Studentsâ€™ perception on the effect of learning process in play performance course on the development of studentsâ€™ leadership skill.

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ABSTRACT

Oktavia, Maria Vita. (2016). Students’ Perception on the Effect of Learning Process in Play Performance Course on the Development of Students’ Leadership Skill. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

The research discusses students’ perception on the effect of learning process in Play Performance Course on the leadership skill development of English Language Education Study Program of Sanata Dharma University students. Play Performance Course is one of the courses which lasts long in the students’ memory because of the learning process. In the course, students are divided into some groups and taught to work and manage everything by themselves for the final project. Therefore, there will be a leader, followers, and decision makers in the group work. There are some factors of leadership which are developed in the Play Performance Course. It shows that there is a big chance for the students to develop their leadership skill through the learning process of that course.

There is a research question stated in the problem formulation. The question is what students’ perception on the effect of learning process in Play Performance Course towards the development of students’ leadership skill is. To answer the research question, the researcher conducted a survey research. The respondents of this research were seventy six students of Play Performance Course batch 2013. They were in the sixth semester when the researcher gathered the data and they experienced Play Performance Course in the previous semester. All respondents were asked to fill in a questionnaire. Then, an interview was also done to four respondents who had filled in the questionnaire.

The questionnaire result shows that in students’ perception, the learning process of Play Performance Course influences the development of students’ leadership skill. Most students have perception that they developed most criteria of leadership skill during the learning process of Play Performance Course. Then, from the interview, the interviewees had positive perception that the learning process of Play Performance Course generally had developed students’ leadership skill. The students realized that they had learned to lead themselves

Keywords: Play Performance Course, students’ perception, learning process, leadership skill

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ABSTRAK

Oktavia, Maria Vita. (2016). Students’ Perception on the Effect of Learning Process in Play Performance Course on the Development of Students’ Leadership Skill. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.

Penelitian ini membahas persepsi mahasiswa mengenai pengaruh proses pembelajaran di mata kuliah Play Performance terhadap perkembangan ketrampilan kepemimpinan mahasiswa Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Mata kuliah Play Performance merupakan salah satu mata kuliah yang membekas di dalam ingatan mahasiswa karena proses pembelajarannya. Di dalam mata kuliah, mahasiswa dibagi menjadi beberapa grup dan diajari untuk bekerja dan mempersiapkan tugas akhir secara mandiri. Oleh karena itu, sosok pemimpin, pengikut, dan pengambil keputusan akan terbentuk di dalam grup. Beberapa faktor kepemimpinan dikembangkan di dalam mata kuliah Play Performance. Hal itu menunjukkan bahwa mahasiswa memiliki kesempatan untuk mengembangkan ketrampilan kepemimpinan melalui proses pembelajaran di mata kuliah tersebut.

Terdapat satu pertanyaan yang disusun pada Rumusan Masalah. Pertanyaan tersebut menanyakan apa persepsi mahasiswa terhadap dampak dari proses pembelajaran di mata kuliah Play Performance terhadap perkembangan ketrampilan kepemimpinan mahasiswa. Untuk menjawab rumusan masalah tersebut, peneliti mengadakan penelitian survey. Responden penelitian berjumlah tujuh puluh enam mahasiswa angkatan 2013. Responden adalah mahasiswa semester enam yang sudah mengambil mata kuliah Play Performance di semester sebelumnya. Seluruh responden diminta untuk mengisi kuesioner. Wawancara juga dilakukan terhadap empat siswa yang telah mengisi kuesioner.

Hasil kuesioner menunjukkan bahwa menurut persepsi mahasiswa, proses pembelajaran di mata kuliah Play Performance mempengaruhi perkembangan ketrampilan kepemimpinan mereka. Sebagian besar mahasiswa memiliki persepsi bahwa kriteria ketrampilan kepemimpinan di dalam diri mereka telah berkembang melalui proses pembelajaran di mata kuliah Play Performance. Selain itu, hasil wawancara menunjukkan bahwa responden wawancara memiliki persepsi positif bahwa secara umum proses pembelajaran di mata kuliah Play Performance telah mengembangkan ketrampilan kepemimpinan mahasiswa. Mereka sadar bahwa mereka telah belajar untuk memimpin diri mereka sendiri.

Kata kunci: Play Performance Course, students’ perception, learning process, leadership skill

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STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN

ING

PROCESS IN PLAY PERFORMANCE COURSE

ON

THE DEVELOPMENT OF STUDENTS’

LEADERSHIP SKILL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Maria Vita Oktavia Student Number: 121214041

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN

ING

PROCESS IN PLAY PERFORMANCE COURSE

ON

THE DEVELOPMENT OF STUDENTS’

LEADERSHIP SKILL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Maria Vita Oktavia Student Number: 121214041

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotation and the references, as a scientific paper should.

