uses open-ended question technique. Open-ended question technique is an interview where the answer is not directly pointing to certain answers, but the
interviewee gives explanation to the answer. Commonly, using this technique will get more detailed result.
In conducting the interview, the researcher made an appointment with the chosen respondents. The interview highlighted on how the students obtain their
experience during the group dynamic in Play Performance. The questions of the interview can be seen on the appendix A.
In conducting the interview, the researcher used tape recorder smartphone for recording the interview process. It was used to avoid missed information and
get the more accurate data.
E. Technique of Data Analysis
In conducting the research, the researcher puts himself as neutral party, so the data analysis would not incline to one side. As mentioned previously, this
research is explanatory sequential design, where on the first step, the researcher uses quantitative approach to analyze the data, then on the second stage, the
researcher uses qualitative approach. In analyzing the data, the researcher calculated the collaborative learning
elements in general and make them into percentages. After that, the researcher went deeper by calculating each element based on the statements of the questionnaire. In
processing the data, the researcher used the formula below. X N x 100
X = the students who choose certain answer N = total sample
Then, the researcher used the results of the interview to support the result of the quantitative data. First, the researcher transcribed the results of the interview,
then the researcher sorted them to be supporting sentences.
F. Triangulation
In conducting the research, the researchers used triangulation to increase the validation. This is in line with the definition of triangulation provided by Yeasmin
and Rahman 2012 that triangulation is a process of verification that increases validity by incorporating several viewpoints and methods. By using triangulation
in collecting different types of data, the researcher would be able to look at the same phenomenon from various perspectives.
Figure 3.1 Triangulation
G. Research Procedure
In this part, the researcher shows the procedure of the research from the beginning until research presentation.
1. The researcher defined the topic and asked the advisor if the topic was accepted.
2. The researcher explained how the research would run.
Theory
The Students The Researcher
3. The researcher defined the population in conducting the research.
4. The researcher did library research that discusses collaborative learning.
5. The researcher chose questionnaire and interview as the instrument used in the
research. 6.
The researcher made questionnaire statement based on the theory used and also made the interview questions to get data related to the experience of the students.
7. The researcher consulted the instruments to the advisor, then distributed the
questionnaire to the students batch 2012 who had joined Play Performance course on sixth semester in 2015 through google form.
8. After distributing the questionnaire the researcher did interview in two days.
9. The researcher transcribed the data questionnaire and interview.
10. The researcher analyzed the data.
11. The researcher drew the conclusion of the data and then consulted the advisor
about the conclusion. 12.
The researcher presented the final report in the thesis defence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher would like to present the research results and the discussion based on the data collection to answer the research question. This
chapter is going to answer the research problem. There were 64 students of ELESP Sanata Dharma University batch 2012
who had taken Play Performance course on sixth semester. Play performance is one of the obligatory courses. There are two lecturers in this course, Mr. Ouda Teda
Ena, and Mr. Krisna Septa Bernanda. Before the researcher analyzed the data, the researcher would like to show how the Play Performance course was going in
general. In carrying out an activity, students will get something if they do what they
do with pleasure. The number of tasks and other activities also would have an impact on the acquisition of the final result. Based on the result of the questionnaire,
the researcher emphasizes the respondents’ feeling after joining the course.
Figure 4.1. Students’ feeling and activities in Play Performance course
On the first statement, the researcher asked whether the students were happy to take Play Performance Course in sixth semester. Based on the questionnaire, all
the students said ‘yes’. It was supported by the interview result that the students
joined many activities, which means they could enjoy more in running the course.
