The Main Factors Which Influences Secondary Students In

THE MAIN FACTORS WHICH INFLUENCES SECONDARY STUDENTS INTHE GANGSTERISM SOCIAL ACTIVITY IN KELANTAN

Abstract

This study aimed to identify the cause of the problem symptoms gangsterism among

youths in secondary schools in Kelantan (SMK Tanjung Mas). A total of 20 students

consisted of form five students selected a group of groups. The instrument used is an

adaptation from questionnaires gangsterism in the school (gang activity) and

gangsterism in the school (How to solve or prevent this gang in school). The students

reported that the frequency of treatment of gangsterism in the overall low level. Peer is

the most frequently referred to by students as the most influential the problem of

gangsterism. The findings indicate that there is nosignificant relationship between

symptom factors, with income gangsterism family and academic performance. The level

of these factors among the symptoms of gangsterism secondary school students as a

whole are is at a low level.

(Keyword: gangsterism symptoms, adolescents, the problem of gangsterism symptoms,

frequency of treatmentgangsterism)

Introduction

Lately, there are voices that started to question about the involvementyoung people in

social activities that may damage the structural integritypeople in this country. This

phenomenon has shown increased incidence of burn roomteachers, vandalism,

extortion, drug addiction (Star, 1998).

What is surprising, at once disturbing, the results of a studymade by the Planning and

Research Division Ministry of Educationin 1999. This research report published recently

describesthe rampant spread of gangsterism in secondary schools throughoutthe

country now. The facts showed that one third of the 1560 schoolOur secondary is high

risk and vulnerable to various secret societies(Star, 1997).

For this group of local community norms mail or fencingthe institution known as school

discipline and those categorized as deviantdelinquent. Perhaps the word is foreign to us

because it is rarely used inour everyday language. We prefer to label this group as punk

thugs, rapists, feet skipping, drug addicts, homosexuals, lesbians and others.Those who

violate the norms of this community known as the groupto behave in deviant and the

group was referring to those who stillschool or youth will be identified as delinquent.

What is clear, delinquent organgsterism is behavior that violates regulation and legal

orbehavior that cannot be accepted by society.

Gangsterism is the type of misconduct that has long existed among the students and

stillcontinuing to the present. The situation becomes more serious when i got more and

morefemale students and pupils involved in the effects of the symptoms of a

gangsterknown as gangsterism. Increase is seen in tandem with progress andNational

development.

According to Thrasher (1963), which is a pioneer in the study of

gangsterismwalhighlighted that in the early teens of this group has the potential to

create a gang.These young people vulnerable to environmental conditions provided

they canget pleasure in their group. T hrasher (1961) also defines a gangas a group

that has features like follow the same behavior,face to face meeting, a motion, conflict

and have a plan.Thraser (1963) states that existencegangster was the result

ofdevelopment of a group of juvenile playmate turned todeviant behavior. In the

evolution of this group into a group of gangsters whooften do violent acts of antisocial

patterns. PollInitially it became more closely aligned to change plus a very loyal friendor

a strong tradition and practice groups.

Miller's (1980) defines a gang is including in illegal activities andconstantly changing.

While Klein &Maxson also stressed this was a gangand an laundering activity is critical.

They suggested three criteria for definingthe gang:

a) Activities of the group are generally negative view of the law

b) Public recognition of the group.

c) Activities are viewed negatively by the community

Taylor (1993), it refers to four different criteria of the gang aspect function of youth and

other types of youth groups. The criteria areincluding:

a) The formal organizational structure

b) Leadership

c) Identify the colonies

d) The interaction

e) Matters which put him or violent behavior

According Haslina Hassan (2000), found that delinquent and violent acts by young

adults is the treatment handed down by the older boys to younger and activities focused

on several areas outside the school. Similarly,by Bodinger de Uriarte (1993), revealed

that for power and statusis a major cause of youth participating in the United States

gengster street. The majority of these gangsters is a gang man and member of which

has the same ethnic background.

Breach of discipline problems in schools have never done since the firstuntil now. These

conditions give rise to dissatisfaction among all partiesinvolved in either education of

educators, parents and the government.The reports about the misconduct of the

students always have a place in the pressour country. All parties want the school as a

safe place to processteaching and learning.

Problem Statement

Gengster the existence of the school will provide an adverse effect on thestudents in

particular and generally to the school as a member of gengster always domisconduct

that could disrupt the process of teaching and learning in schools (Gaustad,1991).

