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
Number of respondents Percentage
Low 3 15.0Moderate 15 75.0
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
Number of respondents Percentage
Low 4 20.0Moderate 14 70.0
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
Number of respondents Percentage
Low 2 10.0Moderate 14 70.0
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
Low 14 70.0Moderate 4 20.0
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.
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