29
The researcher used the summative approach for content analysis because the researcher looked for the frequencies of the characteristics of collaborative
learning that frequently appeared in the students’ reflection papers in Play
Performance class. The researcher studied the theory of characteristics of collaborative
learning first in order to be familiar with the characteristics of collaborative learning and the content from each characteristic. The researcher examined and
marked several keywords from each characteristic. The researcher made the coding categories for each characteristic of collaborative learning.
The researcher analyze d the students’ reflection papers based on the
content of the collaborative learning characteristics theory that the researcher used and studied. The researcher identified, interpreted and classified the excerpts of
the students’ reflections that contained the coding made for characteristics of collaborative learning. In classifying the excerpts, the researcher used observation
table. The researcher looked for the number of frequencies that showed the characteristics of collaborative learning that frequently appeared.
After the data were analyzed for the first research question, the researcher analyzed the data to answer the second research question using the directed
approach. The researcher used the directed approach because the researcher looked for the contributions of collaborative learning in the
students’ reflection papers based on the theories that the researcher used. There were many theories
related to the contributions of collaborative learning. The theories helped the researcher in providing predictions about the results. These theories also helped
30
the researcher in determining which excerpts contained collaborative learning contributions. Hsieh and Shannon 2005 explain the use of the directed approach
in analysing the data for content analysis research. The goal of a directed approach to content analysis is to validate or extend
conceptually a theoretical framework or theory. Existing theory or research can help focus the research question. It can provide predictions about the
variables of interest or about the relationships among variables, thus helping to determine the initial coding scheme or relationships between
codes. p. 1281
Then, the researcher started to identify the data to find what the contributions of collaborative learning that the students perceived to their soft
skills development through their reflections based on the theories that the researcher used.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter presents the findings of the research and the discussion of data analysis. There are two sections presented to answer the research questions.
The first section is the characteristics of collaborative learning that frequently appear in
students’ reflection papers in Play Performance class. The second section is the contributions of collaborative learning perceived by the students in
Play Performance class to their soft skills development.
A. Characteristics of Collaborative Learning in Students’ Reflection Papers
In this research, the researcher found nine characteristics of collaborative learning Friend Cook, 2010 in the
students’ reflection papers. Those characteristics of collaborative 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 Friend Cook, 2010.
The researcher analyzed the students’ reflection papers from Play
Performance class in the first semester of academic year of 20152016. The reflections were the assignments for the midterm test and the final test.
32 After the researcher analyzed the data, the researcher found that each
characteristic from collaborative learning had different numbers of excerpts and it showed which characteristics of collaborative learning frequently appeared in the
students’ reflection papers. The numbers are shown in table 4.1.
Table 4.1 Number of Excerpts of Collaborative Learning Characteristics Appeared in Students’ Reflection Papers
No Characteristics of
Collaborative Learning Number of Excerpts
Total Number of Excerpts
Midterm Test
Final Test
1 Voluntary
74 99
173 2
Requiring parity 102
86 186
3 Mutual goals
56 73
129 4
Sharing responsibility for participation and decision
making 96
73 169
5 Sharing resources
30 30
60 6
Sharing accountability for outcomes
72 59
131 7
Valuing interpersonal style 44
39 83
8 Trusting one another
66 71
137 9
Evolving a sense of community
58 67
125
1. Voluntary
There were 173 excerpts mentioning voluntary characteristic of collaborative learning; 74 excerpts in the reflection papers for the midterm test,
and 99 excerpts in the reflection papers for the final test. Based on the number of excerpts which appeared in the students’ reflection papers, voluntary was on the
second place for the characteristic of collaborative learning that frequently appeared.
33 The data showed that in collaborative learning, the students or the
members of the group had worked voluntarily. In voluntary work, the students should be aware when the other members or their peers needed their help. When
they re cognized their peers’ difficulties, they would automatically move to help
their peers. Friend and Cook 2010 also state that a person voluntarily move to help other members whose work still need to be helped, even though there are
several members in the group that may be voicing their objections in working on some parts of works and ignoring others’ need for help.
“For example, on the first meeting with the whole member of the play performance class from class A and B, some of them have costume and
makeup artist combine into one small group inside the group itself. It means that both costume and make-up artist are working together. So one
of our group member wondering about that thinking that she might be working alone as a costume. Then I said we do not have to make that
because we will help each other. That is why we are in a group so that we will help each other so that we will make everything easier
.” – Excerpt 1 “I learned a lot from this course. I learned about the importance of
collaboration or team work. In our group, we had the commitment to help each other without thinking about our part. For instance, Rosa and Mbak
Elma are working for costumes and setting, but still they were kindly give a hand for Shinta and me to do the make-up.
” – Excerpt 2 In the first excerpt, the student showed that she realized by herself that the
collaborative learning itself needed such a voluntary action. The collaborative learning would not happen if the students closed their eyes and did not care about
the state of their friends’ work. The collaboration did not appear in that kind of situation.
In excerpt 2, the student wrote down her thought about the commitment they had to help each other without thinking about their part. She even wrote the
34 voluntary work that happened in her group. The student explained about how her
friends could still give their hands to help their friend who had not finished with her work yet. They did it even though it was not their job.
“However, I have to be sensitive whenever I see other friends or colleagues have problems with their jobs, if they let me to help them, I will
try to help.” – Excerpt 3 “If there is a job that cannot be done personally by one of my group
members, I will help him or her although that is not my job. Team members must be sensible whenever others need help. I will not only do my job but I
will also help others and respect their job.” – Excerpt 4
Another student wrote that she had to be sensitive whenever she saw her friends who had problems or needed her help in finishing their works. The student
showed that she would voluntarily help her friends. The same voluntary help was also mentioned by another student in her
reflection paper. She mentioned that she would help her friend even though that work was not her job. She wrote on her reflection paper that every team member
should be sensible when the others needed help.
2. Requiring Parity
There were 186 excerpts that mentioning parity in collaborative learning; 102 excerpts in reflection papers for the midterm test, and 86 excerpts in
reflection papers for the final test. From the total number of excerpts, the researcher found that requiring parity, as the collaborative learning characteristic,
was on the first place for the collaborative learning characteristic that frequently appeared in st
udents’ reflection papers. Requiring parity characteristic was the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 most frequent characteristic of collaborative learning appeared
in the students’ reflection papers.
From this characteristic of collaborative learning, collaboration requires parity among participants Friend Cook, 2010. All the students were required
to give the equal contributions to their work and also when they made some decisions. Friend and Cook 2010 state that the contributions made by the
students for their group are equally valued. Friend and Cook 2010 also mention that if there is someone in their group that has a dominant voice in making the
decision for the group work, the collaboration does not occur. “We were thinking it would be funny if the maid was a man. So, we voted
and Evan was chosen as the maid. Fortunately, he agreed. Many ideas came up after we had a maid in the Play. We decided to have practice on
Monday and Friday.
” – Excerpt 5 In excerpt 5, the student wrote that they voted to decide who would play as
one of the character in their story. It meant that they made the decision based on the equal voice from every member of the group. They got the parity in decision
making. They made it fair by doing vote. Besides, the student also wrote that many ideas came up and they decided to have practice on the day they had
decided together. The excerpt showed that there was parity among the students in making the decision.
“The important thing is that what are that I have given done for the group as the unity of Play Performance group in small group and also big group.
In this case, I become more understand that all of the contributions are valued.
” – Excerpt 6 In excerpt 6, the student realized that even though the tasks for each
division were different and not that equal, but the most important thing was what PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
