The first result discussed is the statement related to the first discipline. There are 78 students who think that the learning process of Play Performance Course
has taught them to have independent thinking. The other 22 respondents disagree and give neutral response. The next is Open-Mindedness. It means encouraging
everyone to be more active. Most respondents which are 93 of them think that Play Performance Course positively has taught them how to encourage other group
members. Then, the second discipline is System Thinking. Similar to the previous discipline, 92 respondents have positive response. It is related to the third
discipline about Personal Mastery. For achieving the whole success, 94 respondents agree that the learning process of Play performance Course has taught
them to master themselves to achieve the group’s goal. From the result of
disciplines for developing leade r’s mind, it is clear that almost all respondents have
positive response on them.
B. Data Presentation of the Interview
To strengthen the result of students’ perception on the effect of learning process in Play Performance Course on
the development of students’ leadership skill, there are some questions related to students’ perception asked by the
researcher in the interview. Those questions are showed in the interview protocol Appendix D.
Before the researcher analyzed to the main topic, the researcher tried to find out the situations that influenced students’ perception based on theory of perception
by Szilagyi Wallace 1980. There are three factors that influence human’s
perception which are attributes of the object, attributes of the situation, and attributes of the person. Szilagyi states that attributes of the object could create
stereotyping which could misrepresent the perception. Therefore, the researcher asked all of the interviewees’ impression before joining the course. From the
interviews, all interviewees had positive impression on Play Performance Course which means they have positive stereotype toward Play Performance Course.
Next, the situation and time can also influence interpretation. The researcher found that all interviewees thought that the fifth semester is the perfect time to take
Play Performance Course because they would face a harder course like Micro Teaching in the sixth semester. Lastly, attributes of the person mean characteristics
of the person including personality. From the interview, the researcher got information that all interviewees were happy joining Play Performance. From the
result above, it is clear that all of the interviewees had similar stereotype, situation, and personality toward the learning process of Play Performance Course. Those
results can make the perception of the interviewees represents most students’ perception.
The result of the interview also shows that all of the interviewees felt that they experienced development during the learning process of Play Performance
Course. There were various developments such as time management and self- management. They also learned to be patient, independent, responsible, and
cooperative. However, the only interviewee who felt developed in leadership aspect was the director. The other interviewees did not give a huge notice on the
development of leadership skill because of their position as informal leader. They PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
were called as informal leader because actually all of them have ever experienced encouraging and guiding others. In the interview, they explained that they did lead
their friends but in scope of small division only. Besides, a director led the members in every meeting and situation.
From their leadership experience, the director once again became the only person who strongly felt the development of leadership skill. The other three still
doubted and two of the interviewees said that the leadership skill developed on them during the learning process of Play Performance Course was not that much and only
a little bit. The director herself had perception that everyone in the class developed their leadership skill. They learned to lead themselves to be better. That perception
is synchronized with the other interviewee’s perception who felt developed in managing herself. Moreover, this interviewee said that the development of students’
leadership skill could be seen in the whole result. Everything in Play Performance Course had been done well. In her perception, that was the result of the leadership
development inside the groups. The other perceptions are from the other two interviewees who felt the
learning process of Play Performance Course developed the students in general, she could see her friends were actually developing their leadership skill during Play
Performance Course. Somehow Play Performance Course taught the students to be brave. Then, the interviewees felt that the learning process of Play Performance
Course taught them to encourage others during the learning process of Play Performance Course even they were not leaders.
There are also some statements in the questionnaire with the positive response below ninety percent included in the interview to know the reason behind
the students’ answer. One of them is a statement from assertiveness criteria that shows 20 neutral response. From the interview, the researcher found that the
interviewees who chose neutral as their response were confused to decide the reason. In the process of filling the questionnaire, they said that they were not really
accustomed to standing for their own rights. Next, three statements for effective stress management criteria had more
than 15 neutral response. In the interview, the researcher got answers from the interviewees that during the activities and facing problems inside the group,
sometimes they still could not manage their stress. They chose neutral because they could not say whether they agree or disagree. The interviewees also could not
monitor the others’ stress level. Like one of the interviewees said, she could not even control herself, so she could not control others.
The criteria about punishment also has various responses. Different from previous findings of the interview, the researcher tried to find out the reason of
positive response to connect Hugh es’ explanation with the respondents’ reason.
From the interview Appendix E, it can be seen that the interviewees with positive response could wisely answer that punishment was important but the term of
condition and urgency also influence the application of punishment. In the statement about material preparation from the basic leadership skill
criteria of conducting a meeting, the interviewee who gave neutral response said that she did not always provide material because sometimes her friends did. The
other interviewee said that she only provide materials only in his division job, not for the whole group’s preparation.
Next is the result from the statement for the aspect Achievement-Oriented Leadership from Leader Behavior by Daft 2015. From the interview, the
researcher got responses from two interviewees who disagree with the statement that achieving the best result was not their only priority. They stated that result was
important but the most important think was the process. Then, from category Independent Thinking from Four Disciplines for Developing Leader’s Mind by
Daft 2015, the interviewee who gave neutral response explained that the learning process of Play Performance Course did not influence her independent thinking
much. Since most activities in the learning process of Play Performance Course were in group, the students usually worked and thought together with other
members. Therefore it was confusing to decide whether the learning process truly influences her independent thinking or not.
C. Discussion
