18 and Cohen 1991 state that collaborative learning develops social interaction
skills as cited in Laal Ghodsi, 2012, p. 488. Entwistle and Tait 1993 state that the high level of interaction and interdependence among group members leads
to deep learning rather than surface learning as cited in Laal Ghodsi, 2012. Collaborative learning is student centered so it really develops the interaction
skills owned by the students. Through working together, Judd, Kennedy and Cropper 2010 explain that “students break down stereotypes, learn to work
together in groups, develop listening skills, and are exposed to a variety of different people” p. 31.
Bean 1996 explains that students in collaborative learning community know each other and expand their activities outside the class. Students also ask for
some help from their friends to solve several problems. Besides, they also contact each other in order to maintain their communication as cited in Laal Ghodsi,
2012, p. 488. Tinto 1997 states collaborative learning helps to develop learning communities within classes and institutions as cited in Laal Ghodsi, 212, p.
488. Collaborative learning also contributes in developing students’
responsibility and self-management skills. According to Bonoma, Tedeschi, and Helm 1974, the students develop responsibility for each other in collaborative
learning setting as cited n Laal Ghodsi, p. 488. Moreover, according to Laal and Ghodsi 2012, the students are trained to be ready to complete the
assignment and work together in their groups and they must understand the subject that they plan to contribute to their group. They are also given time to
19 check their work with one another in order not only to be completed but also to be
understood.
2. Reflection
According to Reid 1993, p. 305 as cited in McClure n.d., p. 3, reflection is a process of reviewing an experience of practice in order to describe, analyze,
evaluate and inform that learning is about practice. It is similar to Boud, Keough, and Walker 1994 and Atkins and Murphy 1994 who explain that reflection is
related to think consciously about the experiences, actions, feelings, and then interpreting or analyzing them in order to learn from them as cited in Plymouth
University, 2010, p. 1. Students must be thinking about the previous experiences they have
obtained in such deeper way as what Watson 1996 states in his book, that reflection think in depth about things; just where
people’s thinking is challenged in any way, where people do not just react on a superficial level, where people
think beyond the immediate thing to its implications and possibilities. Moon 1999, p. 23 offers his definition of reflection:
… a form of mental processing with a purpose andor anticipated outcome that is applied to relatively complex or unstructured ideas for which there
is not an obvious solution.
a. The Purposes and Benefits of Reflection
There must be several purposes behind the making of a reflection. People make a reflection in order to consider the process of their learning Moon, 1993,
20 p. 23. This one is called a process of metacognition. When people reflect, they
reconsider every dynamic which has happened through the process. People realize that through their process, they develop themselves from knowing nothing to
know about everything they work on. Another purpose is to review something critically. It is not only their
process; people also review how they behave and how they do their work. They reconsider whether their behavior is appropriate or not, and whether the quality of
the result is good or not. People make a reflection to build theory from observations: they draw
theory from generalizations. Sometimes it is in practical situations, in thoughts or in a mixture of the two. People also engage in personal or self-development. By
making a reflection, people can think about all the deeds; good deeds and bad deeds they have done. Through this, people can develop themselves to be a better
man. Another benefit from making a reflection is that people are able to make
decisions or resolve uncertainty. Sometimes through the journey, people find difficulties to decide the best path for themselves. By looking back to the
processes they have been through, it can help them in choosing the rightest path. Moreover, Gibbs 1988 tells that making reflection is not only for people
to learn from their experience, but also to avoid the fading of the memory of their experience. By reflecting, people remember their feelings and thoughts on the
experiences as cited in Watton, Colings, Moon, 2001, p. 4. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
B. Theoretical Framework
This part explains about the framework used in this study. This study was conducted to answer two research questions. The answers to the two research
questions were based on several related theories described in this part. To answer the first research question, the researcher used theory from
Friend and Cook’s 2010 to analyze the data. The theory is about nine characteristics of collaborative learning. Those characteristics of collaborative
learning are voluntary, requiring parity among participants, having mutual goals, sharing responsibility for participation and decision making, sharing resources,
sharing accountability for outcomes, valuing interpersonal style, trusting one another, and evolving a sense of community. Using this theory, the researcher
analyzed the data from the students’ reflection papers that contained nine
characteristics of collaborative learning mentioned by Friend and Cook 2010. To analyze the contributions of collaborative learning perceived by the
students, th e researcher used the theory from Liao’s research 2014. Liao gathers
several writers’ opinions about the contributions of collaborative learning into two aspects; academic benefits and social benefits. For the social benefits,
collaborative learning contributes to sharpen students’ overall communication skills, such as team working skills, emotional skills, and conflict resolution skills
Jarvenoja Jarvela, 2009; Prichard, Stratford, Bizo, 2006; Yates, 2006; Beckman, 1990. For communication skills, Yager, Johnson and Johnson 1985
state that c ollaborative learning develops students’ oral communication skills as
cited in Laal Ghodsi, 2012, p. 489. Neer 1987 also explains that in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22 communicating, the students must develop and convey a clear idea about the
concept which they have to present and communicate it to their partners as cited in Laal Ghodsi, 2012, p. 489
The researcher also used several theories in order as the strong bases to analyze the data that the researcher had, such as theory related to
students’ achievement from Cabrera et al. 2002. Theory that the researcher used to
analyze the contributions of collaborative learning on critical thinking is from Johnson, James, Lye, and McDonald 2000. The theory of problem solving was
taken from Johnson 1971, and Peterson and Swing 1985. The theory of communication skills was taken from Yager, Johnson and Johnson 1985, and
Neer 1978. The theory about understanding others was taken from Swing and Petersons 1982, and Cabrera et al. 2002. Th
e theory of accepting other’s opinion was taken from Johnson, Johnson, and Holubec 1984. Cabrera et al.
2002 and Johnson 1983 have their theories about tolerant. The theory of positive attitude was taken from Liao 2014. The theory of social skills was taken
from Holubec 1983. The theory of self-management was taken from Laal and Ghodsi 2012. The theory of speaking skills was taken from Pandian,
Cakravarthy, and Lah 2003. Those theories were used to analyze the contributions of collaborative learning the students perceive on their soft skills
development. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the methodology used in this research. There are five parts discussed in this chapter, namely the research method, setting, subjects,
instruments and data gathering technique, as well as data analysis technique.
A. Research Method
The method used in this research was qualitative research. Straus and Corbin 1998 mention that qualitative research usually refers to research about
person’s lives, lived experiences, and behaviours. They also explain that some of the data for qualitative research may be quantified as with census or background
information about the persons or subjects studied, but the analysis of qualitative research is interpretative. Straus and Corbin 1998 state that qualitative analysis
in qualitative research is a nonmathematical process of interpretation. Qualitative methods can be used to obtain the details about phenomena, such as feelings,
thought process, and emotions which are difficult to obtain through conventiona methods.
In this research, the researcher employed qualitative research in order to obtain the understanding and more complete explanation toward a phenomenon.
In this case, the phenomenon was the collaborative learning used in Play Performance class.