Based on the questionnaire, 23 respondents 100 were happy joining Play Performance course. 21 respondents 91 also stated that they joined all the
activities of the class during 1 semester. So, it can be seen that for students taking courses on the sixth semester, they are not overly burdened due to assignments from
other courses, so they can follow all the dynamics of the Play Performance to the maximum, and at the end of the semester, they were satisfied on what they have
done and obtained. Furthermore, the researcher tried to go deeper by asking how the
experiences that the students get, during the 6 months of dynamic process. Student 2 felt that Play Performance was very fun. After the class was devided into two big
groups randomly, actually his groupmates were his classmates and his best friends
100 92
8 50
100 150
Happy of joining PlayPerformance in semester six
Joining all activities Agree
Disagree
as well. He knows his friends well, and it made him comfortable in working in groups. Moreover, he felt developed by working with his friends.
Student 2
Ya kebetulan sebagai pemain, dan kebetulan teman sekelompok saya adalah teman satu kelas, teman-teman biasa bermain dan belajar, jadi saya sudah
tau orangnya seperti apa, cara mereka bekerja seperti apa, jadi itu bisa membuat nyaman. Dan mereka juga membantu saya dalam berkembang
sebagai seorang pemain dalam play tersebut.
[Fortunately, I was appointed as player, and unintentionally my groupmates were my classmates and also my bestfriends. I understood them well; I knew
the way they worked. I felt comfortable and developed in doing my role as a player.]
Not only student 2 got great experience, but student 5 also told his experience. He felt that Play Performance is fun, because they worked together.
Furthermore, Play Performance forced him to improve his creativity. He got some parts of the dialogue that he found not comedic. However, he had to think hard to
be creative to make the “not funny” become funny.
Student 5
Play itu sangat menantang menurut pribadiku, dan seru, terutama meningkatkan kemampuan kerjasama kelompok. Saya males ribet, kalo
semester 5 saya lihat time tablenya udah banyak banget, saya memutuskan semster 6 aja biar otaknya tidak kerja keras. Dulu jadi player, sebenernya
udah males, udah biasa maju ke depan, pinginnya selain player, eh tapi akhirnya jadi player. Susahnya jadi player itu bikin jadi lucu, padahal ga
lucu sama sekali ceritanya scriptnya, jadi harus menunjukkan gesture yang lucu.
[I think Play Performance was very challenging and fun, especially in improving teamwork skill. I had a lot of things to do on semester 5, so I took
Play Performance on semester 6, so I do not have to force my brain. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Actually, I did not want to be a player. What was difficult of becoming a player was making it to be comedical. Actually, the script was not funny at
all, so I had to make funny gesture.]
Both result indicates that the students got many valuable experiences. Even, there were students who should work harder to finish the tasks assigned to them.
Moreover, the process of working with others makes students developed. It is because they got new lessons from others that they did not have before. For the next
part, the researcher is going to display the result of the implementation of collaborative learning elements.
Next, the researcher is going to display the results of the implementation of the collaborative learning elements and discuss them. Before discussing the details
of the findings, the researcher is going to display the results of general illustration of each elements that implemented by the students. Collaborative elements are the
basic things in the implementation of collaborative learning. When the elements are appllied well, the collaborative learning is going on the right the track. There are
five elements of collaborative by Johnson et al 1990. Number one is Perceived Positive Interdependence element, which resulted in 87 in general. Number two
is a Considerable Interaction element, which resulted in 87 in general. Number three is Individual Accountablity and Personal Responsibility element, that get 98
in general. Number four is Social Skills that get 80. Number five is Group Self- Evaluation, that get 87. Based on the data above the higest element belongs to
Individual accountability and personal responsibility, and the lowest element belongs to social skills element.
Figure 4.2 Collaborative elements
1. Perceived Positive Interdependence
Johnson 1990 states that in doing collaborative learning, members help and encourages each other to learn. This means that the positive progress of the
team is based on the feedback of the team ’s members. They need each other in order
to improve themselves. While there is an aspect that is not going well, that would give effect to the whole team. Generally, the element of Perceived Positive Inter-
dependence got 87 as the average. The details are described as follows:
Perceived positive interdependence ;
87 Cinsiderable
interaction ; 87
Individual accountability and
Personal responsibility; 98
Social skills; 80 Group self-
evaluation; 91
