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A PSYCHOANALYSIS TOWARD SCHOOL VIOLENCE IN

EKSKUL

THESIS

Submitted in Partial Fulfillment

Of the Requirements for the Degree of

Sarjana Pendidikan

Septian !omarudin

""#$$%$%%

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY2009

i



A PSYCHOANALYSIS TOWARD SCHOOL VIOLENCE IN

EKSKUL

THESIS

Submitted in Partial Fulfillment

Of the Requirement for the Degree of

Sarjana Pendidikan

Septian !omarudin

""#$$%$%%

&ppro'ed b(

Erio FanggidaE) S*Pd*

Super'isor

Pur+anti ,usumaningtas) -*Hum*

E.aminer

ii



COPYRIGHT STATEMENT

This thesis /ontains no su/h material as has been submitted for e.amination inan /ourse or a//epted for the fulfillment of an degree or diploma in an

uni'ersit* To the best of m kno+ledge and belief) this /ontains no material

pre'iousl published or +ritten b an other person e./ept +here due referen/e is

made in the te.t*

/opright0#$$1* Septian !omarudin and Erio R*P* FanggidaE) S*Pd*

&ll right reser'ed* 2o part of this thesis ma be reprodu/ed b an means +ithout

the prior +ritten permission of at least one of the /opright o+ners of the English

Department of Sata 3a/ana 4hristian 5ni'ersit) Salatiga*

Septian !omarudin(

iii



ACKNOLEDGEMENTS

First of all) I +ant to gi'e m gratitude to m 6ord) &llah s*+*t) sin/e it7s

all of His gra/e) so that I /an get this thesis done* I also +ant to gi'e m thanks to

m parents +ho al+as supports me finan/iall and morall* Then to m

super'isor) -r* Erio) +ho patientl guide me until I /an finish this thesis* Thanks

to m friends in students organi8ations I joined) for our understanding and moral

support) so that I ha'e the time to do this paper*

i'



TABLE OF CONTENTS

TIT6E************************************************************************************************************************i

&PRO9&6***************************************************************************************************************ii

4OP:RI;HT ST&TE-E2T**********************************************************************************iii

&4,2O6ED;E-E2TS****************************************************************************************i'

T&<6E OF 4O2TE2TS*****************************************************************************************'

&<STR&4T***********************************************************************************************************'ii

4H&PTER I*************************************************************************************************************"

I2TROD54TIO2****************************************************************************************************"

&*<a/kground of Stud***************************************************************************************"

<*Statement of Problem***************************************************************************************#

4*Resear/h !uestions******************************************************************************************#

D*Obje/ti'e of the Stud*************************************************************************************#

E*Definition of Term********************************************************************************************=

"*<ulling*******************************************************************************************************=

#*Ps/hoanalsis*********************************************************************************************==*4lassroom &'enger**************************************************************************************%

%*2ar/issism****************************************************************************************************%

F*Resear/h -ethodolog*************************************************************************************%

"*Data ;athering -ethod*******************************************************************************%

#*-ethod of &nalsis**************************************************************************************%

;*Signifi/an/e of the Stud*********************************************************************************%

H*S/ope of the Stud*******************************************************************************************>

4H&PTER II************************************************************************************************************?

RE9IE3 OF 6ITER&T5RE***********************************************************************************?

&*Ps/hoanalsis*************************************************************************************************?

<*2ar/issism********************************************************************************************************1

4*<ulling***********************************************************************************************************@

D*S/hool Shooting*********************************************************************************************"$

'



4H&PTER III*********************************************************************************************************"#

&2&6:SIS************************************************************************************************************"#

&*The Ps/hologi/al E.planation on <ulling*************************************************"#

"*Ps/hoanalsis*******************************************************************************************"#

a*;er as the leader of the bullies************************************************************"#

<*The Ps/hologi/al &nalsis to the S/hool Shooter***************************************"?

"*Ps/hotherap s/ene *********************************************************************************"1

#*First AHostageB s/ene********************************************************************************"1

=*ACoshua ask his parents7 permission to do the e.tra/urri/ular a/ti'itB

s/ene*************************************************************************************************************"1

%*ACoshua hung on the fen/eB s/ene*************************************************************"@

>*ACoshua has an interrogation +ith his /ounseling tea/herB s/ene**************"@

?*#nd AHostageB s/ene**********************************************************************************#$

*The 2egotiation s/ene*******************************************************************************#$

1*Sui/ide s/ene*********************************************************************************************#$

4H&PTER I9********************************************************************************************************##

4O2465SIO2 &2D RE4O-E2D&TIO2S*******************************************************##

&*4on/lusion*****************************************************************************************************##

<*Re/ommendations******************************************************************************************#=

"*For Parents*************************************************************************************************#=

a*Parents of the <ull*******************************************************************************#=

b*Parents of the 'i/tim*****************************************************************************#=

#*For the s/hool********************************************************************************************#%

