Empowering Students through Character Education to Overcome Bullying in English Language Teaching

Risti Nur Aini; Vidya Mandarani

doi:10.53622/ij.v2i1.340

Authors

Risti Nur Aini Universitas Muhammadiyah Sidoarjo, Indonesia
Vidya Mandarani Universitas Muhammadiyah Sidoarjo, Indonesia

DOI:

https://doi.org/10.53622/ij.v2i1.340

Keywords:

Character Education; Bullying Prevention; Multicultural Approach

Abstract

This literature review explores the impact of character education in English Language Teaching (ELT) on mitigating school harassment. Addressing a gap in understanding its role, the study uses qualitative analysis to identify strategies such as integrating social skills, multicultural perspectives, and active student participation. Results highlight teachers' roles in fostering respect and honesty, while multicultural approaches combat stereotypes and promote diversity acceptance. Practical implications emphasize collaborative efforts among teachers, students, and parents, using methods like role-playing and discussions to ensure a safe, inclusive educational environment. This study underscores character education's importance in creating a positive school culture.

References

[1] A. J. Brüggemann, C. Forsberg, G. Colnerud, B. Wijma, and R. Thornberg, "Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education," Journal of Moral Education, vol. 48, no. 2, pp. 199–213, 2019.

[2] A. J. Corsa, "Empathy and moral education, Theatre of the Oppressed, and The Laramie Project," Journal of Moral Education, vol. 50, no. 2, pp. 219–232, 2021.

[3] A. S. Gómez Tabares and D. A. Landinez-Martínez, "Moral disengagement mechanisms and its relationship with aggression and bullying behavior among school children and youth at psychosocial risk," Emotional and Behavioural Difficulties, vol. 26, no. 3, pp. 225–239, 2021.

[4] C. Forsberg and P. Horton, "‘Because I am me’: school bullying and the presentation of self in everyday school life," Journal of Youth Studies, vol. 25, no. 2, pp. 136–150, 2022.

[5] C. F. Garandeau, L. Laninga-Wijnen, and C. Salmivalli, "Effects of the KiVa Anti-Bullying Program on Affective and Cognitive Empathy in Children and Adolescents," Journal of Clinical Child & Adolescent Psychology, vol. 51, no. 4, pp. 515–529, 2022.

[6] D. Brugman, K. van der Meulen, and J. C. Gibbs, "Moral judgment, self-serving cognitive distortions, and peer bullying among secondary school adolescents," Journal of Moral Education, pp. 1–21, 2023.

[7] D. Khanolainen, E. Semenova, and P. Magnuson, "‘Teachers see nothing’: exploring students’ and teachers’ perspectives on school bullying with a new arts-based methodology," Pedagogy, Culture & Society, vol. 29, no. 3, pp. 469–491, 2021.

[8] D. M. Doumas and A. Midgett, "The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?" Journal of Applied School Psychology, vol. 35, no. 1, pp. 37–51, 2019.

[9] E. Majed, Y. Ruiz, S. Amireault, J. B. Reed, F. J. Snyder, M. H. McDonough, and B. Blankenship, "Examining Positive Youth Development Interventions with a Physical Activity Component to Address Bullying Among Pre-- and Early Adolescents: A Critical Review of the Literature," The Journal of Early Adolescence, vol. 42, no. 3, pp. 389–413, 2022.

[10] G. Fair and D. Florell, "Bullying, bystanders, and books," Middle School Journal, vol. 50, no. 1, pp. 12–23, 2019.

[11] J. Acosta, M. Chinman, P. Ebener, P. S. Malone, A. Phillips, and A. Wilks, "Understanding the relationship between perceived school climate and bullying: A mediator analysis," Journal of School Violence, vol. 18, no. 2, pp. 200–215, 2019.

[12] J. Arthur, "Christianity and the Character Education Movement 1897–1914," History of Education, vol. 48, no. 1, pp. 60–76, 2019.

[13] J. Dobson and T. Dobson, "Empowering student voice in a secondary school: Character Education through project-based learning with students as teachers," Teacher Development, vol. 25, no. 2, pp. 103–119, 2021.

[14] J. D. Benítez-Sillero, D. Corredor-Corredor, F. Córdoba-Alcaide, and J. Calmaestra, "Intervention program to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study," Physical Education and Sport Pedagogy, vol. 26, no. 1, pp. 36–50, 2021.

[15] J. M. Tirrell, "Forgiveness as a character strength: Toward a developmental model and research agenda," Journal of Moral Education, vol. 51, no. 3, pp. 312–335, 2022.

[16] J. Strindberg and P. Horton, "Relations between school bullying, friendship processes, and school context," Educational Research, vol. 64, no. 2, pp. 242–256, 2022.

[17] K. Bussey, "The contribution of social cognitive theory to school bullying research and practice," Theory into Practice, vol. 62, no. 3, pp. 293–305, 2023.

[18] K. Charalampous, M. Ioannou, S. Georgiou, and P. Stavrinides, "Cyberbullying, psychopathic traits, moral disengagement, and school climate: the role of self-reported psychopathic levels and gender," Educational Psychology, vol. 41, no. 3, pp. 282–301, 2021.

