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.

b. Team Work Skills

The researcher found collaborative learning contribution to students’ team work skills. Team work skills contained many aspects related to the way the students work together in their group. The researcher found a lot of aspects of team work skills in the students’ reflection papers. Many students wrote about collaborative learning contributions they perceived by learning to work with other people, learning to behave when working with others, learning to be collaborative, learning to contribute in the group, learning to help each other, and learn to trust other people. “As I mentioned earlier that this was my new class and these were my new friends that I never worked together with. I realized that I had very comfortable partners in my original class. Meeting my new friends, I got excited because I knew I will have different experiences. Working with different people is not easy sometimes because we need to adapt each other and find the fun part to work together. In the beginning, I acknowledge that I had a difficulty on working with them because we had different speed, different system, and different belief. As time went by, I started to find the pattern and got very convenient working and laughing with my new friends .” – Excerpt 42 In excerpt 42, the student implicitly wrote about collaborative learning contribution on the way she worked and behaved while working with other people. The student also learned how to work and adapt herself through collaborative learning in Play Performance class. In the end of the excerpt, the student wrote the result of adjusting to other members’ pace in working. The