Problem Solving Academic Benefits
54 loud voice, getting new vocabularies, speaking clearly, talking impromptu,
sharing opinion, having great articulation and becoming dare to ask questions. “Moreover, through this activity, I also learned many new vocabularies
and pronunciations in English that I may face later in the working world .”
– Excerpt 37 The researcher found that their speaking skills in getting new vocabularies
and pronunciations were improved in Play Performance class. “In the play performance class, I study how to talk impromptu about the
progress of our group. That can make me improve my speaking ability which is with no text or memo
.” – Excerpt 38 In excerpt 38, another student wrote about how their speaking ability was
improved along Play Performance class. The student wrote that it was because of the impromptu speech they did. They usually had an impromptu speech when they
wanted to present their group progress in front of others without even bringing text or memo. Collaborative learning in Play Performance class had contributed to
students’ speaking ability.
2 Confidence
Several students wrote about collaborative learning in Play Performance class which contributed to their confidence, especially when they talked in front of
others in the group and committee. Excerpts 39, 40, and 41 contained the collaborative learning contribution to
the students’ confidence. “Second, Play Performance Class also teaches me how to be confident to
speak and act in front of a lot of people. Although this is like a Public Speaking Class but in Public Speaking Class I only speak to my classmates
who I have known and usually I do not get nervous because I know „my PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55 audience‟. However, in Play Performance Class, I speak and act in front of
many people who many of them I do not really know and on the final day, I even have to speak and act in front of many strangers
.” – Excerpt 39 In excerpt 39, the student wrote clearly that Play Performance class taught
them to be confident in front of many people who would watch their performance. The students who would be the player of play performance learned to speak and
act in front of people because they would present their play later. In this excerpt, the researcher found the collaborative learning contribution to
the student’s confidence from the point of view of a player.
“In this class, I also trained to be confidence. Sometimes I need to speak up the progress with others. In that activity I am not only need to be brave but
also confidence to speak up in front of other people .” – Excerpt 40
“Helped by my partner, I could manage myself to minimize the nervousness on me when I speak in front of people both in the production
meeting and pleno. It is so helpful for me because having chances to speak in front of many people like in the pleno helps me a lot for my academic
needs such as in public speaking
.” – Excerpt 41 In excerpts 40 and 41, both of the students wrote about collaborative
learning contribution to their confidence. Both of the students perceived that collaborative learning strongly affected their confidence while speaking in front of
others. Even though the confidence word does not there in excerpt 41, the
researcher classified this contributions as the contribution in students’ confidence
because the student wrote that she could decrease the nervousness when she had to speak in front of her peers; both in the production meeting and pleno meeting.
56 By decreasing her nervousness, the student automatically would try to boost their
confidence to speak more in front of other.