Correlation Of Peer Emotional Support With Cyberbullying Behavior On Students At

Senior High School 3 Jember Commented [H1]: We suggest only mention place of study
in methods
ABSTRACT
Introduction: One of negative behavior of students to their peers which can be commonly
found in the school environment is cyberbullying. Of many factors which possibly influence
such behavior to occur is emotional support from their peers. The study aimed to investigate
relationship between emotional support from peers with cyberbullying behavior of students in
Senior High School 3 Jember.
Method: The samples of were 246 students from of the tenth and eleventh grade students a
public school in Jember of Senior High School 3 Jember in the academic year 2018-2019. The
study used analytic observational design of the cross-sectional approach, which also used
probability sampling technique. To collect the data, the study used a questionnaire of
emotional support from peers, resulting in reliability score of 0,837 and a questionnaire of
cyberbullying behavior, which scored 0,849 for the reliability Test. Both of the questionnaires
have been validated and considered reliable, thus were used to gather the data. Commented [H2]: Please add the variables and inclusion
Results: A statistics test used for analyzing the data Spearman, and it was found that the and exclusion criteria for the participant
relationship of the two variables was marked by the p value 0,001 and coeffiencent how many variables are measured?
correlation of -0,228.
Conclusions: Therefore, it known that there correlation between the emotional support from It is recommended that at least three variables be measured
peers with cyberbullying behavior; the more the cyberbullying behavior, the lower the Commented [H3]:
emotional support from peer. From this finding, it is expected that students of Senior High This statement should be in the method
School 3 Jember maintain their support for each other, especially by supporting emotionally
It is recommended that you use logistic regression tests for
to reduce negative behaviors occuring in students. data analysis

