Emotional Peer Support And Cyberbullying Behavior Of Senior High School Students

in 3 Jember

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 246 students from the tenth and eleventh grade students 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 instruments 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 [A1]: Data analyze ?
Results: A statistics test used for analyzing the data Spearman, and it was found that the Commented [A2]: Move to method
relationship of the two variables was marked by the p value 0.001 and coeffiencent correlation
of -0.228. Commented [A3]: Please writedown the result of
Conclusions: Therefore, it known that there correlation between the emotional support from univariate variable, dan scoring
peers with cyberbullying behavior; the more the cyberbullying behavior, the lower the Commented [A4]: Result?
emotional support from peer. From this finding, it is expected that students of Senior High Commented [A5]: A to B systematic : independent to
School 3 Jember maintain their support for each other, especially by supporting emotionally to dependent
reduce negative behaviors occuring in students.

KEYWORDS
Cyberbullying, Peer Emotional Support, High School Students Commented [A6]: Check aligment right or center?

INTRODUCTION Commented [A7]: Please focusing the phenomena (

The growth of today’s teenagers are inseparable from the existence and advancement of Introduksi masalah, Skala –insiden, Kronologis Dampak,
information and communication technologies. Most people according to their culture categorize Solusi)
adolescents as early as 10-13 years and end at the age of 18-22 years (Widyastuti, Rahmawati, &
Purwaningrum, 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 (Yana Choria 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, Toomey, &
Walker, 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(Nirwana
Sari & ., 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 & Suminar, 2014).
Victims will also feel insecure in any situation, and often experience despair due to oppression
in cyberspace (Vaillancourt, Faris, & Mishna, 2017). Victims will feel afraid and feel uncomfortable
with their environment, victims will feel insecure and feel threatened by their safety(Hidajat, Adam,
Danaparamita, & Suhendrik, 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, König, Pfetsch, & Melzer, 2011).
Data from the Indonesian Internet Service Providers Association (Henri Kasyfi Soemartono,
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. Commented [A8]: How about problem bullying di The 3rd
In reacting to cyberbullying, emotional support is usually given by a close and good friend, Senior High School Jember?
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, Wang, Butts, Jose, & Hipp, 2017). Commented [A9]: + Aim of the study……

MATERIALS AND METHODS

The present study employs the analytical observation design, with the cross-sectional approach. Commented [A10]: Grammarly check
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 Commented [A11]: Only describe how the study and
sampling. This technique is used when the population is not homogeneous and is stratified data collection conducted . Non about the theory of
proportionally (Sugiyono, 2016). Samples were taken from each class randomly using lottery. In methodology
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 Commented [A12]: Describe how to scoring of variable
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
dependent and independent variables (Notoatmodjo, 2012), specifically, is to investigate the 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 Commented [A13]: Scoring category?
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. Commented [A14]: Describe data analyze formula
univariave and bivariate

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 Commented [A15]: Please describe only important,
respondents outnumbered the male, with the total students of 184 (74.8%) respondents. Meanwhile, the unique, anomaly data. (majority, specific)
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 Commented [A16]: Please describe only important,
bullies, or as many as 9 students (14.6%). Additionally, based on the respondent’s class, the unique, anomaly data. (majority, specific)
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. Commented [A17]: Combine table 3, 4, 5 in 1 table cross
tabulation of emotional support, cyberbullying behavior,
DISCUSSION and Spearman analyze result
As found in the present study to 246 respondents at senior high school 3 Jember, the number of Commented [A18]: Please make the discussion in crically
both bullies and victims of cyberbullying is quite high. The cyberbullying is commonly done because based on background +characteristic of respondent,
of dislike of a person to another which cannot be directly expressed or uttered in the real life, therefore dominance parameter of each variable
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 (Mesch, 2009).
A previous study conducted by (Febrianti & 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
(Pragwati, 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 (Ristianti,
2008).
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 Commented [A19]: Please improve author opinion
cyberbullying behavior done, the lesser the emotional support given by peers. Groups of teenagers have related to the results
a relationship with the cyberbullying behavior to other teenagers. Worse interaction among peers may
trigger to cyberbullying (Hinduja & Patchin, n.d.). Moreover, peers can play the role as the media to
inform about the social norm or agreement what is allowed and not allowed to be done by teens.
Therefore, teenagers are prone to be involved about 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
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. Commented [A20]: Indication of the results without
Prospective studies can focus more on cyberbullying by taking into account other factors other number , recommendation for students, and next study to
than emotional support from peers, such as parent’s role and groups of peers towards cyberbullying.. continue

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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)
Characteristics of Frequency (n) Percentage (%)
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
Total 246 100
Table 2. Frequency distribution of respondents' characteristics with the category of cyberbullying at
Senior High School 3 Jember (n = 246)
Cyberbullying Category
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)
Total 25 (10,2) 33 (13,4) 30 (12,2) 158 (64,2) 246 (100)
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 [A23]: Summarize table 3, 4, 5 in one table
Variable Total (%) cross tabulation between peer emotional support and
Peer Emotional Support cyberbullying behavior included result of SPSS
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)
Total 246

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

School 3 Jember
Category Frequency Percentage (%)
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
Total 246 100,0

Table 5. Analysis of Relationships with Peer Emotional Support with Cyberbullying Behavior in
Students at senior high school 3 Jember
Peer Emotional Support
Cyberbullying Behavior r = -0,228
p = 0,001
n = 246