EDUCATIONAL RESEARCH ARTICLES

STUDENTS UNDERSTANDING CYBER BULLYING AND WRITING RECOUNT

TEXT IN IMPLEMENTATION OF “KURIKULUM MERDEKA” AT THE 10TH
GRADES IN SMA NEGERI 12 MERANGIN.

Arranged by :
Lutfi Ma'rifah
(19020311016)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER AND AKNOWLEDGEMENT
WARNING UNIVERSITY
2022
 STUDENTS UNDERSTANDING CYBER BULLYING AND WRITING RECOUNT
TEXT IN PREMIERE PROJECT OF “KURIKULUM MERDEKA” AT THE 10TH
GRADES IN SMA NEGERI 12 MERANGIN.

By
Lutfi Ma'rifah
Faculty of Teacher Training and Education, Merangin University, Jl. Jendral Sudirman Km.2
Pematang Kandis Village, Bangko District, Merangin Regency, Jambi
Lutfimarifah2303@gmail.com| @stkipypmbangko.ac.id
Abstract
This study aims to explain the influence of the relationship between students' understanding of
cyberbullying and the ability to write texts on students' personal experiences at SMA Negeri 12
Merangin. In this case the sub-theme of cyberbullying was taken based on the theme of the inaugural
project in the implementation of the "Kurikulum Merdeka" independent curriculum namely
(Bangunlah Jiwa dan Raganya) Wake up body and soul. The method used in this study is the
development method and qualitative description. The study involved 90 students who were divided
into 3 classes of Phase E or class X, namely classes E1, E2, and E5. Held for one month in the
inaugural project of implementing the independent curriculum. The results of the study found that in
this case students can understand various kinds of acts of cyberbullying which are one of the bad and
dangerous behaviors that are becoming a current trend in the youth sphere, the relationship between
students can write recount texts in English subjects which is one of the materials studied. Is in the
learning module, so that students can also understand the social function, structure, and purpose of
writing Recount texts. Besides that, students can also understand in detail matters related to
cyberbullying, which are related to the forms, types, and characteristics of cyberbullying, so that
students can avoid it and become virtuous students.

Keywords: cyberbullying, personal experience, ethical students, teenagers, millennials.

INTRODUCTION
The “prevent cyberbullying” project with
the theme “Wake up your body and soul”
creates learning opportunities for students
to shape themselves according to the
Pancasila Student Profile. Aiming to train
physical and mental health on an ongoing
basis, this project with an active and
student-centered learning method is
expected to be a tool that offers a meeting
point for collaboration and identifies
related parties for solving cyberbullying
problems around students.
Through this project, students are
ultimately expected to have developed
specifically the three dimensions of the
Pancasila Student Profile, namely piety to
God Almighty, noble character, mutual
cooperation, and independence including
the sub elements that will be described in
detail.
The relevance of the project to schools
and all subject teachers.In essence,
humans are social beings who have the
need to build relationships between
individuals. By holding digital citizenship
status that is inherent in today's students,
good and polite communication skills are a
common concern for us. But on his
journey, building relationships with mutual
respect is not easy. Not a few of us find
bullying practices circulating in
cyberspace under the pretext of jokes or
jokes. Based on a survey conducted in
Indonesia from March 9 to April 4 2019
with 5,900 respondents, it was found that
49% of respondents stated that they
experienced cyberbullying on social
media. Popular digital activities among
Indonesians are writing messages and
accessing social media. Bullying practices
carried out by students on social media can
hinder the mental and physical
development of students; experiences of
insecurity, feeling insecure, stress,
depression, to digestive disorders and
anxiety. Therefore, the school is a strategic
place in facilitating and accompanying
students to be actively involved in
implementing the noble values of
Pancasila and increasing their ability to
maintain the mental and physical health of
themselves and their environment.
In learning English students must master
the four basic skills, namely, Speaking,
Reading, Listening, and Writing. Writing is
a writing activity that includes several
important elements, not just expressing
ideas but also following other elements
such as reviewing from the perspective of
speech, vehicle and order. The ideas are
the opinions, experiences, and knowledge
of the author. Whether obtained from the
past from their own experience, or in the
present through literature review. While
speech is an attempt to express ideas by
paying attention to the language of
delivery, for example using descriptive
language, narration, persuasion, exposition
or argumentation. The order element is the
process of paying attention to diction or
language selection. (The Liang Gie : 1992)
Personal experience text is a writing that
raises the story of one's own experience,
whether it is fun, sad, ridiculous, touching,
scary and so on. In the text of personal
experience, the author can freely express
the ideas and feelings he has experienced.
