the participant a chance to tell him about his anger and his behavior so that the problem of the participant is resolved.
6 Closing Program Review Recall the material and give an impression and opinion about the storytelling of life mapping that he had learned during the intervention
7 This training facilitator is a researcher who conducts this intervention. The training was conducted in a large group of 55 people. The training also consists of 3-4 observers who are in charge of assisting the facilitator to observe each participant. Aspects of considerations in the selection of facilitators are as follows:
- Experienced in group training, especially groups of children
- Has undergraduate education
- Understand the issues of aggressive behavior - Willing to intervene in training for 8 days in Takengon.
This intervention was conducted for eight sessions with a duration of 60 minutes at each session and then given approximately one week from the eighth session to take post test data.
Quantitative data processing is done by using SPSS program for windows 20.0 version. Data analysis technique used is statistical analysis of parametric T-test.
III. R ESULT
Table 2 Experimental results Kolmogorov-Smirnov aggressive behavior Totality of participant
Kolmogorov-Smirnov Statistic df Sig.
Aggressive 1,00 .072 110 .200 The kolmogrov-smirnov normality test scores (sig.200>
.05) can be said to be normal distributed data. Thus one of the requirements of statistical testing has been met. The same is also explained in the Q-Q plots in the following normality chart:
Figure 1 Normality test
- 5,531 108 .470 22% Besar From table 3, the overall effect size of t = -5,531, df =
64
31 Control 55 42,18 8,75
78
30 Post test Experimental
55 29.40 8,10
56
14 Control 55 38,23 8,64
22 The difference of mean (16,14) in experimental group between pretest and post test has meaning that giving storytelling life mapping is significant in decreasing aggressive behavior hence hypothesis (H O ) rejected and (H
Experimental 55 45,54 6,58
I )
accepted. While in the control group showed no significant change. Table 6. Table test results of independent sample t-test aggressive behavior
Levene’s Equality of variances t-test for equality of means
F Sig. t df Sig.(2- tailed) Mean difference Std. error difference 95% confidence interval of the difference Agresif Equal variansces assumed Equal variansces not assumed
,634 ,428 -5,531
108 107,560
,000 ,000
64
Data Kelompok N Mean SD Max Min
Pre test1,59747 1,59747
1
Effectiveness of Storytelling Method in life mapping on the Reduction of Aggressive Behavior in Adolescents 154 Table 3. Test results of the homogeneity of variance of aggressive behavior variables.
Levene statistic df1 df2 Sig.
Aggressive
Based on mean Based on median Based on median and whit adjusted df Based on trimmed mean
.634 .640 .640 .638
1
1
1 108 108
Table 5. Descriptive Statistics of Experimental and Control Group
107.900 108
.428 .425 .425 .426
It is found that the probability value (sig) for the aggressive behavior test is based on the average obtained by value based on the mean overall data, 634 with probability value (p.428), while the middle value is based on median and whit adjusted df .640 with value (p .425> .05).
Referring to the criteria it can be concluded that the pretest to posttest data have the same variance, meaning the data is homogeneous. Thus the method uses parametric statistical tests because the data is normally distributed and homogeneous. Table 4. Results of the overall effect size test.
Group t df f % Description
control and experimental groups
108, and the effectiveness of storytelling of life mapping to decrease aggressive behavior of adolescents, 22%. Based on the criteria included in the major effects category.
- 8,83636
- 8,83636 >12,00282
- 12,0>5,66991
- 5,66976<
- 5,531
Effectiveness of Storytelling Method in life mapping on the Reduction of Aggressive Behavior in Adolescents 155
accepted
Similarly, another factor that plays a significant role in the regulation of emotions by adolescents is to increase sensitivity that increases self-awareness. At this stage adolescents also describe themselves as if in front of an imaginary audience who record and evaluate every action
In addition to anger there are some behavioral experiences that fall into the aggressive category that is mocking, hostile, insulting, punching and the most extreme is killing. Research participants are adolescents aged 12-15 years at this time according to Zeman (2001) in the development of emotions, a period where individuals already have the ability to manage emotions and has been able to develop a vocabulary that is enough to be invited to discuss that can affect the emotional state of self and others.
Storytelling this life mapping helps the participant to see how should the behavior appear in certain conditions. In the activity of activitis III the participant is directed to life situations that are similar to the life character of the participant. While IV activity reveals about self participant more special to know level of creativity better participant and free participant in exploring her/himself.
Some of the things that influence the success of the research are the intervention done in the group. The implementation of storytelling of life mapping in groups is a factor that supports the effectiveness of storytelling life mapping in decreasing aggressive behavior of the participant. Through paper activity sheet II, the participant can know each other how people around in expressing anger, and know the form of anger that appears in others.
Also proven in this study storytelling therapy life mapping (creative writing method) effective in reducing aggressive behavior in the junior class population. In the experimental group, aggressive behavior decreased significantly after training and also after follow-up. In addition, it shows behavioral changes in the participant of research after being given therapy, and qualitatively storytelling can be an alternative as a medium for students to express ideas, emotions, and experiences perceived.
In activity I participants are invited to understand the content and learning experience of the story content. The participant must be able to identify the problem in the story so that the participant can respond to the problem and give an opinion to solve it.
