Valuing Interpersonal Style Characteristics of Collaborative Learning in Students’ Reflection Papers

46 the atmosphere of community, the students know that their strength can be maximized and their weaknesses can be minimized when they work together in a group. This collaborative learning characteristic appeared in Play Performance class. They could be seen in excerpts 23, 24, and 25. “One people who have weakness, then other friends will cover it with their strengths, so that there will be any balance in the group, and that is the group supposed to be. Hand in hand, works together and helping each other. ” – Excerpt 23 “First, co-operation in this event is really important. We didn‟t work alone. We really had to make a good collaboration with our friend. We could not work alone. We should complete each other. We filled the others‟ weakness and we should help the others. In the play performance, co-operation is the foundation of the event. We should deal with our main job, but helping the others who haven‟t finished was also important.” – Excerpt 24 In excerpts 23 and 24, the students could feel the sense of community. In their reflection papers, they wrote about other’s weaknesses which could be covered by the other members. They were aware about this and they acquired the essence of community life. “Besides, I have also planned to take a part as a lighting-man or music director even though I wanted to be one of the players. The reason was because I also took SPD class this semester and I was unsure whether I could handle it or not if I chose to be a player. So, as the win-win solution, I planned to be a lighting-man or music director, which meant that I could give my best in Play Performance class yet also could give my best in SPD class at the same time. ” – Excerpt 25 In excerpt 25, the student wrote about her weaknesses. The student, in her prior wish, she wanted to be one of the players. However, the student realized her class schedules could not be bothered anymore. She was unsure whether she could handle the burden or not. She thought about it as her weaknesses. Therefore, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 student decided that she only could choose to be in lighting division or to be a music director instead of a player.

B. The Contributions of Collaborative Learning

The researcher found several contributions from collaborative learning to students’ soft skills developments after analysing and interpreting the students’ reflection papers in Play Performance class. Besides the contributions of collaborative learning which is based on theory, the researcher also found others contributions perceived by the students which were not included in the theory.

1. Academic Benefits

In this part, the researcher discussed the contribution perceived by the students in their academic aspect. The contributions were perceived as the academic benefits. Those contributions were perceived to students’ academic achievement, attitudes toward the subject matter, critical thinking, and problem solving.

a. Academic Achievement

Collaborative learning in Play Performance class gave contributions to the students’ achievement. The students perceived the contributions in their academic aspect in different ways. The contributions could be interpreted in excerpt 26. “I think in play performance class I can develop my multiple intelligences.” – Excerpt 26 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI