Conclusions CONCLUSIONS AND RECOMMENDATIONS

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of this study and the recommendations related to this study. There are two parts in this chapter. The first part discusses the conclusions of the research. The second part discusses the recommendations related to this study for the students, the lecturers, and the future researchers.

A. Conclusions

The conclusions of the research are presented based on the research question formulated. The question is about students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill. To answer the research question, the researcher uses two data gathering instruments which are questionnaire and interview. Some theories of leadership are used to construct the questionnaire. From the first theory of leadership skill by Salancik and Pfeffer, the result shows that the students learn to solve critical problem through the learning process in Play Performance Course. Besides, the respondents also give responses about their leadership skill development through the learning process in Play Performance Course based on Hugh es’ criteria of basic leadership skill. The result shows that all statements of basic leadership skill criteria have high percentage of positive respon se. It means that in students’ perception, the learning process of Play Performance Course influences students’ basic leadership skill. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The highest percentages of positive response are in aspects such as learning from experience, effective communication, listening, assertiveness, providing constructive feedback, building technical competence, building effective relationships with superiors, building effective relationships with peers, and setting goals. The responses of the statements related to those leadership skill criteria are all above 90 positive. Besides, there are also statements which still have positive response but the percentages are below 90 such as effective stress management, punishment, and conducting meeting. In general, the students have perception that they had developed the criteria of basic leadership skill during the learning process of Play Performance Course. There are also some criteria of advanced leadership skill. The criteria of advanced leadership skill used in the questionnaire statements are possibly experienced by informal leaders. As a result, almost all respondents give positive response in all of the statements related to the criteria of advanced leadership skill such as delegating, managing conflict, negotiation, problem solving, improving creativity, and diagnosing performance problems in individuals, groups, and organizations. Almost all respondents also agree that four categories of leader behavior which are Supportive Leadership, Directive Leadership, Participative Leadership and Achievement-Oriented Leadership are important during the learning process of Play Performance Course. The difference is found in the last category only. Based on the interview result, those who disagree think that process is more important than achieving the best result. From the disciplines for developing leader’s mind, almost all respondents have positive responses to those disciplines. The positive response here is respondents’ agreement that the learning process of Play Performance Course has taught them those four disciplines which are Independent Thinking, Open- Mindedness, System Thinking, and Personal Mastery. The only discipline which is not developed much is Independent Thinking because most students work together as a team inside the group. The interview is also done to answer the research question. The researcher found that all of the interviewees felt developed during the learning process of Play Performance Course. They also have experienced in being a leader. The interviewees who were not the directors did not feel their leadership skill developed much. However, the interviewees have perception that the learning process of Play Performance Course has develop ed students’ leadership skill. They realize that they learn to lead themselves. In conclusion, the students have positive perception that the learning process of Play Performance Course influences the development of students’ leadership skill. In their perception, they had developed most criteria of leadership skill during the learning process of Play Performance Course. Then, they have perception that aspects of leader behavior are important during the learning process of Play Performance Course. They also thought that learning process has taught them four disciplines for developing leaders’ mind. Lastly, they realize that they learn to lead themselves during the learning process of Play Performance Course.

B. Recommendations