Teaching and learning cannot be done properly as it alwaysdisturbed by the students

involved with the group, including aspects of interference gengsterof teaching. They are

also not keen to learn.

According to Lalet. al. (1993) treated the problem of gangsterismrequire serious attention and strategies to reduce the problem. The school especially the teachers should be sensitive to this problem. Their concerns inidentify the causes and signs of early treatment is vital gangsterismto address the problem of gangsterism in school behavior.

Schools should be safe areas for growth and children's development. The school environment safe and comfortable environment to generate teaching and learning process effective. Any sense of threat and safety among the students due to behavior problems is a bit of gangsterismwill disrupt the process of teaching and learning.

In relation to the statements above, the study investigates and explore the behavioral per gangsterism in schools. In addition, this study will review of the factors that most influence the symptoms of gangsterism in school aspects of peer, family, media influence and the individual. The study also will examine whether the perceptions of students and teachers about treatment of gangsterism in school.

.

Research Objectives

The general objective of this study was to see the existence of any treatment

gangsterism among students in secondary schools from the perspective of students and

teachers.

The specific objectives of this study are:

1. To identify the factors that most influence the symptoms of gangsterism in

schoolin terms of peer group, individual, family and media influences.

2. To identify the frequency of treatment of gangsterism among students.

3. Identify the characteristics of the main gangsterism among students

in terms of symbols, clothing and styles.

4. Identify the activities of the main gengterisme in terms of schoolextortion,

scribbling the wall, against teachers, ridicule and berate and truancy

school.

5. To identify whether there is a significant relationship gangsterism activities

available in schools from the aspect of intimidation,scribbling the wall, against the

teacher, berate and ridicule and truancywith family income.

6. To identify whether there is a significant relationship betweengangsterism

activities available in schools from the aspect of intimidation,scribbling the wall,

against the teacher, berate and ridicule and truancystudent academic

performance.

Factors Influencing Symptom gangsterism

There are many factors that affect an adolescent and a child involvedgangsterism.

These factors include peers, family influences,the influence of mass media and

individuals themselves to determine the etiology of gangsterism(Cindy, Tursman and

Moore,1930).

Family antrapologi by definition is a unit (group) comprisingmembers of the family

relationship. Freud (1953), refersfamily as a combination of mother and father who lived

in the same house or even more children (Fontana, 1981:29).

Media is a set of process-based understanding of communication among men who at

first through the spoken language. Technological developments information and

cyberspace have enabled people respect each other not need space and time.

Construction of Multi Media Super Corridor (MSC), a number of Television stations

showed the importance of community media (Haslina Hassan,2000)

According Artwater (1998), peers are defined as lifelong friends and categorized

playmate, traveling, or a loaf of my peers. According toErikscon (1993), peer group

means a group of children or adolescentsthe same age or stage of development.

According to the dictionary Commons (1997), defines an individual as a

personadolescents begin puberty, full age, the age range 12 to21. The period between

childhood to adulthood.

Frequency of treatment gangsterism

According Thraser&Lal (1993), frequency of treatment is not applicable gangsterismcan

be seen or noticed by the teachers directly. Thusthe first step to assess or evaluate the

frequency of treatment is gangsterismto assess survival. Some of the questions posed

in the questionnairethe respondent to assist the school or the researchers to assess the

frequency ofgangsterism treatment (Morales, 1992). In the context of this survey the

frequency of gangsterismreported by students or teachers.

The characteristics of gangsterism

According to Lalet. al (1993), and the researchers found that gengsterimehas the same

features, but there are also specific Gangsdifferent from one another and may change

with the times and place.

Lalet. al (1993) has formulated the characteristics of Gangs are members of terdari

ethnic identity, the members give their undivided support, bond strong, all members

understand the goals and respective responsibilities, the command served in the

hierarchy, the identity based on an area and the school and the continued recruitment of

new members, especially in schools.

Gangsterism activities

According to Futrell (1996), activity means an offense committed by gangsterism among

the roughness of the teacher, the lawyer and business school violence casesincluding

theft, extortion or money jewelry, rough language andintimidation of students and the

student strike.

Methodology

This study design is descriptive. According to Majid (1998), researchis descriptive

research that seeks to explain a phenomenonis happening. This type of research is the

type of review. This studyto see what factors most influence among the symptoms

gengsterimestudents in Kelantan (SMK Tanjung Mas) withrespondents consisted of 20

students form five students selected a group of groups. Instrument used was a

questionnaireadapted from questionnaires gangsterism in the school (gang activity) and

gangsterism in the school (How to solve or prevent this gang in school). A pilot study

was conducted before the actual studyto determine the reliability of the questionnaire.