The text of personal experience can be
useful as documentation, notes for
yourself, so that in the future it can be a
lesson. If it's an unpleasant experience, it
can be used as a lesson so that you can
anticipate it and not repeat it.
After knowing and understanding
everything related to cyberbullying which
is very common to learn, students are
asked to write down some personal
experiences related to cyberbullying. Be it
as perpetrators, victims, or bystanders.
Cases of cyber bullying are currently very
busy experienced by many people.
Moreover, school students who are good at
using smartphones, the impact can cause
physical and mental illness.
Based on the background described above,
it is interesting to examine in more depth
about cyber bullying that afflicts school
students. So that the formulation of the
problem in this research is how to increase
students' understanding of the dangers of
cyber bullying through writing personal
experience texts.
This study examines the relationship
between the experiences of high school
students in class X and cyber bullying. The
research method is a qualitative descriptive
classroom action research so that the
results found that many of the students
who told their personal experiences were
involved as observers, victims, and even
perpetrators. Thus, the cyber bullying
prevention program which is currently one
of the projects for implementing an
independent curriculum in schools is very
useful for the sustainability of students in
knowing the dangers of cyber bullying for
good in the future.
Theory
CyberbullyingAccording to Unicef (2020)
is the use of digital technology for the
purpose of bullying, for example through
social media, platforms, playing games,
chat rooms or cellphones. O'Dea and
Campbell (2012) say that cyberbullying is
an act of humiliating someone who is not
known. Meanwhile, according to Willard
(2007), cyberbullying is social aggression
that is carried out by a person or group via
the internet by sending or uploading
harmful or negative material. It is difficult
to control cyberbullying because victims
are often reluctant and do not report it to
the authorities. According to Aune (2009)
victims usually do not report because they
think they can solve it themselves and are
worried that they will no longer have
internet access.
Some forms of cyberbullying such as
spreading lies about someone, uploading
inappropriate and embarrassing photos or
pictures about someone on social media;
messages via chat platforms that are sent
containing hurtful threats; harsh words in
the comments column; impersonating or
impersonating someone (false account or
logging in through someone's account) and
sending malicious messages to others on
their behalf; sending threatening messages
on social media, chat applications, and
online games; creating anonymous or fake
accounts, hijacking, or stealing other
people's identities online with the aim of
embarrassing someone or causing trouble
through the use of their name; and others
(Unicef, 2021)
Willard (2007) divides cyberbullying into
8 forms, namely; 1) Flaming (anger) that is
delivering text messages full of anger and
frontal; 2) Harassment, namely various
messages containing continuous
disturbances sent via email, short
messages, or text messages on social
media; 3) Denigration (defamation) is
someone's bad name is exposed through
the internet with the aim of damaging the
good name and reputation; 4)
Cyberstalking (stalking) is an act with the
aim of creating a nuisance and making
another person's name polluted intensely
so that the person becomes afraid; 5)
Impersonation, namely pretending to be
someone else and sending bad messages;
6) Trickery (cheating), namely persuading
other people by deception to get secrets
such as the person's personal photos with a
specific purpose; 7) Outing is spreading
secrets, private photos of other people with
a specific purpose; and 8) Exclusion,
which is cruelly intentionally removing
someone from an online group.
Personal experience writing is a form of
experience writing that is lifted from an
impressive personal experience, and is fun
and sad. Personal experience writing
contains ideas and feelings that have been
experienced in a certain place, time, and
something that happened in the past. The
purpose of writing is to please oneself or
others, because reading personal
experience is like seeing portraits of past
events.
The benefits of writing personal
experience apart from being a verbs; 5) Using linking verbs; 6) Using
documentary can also be a lesson for
ourselves so that we can determine a better
future, of course by learning from things
that we have experienced in the past to be
able to spur ourselves to become a better
person.
The characteristics of personal experience
writing are; 1) Forms and procedures for
free writing; 2) Always contains the names
of the elements and the names of the
perpetrators; 3) Always contain the event,
time and place where the event occurred;
4) The content is individual; 5) Subjective;
6) The language is natural; 7) Ordinary,
reasonable, and simple; 8) Straightforward,
lively, lively and interesting; 9)
Refreshing, vibrant and lively served.