KEYWORDS Commented [H4]: This statement should be in the result

Cyberbullying, Peer Emotional Support, High School Students

INTRODUCTION
The growth of today’s teenagers are inseparable from the existence and advancement of
information and communication technologies. Most people according to their culture categorize
adolescents as early as 10-13 years and end at the age of 18-22 years. (Widyastuti, 2009). In this
modern era, such advancement may trigger the occurrence of cyberbullying which could be described
as a kind of bullying shown through the Internet, or cyber. Using the technology, people can do things
which may bring good and even harm to themselves and others (Utami, 2014). The user of the internet
also cannot be limited because all circles can access it easily and are free to do anything that cannot be
done in the real world (Bauman et al., 2013).
Cyberbullying is a mischievous behavior that is usually done by individuals or groups
intentionally and repetitively on purpose to harm others using computers, phones, and other electronic
devices. Additionally, this behavior has so far been considered safe because the adults do not
recognize if the behavior occurs, as it is not easy to monitor the activity which is related with the
Internet (Suryanto, 2016). Cyberbullying behavior uses more forms of verbal communication by
writing what is experienced to the internet or social media (Maya, 2015) The cyberbullying behavior,
therefore, is usually done freely on the Internet. Moreover, bullies can sometimes false their identities
thus can do anything without fear (Narpaduhita and Suminar, 2014).
Victims will also feel insecure in any situation, and often experience despair due to oppression
in cyberspace (Vaillancourt, 2017). Victims will feel afraid and feel uncomfortable with their
environment, victims will feel insecure and feel threatened by their safety (Hidajat, 2015).
Cyberbullying behavior that occurs over a long period of time can have an impact on the victim's
psychology such as the loss of self-confidence, anxiety, decreased performance (Rifauddin, 2016). The
emotional support of peers will build empathy in dealing with negative behavioral problems that occur
in adolescents (Steffgen et al., 2011).
Data from the Indonesian Internet Service Providers Association (APJII, 2018), Internet users
in Indonesia have now reached 88.1 million. Based on the data of Indonesian population from the
Central Bureau of Statistics, the population has reached the total of 252,5 million people. It means that
the Internet users have increased significantly as much as 16,2 million people from the total users of
71,9 million in 2013. The number, then, increased to 132,7 million users in 2016 and 143,26 million
users in 2017; it is equal to 54,7% of the total population in Indonesia. This has marked a very rapid
increase in Indonesia’s Internet users. Among these users are from varied ranges of ages, such as 18 to
25 years old that takes up to 49% of the total Internet users, and the group of users from teenagers, like
the age of high school students, which outnumbers the previous group of users, that takes up to 64,7%
of all users.
In reacting to cyberbullying, emotional support is usually given by a close and good friend,
which then becomes a positive support (Keliat, 2016). In fact, it is known that teens receive more
emotional support from their peers than that from their parents. It may come from the interdependence
between peers in giving and receiving supports and motivations, which they usually like to do it in
exchange (Lakon, 2017). Commented [H5]: Please add the purpose of this study
and GAP analysis at the end of the sentence
MATERIALS AND METHODS
The present study employs the analytical observation design, with the cross-sectional
approach. In this study, therefore, the researcher did an analysis on the relationship between emotional
support from peers as the independent variable with the cyberbullying behavior as the dependent
variable at senior high school 3 Jember. The population of the research included all male and female
students from the tenth and eleventh grade, totaling 635 students in the 2018-2019 academic years.
Samples were taken from the population, by selecting those who met all criteria preset by the
researcher. Finally, 246 students were decided as samples using the Slovin formula.
The sampling technique used in the present study was the proportionate stratified random
sampling. This technique is used when the population is not homogeneous and is stratified
proportionally (Sugiyono, 2016). Samples were taken from each class randomly using lottery. In
addition, the proposal was written from September 2018 to December 2018. The proposal seminar was
conducted in November 2018. Following the proposal seminar, the research was officially started in
February 2019 and the results were published in April 2019. To gather the data required for answering
the research question, the instruments used in the study were a questionnaire of cyberbullying
behavior with the validity score of 0,3061 and the reliability of 0,849 and a questionnaire of emotional
support from peers with the validity score of 0,396 and the reliability score of 0,837.
A bivariate analysis was performed to investigate if there is any relationship between the Commented [H6]: It is recommended that you use logistic
dependent and independent variables (Notoatmodjo, 2012), specifically, is to investigate the regression tests for data analysis
relationship between the emotional support from peers and the cyberbullying behavior. The
measurement scale used to measure the emotional support from peers towards the cyberbullying
behavior was the interval and ordinal scales. The normality test was previously performed using the
Kolomogorov-smirnov test due to the total samples used in the study, which achieved >50 people.
Respondents must obtain fair treatment and without discrimination before, during, and after research
(Nursalam, 2014).Before ever conducted, the research should have gone through the health research
ethics test. This kind of ethic test was held in the Health Research Ethics Commission (KEPK) of the
faculty of Dentistry at Jember University. The research was announced ‘pass’ and have satisfied the
ethical conduct with the number of ethics test No.334/UN25.8/KEPK/DL/2019.