Findings

Analyse of a few determinants of gangsterisme in school that includes influences

from peer group, individual, family and mass media.

Each aspect of the determinants were being categorised into 3 levels which are high

level,moderate level and low level. Below are the results of categorization as based on

min analysing.

Value The Most Domain Factors

3.68-5.00 High

2.34-3.67 Moderate

1.0-2.33 Low

a. Analyse of a few determinants of gangsterisme in school that includes

influencesfrom peer group

Table 1: Dispersion of respondents according to the level of gangsterisme from the aspect of peer group (friend):

Level of gangsterismefrom the aspect of peer

group (friend)

Number of respondents Percentage

Low 7 35.0Moderate 11 55.0

High 2 10.0Total 20 100.0

Table 1 showed the level of gangsterisme from the aspect of peer group (friend)

collected fromthe respondents. The finding showed that the majority of respondent that

is being influenced by their peer group was at moderate level, which is of 11

respondents (55.0%). Meanwhile, 7 respondents (35.0%) were influenced by their peer

group at the low level. The rest of the 2 respondents (1.0%) were highly influenced by

their peer group.

b. Analyse of a few determinants of gangsterisme in school that includes

influences from family.

Table 2: Dispersion of respondents according to the level of gangsterisme from the

aspect of family:

Level of gangsterismefrom the aspect of family



High 2 10.0Total 20 100.0

Table 2 showed the level of gangsterism from the aspect of family collected from the

respondents. The finding showed that the majority of respondent that is being

influenced by their family was at moderate level, which is of 15 respondents (75.0%).

Meanwhile, 3 respondents (15.0%) were influenced by their peer group at the low level.

The rest of the 2 respondents (10.0%) were highly influenced by their family.

c. Analyse of a few determinants of gangsterism in school that includes

influencesfrom mass media.

Table 3: Dispersion of respondents according to the level of gangsterism from the

aspect of mass media:

Level of gangsterismefrom the aspect of mass

media



High 2 10.0Total 20 100.0

Table 3 showed the level of gangsterism from the aspect of mass media collected

fromthe respondents. The finding showed that the majority of respondent that is being

influenced by mass media was at moderate level, which is of 14 respondents (70.0%).

Meanwhile, 4 respondents (20.0%) were influenced by mass media at the low level. The

rest of the 2 respondents (10.0%) were highly influenced by mass media.

d. Analyse of a few determinants of gangsterism in school that includes

influencesindividually.

Table 4: Dispersion of respondents according to the level of gangsterism from the

aspect of individual:

Level of gangsterismefrom the aspect of mass

individual



High 4 20.0Total 20 100.0

Table 4 showed the level of gangsterism from the aspect of individual collected from the

respondents. The finding showed that the majority of respondent that is being

influenced individually was at moderate level, which is of 14 respondents (70.0%).

Meanwhile, 4 respondents (20.0%) were influenced by individually at the high level. The

rest of the 2 respondents (10.0%) were highly influenced by individually.

e. The most domain factor that influence gangsterism.

Table 5: Min for each factor of gangsterism:

Factors of gangsterism Min

Peer group(friend) 2.63

Family influences 2.93

Media influences 3.09

Individual influences 3.32

As based on table 5, the biggest factor that influences gangsterism was

individualinfluence which is at min value of 3.32, followed by media influences with min

value of

3.09, family influences with min value of 2.93 and the least factor by the peer group with

min value of 2.63.

f. Analyse of the difference prevalence of gangsterism among secondary

students(verbal and physical).

Table 6: Differences of total min score and standard deviation of gangsterism acts

verbally and physically:

Gangsterism Acts Total Min Score Standard Deviation

Verbal 2.50 0.90

Physical 2.02 0.72

Verbal and Physical 2.18 0.71

Table 6 showed the dispersion differences of total min score and standard deviation of

gangsterism acts verbally and physically. As based on the above table shown, verbal

gangsterism acts has the highest occurrence prevalence in secondary schools at the

four states as the total min score was higher compared with the total min score of

physical gangsterism acts. The prevalence of gangsterism acts among secondary

schools from four states overall was at low level with min score of 2.18 and standard

deviation of 0.71.

g. Analyse of dispersion level of characteristics of gangsterism among secondary

students.