[19] K. Rajaleid, S. Brolin Låftman, and B. Modin, "School-Contextual Paths to Student Bullying Behaviour: Teachers Under Time Pressure are Less Likely to Intervene and the Students Know It!" Scandinavian Journal of Educational Research, vol. 64, no. 5, pp. 629–644, 2020.

[20] L. Hellström and A. Lundberg, "Understanding bullying from young people’s perspectives: An exploratory study," Educational Research, vol. 62, no. 4, pp. 414–433, 2020.

[21] L. Kollerová, P. Soukup, D. Strohmeier, and S. C. S. Caravita, "Teachers’ active responses to bullying: Does the school collegial climate make a difference?" European Journal of Developmental Psychology, vol. 18, no. 6, pp. 912–927, 2021.

[22] M. Croce, "Exemplarism in moral education: Problems with applicability and indoctrination," Journal of Moral Education, vol. 48, no. 3, pp. 291–302, 2019.

[23] M. Dennis and T. Harrison, "Unique ethical challenges for the 21st century: Online technology and virtue education," Journal of Moral Education, vol. 50, no. 3, pp. 251–266, 2021.

[24] P. Horton, "School bullying and bare life: Challenging the state of exception," Educational Philosophy and Theory, vol. 51, no. 14, pp. 1444–1453, 2019.

[25] R. Rahmawati, D. S. Hodijah, N. Ihsanda, N. Susiyani, S. Sugiarti, and S. Tya, "Teachers’ Strategies: Can It Prevent Bullying in Early Childhoods in Preschool Education?" Journal Corner of Education, Linguistics, and Literature, vol. 3, no. 4, pp. 368–376, 2024.

[26] R. Thornberg et al., "Collective moral disengagement and its associations with bullying perpetration and victimization in students," Educational Psychology, vol. 41, no. 8, pp. 952–966, 2021.

[27] R. Thornberg, L. Wänström, T. Pozzoli, and J. S. Hong, "Moral Disengagement and School Bullying Perpetration in Middle Childhood: A Short-Term Longitudinal Study in Sweden," Journal of School Violence, vol. 18, no. 4, pp. 585–596, 2019.

[28] S. Waters, W. B. Russell, and M. Hensley, "Cyber Bullying, Social Media, and Character Education: Why It Matters for Middle School Social Studies," The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 93, no. 4, pp. 195–204, 2020.

[29] T. E. Waasdorp, R. Fu, A. L. Perepezko, and C. P. Bradshaw, "The role of bullying-related policies: Understanding how school staff respond to bullying situations," European Journal of Developmental Psychology, vol. 18, no. 6, pp. 880–895, 2021.

[30] T. Ferfolja and J. Ullman, "Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools," Pedagogy, Culture & Society, vol. 29, no. 5, pp. 793–810, 2021.

[31] T. Harrison, "A New Educational Model for Online Flourishing: A Pragmatic Approach to Integrating Moral Theory for Cyber-flourishing," Pastoral Care in Education, vol. 40, no. 2, pp. 128–151, 2022.

[32] T. Harrison, "Virtual reality and character education: Learning opportunities and risks," Journal of Moral Education, vol. 53, no. 2, pp. 219–239, 2024.

[33] Y. Osman, "The significance in using role models to influence primary school children’s moral development: Pilot study," Journal of Moral Education, vol. 48, no. 3, pp. 316–331, 2019.

[34] Y. Taylor and K. Cuthbert, "Queer religious youth in faith and community schools," Educational Review, vol. 71, no. 3, pp. 382–396, 2019.

[35] Z. Teng, G. G. Bear, C. Yang, Q. Nie, and C. Guo, "Moral disengagement and bullying perpetration: A longitudinal study of the moderating effect of school climate," School Psychology, vol. 35, no. 1, pp. 99–109, 2020.

[36] D. Rachman and D. R. Nur, “The relationship between English teacher’s praise and English learning achievement of the tenth grade of SMK Negeri 9 Samarinda,” JELE (J. English Lang. Educ.), vol. 3, no. 1, pp. 54-62, 2017.

[37] D. R. Nur and J. Jamilah, “English language imperative level in Indonesia,” Intensive J., vol. 5, no. 1, pp. 36-43, 2022.

[38] U. Erliana and A. Arbain, “The Effectiveness of Using Video Clip in Teaching English Vocabulary at SD Fastabiqul Khairat Samarinda,” IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics, vol. 5, no. 2, pp. 123–134, 2020.

[39] A. Arbain and D. R. Nur, “The use of magic and fairy tale dice to improve students’ ability in writing narrative text,” in 1st International Conference on Intellectuals’ Global Responsibility (ICIGR 2017), Atlantis Press, 2018, pp. 91–94.

[40] A. Arbain and D. R. Nur, “Techniques for teaching speaking skill in Widya Gama Mahakam University,” Script Journal: Journal of Linguistics and English Teaching, vol. 2, no. 1, pp. 13–25, 2017.

[41] Arbain, “Students Narrative Essay Construction Ability,” JELE (Journal Of English Language and Education), Jun. 2017, doi: 10.26486/jele.v3i1.255.