given them positive effects in their life. Moreover, almost all of the respondents 92.5 believed that Play Performance course was useful for them as an English
Language Education Study Program student.
4.1.3 The Possible Contributions of Play Performance Course for English
Language Education Study Program ELESP Students as English Teacher Candidates
In this part, the researcher discussed the data gained from 17 closed questions, which were number 18 up to 34, and 1 open question. The descriptions
of the data gained from the questionnaire both closed and open questions were divided into two categories. The first category was everything related to ELESP
students’ English skill improvement. The second one was everything related to the soft skills gained by the ELESP students through Play Performance course.
The following was the description of the students’ responses to each statement related to the possible contributions of Play Performance course for the
ELESP students as English teacher candidates.
No. Statements
SA A
D SD
18. PPC has improved the respondents’
English skills generally. 22.5
9 70
28 7.5
3 19.
PPC has improved the respondents’ listening skill.
12.5 5
52.5 21
35 14
20. PPC has improved the respondents’
reading skill. 15
6 57.5
23 22.5
9 5
2 21.
PPC has improved the respondents’ speaking skill.
42.5 17
50 20
7.5 3
22. PPC has improved the respondents’
writing skill. 10
8 42.5
17 42.5
17 5
2 23.
PP has given the respondents possible contributions as an English teacher
candidate. 25
10 52.5
21 22.5
9
No. Statements
SA A
D SD
24. PP has given useful lived values to me.
11 27.5
29 72.5
25. The respondents feel more confident after
joining PPC. 20
8 80
32 26.
The respondents feel more disciplined after joining PPC.
12.5 5
60 24
27.5 11
27. The respondents feel more responsible
after joining PPC. 17.5
7 75
30 7.5
3 28.
The respondents can manage their time effectively well-prepared after joining
PPC. 20
8 60
24 20
8 29.
The respondents
can manage
their emotion well after joining PPC.
12.5 5
67.5 27
20 8
30. The respondents felt more challenged to
speak English in public when joining PPC.
27.5 11
65 26
7.5 3
31. The respondents paid attention when their
friends performed
having sense
of respectful.
45 18
55 22
32. The
respondents learnt
some new
expressions or vocabularies used by their friends or lecturers.
42.5 17
57.5 23
33. The respondents can have more practice
to implement their English skills through PPC.
35 14
57.5 23
7.5 3
34. The respondents can be more solutive
when the respondents face a problem both in their group and their life.
40 16
50 20
10 4
Table 4.3 The Table of the Possible Contributions of Play Performance Course for the ELESP Students as English Teacher Candidates
The first category was data related to the ELESP students’ English skill improvement after joining Play Performance course. Based on the data gained
from the questionnaires distributed to the 40 respondents, almost all of them 92.5 thought that Play Performance course had improved their English skills
generally. There were 22.5 of the respondents who chose “strongly agree” when responding to statement no.18 Play performance course has improved the
respondent’s English skills generally and there were 70 of them who chose “agree” when responding to the same statement. On the other hand, there were
only three respondents who thought that Play Performance had not improved their English skills generally and all of them chose “disagree” with that statement.
In addition, still based on the data gained from the questionnaire, most of the respondents stated that Play Performance course has given the respondents
possible contributions as an English teacher candidate. It was supported by the data indicating that 77.5 of the respondents agreed with that statement. Through
Play Performance course, the respondents also learnt some new expressions or vocabularies used by their friends or lecturers. It was shown by the data indicating
that there were 42.5 of the respondents who strongly agreed with that statement and the rest of them who agreed with the same statement.
To support the first category, the researcher presented the descriptions of data from number 19 to 22. There were 65 of the respondents choosing
“strongly agree” and “agree” when responding to the statement number 19 Play Performance course has improved the respondent’s listening skill. The rest of
them chose “disagree” to the same statement. Then, when responding to the statement number 20 Play Performance course has improved the respondent’s
reading skill, there were 72.5 of the respondents choosing “strongly agree” and “agree”.
In addition,
the significant
increasing data
related to
possible contributions of Play Performance for the ELESP students happened to data
gained from statement number 21. Almost all of the respondents thought that Play Performance course had improved their speaking skill. The statement above was
supported by data gained from the questionnaire. There were 92.5 of the respondents choosing “strongly agree” and “agree” when responding to the
statement number 21 Play Performance course has improved the respondent’s speaking skill. The last statement supporting the first category was statement
number 22. It was about whether Play Performance has improved the respondents’ writing skill or not. Based on the data gained from the questionnaire, 52.5 of the
respondents still thought that Play Performance has improved their writing skill. However, there were 42.5 of them choosing “disagree” when responding to
statement number 22 and 5 of them choosing “strongly disagree”. Then, almost all of the respondents 92.5 thought that they could have more practice to
implement their English skills through Play Performance course. The second category was everything related to the soft skills gained by the
ELESP students through Play Performance course. All of the respondents thought that Play Performance had given useful lived values to them. It meant that 100
of the respondents chose “strongly agree” and “agree” when responding to statement number 24 Play Performance course has given useful lived values to
the respondents. In addition, there were seven
aspects related to the soft skills which were gained by the ELESP students and those also supported the two main
statements above.
