other interviewee said that she only provide materials only in his division job, not for the whole group’s preparation.
Next is the result from the statement for the aspect Achievement-Oriented Leadership from Leader Behavior by Daft 2015. From the interview, the
researcher got responses from two interviewees who disagree with the statement that achieving the best result was not their only priority. They stated that result was
important but the most important think was the process. Then, from category Independent Thinking from Four Disciplines for Developing Leader’s Mind by
Daft 2015, the interviewee who gave neutral response explained that the learning process of Play Performance Course did not influence her independent thinking
much. Since most activities in the learning process of Play Performance Course were in group, the students usually worked and thought together with other
members. Therefore it was confusing to decide whether the learning process truly influences her independent thinking or not.
C. Discussion
From the results which have been discussed in the previous sections, the researcher could analyze the important points and discuss the information to answer
the research question of this study. The positive response of the first result related to the characteristic of leadership based on Strategic Contingencies Model of
Leadership could be the beginning of positive perception to answer the research question. It is continued to the result of
students’ perception on the basic leadership skill criteria.
The first criteria is learning from experience. Here, a person can create opportunities to get feedback especially from those who work with him, learn from
others, and develop a systematic plan to prioritize the importance of different goal Hughes et al., 2002. The positive responses for this criteria show that students
perceive that the learning process of Play Performance Course helps them to learn from experience. The positive responses are continued to the other elements of
Hugh es’ criteria of basic leadership skill such as effective communication and
listening. As a result, students tend to actively engage in two-way communication during the learning process of Play Performance Course. The learning process
makes them learn how to engage in two-way communication. The respondents also learn to demonstrate to be a good listener and be more open-minded. They would
also avoid becoming defensive. The other criteria are assertiveness, providing constructive feedback, of
building technical competence, building effective relationships with superiors, building effective relationships with peers, and setting goals. The most responses
of those seven statements of six leadership skill criteria are positive. Almost all students agree that they had learned those leadership criteria during the learning
process of Play Performance Course. Those results show that students have positive response on nine out twelve
criteria of basic leadership skill. The other three criteria still have positive response but the percentages are below ninety percent. Those criteria are effective stress
management, punishment, and conducting meeting. From the effective stress management criteria, sometimes the students still could not manage their stress
during the activities and the problem inside the group. Logically, those who still could not decide whether they can manage themselves well also could not monitor
the others’ stress level. Like one of the interviewees said, she cannot even control herself, so she cannot control others. Hughes et al. 2002 explain in this criteria
that leaders are able to monitor their o wn and followers’ stress levels and what the
causes are. The word ‘follower’ here is too formal and it is more suitable for the
formal leader. In the criteria about punishment, not every behavior or performance problem
is given a punishment. Leaders should have the ability to consider several factors before deciding whether or not to administer punishment Hughes et al., 2002. It
could be seen that the interviewees with positive response could wisely answer that punishment was important but the term of condition and urgency also influenced
the application of punishment. The last discussion is the basic leadership skill criteria of preparing material for
meeting. The interviewee who gave ‘neutral’ response said that she did not always provide material because sometimes her
friends did. The other interviewee said that she only provide materials only in his division job, not for the whole group’s preparation. Therefore, basically the
respondents provide materials but not always. They surely provide materials according to their job as their responsibility.
The next discussion is related to the criteria of advanced leadership skill. There are six criteria in the questionnaire statements which are still possibly be
experienced by informal leader. Those are delegating, managing conflict, negotiating, problem solving, improving creativity, and diagnosing performance
problems in individuals, groups, and organizations. Almost all respondents give positive response in all of the statements related to the criteria of advanced
leadership skill. From those results of students’ perception on the basic and
advanced leadership skill criteria, it is clear that the students of Play Performance Course perceive that they learned to develop some skills which are the skills of a
leader. Then, the next results are the responses of the students related to some
aspects according to Daft’s leader behavior 2015. The first aspect of leader behavior is related to Supportive Leadership. According to Daft, being open,
friendly, and approachable are behaviors that reflect a supportive leadership. Afterward, the second statement is about Directive Leadership. It includes planning,
making schedules, setting performance goals, and obeying rules and regulations. Next, the third statement is Participative Leadership that includes the importance of
asking for opinions or suggestion and encouraging all group members in decision making.
Almost all of the responses about leader behavior are positive. The difference is only found in the last category which is Achievement-Oriented
Leadership. Based on the interview result, one of the interviewees student 2 said “I never think that the best result is my priority in every subject. I don’t only think
about the r esult Appendix E.” Another interviewee student 4 said “I think
achieving the best result is important, but the most important think is the way we achieve those. So I believe
in process not only the result Appendix E.” In short, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the interviewees thought that process was more important than achieving the best result.
Next, f our disciplines for developing a leader’s mind according to Daft
2015 could be the guide to find out the respondents’ thought about their leadership
skill development during the learning process of Play Performance Course. The first discipline is independent thinking. The interviewee who gave neutral response
explained that the learning process of Play Performance Course did not influence her independent thinking much. Since most activities in the learning process of Play
Performance Course were in group, the students usually worked together with the other members. Therefore it was confusing to decide whether the learning process
influenced her independent thinking or not Appendix E. Then, there are still three disciplines which are Open-Mindedness, System
Thinking, and Personal Mastery. Open-Mindedness means encouraging everyone to openly debate assumptions, confront paradoxes, question perceptions, and
express feelings. In short, the students are taught to encourage the other group members to be more active. System Thinking is to see the whole success of the
performance than one element of it such as the music or the ticketing only. In discipline of Personal Mastery, the learning process of Play performance Course
has taught them mastering themselves to achieve the group’s goal.
From the result of the importance of leader behavi or and students’ thought
on four disciplines for developing leader’s mind, it is clear that almost all
respondents have positive responses on them. As a result, the researcher noted that the students have positive perception that the aspects of leader behavior are
important during the learning process in Play Performance Course. In addition to those results, students thought that the learning process of Play Performance Course
has taught them four disciplines for developing leader’s mind. As a final note, all of the interviewees felt that they experienced
development during the learning process of Play Performance Course. However, the director as a formal leader in Play Performance Course was the only one who
strongly felt the development in leadership skill. In fact, all of the interviewees have experienced becoming leader in small division. Although those who were not
working as directors did not really feel the leadership skill development, actually they had positive perception that the learning process of Play Performance Course
had developed studen ts’ leadership skill. They realize that they learn to lead
themselves. If those interview results are combined with the questionnaire results, the researcher found that generally the students have positive perception that the
learning process of Play Performance Course influenced the development of student’s leadership skill.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