While in English learning, Recount Text is
a text that retells events or events in the
past, the story can be in the form of actions
or activities before someone writes the
text. The purpose of recount text is to
provide information about an event to the
reader, or to entertain the reader. Recount
Text also has several structures including:
1) Orientation (introduction) the content of
the orientation is information about the
character or character, location, time of
occurrence, etc. here the reader can
understand the path or storyline of the
author; 2) Series of Events in this section
the author will write a series of events or
events that they experienced (the essence
of Recount Text). Usually the authors will
also express personal remarks on the
events, or personal statement about the
story written; 3) Reorientation (end of a
story) in this section the author will
provide a summary and conclusion of the
entire story as well as tell the ending. In
learning English, writing experiential texts
also has several linguistic elements whose
purpose is to be able to distinguish
experiential texts from other types of texts
which are characteristic of the text itself.
Among them: 1) Using simple past tense;
2) Using specific participants; 3) Using
personal participants; 4) Using action
chronological connections/connective
sequences; 7) Using conjunctions; 8)
Using adverbs; 9) Using adverb(ial)
phrases; 10) Using time connectives and
sequences connective; 3) Reorientation
(the end of a story) in this section the
author will provide a summary and
conclusion of the whole story as well as
tell the ending. In learning English, writing
experiential texts also has several
linguistic elements whose aim is to be able
to distinguish experiential texts from other
types of texts which are characteristic of
the text itself. Among them: 1) Using
simple past tense; 2) Using specific
participants; 3) Using personal
participants; 4) Using action verbs; 5)
Using linking verbs; 6) Using
chronological connection/sequences
connective; 7) Using conjunctions; 8)
Using adverbs; 9) Using adverb(ial)
phrases; 10) Using time connectives and
sequences connective; 3) Reorientation
(end of a story) in this section the author
will provide a summary and conclusion of
the entire story as well as tell the ending.
In learning English, writing experiential
texts also has several linguistic elements
whose purpose is to be able to distinguish
experiential texts from other types of texts
which are characteristic of the text itself.
Among them: 1) Using simple past tense;
2) Using specific participants; 3) Using
personal participants; 4) Using action
verbs; 5) Using linking verbs; 6) Using
chronological connections/connective
sequences; 7) Using conjunctions; 8)
Using adverbs; 9) Using adverb(ial)
phrases; 10) Using time connectives and
sequences connective; In learning English,
writing experiential texts also has several
linguistic elements whose aim is to be able
to distinguish experiential texts from other
types of texts which are characteristic of
the text itself. Among them: 1) Using
simple past tense; 2) Using specific
participants; 3) Using personal
participants; 4) Using action verbs; 5)
Using linking verbs; 6) Using
chronological connection/sequences
connective; 7) Using conjunctions; 8)
Using adverbs; 9) Using adverb(ial)
phrases; 10) Using time connectives and
sequences connective; In learning English,
writing experiential texts also has several
linguistic elements whose purpose is to be
able to distinguish experiential texts from
other types of texts which are
characteristic of the text itself. Among
them: 1) Using simple past tense; 2) Using
specific participants; 3) Using personal
participants; 4) Using action verbs; 5)
Using linking verbs; 6) Using
chronological connections/connective
sequences; 7) Using conjunctions; 8)
Using adverbs; 9) Using adverb(ial)
phrases; 10) Using time connectives and
sequences connective; 3) Using personal
participants; 4) Using action verbs; 5)
Using linking verbs; 6) Using
chronological connections/connective
sequences; 7) Using conjunctions; 8)
Using adverbs; 9) Using adverb(ial)
phrases; 10) Using time connectives and
sequences connective; 3) Using personal
participants; 4) Using action verbs; 5)
Using linking verbs; 6) Using
chronological connections/connective
sequences; 7) Using conjunctions; 8)
Using adverbs; 9) Using adverb(ial)
phrases; 10) Using time connectives and
sequences connective;
With this, in the inaugural project of
implementing the latest curriculum in
Indonesia, namely the "free curriculum" at
SMA Negeri 12 Merangin, it was carried
out for one month starting from October
03, 2022 - October 28, 2022 involving all
educators (teachers) in all subject areas
who teach at Class X or Phase E includes
an English teacher. The project is carried
out according to the schedule that has been
made and the material follows the
instructions rather than the predetermined
schedule. So that here all subject teachers
must be able to master the material to be
given relating to Cyberbullying and
associated with their respective subjects.