The first aspect was related to the students’ self confidence. All of the respondents felt more confident after joining Play Performance course. The data
presented that 20 of the respondents chose “strongly agree” and 80 of them chose “agree” when responding to statement number 25. The second aspect was
related to the students’ discipline. There were 72.5 of the respondents choosing “strongly agree” and ‘agree” when responding to statement number 26. However,
there were 27.5 of them choosing “disagree when responding to the statement The respondents feel more disciplined after joining Play Performance course.
The third aspect was related to the students’ responsibility. Almost all of them 92.5 felt that they were more responsible after joining Play Performance
course. On the other hand, there were three respondents choosing “disagree” when responding to statement number 27.
The fourth one was time management. When responding to statement number 28 The respondents can manage their time effectively after joining Play
Performance course well-prepared, there were 80 of the respondents thinking that after joining Play Performance course, they could manage their time
effectively. However, there were 20 of them choosing “disagree” when responding to that statement. It was almost the same as what happened to
responses of number 29 or the fifth aspect. The fifth aspect was emotional management. There were 80 of the
respondents choosing “strongly agree” 12.5 and “agree” 67.5 when responding to number 29 The respondent can manage hisher emotion well after
joining Play Performance. In addition, 20 of them chose “disagree”. When
responding to the next statement The respondents felt more challenged to speak English in public when joining Play Performance course, almost all of them
92.5 chose “strongly agree” 27.5 and “agree” 65 and the rest of them chose “disagree”.
The sixth aspect was the ELESP students’ sense of respectful. When responding to statement number 31 The respondents paid attention when their
friends performed, all of the respondents chose “strongly agree” and “agree”. More than a half of the respondents 55 strongly agreed that they paid attention
when their friends performed. Moreover, the rest of them 45 agreed that they paid attention when their friends performed. The data indicated that through Play
Performance course, the ELESP students also learnt how to respect others more. The last aspect was related to the ELESP students’ problem solving skill.
Most of the respondents thought that they became more solutive after joining Play Performance course. Based on the data gained, 90 of the respondents thought
that they could be more solutive when they faced a problem both in their group and their life. On the other hand, there were 10 of the respondents choosing
“disagree” when responding to the last statement of the questionnaire The respondents can be more solutive when the respondents face a problem both in the
respondents’ group and life. Related to the closed question number 23, the researcher also supported
that question by presenting descriptions of data gained from the open question. The question was to ask what possible contributions gained by the respondents
from Play Performance course related to the fact that the respondent is an English
teacher candidate. Since the question was open question, there were no options so that the respondents could answer it freely.
From the data gained, the readers could see which one became the most possible contribution of Play Performance course for the ELESP students as
English teacher candidates according to themselves. Moreover, the followings were the three possible contributions mostly chosen by the respondents. The three
possible contributions mostly chosen by the respondents were related to the respondents’ self confidence, emotional management, and team work.
The first one was related to the respondents’ self confidence. There were 42.5 of the respondents stating that through Play Performance course, they
learnt how to be more confident when they spoke in front of public. The second one was related to the respondents’ emotional management. There were 15 of
the respondents thinking that through Play Performance course, they could manage their emotion better than before. One of them also added that when
someone would like to be a teacher, heshe should learn how to be more patient. In addition, the third one was related to the respondents’ team work. There
were 12.5 of the respondents stating that through Play Performance course, they learnt how to work with other people having different characteristics. It was also
supported by the data gained from the open question. The data indicated that there were 7.5 of the respondents thinking that they also learnt how to deliver their
thought in a group through Play Performance course. There were lots of other possible contributions gained from joining Play
Performance course. The data indicated that there were 10 of the respondents
thinking that through Play Performance course, they learnt how to manage their time effectively and they also believed that having good time management could
help them to be a better teacher. There were also respondents stating that through Play Performance course, they had learnt how to tolerate and respect to other
people 5. In addition, there were other possible contributions gained by the respondents through Play Performance course, such as learning to be more
responsible 2.5, performing well 2.5, and learning the basic of drama 2.5.
4.2 Discussion
