19
D. FINDINGS AND DISCUSSION
As mentioned before, the results of the study were categorized under 4 big themes, namely social or interpersonal aspect, academic aspect, fairness, and conditions
for successful group work.
1. Social or Interpersonal Aspect
This theme is basically related to the way students socialize or build rapport with other members in their group. Table 2 shows in general how the twelfth graders of Satya
Wacana Senior High School perceived the advantages and disadvantages of group work, in terms of their relationship with other friends while working in a group. Note that
negative statements see Question 4, 5, 6 were reversely coded, meaning that the higher the average score, the better the students perceived group work.
Table 2.
The Average Score of Items under the Social Interpersonal Aspect
Question no. Item
Average Question 1
I can get to know friends better through group work. 3.37
Question 2 Through group work, my communication skills become
better. 3.34
Question 3 Thro
ugh group work, I can learn to respect others‟ opinions.
3.48
20 Question no.
Item Average
Question 4 I often feel alienated by dominant friends in my group.
2.93 Question 5
In group work, more time is wasted to talk than to work. 1.96
Question 6 I often argue with other group members because our
working styles are different. 2.57
Question 7 Through group work, my leadership skills can be more
developed. 3.06
To more easily recognize the order of items from the highest to lowest average score, I will sort these items into a chart Figure 1:
Figure 1.
The Average Score of Items under Social Interpersonal Aspect sorted from the highest to the lowest
3.48 3.37
3.34 3.06
2.93 2.57
1.96
0.00 0.50
1.00 1.50
2.00 2.50
3.00 3.50
4.00
Question 3
Question 1
Question 2
Question 7
Question 4
Question 6
Question 5
Social Interpersonal Aspect
Average
21 The data in Figure 1 show in general that all the positive statements presented
under this aspect Question 1, 2, 3, 7 tended to be positively accepted by the students. These items constitutes the highest four average scores see Figure 1 and could be
regarded as students‟ confirmations of the benefits of group work, i.e. being able to respect others‟ opinions 3.48, get to know friends better 3.37, improve communication
skills 3.34, and also develop leadership skills 3.06. Additionally, in Figure 1, despite their negative statements, Question 4 and 6 also
appear with means of 2.93 and 2.57 respectively, indicating that a larger number of students regarded group work as more positive since it did not make them feel alienated
and did not make them argue with other members. Thus, it is clear that only Question 5 with a mean of 1.96 verifies
students‟ negative perception toward group work, which concerns about more of the time wasted to talk rather to work.
Since Figure 1 can only show students‟ perception toward group work in general, the frequency distribution of each response becomes vital to be presented in Figure 2 to
see the details of each item, including whether or not each item shows a significant response toward group work.
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