RESULTS
A number of respondent characteristics was applied in the present study, which includes age,
gender, class, parent’s occupation, parent’s educational experiences, height, and weight. In Based on
Table 1, the frequency distribution of gender obtained from 246 respondents yields that the female
respondents outnumbered the male, with the total students of 184 (74,8%) respondents. Meanwhile,
the distribution of respondent’s class in the tenth (X) grade and the eleventh (XI) grade is equal; the X
grade consisted of 125 students (50,8%) and the XI grade consisted of 121 students (49,2%). The
score of the most parent’s occupation was that of the private workers, occupied by parents from 73
students (29,7%). The second most was entrepreneurs, civil workers, and others, and the least was
unemployment. Furthermore, the characteristic of parent’s education which received the most
distribution was senior high school, as resulted from response from 159 students (64,6%). Based on
the distribution of height obtained from 246 respondents, most students or as many as 117 students,
were 151 to 160 cm tall, while the least distribution was that from only 25 students with 171 to 180 cm
tall (10,2%). The distribution result from body mass index (BMI) from 246 respondents shows that
most students or 112 respondents (45,5%) were at the normal body weight, and only small amount of
respondents 3 respondents (1,2%) were found obese.
In Table 2, it can be observed that from 246 respondents, the male respondents were the most
bullies, or as many as 9 students (14,6%). Additionally, based on the respondent’s class, the
cyberbullying behavior has mostly occurred in the XI grade; 14 (11,6%) students were identified as
bullies, 23 (19%) were found as victims, and 16 (13,2%) students were identified as bullies as well as
victims. The table also informs us that most of the parent’s occupation from the cyberbullying incident
was the private workers, 6 (8,2%) were bullies, 9 (12,3%) were victims, and 12 (16,5%) were bullies
and victims. It was also found that the cyberbullying incidents very little occur to respondents whose
parents did not go to school / or graduated only from the Elementary education; none (0%) of the
respondents were bullies or bullies and victims of bullying, and only 1 (25%) respondent was
identified as victim. From the most height, 151-160 cm, that was obtained from 117 (47,6%)
respondents, 10 (8,5%) were found as bullies, 17 (14,5%) confessed as victims, and 74 (63,2%)
respondents were identified as both bullies and victims. Finally, from the BMI score, which least score
was for the overweight students, it was found that 0 respondent was regarded as bullies, and 1 (33,3%)
confessed as both bullies and victims.
Table 3, on the other hand, explains that students of senior high school 3 Jember who became
the research respondents preferred receiving emotional support from peers (responded by 195 students
or 79,3%). To this, the indicator of emotional support from peers which was considered the most
influential one was encouragement toward the person because most respondents give the highest to
this indicator than to the other indicators.
Additionally, it was known from Table 4 that from 246 respondents, most of them or 158
(64,2%) respondents, did not become bullies and victims, and about the rest of them (35,8%) were
bullies, victims, and both.
Finally, Table 5 shows that the Spearman test resulted in the relationship between the variable
of emotional support from peers and the variable of cyberbullying behavior, with the p value of 0,001
and the correlation value was -0,228; in other words, the correlation of the two variables was classified
as low. The negative correlation implies that the more cyberbullying behavior done, the lower the
emotional support from peers, and the lesser the cyberbullying behavior done, the higher the emotional
support given by peers.

DISCUSSION
As found in the present study to 246 respondents at senior high school 3 Jember, the number
of both bullies and victims of cyberbullying is quite high. The cyberbullying is commonly done Commented [H7]: This statement is a part of the result
because of dislike of a person to another which cannot be directly expressed or uttered in the real life,
therefore the social media or online platforms are preferred (Budiarti, 2016). Teenagers who are active
users of social media are more prone to cyberbullying behavior, opening chances for them to become
either bullies or victims of cyberbullying (Mech, 2009).
A previous study conducted by Febrianti and Hartana (2014) obtained that female are, in fact,
more involved in cyberbullying than male. The findings of the study do not conform to findings of the
present study, that more male students are involved in cyberbullying. Cyberbullying usually happens
to people or victims who have different appearance, for example, they are smaller in body size or they
seem to weigh more (even overweight) than others (Rahayu, 2012). Teenagers with bigger or thinner
body than their peers tend to be less accepted among their friends, compared to those with
(considered) normal body size (Kustanti, 2015).
Emotional support is very crucial because victims of cyberbullying will feel comfort and
loved by others, especially their friends (Sundari, 2015). The high and low of emotional support given
by peers to teens are most likely influenced by several factors, among others are the receiver of the
support, and the support provider. The former can be influential if the receiver of support does not like
to socialize and get along, is not motivated to help others, not want others to know that she or he needs
help. The second factor can be influential because teenagers will not likely support their friends
emotionally if they seem to have nothing (no resource) to help others, or they are struggling with their
own depression, or they are not sensitive to the surrounding, making them not aware if their friends
need their support (Pragawati, 2014). The ability of adolescents to get emotional support can help in
overcoming problems that are being faced, so that teens are not dissolved in the sadness that is being
experienced (Potter in Ristianti, 2009).
It is implied in the findings of the present study that there is a correlation between the
emotional support from peers and the cyberbullying behavior to teenagers. It was known that the more
the cyberbullying behavior done, the lesser the emotional support given by peers. Groups of teenagers
have a relationship with the cyberbullying behavior to other teenagers. Worse interaction among peers
may trigger to cyberbullying (Hinduja, 2018). Moreover, peers can play the role as the media to
inform about the social norm or agreement about what is allowed and not allowed to be done by teens.
Therefore, teenagers are prone to be involved in cyberbullying because they believe that their negative
behavior are confirmed and supported by their friends. In other words, peers are an important element
in how teenagers behave (Budiarti, 2016).