So here the researcher relates it to the
material in the English subject module,
namely Recount Text. In several meetings
with other subject teachers and continuous
material. In the English learning schedule
students must share their experiences when
students have faced cyberbullying either as
victims, observers, or even perpetrators.
Previously, students had studied the basic
and general understanding of
cyberbullying. So that students already
know the forms of cyberbullying and do
not carelessly define bullying.
METHODOLOGY
The application of the "Independence
Curriculum" which is still being tested in
the new semester of the 2022/2023
academic year in class X at SMA Negeri
12 Merangin, the researchers will use the
Research and Development (R&D)
method. Development is the process of
translating design specifications into real
or physical forms related to systematic
learning designs, development and
evaluation is carried out by establishing a
scientific or empirical basis for creating
new learning and non-learning products or
existing development improvement models
(Richey and Klein, 2007). With the first
project to be carried out, the research and
development method is a research method
used to produce certain products and test
product effectiveness. In the world of
education the objectives of development
research are as follows: 1) bridging the gap
between what happens in educational
research and educational practice; 2)
Producing research products that can be
used to develop the quality of education
and learning effectively. According to
Punaji Setyosari (2015) the purpose of
development research is to assess the
changes that have occurred within a certain
period of time.
Therefore, in the inaugural project carried
out in class X for the 2022/2023 academic
year at SMA Negeri 12 Merangin which
involved 210 students divided into 7 phase
E classes. With a system where the
schedule is adjusted to the schedule of
each subject so that it will continue to be
continuous. then the teacher is required to
be able to master the material to be
delivered, here we will see how students
can understand the material given, namely
Cyberbullying which is associated with the
English subject module in making Recount
Text. Diary Notes which are analyzed from
the text of students' personal experiences
will be evidence of students' understanding
in mastering the material that has been
previously given.
FINDING
The results of the activities that have been
carried out are introductions and
contextualization which contain several
other sub-activities, so that students are
able to distinguish forms of cyberbullying
and can devote them to making personal
experience texts when students become
observers, victims, and even perpetrators.
From 7 classes, researchers analyzed 3
Phase E classes, namely phase classes E1,
E2, and E5. With a total number of
students 90 people. What researchers can
show in the table as follows
Cla Observ Vict Perpetrat Amo
ss er im or unt
E1 23 5 2 30
E2 19 2 9 30
E5 28 1 1 30
Most of the writings of personal
experience stories from students contain
events or incidents of students who saw
first-hand the amount of cyberbullying
they encountered so that the results prove
that many students are only observers not
victims or perpetrators. From the written
stories the researcher also found that
students were able to differentiate and
already understood a lot about what was
meant by cyberbullying and could
differentiate attitudes as observers,
victims, or perpetrators.
In the activities that were carried out
previously when the material was given by
the subject teacher based on the schedule
students were required to understand the
sub-activities that contained Cyberbullying
material, previously students had also been
asked to fill out questionnaires "Am I a
bully" and "Am I a victim". So in the sub-
activity section students write down
personal experiences the researcher can
analyze students already understand about
cyberbullying.
In class E1 there were 23 observers, 5
victims, and 2 perpetrators, which means
that in class E1 the dominance of students
who became victims of one of the personal
experience stories that the researcher
analyzed was Zulfa's story:
"Back when I was in grade 2 of junior
high school, I was called a woman who
pretends to be beautiful, until when my
friend saw me being approached by many
of my male friends, he didn't like it and
made a status on the WhatsApp and
Facebook story platforms that seemed to
make fun of me. - mocked me as a slut and
a playgirl that led to several comments
supporting my friend to hate me, there I
felt down to the point where I didn't have
friends in class for several weeks,
fortunately slowly what my friend accused
became a boomerang for him which
turned out to be just slander only because
he didn't like me, so he was shunned by my
friends for being the troublemaker and
slanderer, until finally he apologized to
me."