REFERE24ES*******************************************************************************************************#>

'i



ABSTRACT

S/hool is the pla/e +here the /hildren should ha'e a good edu/ation) sothat the /an lead this +orld +ell* <ut) ho+ if that pla/e to stud is ruined b a

s/hool 'iolen/e done b the students This thesis +ill dis/uss about one of the

most frequentl happen 'iolen/e) Abulling)B b using the ps/hologi/al

approa/h* The ps/hologi/al theories that +ill used in this paper is mostl the

ps/hoanalsis theor and it7s bran/hes) su/h as ps/hopatholog and nar/issism*

The other ps/hologi/al theor that +ill be used as /omplementar theor is the

so/ial ps/holog* Ho+e'er) the frame+ork that +ill be used is not the real life*

This thesis +ill use a +inning a+ard mo'ie entitled AEkskul)B +hi/h des/ribe

about the bulling a/ti'it that leads to s/hool shooting in/ident* < doing this

thesis) I find out some e.planation about the /ause of bulling) ang ho+ /an itleads the 'i/tim to be a s/hool shooter*

'ii



CHAPTER I

INTRODUCTION

A. Backg!"#$ !% S&"$'

S/hool 'iolen/e has been a troublesome matter that haunts the

edu/ation sstem in almost all part of the +orld) in/luding our nation* One

of the s/hool 'iolen/e is bulling) +hi/h is usuall done b the most

dominant students to their peers +ho are /onsidered +eak*

This a/ti'it has a 'er destru/ti'e effe/t) espe/iall for the 'i/tims*

&s it is /ited b 4hristina Salmi'alli) a resear/her named 4ard #$$#G) found

out that the s/hool bulling 'i/tims /an ha'e problems su/h as s/hool

a'oidan/e) lo+ a/ademi/ a/hie'ement) and the inabilit to enjo the s/hool

life* ,umpulainen "@@1G also added these bulling result +ith the problem

of the 'i/tim to so/iali8ed +ith others*

5nfortunatel this kind of 'iolen/e) in the +orst /ondition) /an lead

the 'i/tim into a death agent +ho +ill /ommit the more destru/ti'e kind of

'iolen/e) s/hool shooting* -ost perpetrators of this /rime is usuall the

'i/tims of bulling) as it is listed b Cames P* -/;ee and 4aren R* <ernardo

"@@@G) that at least "> s/hool shooting in/ident) +hose perpetrator is the

'i/timi8ed students) o//urred bet+een "@@" to #$$" in the 5*S* The

oppression that the suffer leads them to depression* 4annot stand an more

oppression) the 'i/tims seek for a +a to end their suffering) and one of the

+a is that the ha'e to do the re'enge*

"



2

<eing a+are of that matter) a s/ript+riter) Eka D Sitorus) +rote a

mo'ie about bulling and s/hool shooting) entitled E,S,56* This mo'ie

tells about one sh nerd student) +ho is al+as bullied b the dominant

group of students) +hi/h is the s/hool basketball team* This /ondition

+orsens b his o+n parents +ho raise him b 'iolen/e* 4annot bear all of

that burden) he de/ides to do the re'enge b takinghostage of the bullies*

In this thesis) the +riter +ant to relate the mo'ie to the real life

situation +here the s/hool 'iolen/e happen* The +riter +ants to figure out

+hat makes some students do the bulling) and also ho+ it /an lead to other

form of 'iolen/e in the mo'ie is s/hool shooting in/identG*

B. S&a&()(#& !% P!*+()

The problem being dis/ussed in this thesis is the ps/hologi/al fa/tors that

leads to bulling) and ho+ /an it leads to other form of 'iolen/e* < using

the mo'ie) +e hope that +e /an make an analsis to find that fa/tors*

C. R(,(ac- "(,&/!#,

• 3hat ps/hologi/al fa/tors that ma be/ome the sour/e of bulling

• Ho+ /an bulling be/ome the trigger of the s/hool shooting in/ident

D. O*(c&/1( !% &-( S&"$'

To kno+ about some fa/tors that ma influen/e the students7 beha'ior in

doing either bulling or its7 follo+ing 'iolen/e*



E. D(%/#/&/!# !% T()

3. B"++'/#g

• <ulling is a /ons/ious) +illful) deliberate) hostile and repeated beha'ior

b one or more people) +hi/h is intended to harm others*

4-&&5677888.*"++'/#g.!g

• & kind of phsi/al or nonphsi/al 'iolen/e done b the stronger group to

the +eaker one Debra 3ind) #$$$G

• <ulling in/ludes a +ide 'ariet of beha'iors) but all in'ol'e a person or a

group repeatedl tring to harm someone +ho is +eaker or more

'ulnerable* It /an in'ol'e dire/t atta/ksJ su/h as hitting) threatening or

intimidating) mali/iousl teasing and taunting) name/alling) making

se.ual remarks) and stealing or damaging belongingsJ or more subtle)

indire/t atta/ksJ su/h as spreading rumors or en/ouraging others to reje/t

or e./lude someone* 2ational :outh 9iolen/e Pre'ention Resour/e

4enter) #$$#G

2. P,'c-!a#a+',/,

& stud proposed b one of the most influential ps/hologist) Sigmund

Freud* APs/hoanalst belie'es that +hat happened first to the infant and

then to the /hild shapes the +a +e see the +orld) the kind of relationship

+e form) the +a +e feel about oursel'es in relation to others) and the

needs +e seek to ha'e fulfilled* 2ational Ps/hologi/al &sso/iation for

Ps/hoanalsis) "@1@) p*=G

http://www.bullying.org/




:

. C+a,,!!) A1(#g(

Depressed and sui/idal students +ho perform a nontraditional and multi

'i/tim homi/ide in s/hool*-/;ee De<ernardo) "@@@G

:. Nac/,,/,)

Raskin and Terr "@@1G des/ribe a nar/issist as ARelati'el dominant)

e.tro'erted) e.hibitionisti/) aggressi'e) impulsi'e) self/entered)

subje/ti'el selfsatisfied) selfindulgent) and non/onforming*B

F. R(,(ac- M(&-!$!+!g'

3. Da&a Ga&-(/#g M(&-!$

The thesis anal8es an a+ard+inning mo'ie) Ekskul) +hi/h e.pose the

'iolen/e s/ene) +hi/h /ommonl happen in the s/hool life*

2. M(&-!$ !% A#a+',/,

The analsis used in this thesis is the ps/hoanalsis theor on both the

bullies and the 'i/tim of the bullies) +hi/h later be/ome the perpetrator of

the s/hool shooting*

G. S/g#/%/ca#c( !% &-( S&"$'

&s I ha'e asserted before that s/hool 'iolen/e) espe/iall bulling is an

urgent matter) so that +e ha'e to find out +hat is behind it* < kno+ing the

reason behind the s/hool 'iolen/e) I hope +e /an pre'ent the o//urren/e of

the bulling*



;

H. Sc!5( !% &-( S&"$'

This thesis +ill dis/uss the mo'ie Ekskul b using ps/hoanalti/al

perspe/ti'e on the /hara/ters in the mo'ie*



CHAPTER II

REVIEW OF LITERATURE

A. P,'c-!a#a+',/,

In ps/hoanalsis) it is belie'ed that the e.perien/e that happened to

the infant and /hildren +ill determine the future of that infant and /hildren*

AThrough the pro/ess of ps/hoanalsis) +e /an di'e deep into that past to re

e.perien/e and ree.amine the formati'e and sometimes painful e.perien/e

that +e ha'e had*B 2P&P) "@1@) p* =G*

&lthough he /laimed that ps/hoanalsis is his /reation) Freud also

gi'e his /redit to Cosef <reuer) AI de/lared that it +as not mself +ho brought

ps/hoanalsis into e.isten/e* I said that it +as Cosef <reuer) +ho had merited

this honor at a time +hen I +as a student and bus +orking for m

e.aminationsBFreud) "@"%G* Together +ith <reuer) Freud proposes the first

'ersion of ps/hoanalsis theor AOn the Phsi/al -e/hanism of Hsteri/al

Phenomena( Preliminar 4ommuni/ationB +hi/h state that hsteria is /aused

b the un/ons/ious memor* In "1@>) Freud and <reuer published a book)

AStudies of Hsteria)B +here the stated in the prefa/e) that se.ualit plas an

important role in hsteria) +hi/h /an be the /ause of trauma) and a moti'e for

defense*

Freedheim #$$=G stated that one of the un/ons/ious memor that

/ause hsteria a//ording to Freud "1@?G is one7s se.ual e.perien/e in earl

/hildhoodJ this theor is /alled sedu/tion theor* Some time after the

?



<

publishing of that book) Freud noti/es the +eakness of the sedu/tion theor

and /hange his e.periment method into +hat Freud /alled free association, the

method that determine the in'ention of ps/hoanalsis.

One of the most important ke+ord in ps/hoanalsis is se.* E'en

though he kno+s that his sedu/tion theor +hi/h /laim that one of the

un/ons/ious memor that /ause of hsteria is se.ual e.perien/e in earl

/hildhood) Freud belie'e that se. still be/ome one of the hsteria /ause) not as

e.perien/es) but as fantasies* Freud stated that a /hild /loseness to the parent

of the opposite se.) that he /alled Oedipus 4omple.) is dri'en b se.ual

desire* Ho+e'er) the e.isten/e of the parent of the same se.) make them

repress that desire) and finall) that desire goes to the un/ons/ious part of our

mind Eagleton) "@@?G*

The other Freud7s famous book that supports ps/hoanalsis is Dream

Psychology: Psychoanalysis for Beginners. In this book) Freud dis/usses on

ho+ un/ons/ious part of human pla important rule to determine someone7s

personalit and beha'ior* Freud stated in this book that one fa/tor that shape

human dream is their past memories laid in their un/ons/ious part Freud)