CONCLUSIONS Commented [H8]: Must be in general statement

According to the findings of the study and discussion in the previous section, it can be
concluded that there is a relationship between the emotional support from peers and the cyberbullying
behavior with the p-value of 0,001 and the correlation coefficient (r) of -0,228. The result implies that
the more the cyberbullying, the lesser the emotional support given by peers.
Prospective studies can focus more on cyberbullying by taking into account other factors other
than emotional support from peers, such as parent’s role and groups of peers towards cyberbullying..

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Table 1. Distribution of Respondents by sex, class, occupation parents, parents' education, height, and
student weight at Senior High School 3 Jember (n = 246) Commented [H9]: We suggest only mention place of study
Characteristics of Frequency (n) Percentage (%) in methods
respondents
Gender
Man 62 25,2
Women 184 74,8
Total 246 100
Class
a. X (Ten) 125 50,8
b. XI (Eleven) 121 49,2
Total 246 100
Parents’ job
a. Not working 6 2,4
b. Government employees 52 21,1
c. Private employees 73 29,7
d. Entrepreneurship 63 25,7
e. Etc (farmer, labor) 52 21,1
Total 246 100
Parents education
a. Not schooling / primary 4 1,6
school
b. Middle school 15 6,1
c. Senior High School 159 64,6
d. College 68 27,6
Total 246 100
Height
a. 140-150 cm 37 15,0
b. 151-160 cm 117 47,6
c. 161-170 cm 67 27,2
d. 171-180 cm 25 10,2
Total 246 100
Body Mass Index Classification
a. Less weight 90 36,6
b. Normal weight 112 45,5
c. Over weight 41 16,7
d. Obecity 3 1,2 Commented [H10]:
Total 246 100 In English
For decimal use a dot (.) instead of comma , for all
Commented [H11]: Table Font size 10
Table 2. Frequency distribution of respondents' characteristics with the category of cyberbullying at
Senior High School 3 Jember (n = 246) Commented [H12]: We suggest only mention place of
Cyberbullying Category study in methods
Characteristics of Total n
Perpretat Victim n Both n Not doing n
respondents (%)
or n (%) (%) (%) (%)
Gender
a. Man 9 (14,6) 5 (8,0) 5 (8,0) 43 (69,4) 62 (25,2)
b. Women 16 (8.7) 28 (15,2) 25 (13,6) 115 (62,5) 184 (74,8) Commented [H13]: In English
Total 25 (10,2) 33 (13,4) 30 (12,2) 158 (64,2) 246 (100) For decimal use a dot (.) instead of comma , for all
Class
a. X (Ten) 11 (8,8) 10 (8) 14 (11,2) 90 (72) 125 (50,8)
b. XI (Eleven) 14 (11,6) 23 (19) 16 (13,2) 68 (56,2) 121 (49,2)
Total 25 (10,2) 33 (13,4) 30 (12,2) 158 (64,2) 246 (100)
Parents’ job