This therapy also focuses on important relationships in a person's life to help deal with problems, such as honesty, courage, and improve attitudes to be more positive by using the method of reading stories with teacher centered and writing methods.
Things that affect the success of this intervention are applied by involving the participant in the activity as well as interacting in its entirety, with the teacher centered method, listening to the story, writing the participant's feelings in the activity sheet.
Intervention storytelling life mapping designed in this study aims to reduce aggressive behavior in adolescents. After the storytelling intervention of life mapping was given, the result of aggressive behavior decreased in junior high school "X". The decrease in aggressive behavior in adolescents is evidenced by T-test statistical analysis, with p = 0.001 (p <0.05). This shows that there are differences in behavior in the experimental and control groups.
ISCUSSION
I
It is known that the F-statistic value for the assumption of variance is 0.634 with probability (p> .428). In conclusion that probabilias (p.428> .05) then HO is accepted, then the storytelling of life mapping is effective. Thus, the t-test refers to the values on the same basis of variances. The t-statistic value of aggressive behavior is -
Based on the description of test scores different pretest and posttest obtained range of moving scores from score 14 to score 64. From the table participants experienced a decrease in aggressive behavior score then H
1,09286 1,16514
8,10487 8,64091
55 29,4000 38,2364
55
K
Std. Error Mean Aggressive E
Table 7. Differences test results of experimental group and control group scores Group N Mean Std. Deviation
is accepted. This means that the probability of aggressive behavior of processing results, it can be concluded that the results of effective storytelling therapy to reduce aggressive behavior of adolescents.
O
5,531 with probability (p, 428). Because probability (p, 428>, 05) H
IV. D
Effectiveness of Storytelling Method in life mapping on the Reduction of Aggressive Behavior in Adolescents 156
they take. Thus, adolescents become very aware of the impact of their emotional expression on social interaction.
Repeating the material given each time the execution is considered effective enough. Implementation of the intervention to know the extent to which the participant understands the session that has been implemented, and decide whether to continue to follow the next activity. Beck (2011) explains that repetition or review is helpful in the therapeutic process. For the therapist, this serves to see how far the participant has understood the therapeutic process, while for the participant, it serves to help recall the various information that has been received. The same thing happens in the training process where the facilitator plays a therapist while the participant is the a subject.
Furthermore, the effectiveness of the storytelling of life mapping is the participant of applying the ability through writing about the lives of others and recognizing themselves through judgment and writing about the environment and anger. Participants can see what behaviors appear to cause emotions.
Also in this study also with the game before intervening so that the participant was happy. It is beneficial for the participant to recognize, express, and control the perceived emotion. The game consists of a series of games that involve collaboration, generating emotion, so the participant can start friendship and communication with their peers.
In addition from the results of the study showed after the implementation of interventions aggressive behavior decreased. This may occur due to the influence of conformity. Conformity occurs when the individual adopts the behavior or attitude of another person (coerced into real) or not (Santrock, 2007). The participant's desire to engage in aggressive behavior is the desire to follow a friend who is reducing his aggressive behavior.
Based on the results of quantitative analysis in this study can be concluded that the hypothesis of this study accepted which means that storytelling life mapping can reduce aggressive behavior of adolescents in SMP X Takengon. This result is obtained from parametric analysis of T-Test with p value = 0.001 (p <0.05). This means that there is a difference in the decrease of aggressive behavior in the experimental group and control group after given the storytelling of life mapping.
Suggestion
a. For experimental studies related to storytelling life mapping, it is necessary to consider the number of participants (N = 55), so it is easy to control the implementation.
b. For the next research it is better to add qualitative data per individual to sharpen the results of the study.
R EFERENCE [1] Wibowo (2014). Kejahatan terhadap anak meningkat.
http://www.tempo.co/read/news/2014/1 2/31/174632007/Sepanjang-2014- Kejahatan-Terhadap- Anak-Meningkat dalam majalah online Tempo. 31 Desember 2014.
[2] Yusuf, N. M (2016), Kekerasan terhadap anak di aceh mencapai 1.326 kasus. Aceh.tribunnews.com/2015/10/15/kekerasan-terhadap-anak- aceh-capai-1326-kasus. Diakses pada tanggal 16 Desember 2016 [3] Boltman, A. (2001). Childrens storytelling technologies: Differences in elaboration and recall [Online]. Tersedia: http://1stitiseer.1psu.edo 1563253.html [18 Agustus 2013] [4] Crowley, J Richard & Mills, C.Joyce (2014). Theraupiutic Methapors for children and the child within. Second Edition. New York & L ondon. [5] Buss, A.H., & Perry, M. (1992). The Aggression Questionnaire. Journal of Personality and Social
Psychology
[5] Saifuddin Azwar, (2009) Penyusunan Skala Psikologi, Edisi 4, Yogyakarta: Pustaka Pelajar, Yogyakarta. [6] Zeman, J. (2001). Emotional Development. University of Maine. Tersedia: http://findarticles.com/p/articles/mi_g2602/is_0002/ai_2602 000223/ (14 Februari 2012) [7] Berk, L.E. (2003). Child Development, 6th ed. Boston, MA: Allyn & Bacon Santrock, J. W. (2007). Perkembangan Anak Edisi Kesebelas Jilid 2. Jakarta: Penerbit Erlangga