"@#$G*

&s +e /an see the /hara/teristi/ of ps/hoanalsis abo'e) +e /an use

ps/hoanalsis to figure out +hat past e'ents that ha'e shape the /hara/teristi/

of the bullies and the s/hool shooter) so that the /an do su/h beha'ior*

To anal8e ;er7s bulling beha'ior) I +ill fo/us on one of the



=

ps/hoanalsis bran/h) nar/issism) +hi/h is e.plained later in this /hapter*

To anal8e the 'i/tim7s rea/tion7s to the bulling a/ti'it) I +ill use the

dis/ussion on Freud7s ps/hoanalsis of aggression) +ritten b Cohan -*;*

'an der Dennen* In this paper entitled APs/hoanalti/ Theor of &ggression)B

'an der Dennen identif the Freud /lassifi/ation on human basi/ instin/ts to

e.plain the o//urren/e of the aggression* < using this theor) +e see the

me/hanism of human mind) so that the /an do su/h an aggression like the

s/hool shooting*

B. Nac/,,/,)

2ar/issism is one of ke /on/ept in the ps/hoanalsis theor b

Sigmund Freud* In the +++*english*ha+aii*edu) it is stated b understanding

this theor +ill gi'e us an insight to the ps/hoanalsis theor* On his paper

AOn Narcissism)B Freud des/ribed these phenomena as a libido +hi/h is

dire/ted to the ego*

&nna Freud) the daughter of Sigmund Freud) defines nar/issism as a

normal phenomenon that happen +hen the heightened se. desire is not

satisfied) one human7s part of personalit) ego, +hi/h /ontrol the other t+o

part) id and superego, +ill find a +a to fulfill that desire through the selflo'e

beha'ior) nar/issism* This me/hanism of desire seeking through other non

destru/ti'e +a) is /alled Defense Mechanism.

Ho+e'er) as it is /ited b Simine 9a8ir and Da'id 4* FunderJ Raskin)

2o'a/ek and Hogan "@@"G) defines 2ar/issism is an effort of a person to

http://www.english.hawaii.edu/





9

maintain their unrealisti/ le'el of high self esteem* 9a8ir and Funder in that

Cournal entitled) AImpulsi'it and the SelfDefeating <eha'ior of 2ar/issists)B

emphasi8es the relationship bet+een nar/issism +ith some selfdefeating

beha'ior su/h as( aggression) selfenhan/ement and other long term negati'e

out/ome*

In a book A2ar/issisti/ and Ps/hopathi/ 6eaders)B Sam 9aknin

#$$1G) /ome +ith a /on/ept of ps/hopathi/ nar/issism) +hi/h is des/ribed

as) Alifelong pattern of traits and beha'iours +hi/h signif infatuation and

obsession +ith one7s self to the e./lusion of all others and the egotisti/ and

ruthless pursuit of one7s gratifi/ation) dominan/e and ambition*B

This theor of nar/issism) in this thesis +ill be used to do the

ps/hoanalsis to+ard the /hara/ter of the bull) to find out the

ps/hoanalti/al reason to his bulling beha'ior*

C. B"++'/#g

<ulling is one of the most /ommon 'iolen/e happen in the s/hool

en'ironment* &//ording to http(KK+++*bulling*org) bulling is des/ribed as

/ons/ious) +illful) deliberate) hostile and repeated beha'ior b one or more

people) +hi/h is intended to harm others* This 'iolen/e) a//ording to Debra

and 3ind #$$$G) /an onl happen +hen there is no equal po+er bet+een the

perpetrator and the 'i/tim*

In the 5*S) this bulling problem has be/ome a +idel dis/ussed issue)

e'en some resour/es that I use in this thesis is published b the go'ernment)





30

su/h as the pamphlet released b 2ational :outh 9iolen/e Pre'ention

Resour/e 4enter) #$$#* This /ondition sho+s ho+ important this matter to the

de'elopment of the 5*S /hildren) so that the go'ernment needs to pa a lot of

attention to this problem) e'en the ha'e /ondu/ted some resear/h to /ounter

this 'i/timi8ation matter*

&lthough our /ountr also has the same bulling problem to the 5*S*)

as +e /an see in the ne+s that the 'iolen/e done b Indonesian students to

their peers e'en done b female students) su/h as Geng Nero oke8one*/omG)

+hi/h 'ideo is published to the internet* Ho+e'er) the go'ernment rea/tions to

this matter is not as good as the 5*S go'ernment7s* Our go'ernment seems to

rea/t) onl +hen this kind of /ases is published b the mass media) e'en

though there so man unpublished bulling o//urren/es in our /ountr*

D. Sc-!!+ S-!!&/#g

S/hool Shooting is another kind of s/hool 'iolen/e that +ill be

dis/ussed in this topi/* S/hool shooting happen +hen one of the students or

tea/her) do a mass shooting in their o+n s/hool* &lthough this is an

un/ommon phenomenon that happen in our /ountr) Indonesia) in this mo'ie)

+e /an see the s/hool shooting traged that happen in Indonesia*

-/gee and <ernardo) in their paper) AThe 4lassroom &'engerB) tells us

that one of the reason +h some students are +illing to do su/h homi/ide) is

that the +ant to do the re'enge* &s it is dis/ussed in the mo'ie used in this

thesis) Ekskul) the s/hool shooting traged /an be /aused b the bulling



33

a/ti'it* Here is the finding of their resear/h that sho+s ho+ mu/h s/hool

shooting in/idents had happened from "@@=#$$" in the 5*S(

• Canuar "1) "@@= ;rason) ,:

