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
48
In excerpt 26, the student perceived that collaborative learning gave a contribution to her multiple intelligences. Even though there was no explanation
at all from the student about which multiple intelligences she perceived as the most contributed intelligence. Besides, it helped her to learn and work on the
process so it became easier for her. “I am really thankful of this Play Performance class because I got so many
lessons from this class. I can gain my skill in makeup….” – Excerpt 27 In excerpt 27, the student perceived the contribution of collaborative
learning in her academic aspect by getting new skills . In the student’s excerpt, she
explained that she could acquire her skills in makeup.
b. Positive Attitudes Toward the Subject Matter
Another contribution which was felt by the students in Play Performance class was on their attitudes toward the subject matter. They perceived that
collaborative learning brought more positive attitude toward the subject matter. There were many forms of positive a
ttitudes the students’ felt. Liao 2014 mentions several studies in communication indicate the benefits of collaborative
learning, such as higher test scores Liao, 2006, higher student motivation Dobos, 1996, and an increased understanding of the subject matter Glaser,
2006. “I will apply the values that I gained through the activities in my personal
life by doing my best whenever I have to work in group with others .” –
Excerpt 28 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49 In excerpt 28, the student felt that her attitudes became more positive. The
student mentioned that she did her best when she worked together with her friends.
“It also made me to be hard worker to achieve my goal. It is very useful which it can be developed and kept as mental development. In every my
activities I will work hard, although it is very difficult to be done .” –
Excerpt 29 Another student wrote that the positive attitudes she felt as the
contribution of collaborative learning in Play Performance class made the student become a hard worker to achieve her goal.
c. Critical Thinking
Collaborative learning also contributed to students’ critical thinking. Johnson, James, Lye, and McDonald 2000 state that students encourage and
develop their critical thinking through the process of problem solving. The following excerpts
contained the student’s reflections on the contributions of collaborative learning in Play Performance class.
“Play performance allows me to use my creativity like in making and deciding on the costume and choosing the accessories. This will be very
useful for me during my learning process. Learning English requires my creativity
.” – Excerpt 30 The student wrote in her reflection paper that she was allowed to use her
creativity while working on the problem and the task of her division. Johnston et al. 2000 state in their theory that the critical thinking appears and develops
through the process of problem solving as cited in Lin, 2015 . In the student’s
excerpt, the problem she faced was in making and deciding on the costume and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
