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C. Research Subjects
The subjects of this research were reflection papers from 44 students of the English Language Education Study Program of Sanata Dharma University. These
reflection papers were taken from the students from class B of Play Performance class.
There were 90 students’ reflection papers. The reason why the researcher chose the reflection papers from students
batch 2013 in class B of Play Performance was because the number of the reflection papers were sufficient to represent the whole Play Performance class in
the first semester of the academic year of 2015. From all classes of Play Performance class, the researcher chose the
documents which were accessible. Another reason why the researcher chose reflection papers from Play Performance class in the first semester of the
academic year of 2015 was because the documents were available to be collected. Due to the reasons, this study used convenience sampling. Ettikan, Musa, and
Alkassim 2016, p. 2 state that, convenient sampling is a type of non-random sampling where members of target population meet certain practical criteria, such
as easy accessibility, geographical proximity, availability, or the willingness to participate are included for the purpose of the study.
D. Instruments and Data Gathering Technique
The research instruments were devices used to collect data, such as tests, questionnaires, interviews, focus group, observation, and secondary or existing
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data. In this research, the researcher used three instruments, namely documents as the existing data, human, and observation table in order to collect the data.
1. Documents
In conducting this content analysis research, the researcher used secondary or existing data, which were
students’ reflection papers. Johnson, and Christensen 2012, p. 212 define
“Secondary or existing data are data that are collected, recorded, or left behind at an earlier time, usually by a different person and often
for an entirely different purpose than the current re search purpose at hand.”
Common types of secondary data are documents; namely personal documents and official documents. Reflection papers are included as official document because
its purpose is as students’ assignment. All of the reflection papers were copied
from the original, so the researcher could easily put on marks while analysing those reflection papers.
2. Human
The researcher used herself as one of the instruments in analysing and collecting the data. As cited in Peredaryenko and Krauss 2013, Lincoln and
Guba introduce the concept of human being as a research instrument, especially for the researchers’ role in the process of scientific inquiry.
This uniqueness lies in the notion that only people construct and bring meaning into the world through their qualities of sensitivity,
responsiveness and flexibility, making them the most appropriate instrument for inquiries aiming to arrive at understanding, meaning, the
promotion of critical awareness, emancipation, and movement toward deconstruction or decolonization p. 1.
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After the data were collected, the researcher read and analyzed the data. In analyzing the data, the researcher identified and inferred the excerpts
in students’ reflection papers which contained the characteristics of collaborative learning
mentioned in the theory.
3. Observation Table
The third instrument used to collect the data was observation table. There were two observation tables. The first table was a table for helping the researcher
in noting down the excerpts and classifying the characteristics shown in each excerpt. The second table was for presenting the contributions of collaborative
learning perceived by the students to their soft skills development.
Table 3.1: Observation Table for Characteristics of Collaborative Learning
No Name
N.E Excerpts
Friend Cook 2010 1 2 3 4 5 6 7 8 9
In the first table, there were 5 columns. The first column was for number. The second column was for the name of the students who wrote the excerpts. The
third column was for N.E, which stood for Number of Excerpts. The fourth column was for the excerpts. The researcher placed the studen
ts’ excerpts which contained collaborative learning characteristics there. The fifth column were the
column where the researcher classified and marked the excerpts of the students’
reflections based on the Friend Cook’s 2010 theory of collaborative learning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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