• Canuar #=) "@@> Redlands) 4&

• O/tober "#) "@@> <la/k'ille) S4

• 2o'ember ">) "@@> 6nn'ille) T2

• Februar #) "@@? -oses 6ake) 3&

• O/tober ") "@@ Pearl) -S

• De/ember ") "@@ 3est Padu/ah) ,:

• De/ember ">) "@@ Stamps) &R

• &pril #>) "@@1 Edinboro) P&

• &pril #$) "@@@ 6ittleton) 4O

• &pril #1) "@@@ Taber) &<) 4anada

• -a #$) "@@@ 4oners) ;&

• -ar/h >) #$$" L Santee 4&

< looking at that number) mabe +e /an find the reason) +h the 5*S*

;o'ernment is so +orried about the bulling a/ti'it*

That abo'e paper b -/;ee and <ernardo) is the /omplementar

theor to e.plain more about bulling) in addition to ps/hologi/al theor*



CHAPTER III

ANALYSIS

In this /hapter) the +riter +ant to find out the ps/hologi/al reasons for the

in/idents happened in the mo'ie) through the point of 'ie+ of the bullies)

and the 'i/tim of that bulling a/ti'it) +ho later be/ome the perpetrator of

the s/hool shooting*

A. T-( P,'c-!+!g/ca+ E>5+a#a&/!# !# B"++'/#g

3. P,'c-!a#a+',/,

In this se/tion) I +ill dis/uss about the internal ps/hologi/al fa/tors

that ma /ause the bulling beha'ior*

a. G(' a, &-( +(a$( !% &-( *"++/(,

The <ullies in the mo'ie Ekskul is the s/hool main basketball team*

The leader) ;er) is respe/ted not onl b his peers) but also the tea/her* His

parents7 +ealth) +hi/h also support the s/hool funding) make him e'en more

famous*

5nfortunatel) instead of making ;er to ha'e a good /hara/teristi/)

this /ondition has make ;er be/ome a monster* ,no+ing that nobod)

e'en the tea/her) is bra'e enough to against him* He does e'erthing that he

+ant to do) un/ontrolled*

<eing a member of the s/hool basketball team has made ;er has a

high selfesteem) sin/e it is the most popular) and prestigious team in that

s/hool* The students +ho /an join this group +ill be highl respe/ted) not

"#



3

onl b their s/hoolmates) but also b the tea/hers* &s the leader of this

group) ;er has gained an e.tremel high self /onfiden/e* Instead of ha'ing

a good effe/t) this high self /onfiden/e has defe/ted ;er7s personalit* &s it

is dis/ussed in one of the do/ument released b

A+++*fullesteemahead*netB) entitled ASome Reason ,ids <ullB) that one

of nor+egian resear/her) Dan Ol+eus has found that one of the reason that

dri'e the /hildren to bull is their high self /onfiden/e) ATheir peers ha'e

handed them po+er) and the like to strut it* This is part of +hat makes them

resist help from adults* The mabe in trouble +ith their bull beha'ior but

+h +ould the +ant to gi'e up the 'aluable po+er the +ere gi'en*B

In this mo'ie) +e +ill see that +hate'er ;er did) no matter it is

right or +rong) most of the students in that s/hool +ill al+as support him*

This /ondition sho+s us that usuall the students +ho /ommit bulling +ill

ha'e no diffi/ulties to find a friend) as it is +ritten in of the journal b

2ational :outh 9iolen/e Pre'ention Resour/e 4enter that bullies +ill easil

make friends* Ho+e'er) this kind of friend that the ha'e +orsened the

/ondition b supporting the bullies to do their bulling a/ti'it* E'en &li/ia

Sardo/h) in her resear/h) A<ulling in S/hoolB /ite a book b Sulli'an

entitled A<ulling in Se/ondar S/hools( 3hat it looks like) and Ho+ to

manage it)B that some bullies are dependent to their friends +ho support

them to be the audien/e*

In ps/hoanalsis) +here e'er human beha'ior is the result of

http://www.fullesteemahead.net/

http://www.fullesteemahead.net/



3:

pre'ious e'ent) +hi/h is stored in the un/on/ious mind 2P&P) "@1@G) +e

/an e.pe/t that bulling beha'ior) espe/iall done b ;er in this mo'ie) is

also influen/ed b his surrounding* The ignoran/e from the tea/her)

espe/iall from the headmaster Disk"( $$(#%($$G +ho seems to pa no

attention to ;er7s attitude) has made him to thing that he has the right to

disturb his s/hoolmates* ;er7s parents attitude that use mone to nullif

their son7s destru/ti'e beha'ior also +orsen ;er7s attitude* The other

friend7s attitude +ho 'oluntaril be/ome the loal audien/e for him also

+orsen ;er7s attitude* 5nfortunatel This /ondition is not onl happen in

the mo'ie) but also in the real life) +here bulling is /onsidered as a

/ommon /hildren beha'ior) so that there are no spe/ial attention to this kind

of /ases* &s it is stated in the booklet released b a 5*S go'ernment funded

proje/t) Safe and Responsi'e S/hool Proje/t) entitled A<ulling Pre'ention)B

that <ulling o//urren/es are often ignored b the tea/hersJ e'en some

students belie'e that the 'i/tims are partl to blame for their being bullied*

&lthough I /annot find the +ritten e'iden/e that this ignoran/e to bulling

a/ti'it also happen in Indonesia) m e.perien/e as a students sho+s that

bulling a/ti'it is /onsidered as a normal /hildren beha'ior) and there is

nothing to +orr about) e'en +hen one of m friends told to some of the

/lassmate that he had just be/ome a 'i/tim of bulling) e'erbod laugh at

it* This la/k of +ritten e'iden/e of bulling in our /ountr) /an be a /lue)

that in Indonesia) the /ase of bulling is better/o'ered*



3;

