anything about drama and role-play, and then he became a player, so he had to learn everything about being an artist player. Furthermore, they only have 4 months to
prepare everything. Every person must be under pressure. Anecdotal data gleaned from the students who had taken Play Performance.
The researcher found that there were so many thoughts coming to the students’
heads before taking the Play Performance Course. Before taking the course, the students thought that Play performance would be very difficult. It would take a lot
of their time and make them lose their time which can be used for doing other things. Some students also stated that in Play Performance Course, they would be
very tired because they had so much physical exercises which were expected to improve their ability, and voice of each player and even the other divisions. They
realized that they would get the result of their work someday in the future.
B. Research Question
This research focuses on discussing one research problem: To what extent did the students develop collaborative skill through Play
Performance course?
C. Problem Limitation
The focus of this research is analyzing how far the ELESP students develop collaborative skills through learning process in Play Performance course.
D. Research Objective
The research intends to investigate the degree of students’ progress of
collaborative learning in Play Performance course.
E. Research Significance
The research is expected to give benefits for some parties such as the students, lecturers, and next researchers. The benefits are as stated below:
1. For the students
For students, they will understand more about collaborative learning in Play Perfromance course and its benefit. Thus, students will be more serious during the
learning process. 2.
For the teachers
Teacher will see that collaborative learning is a more effective way of teaching-learning process. Teachers will realize that they are no longer the center
of the knowledge. Mainly, teachers can start implementing collaborative learning to increase
students’ understandingskills.
3. For the next researchers
For the next researchers, this reseach is expected to be the basis of the deeper research related to collaborative learning in Play Performance course.
F. Definition of Terms
To avoid misinterpretation, the researcher has defined some terms that are used in this research. The terms are:
1. Collaborative learning
Basically, Cooperative and Collaborative are almost the same. They mean teamworking. Bruffee 1995 shares basic differences between cooperation and
collaboration. He states that cooperation is the structure of interaction designed to facilitate the fulfillment of a specific final product or goal through people working
together in groups. While, collaboration is the philosophy of interaction and personal lifestyle in which individuals are responsible for their actions, including
learning and respecting the abilities and contributions of their peers.Play Performance
2. Play Performance KPE 345
Play Performance is an obligatory course in English Language Education Study Program Sanata Dharma University. ELESP offers this course in fifth and
sixth semester. In this course, the students will create a product of performance which is by the end of the semester, the drama performance is performed outside
the campus. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
CHAPTER II REVIEW OF RELATED LITERATURE
CHAPTER II. REVIEW OF RELATED LITERATURE
In this chapter, mainly the things discussed are the important theories issued in this research. Those theories are about collaborative learning and drama
performance.
A. Theoretical Review
This part is the theories that are directly relevant to the research are discussed.
1. Learning
Learning is one of the important things in life. By learning, people can survive and thrive in this world. Kingskey 1999 states that learning is the process by which
behavior is caused or altered through practicing or training. Another expert Drs. Slameto 1999 emphasizes that learning is the process of people trying to get a
whole new behavior change, as a result of the individuals own experiences in interaction with the environment. From the explanation above it can be said that
learning is an act or thought based on previous experience. When a person learns, his knowledge and his actions will be better.
2. Definition of Collaborative Learning
Collaborative learning according to Smith and Mac Gregor 1992 is an umbrella term for a variety of educational approaches involving joint intellectual
effort by students, or students and teachers together. Usually, in groups of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
minimum two, or more, the students are mutually searching for understanding, solution, or meaning, or creating a product.
Another expert, Dillenbourg 1999 states that the definition of ”Collaborative Learning” is a situation in which two or more people learn or attempt
to learn something together. It can be explained more that the meaning of two or more people indicates that the team consists of two people who do something
together, or more than five people. Hirschy 1995 states that collaboration is the combination of two people or
more, or groupwork, and an environtment where there are variety. The higher educated students learn to expand the responsibility and to meet the atmosphere
where there are variety in environtment. Gunawan 2003 explains that collaborative learning process or
collaborative learning does not only work together, but it leans on the learning process which involves communication process intactly and fairly in the class. It
can be said that a learning process can be mentioned as collaborative learning when all students in the group have willingness to communicate and share anyting to their
colleagues. Collaborative learning activities are varied widely, but most center on
students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it. In collaborative learning, the students discussion
and their thought in working on the material which is already given are highlighted. In other words, in collaborative learning, every student is expected to share
everything, such as skill, ideas, energy, teamworking sense, and problem solving skill.
On the other side, in collaborative learning, the existing processes such as lecturing, listening and taking notes are not entirely missing. The collaborative
learning process in the classroom, the teachers still have to give explanations, and
students have to listen and take notes.
3. Collaborative Methods
Smith and MacGregor 1992 share that the collaborative method is put based on the assumption about the students through learning process. Those are:
a. Learning is active and constructive
To get the knowledge, the students must be active in learning the material. The students must reconstruct hisher previous knowledge after getting the new
information. Furthermore, the students are expected to create something related to the learning material.
b. Learning depends on the context
The students are involved in solving the material in which the context of material is already known by the students.
c. Every student has hisher own background
Students who have different charateristic in so many things such as characteristic, background, experience, and learning style.
d. Learning is social
In the learning process, there are social interaction for the students to develop meaning.
4. Collaborative Learning Steps
Hosnan 2014 mentions that there are eight steps in doing collaborative learning: First, the students in a group setting goals and divide tasks on their own.
Second, all students in the group reading, discussing, and writing. Third, collaborative group works together to identify, demonstrate, research, analyze and
formulate the answers of task or problem in worksheet or problems found by themselves. Then, after summing up the results of problem solving, each student
writes a full report on their own notebook. Next, the teacher picks one random groups to present the results of group discussions in front of the class. Other groups
observe, observe, compare the results of the presentation, and respond. This activity is carried out for approximately 20-30 minutes. After that, each student of
collaborative group does elaboration, inferention, and revision if necessary to be submitted report later on. Then, the report of each student related to the submitted
assignments are arranged per group of collaborative. At last, all the reports are corrected, commented, marked, given back to the student. Then for the next
meeting, they discuss the reports. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5. Elements of Collaborative Learning
Johnson et al 1990 point out that there are 5 basic elements in collaborative learning. When the elements are applied well, it means the collaborative learning is
going in the right track. Those elements are perceived positive interdependence; considerable interaction; individual accountability and personal responsibility;
social skills, and; group self-evaluation. 1.
Perceived positive interdependence; Team members are obliged to rely on one another to achieve the goal. If any
team members fail to do their part, everyone suffers consequences. Members need to believe that they are linked with others in a way that ensures that they
all succeed together. Positive interdependence is the belief by each individual that there is value in working with other members and that both individual
learning and work products will be better as a result of collaboration.
2. Considerable interaction;
Members help and encourage each other to learn. They do this by explaining what they understand and by gathering and sharing knowledge. Group
members must be done interactively providing one another with feedback, challenging one anothers conclusions and reasoning, and perhaps most
importantly, teaching and encouraging one another.
3. Individual accountability and personal responsibility;
All members in a group are held accountable for doing their share of the work and for mastery of all of the material to be learned.
4. Social skills;
Members are encouraged and helped to develop and practice trust-building, leadership, decision-making, communication, and conflict management skills.
5. Group self-evaluation;
Team members set group goals, periodically assess what they are doing well as a team, and identify changes they will make to function more effectively in
the future.
6. Advantages and Disadvantages of Collaborative Learning
Gunawan 2006, shares the advantages of collaborative learning. They are stated as follow: the sense of care and attention trained, emotional intelligent