Table 7: Dispersion levels of characteristics of gangsterism:

Level Number of respondents Percentage


High 2 10.0Total 20 100.0

Table 8 showed the level of characteristics of gangsterism gathered from the

respondents.The findings showed that majority of respondents have low level

characteristics of 14respondents (70.0%). Meanwhile, 4 respondents (20.0%) have

moderate level of gangsterism characteristics. The rest of the 2 respondents (10.0%)

have high level of gangsterism characteristics.

h. Analyse of the main activities of gangsterism in the school in the aspect of

threatening, clumsily painting at walls, not showing respect at teachers, scolding

and insulting acts as well as playing truants.

Table 8: Min of each activity of gangsterism:

Activities of gangsterism Min

Threatening Acts 1.89

Clumsily painting at walls 1.88

Not showing respect at teachers 1.82

Scolding and insulting acts 1.99

Playing Truants 1.84

Table 9 showed the main activities of gangsterism which is scolding and insulting acts

with min value of 1.99, followed by threatening act with min value of 1.89, clumsily

painting at walls with min value of 1.84 as well as not showing respect at teachers with

min value of 1.82, which is of the lowest act of gangsterism activities.

i. Correlation analyse.

Table 9: Correlation between social activity of gangsterism and family income

Social activity of gangsterism Academic performance (r)

Threatening Acts -0.096Clumsily painting at walls -0.047

Not showing respect at teachers -0.065Scolding and insulting acts -0.100*

Playing Truants -0.083

Discussion

The results showed that:

(1) Students reported that overall rate on the gangsterism which is at moderate level of

prevalence were still remains at low level.

(2) Friends were the most influences referred to by the students as compared to their

family.

(3) There were no significant correlations between factors which influences secondary

students in the gangsterism social activity with the academic achievement and family

income.

The influences from peer group, individual, family and mass media towards gangsterism

were found to be at low level. As gangsterism can occur outside the school compound,

participation from the community as well as police force are required to ensure that the

prevalence of gangsterism occurring is at moderate level. The characteristics shown

from the aspect of symbol, attire and style were at low level. Interestingly, the social

activities carried out by the gangsters in school such as threatening acts, clumsily

painting at walls,bnot showing respect at teachers and playing truants from the 4 states

were at low level as the respondents from this research might be better informed of the

activities of gangsterism.

Conclusion

As a conclusion, the level of factors which influences secondary students in the

gangsterism social activity was found as low level.

References

- Artwater, D. (1981) Learning and earning. The value of working for urban

student.(On Line). Available

- Bodinger-der-Uriarte. (1993). School’s Rough Place: Youth, Drugs users, and

Family

Life in Los Angleses. Washington, DC. U.S. Department Education, Office Of

Educational Research and Improvement

- Cindy Tursman& Moore J. (1930).The politics of education and recent

immigrants as gang members.Washington, D.C:Author

- Erikson, E. (1968). Identity Youth and Crisis. New York: Norton

- Fotana, M.(1981). Contributions of delinquency and substance use to school

droupout Youth Soc.,21:306-354

- Freud, S.F. (1953). Circle of friends:The role of gender and networks in

delinquent

group dynamic. Paper presented at annual meeting of the American Society

of Criminology, Chicago,IL

- Futrell, M. (1996). Social processes of delinquency and drug use among urban

games. In huff,C.R. (ed) Gangs in America. Sage, newbury Park, CA:pp 183-

219

- Haslina, H. (2000). GejalaGengsterisme di kalanganPelajar.Fenomena yang

semakin

meresahkan. DewanMasyarakat (Jun). 14-27

- KementerianPendidikan Malaysia,(2009). KajianGengsterisme di Sekolah

MenengahHarian. Kuala Lumpur: BahagianPerancangan Dan Penyeldikan

DasarPendidikan

- Lal, S. (1993). Handbook on gangs in schools: Strategies to reduce gang-related

activities. Newbury Park, CA: Corwin Press

- MohdMajidKonting. (1998). Kaedahpenyelidikanpendidikan.Kuala Lumpur. DBP

- Miller, S. (1980). One of The Guys: Girls, Gangs, and Gender. New York:Oxford

University Press

- Moles, O. (1992). Collaboration Between Schools and Disadvangted Parents:

Obstacles and Opening. In. N.F.Chavkin (ed). Families and Schools in a

Pluraistic Society. Albany. NY: SUNY Press

- Taylor,C.(1993).Dangerous Society.Eastlansing,MI:MSU Press

- Trasher, F.M. (1963). The Gangs: A study of 1,313 Gangs in Chicago (Rev.ed.).

Chicago: University of Chicago Press Acknowledgement

Documents

The Main Factors Which Influences Secondary Students In