Sam 9aknin #$$G) in his book A2ar/issisti/ and Ps/hopati/

6eaders( Pathologi/al 2ar/issism&n O'er'ie+)B define the abo'e /ondition

of bulling ignoran/e /an lead a bull) in the mo'ie is ;er) to a

ps/hopathi/ state /alled ps/hopathi/ nar/issism) +hi/h is des/ribed b

9askin as)Pathologi/al nar/issism is a lifelong pattern of attributes) and

beha'iours +hi/h signif passion and obsession +ith one7s self to the

e./lusion of all others) and the egotisti/ and ruthless pursuit of one7s

gratifi/ation) dominan/e and ambition* To differentiate the normal

nar/issism +ith the ps/hopathi/ one 9askin sas that) APathologi/al

nar/issism is maladapti'e) rigid) persisting) and /auses signifi/ant distress)

and fun/tional impairment)B 9ankin* In that book) 9ankin gi'e some

indi/ators for someone to be /alled a ps/hopathi/ nar/issist* Of the

indi/ator is +hen someone e.aggerates his talents) +hi/h is illustrated in the

mo'ie as ;er7s basketball talent* The other indi/ator of ps/hopathi/

nar/issism is that the person +ill be arrogant) and feel superior) so that he

/an do anthing he +ants* This superior feeling +ill dri'e him angr) +hen

he is /onfronted b the people +hom he /onsidered as inferior and

un+orth) as it +as sho+n in the mo'ie) +hen Coshua) +ho is /onsidered

inferior brings the /ombat knife to the s/hool) ;er get angr) and beat

Coshua in the lo/ker room*



3?

B. T-( P,'c-!+!g/ca+ A#a+',/, &! &-( Sc-!!+ S-!!&(

In /ontrast to ;er) +ho has a high self /onfiden/e) Coshua has a

'er lo+ self /onfiden/e* &s it is sho+n in the mo'ie) +hen Coshua talks to a

girl) in the first disk of the mo'ie $$("%(=$G) the girl statement sho+s ho+

intro'ert Coshua is) A atanya pendiem, kok mau !lak"!lakan ya*B

&s it is resear/hed b ;eorge <erguno #$$%G that among ?1M of the

+hole resear/h subje/t +ho be/ome the 'i/tim of bulling is an intro'ert)

Coshua also be/ome the target of the bulling a/ti'it* <erguno added that

man fa/tors also influen/ed this intro'ersion state of human being* One of

that fa/tors is the lost of /ertain tpe of relationship) +hi/h in Coshua7s /ase

is the parents/hildren relationship* In the s/ene that sho+s the negotiation

bet+een Coshua and the /ops) Coshua sas that he /annot e'en ha'e a /hit

/hat to his parents*

<eing the 'i/tim of bulling) Coshua be/ome so depressed*

,umpulainen "@@1G said that 'i/timi8ed students e'en ha'e a high

tenden/ in /ommitting sui/ide* His parents attitude) espe/iall his father

+ho often use 'iolen/e to talk to him) also +orsen his mental /ondition* To

fulfill one of the human basi/ instin/t proposed b Sigmund Freud) self

preser'ati'e) finall Coshua /hooses the +a to be/ome a so/alled

A/lassroom a'engerB-/;ee De<ernardo) "@@@G*

That basi/ human instin/t theor b Freud) also strengthen b the

theor of human moti'ation b &*H* -aslo+) in his book) The Theor of



3<

Human -oti'ation #$$$G* In that book) -aslo+ listed some fa/tors +hi/h

/an moti'ate someone to do their a/ti'it) su/h as phsiologi/al needs

biologi/al needsG) safet needs) lo'e needs) esteem needs) and self

a/tuali8ation needs* &s +e /an see in the mo'ie) at least) = of that needs

/annot be fulfilled in Coshua7s life* His lo'e needs /annot be fulfilled) sin/e

his o+n parents often use 'iolen/e to him) and ne'er +ant to listen to his

suffering +e /an see it in the negotiation s/ene) disk #G* The other needs

that he has to be fulfilled is esteem needs) sin/e Coshua is a sh intro'ert

person +ho need respe/t from his surrounding this la/k of esteem needs

/an be seen in the first hostage s/ene) disk "G* The last needs) +hi/h is the

most important needs a//ording to -aslo+) is the safet needs* <eing a

target of bulling for se'eral time) has make Coshua feel inse/ure* Therefore)