Furthermore, in class E2 which has 19
observers, 2 victims, and 9 perpetrators, it
becomes the class with the most personal
experience stories as bullies or
perpetrators, one of the stories comes from
a student named Adriel:
“After entering one level higher, namely
Senior High School, I became a student
who wanted to look more mature, cool and
free. Until one day I accidentally had a
gang or group of friends who were quite
well-known among my class, making me
superior and ruler until my friends and I
met one of the geeky students at school,
there we worked on that student and made
him content for we can upload it on social
media so that it goes viral and gets a
trending name so that he feels humiliated
among my classmates and even senior
brothers, so that one day the content
reaches the teacher council and
counseling guidance. Until finally I got a
summons Together with my friends who
were involved and our parents were also
expected to appear, until one day the child
finally decided to leave school and move,
fortunately I had the opportunity to
apologize and ask forgiveness for all
behavior friends and I. And finally the
student is a little stronger and also brave
for the future so that bad things don't
happen again"
The final observation was carried out in
class E5, obtained 28 observers, 1 victim,
and 1 perpetrator, so that many of the
stories written were observations from
students who they saw firsthand about the
occurrence of an existing cyberbullying,
such as the story written by Yoga:
"When I first entered high school, I was
immediately shocked by the seniority
system, which was so high and heavy,
where juniors had to respect seniors and
follow whatever seniors wanted or
ordered, and if they refused, they had to
accept the punishment or consequences
given, when I have seen my friend who
didn't deliberately ignore the senior
because at that time my friend was in a
hurry and didn't look around, so in the end
my senior gave me and my friends an
ultimatum through a group message
containing innuendos. made my friend the
topic of conversation for other seniors and
my friends. At that time he was quite
afraid to read and see all the insinuations
that were given,even though he didn't
mean to do that until he was at school.
When he ran into other seniors or friends
he continued to receive a lot of innuendo,
so with a strong determination he tried to
come to see the senior concerned and
explain what really happened until he
seemed to ignore the senior and didn't
greet him , and even that senior finally
found out and apologized for what had
happened”
From the three stories that the researcher
got above, we can see that students
understand enough about Cyberbullying
material and can relate it to learning
English in writing personal experience
texts. Because it is closely related to
learning English.
CONCLUSION
Based on the results and discussion that
the researchers describe, it can be
concluded that students have understood
the forms of Cyber Bullying and can
describe the results of the assignment
given, namely writing personal experience
writing to assess deeper student
understanding related to types and
reflecting on their personal experiences
have they ever done cyberbullying either
as bystanders, victims, or even
perpetrators. So from the results obtained
from a total of 90 students in the 3 classes
studied that most students have
experienced cyberbullying as observers or
only see cyberbullying around them
followed by students as bullies or
perpetrators, and finally students as
victims. . And after the researchers
analyzed the reasons behind the many
students as bullies or perpetrators, it was
because of the lack of knowledge of
students about the dangers of Cyber
Bullying that they had done in the past,
because they considered this only as a joke
against friends, did not think about the
consequences that would occur and also
students did not know what just a form of
Cyber Bullying. So now the independent
curriculum that is being tested on this
inaugural project can provide knowledge
so that students can become better
individuals in the future. because they
think of this as just a joke with friends,
they don't think about the consequences
that will occur and also students don't
know what forms of cyber bullying are. So
now the independent curriculum that is
being tested on this inaugural project can
provide knowledge so that students can
become better individuals in the future.
because they consider it only as a joke to
friends, do not think about the
consequences that will occur and also
students do not know what forms of Cyber
Bullying are. So at this time the
independent curriculum which was tested
on this inaugural project can provide
knowledge so that students can become
better individuals in the future.
Understanding the importance of Cyber
Bullying teaching materials that were not
previously included in any subject creates
good knowledge for high school students,
the importance of understanding the
dangers of cyber bullying to give a good
impression for the future. Researchers can
also find that the existence of the latest
curriculum and the inaugural project that
has been implemented provides a
challenge for teachers to be more creative
in creating the latest models or learning
styles for students, so that when learning
English Recount Text learning materials
students can also relate it to everyday life
or personal experiences. which is owned.
THANKS TO
After the completion of all the articles that
were done, of course the process was not
done alone, the researcher would like to
thanks :
1. Principal of SMA Negeri 12
Merangin;
2. Deputy Principal for Curriculum;
3. Deputy Principal for student
affairs;
4. Mr and Mrs teacher assembly; and
5. Students of SMA Negeri 12
Merangin.
Which has provided the time and
opportunity for researchers to find out
about the learning process in SMA Negeri
12 Merangin, especially in the
implementation of the inaugural project of
implementing an independent curriculum
in the theme Wake Up Your Mind and
Body and the sub-theme Prevent Cyber
Bullying which has been carried out for
one month.
Thanks are also given to all residents of
SMA Negeri 12 Merangin who have given
permission and opportunities for
researchers to carry out an educational
internship program on the campus of
Merangin University in 2022 for two
months, and appreciation to all students,
especially class X phase E, class E1, E2,
and E4 for their cooperation and
enthusiasm in participating in and
supporting the learning and research
carried out.
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