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“Ijah”; an acronym of “Ih Jahat”. The groups then bully the picture
by writing cruel words to bully the character.
3. After bullying the pictures to their heart content, the pictures are
then crumpled to make a small paper ball. The students do the crumpling by pouring all anger and hatred they feel towards the charact er on the picture.
4. Then, teacher asks the group to refine the crumpled paper. They can even bring it home to iron it or whatever method to make it as it is before the crumpling.
5. Studentsreflectthegamerelatingittowhatcouldhappentoabully victim. The expected outcome is that the students relies that bullying has permanent, irreversible effects on the victim.
6. The groups then elicit one word to describe bullying.
Teacher guide students to express their opinion dealing with bullying.
Variation
This activity can be followed by making anti bullying posters, writing poem, investigating bullying and other activities. Instead of Ijah, teachers can also change the name of the picture.
References
Astiyanti, Nurjanni. 2016. Compensatory model of resilience process among poor adolescents in vocational high schools of Kota Sukabumi. Thesis. Padjajaran University
Bauman, Sheri & Yoon, Jina . 2014. Editorial:This Issue: Theories of Bullying and Cyberbullying. Theory into Practice, vol 53, 2014. the College of Education and Human Ecology, Ohio State University
Kenzi Bisbing, Teasing, Fighting, Bullying....What’s the difference? Accessed on October 10, 2016 at 10.13 in www.mediation-omc.org/YouthTraining.aspx. Butkus, Michael . 2012. Understanding The Consequences Of Bullying. Accessed on October 10 2016 at 10.34 in http://www.howtolearn.com/2012/07/understanding-the-consequences-of- bullying/.
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