a. Not working 1 (16,7) 2 (33,3) 0 (0) 3 (50) 6 (2,4)
b. Government 7 (13,5) 8 (15,4) 6 (11,5) 31 (59,6) 52 (21,1)
employees
c. Private 6 (8,2) 9 (12,3) 12 (16,5) 46 (63) 73 (29,7)
employees
d. Entrepreneurshi 4 (6,3) 7 (11,1) 8 (12,7) 44 (69,8) 63 (25,7)
p
e. Etc (farmer, 7 (13,5) 7 (13,5) 4 (7,7) 34 (65,4) 52 (21,1)
labor)
Total 25 (10,2) 33 (13,4) 30 (12,2) 158 (64,2) 246 (100)
Parents education
a. Not schooling /
primary school 0 (0) 1 (25) 0 (0) 3 (75) 4 (1,6)
b. Middle school 3 (20) 3 (20) 1 (6,7) 8 (53,3) 15 (6,1)
c. Senior High 16 (10,1) 20 (12,6) 22 (13,8) 101 (63,5) 159 (64,6)
School
d. College 6 (8,8) 9 (13,2) 7 (10,3) 46 (67,6) 68 (27,7)
Total 25 (10,2) 33 (13,4) 30 (12,2) 158 (64,2) 246 (100)
Height
a. 140-150 cm 5 (13,5) 6 (16,2) 2 (5,4) 24 (64,9) 37 (15)
b. 151-160 cm 10 (8,5) 17 (14,5) 16 (13,7) 74 (63,2) 117 (47,6)
c. 161-170 cm 7 (10,5) 7 (10,5) 8 (11,9) 45 (67,1) 67 (27,2)
d. 171-180 cm 3 (12) 3 (12) 4 (16) 15(60) 25 (10,2)
Total 25 (10,2) 33 (13,4) 30 (12,2) 158 (64,2) 246 00)
Body Mass Index
Classification
a. Less weight 7 (7,8) 6 (6,7) 5 (5,5) 72 (80) 90 (36,6)
b. Normal weight 13 (11,6) 10 (8,9) 19 (17) 70 (62,5) 112 (45,5)
c. Over weight 5 (12,2) 16 (39) 5 (12,2) 15 (36,6) 41 (16,7)
d. Obecity 0 (0) 1 (33,3) 1 (33,3) 1 (33,4) 3 (1,2)
Total 25 (10,2) 33 (13,4) 30 (12,2) 158 (64,2) 246 (100)
Table 3. Value of Indicators of Peer Emotional Support in Senior High School 3 Jember (n = 246) Commented [H14]: We suggest only mention place of
Variable Total (%) study in methods
Peer Emotional Support
a. High Peer Emotional Support (X ≥ 38) 44 (17,9)
b. Medium Peer Emotional Support (22 ≤ X <38) 195 (79,3)
c. Low Peer Emotional Support (X <22) 7 (2,8) Commented [H15]: In English
Total 246 For decimal use a dot (.) instead of comma , for all

Table 4. Frequency Distribution of Cyberbullying Behavior Categories in Students at Senior High

School 3 Jember Commented [H16]: We suggest only mention place of
Category Frequency Percentage (%) study in methods
Perpretator 25 10,2
Victim 33 13,4
Both (perpretator and victim) 30 12,2
Not doing (not as perpretator and victim) 158 64,2 Commented [H17]: In English
Total 246 100,0 For decimal use a dot (.) instead of comma , for all

Table 5. Analysis of Relationships with Peer Emotional Support with Cyberbullying Behavior in
Students at senior high school 3 Jember Commented [H18]: We suggest only mention place of
Peer Emotional Support study in methods
Cyberbullying Behavior r = -0,228
p = 0,001
n = 246 Commented [H19]: In English
For decimal use a dot (.) instead of comma , for all