in order to sur'i'e) Coshua thinks to do something to end his suffering) the

s/hool shooting s/heme*

The other ps/hologi/al reason that ma dri'e Coshua to /ommit the

s/hool shooting is stated -/;ee and De<ernardo "@@@G) in their paper

AThe 4lassroom &'engerB* The identif the reason behind the /lassroom

a'enger7s a/tion usuall are parents7 short term hast dis/ipline) peer7s

reje/tion) bulling) and girlfriendKbofriend humiliation) +hi/h all of them

are e.perien/ed b Coshua*

Here is the s/ene analsis on ea/h s/ene that sho+s the

ps/hologi/al de'elopment Coshua) in +hi/h he is humiliated) he /o'ers the



3=

humiliation) until his the re'elation of the humiliation(

3. P,'c-!&-(a5' ,c(#(

This film is begun +ith the s/ene in the ps/hotherapist offi/e that

indi/ates a problem fa/ed b the main /hara/ter* &lthough the therapist has

tried some things to get the information from his /lient) Coshua) that /lient

seems to ha'e built a stronghold in his mind that prote/t him from all

questions asked b that ps/hotherapist* This /ondition might happen be/ause

of Coshua intro'ersion) +hi/h pre'ent him to re'eal his se/ret*

2. F/,& @H!,&ag( ,c(#(

Coshua threaten se'eral of his s/hoolmate +ith a handgun* Then he

said that nobod +ill disturb him no+) and e'erone in that room respe/t

him) and listen to +hat he sas no+*

. @!,-"a a,k -/, 5a(#&, 5()/,,/!# &! $! &-( (>&ac"/c"+a

ac&/1/&' ,c(#(

Coshua ask his parents7 permission to do the e.tra/urri/ular a/ti'it

that +ill be done for se'eral das outside Cakarta* Her o'erprote/ti'e

mother do not gi'e him permission* Coshua argued that) and beaten b his

father*

This s/ene gi'e us the idea on ho+ Coshua7s parents treat him* &s it

+as said b -/;ee and De<ernardo in #he $lassroom %&enger "@@@G)

that parent7s misappl of dis/ipline is one of the fa/tor that leads to the

/hildren7s tenden/ to be the /lassroom a'enger



39

:. @!,-"a -"#g !# &-( %(#c( ,c(#(

Coshua +as talking to a girl) the most popular girl in his s/hool)

+hen a gang of student /ame and dragged him a+a* The go to the s/hool

fen/e and hung Coshua on that fen/e) +hile most of the students are

laughing at him*

This s/ene is the first torturing s/ene +hi/h is done b Coshua7s

friend that sho+s the reason +h he takes his friend as hostages*

;. @!,-"a -a, a# /#&(!ga&/!# 8/&- -/, c!"#,(+/#g &(ac-( ,c(#(

The tea/her interrogated Coshua on +h he brings a knife to the

s/hool* Coshua said that he +ant to sho+ to e'erone that he had done the

/amping a/ti'it* The tea/her also asked him +hether there are some other

students +ho disturbed him) but he still insists that no one disturbed him*

The tea/her then argued that the s/hool do not held the /amping

e.tra/urri/ular a/ti'itG) and +h he had to lie to his parents about that

a/ti'it* Coshua then said that he did all of this lie) be/ause he does not feel

/omfortable in his home) and he does not +ant to sta at home*

This s/ene e.plain that Coshua hide the fa/t that he is the 'i/tim of

bulling as it is stated in the ps/hotherap s/eneG* 3e also find in this

s/ene that his problem +ith his s/hool mate) has been +orsened b the

treatment gi'en to him b his parents) sin/e he said that he does not +ant

to sta in his o+n home*



20

?. 2#$ @H!,&ag( ,c(#(

In this s/ene) the hostages ask Coshua that the +ant to pee* One of

them is Coshua7s e.girlfriend* 3hen Coshua take her to the bathroom) the

ha'e a /on'ersation* Coshua said that he do that /rime s/ene) sin/e

e'erone in that s/hool make a fun of him* He added that it +ill be better

+hen he has to be imprisoned than to be hurt b his s/hoolmate) +hi/h /an

make him a /riminal fore'er*

This s/ene sho+s ho+ desperate a bulling 'i/tim /an be*

&//ording to the booklet releases b &meri/an -edi/al &sso/iation)

entitled A:outh <ullingB) that <ulling a/ti'it +ill result in long term

depression for the 'i/tim*

<. T-( N(g!&/a&/!# ,c(#(

This is the most important s/ene in this mo'ie that sho+s ho+

desperate the main /hara/ter is* In this s/ene) the main /hara/ter tell

e'erone all his feeling and his disappointment* He said that he +ant to

punish all his friends +ho bother him* He also added that he is too tired to

be oppressed b his parents) espe/iall after his hard time in s/hool*

=. S"/c/$( ,c(#(

The final s/ene that sho+s Coshua +ho has released all the 'i/tims)

e./ept the leader of the bullies) ;ar* Coshua +ants to sho+ to e'erone

about +hat the bullies has done to him* He hangs ;ar in the rooftop)

hoping e'erone to laugh at him* Ho+e'er) instead of laughing) e'erone



23

+ho sa+ that e'ent /r out* ,no+ing that Coshua ha'e no more

ammunition) the poli/e attempt to /aught him* 5nfortunatel) the poli/e

predi/tion is +rong* Coshua still ha'e one more ammo) that he used to end

his life*In this s/ene) as des/ribed b -/;ee and De<ernardo "@@@G) that

the moti'es of the /lassroom a'enger is the merel re'enge* In this s/ene)

