Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 2022, Malang, Indonesia

Research Article

Construction of Bullying Victims' Self Literacy through Collaborative Dialogue

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  • @INPROCEEDINGS{10.4108/eai.7-11-2022.2329392,
        author={Lilik  Wahyuni and Warisman  Warisman and Wandayani  Goeyardi},
        title={Construction of Bullying Victims' Self Literacy through Collaborative Dialogue},
        proceedings={Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07--08 November 2022, Malang, Indonesia},
        publisher={EAI},
        proceedings_a={ICEL},
        year={2023},
        month={6},
        keywords={construction bullying victims self-literacy collaborative dialogue},
        doi={10.4108/eai.7-11-2022.2329392}
    }
    
  • Lilik Wahyuni
    Warisman Warisman
    Wandayani Goeyardi
    Year: 2023
    Construction of Bullying Victims' Self Literacy through Collaborative Dialogue
    ICEL
    EAI
    DOI: 10.4108/eai.7-11-2022.2329392
Lilik Wahyuni1,*, Warisman Warisman1, Wandayani Goeyardi1
  • 1: Universitas Brawijaya
*Contact email: lilikwahyuni@ub.ac.id

Abstract

Bullying incidents have an impact on the victim's low self-literacy. The research aims to obtain an objective description of (1) the factors causing the change, (2) the mechanism underlying the change, and (3) the change in self-literacy of victims of bullying through collaborative dialogue. This research uses a qualitative approach with an interpretive paradigm. The subject of this research is E, a male student of PKBM Ki Hajar Dewantara who received protection from elementary school. The results of this study are (1) difficulty controlling emotions and the victim's medical condition are the factors; (2) the mechanism for changing the victim's self-literacy begins with communication with the facilitator, speaking in a low voice accompanied by physical movements that show anxiety, and finally having the courage to convey verbal messages to the teacher; and (3) the emergence of a sense of agency and a reduction in negative self-talk are the changes.