Coshua +ants ;er to feel the pain to be laughed at*

&lthough this mo'ie is set in Indonesia) it is hard to find this kind of

/rime in Indonesia* E'en though +e kno+ that bulling e.ists in this

/ountr) it does not result to the s/hool shooting in/ident* &s it is stated in

the Ps/hoanalsis on &ggression b 'an der Dennen that those abo'e

depression suffered b Coshua) /an lead to 'arious result) not onl

aggression* &nd as +e /an see from some resour/e in the se/ond /hapter of

this thesis that the e'ents happens in the film seems taken from some e'ents

happen in the 5nited States*



CHAPTER IV

CONCLUSION AND RECOMENDATIONS

A. C!#c+",/!#

&s +e anal8e the mo'ie) Ekskul) on ho+ bulling /an happen in

s/hool) and ho+ /an it dri'e the 'i/tims to do the more se'ere 'iolen/e

/alled s/hool shooting) +e /an see that man fa/tors) internall or e.ternall

/an influen/e human beha'ior*

From the bullies point of 'ie+) +e /an see that internall) their high

self esteem and ps/hopathi/ nar/issisti/ disorder /an make someone to feel

that the are the one +ho has the authorit and the /an do e'erthing the

+ant to anone that the think inferior* E.ternall) this nar/issisti/ disorder

be/ome e'en higher +hen the people around that person support +hat the

are doing) +hi/h is also sho+n in the mo'ie +hen Coshua s/hoolmate doesn7t

help him) +hen he is bullied) and e'en the are laughing at that e'ent*

From the point of 'ie+ of the bulling 'i/tim +ho also the

perpetrator of the s/hool shooting in/ident) internall he has a problem +ith

loneliness) in +hi/h the intro'ert person tend to be the target of the bulling

a/ti'it* This 6oneliness also pro'ide him +ith no one to share) +hen he

be/ome the 'i/tim of the bullies* The e.ternal fa/tor that make Coshua7s

/ondition +orse is his parent7s attitude to him* His father +a of 'iolen/e to

raise the kid ha'e be/ome a great +all that blo/ks the /ommuni/ation

bet+een the Coshua and his father) so that it makes Coshua more intro'ert)

##



2

e'en to his o+n parents*

So) b kno+ing that bulling has su/h a disastrous effe/t) not onl for

the bullies and the 'i/tim) but also for the people around them) +e ha'e pa

more attention on the /ase of bulling) espe/iall in s/hool en'ironment)

+here /hildren are edu/ated to be the future leader of this +orld*

B. R(c!))(#$a&/!#,

3. F! Pa(#&,

a. Pa(#&, !% &-( B"++'

&s +e /an see in the mo'ie) that ;er7s parents tr to den their

son7s beha'ior b gi'ing donations to the s/hool) I think I need to gi'e

suggestion to the parents +ho a/kno+ledge their /hildren as the bull*

The parents should gi'e a limitation to +hat the /hildren should not

do) so that the the /hildren +ill learn that the /annot do anthing the

+ant* The parents should also pa more attention to the /hildren beha'ior

de'elopment b /onsulting their tea/her and their peers) sin/e the one +ho

kno+ the /hildren beha'ior in the s/hool is the tea/her and the peers*

*. Pa(#&, !% &-( 1/c&/)

In the mo'ie) +e /an noti/e some e'ents) in +hi/h Coshua7s parents7

has mistreated their 'i/timi8ed son) so that Coshua /hoose the s/hool

shooting as a +a to end his suffering*

So) for the parents +ho kno+s that their /hildren be/ome the 'i/tim

of the bulling a/ti'it) The should spend some time to listen to the



2:

/hildren) and help them to gain their self /onfiden/e) so that the do not

be/ome a target of bullingJ ho+e'er do not let them to be o'er /onfident)

sin/e +e ha'e learned from the bullies that o'er/onfiden/e +ill lead to the

ps/hopathi/ nar/issism* &nd the last re/ommendation for the parents of the

bulling 'i/tim is that the ha'e to befriend +ith the /hildren) +hi/h at least

/an redu/e the intro'ersion of the /hildren*

2. F! &-( ,c-!!+

Some of these re/ommendations for s/hool is taken from a booklet

APre'enting 4lassroom <ulling( 3hat Tea/hers 4an Do*B

• Ha'e an obser'ation on /hildren outs/hool a/ti'ities su/h as lun/h and

break timeG) so that the tea/her /an do the ne/essar a/ts as soon as the

bulling a/ti'it o//urs*

• -ake a stri/t poli/ to the students +ho bull their peers) so that the do

not feel that the /an do anthing the +ant*

• 4onta/t the parents of both bullies and 'i/tims) so that the parents +ill

kno+ the real /ondition of the /hildren) and +illing to talk to the /hildren*

• Identif the sh and intro'ert students) and help them to build their self

esteem) so that the do not be/ome the target of the bulling*



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