Yogyakarta, April 11, 2016 The Writer

Maria Vita Oktavia 121214041

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Maria Vita Oktavia

Nomor Mahasiswa : 121214041

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS’ PERCEPTION ON THE EFFECT OF LEARNING PROCESS

IN PLAY PERFORMANCE COURSE ON THE DEVELOPMENT OF STUDENTS’ LEADERSHIP SKILL

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 11 April 2016 Yang menyatakan,

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vi ABSTRACT

Oktavia, Maria Vita. (2016). Students’ Perception on the Effect of Learning Process in Play Performance Course on the Development of Students’ Leadership Skill. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

Keywords: Play Performance Course, students’ perception, learning process, leadership skill

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vii ABSTRAK

Kata kunci: Play Performance Course, students’ perception, learning process, leadership skill

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viii

Be on your guard; stand firm in the

faith; be courageous; be strong.

1 Corinthians 16; 13

I dedicate this thesis to

JESUS CHRIST

MY BELOVED MOTHER

MM. SRI SUMARMI

MY SISTERS

VERONIKA EVA NOVITA

BERNADETA EVI VERAWATI

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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His blessing everyday. Secondly, I give a special thank to my advisor, Bapak Agustinus Hardi Prasetyo, S.Pd., M.A., for giving his precious time in guiding me to finish this thesis. I would like to thank Ibu Veronica Triprihatmini, M.Hum., M.A. as my academic advisor who has helped and given me guidance during my study in the university. I also thank Pak Krisna Septa Bernanda, S.Pd. for his suggestion and help related to Play Performance Course. I also express my gratitude to my examiners, Ibu Carla Sih Prabandari, S.Pd., M.Hum. and Ibu Laurentia Sumarni, S.Pd., M.Trans.St., for their fruitful feedback.

Next, I would be glad to say that my mother is the biggest inspiration of my life and I deeply thank her for that. My gratitude is also for my sisters, Mbak Eva and Mbak Evi, who always support me. A special appreciation goes also to all librarians and English Language Education staff who have been so kind to help me during my study in Sanata Dharma University.

Then, I thank Maria Regina Fika Meilida, Dita Rusdia Amalia, Giovani Agnes Utami, Odilia Enggar Ranum, Theodora Intan Damastuti, Kristina Tri Lestari, and Hesti Ratnaningrum as my closest friends since in junior high school for their fun life they have shared with me; and my best friends in English Language Education Study Program: Gisela Bertiantari, Steffany Dian Prasetyawati, Ria Resty Winarni, Riski Aninda Sari, Martha Pritzanda Pudika, and Fransiska Neny for their craziness and spirit.

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I also thank Bagas and Dimas who have been very kind to me; Anthonia Jessy, Tessa Murena, and Dwiki Prenandita who have been my companions in every step of writing this thesis; Dita as my thesis proofreader; Nanda Hutagaol as my partner in crime in basketball team; Anis for her stupidity which makes my life fun; Maria Septiyani and Daniel Widhiatama who have given so much help in my life; and Albertus Yordhana Arsanto for being by my side for these last three years.

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TABLE OF CONTENTS

TITLE PAGE……….…… i

APPROVAL PAGES……… ii

STATEMENT OF WORK’S ORIGINALITY……….. iv

PERNYATAAN PERSETUJUAN PUBLIKASI ……….. v

ABSTRACT……….. vi

ABSTRAK………. vii

DEDICATION PAGE………... viii

ACKNOWLEDGEMENTS……….... ix

TABLE OF CONTENTS……… xi

LIST OF TABLES………. xiii

LIST OF APPENDICES………... xiv

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Research Problem... 4

C. Problem Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Description ... 9

1. Perception ... 9

2. Learning Process ... 12

3. Play Performance Course ... 16

4. Leadership ... 17

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xii

CHAPTER III. RESEARCH METHODOLOGY ... 26

A. Research Method ... 26

B. Research Participants ... 27

C. Research Setting ... 27

D. Research Instruments ... 28

E. Data Gathering Techniques ... 30

F. Data Analysis Technique ... 31

G. Research Procedure ... 33

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 34

A. Data Presentation of the Questionnaire ... 34

B. Data Presentation of the Interview ... 42

C. Discussion ... 46

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 52

A. Conclusions ... 52

B. Recommendations ... 55

1. The Lecturers of Play Performance Course... 55

2. The Students of Play Performance Course ... 55

3. The Future Researchers ... 56

REFERENCES ... 57

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xiii

LIST OF TABLES

4.1 Learning Process in Play Performance Course ... 35

4.2 Leadership Skill... 36

4.3 Leader behavior ... 40

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xiv

LIST OF APPENDICES

Appendix A. Questionnaire Blueprint ... 60

Appendix B. The Questionnaire... 70

Appendix C. The Result of Questionnaire... 74

Appendix D. The Interview Protocol... 78

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1 CHAPTER I INTRODUCTION

This chapter provides the background information and rationale of this research. There are six sections in this chapter, namely research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

Learning is a primary need for human at the present time. Every academic institution develops and tries to design the most effective and efficient learning process. Each school or university competes with each other to show the best graduates so that students are interested in entering the institution. Besides, there is a long learning process behind the good graduates. The learning process takes an important role in influencing students’ development in various aspects depending on the course or the subject learned.

This study is trying to present students’ perception on the effect of learning process in Play Performance on the development of their leadership skill. Play Performance Course is offered in semesters five and six. Students will be divided into four to six groups. Each group consists of fourteen until nineteen members. In this course the students are required to produce a performance as their final project. This performance is for public and it is held outside campus so that the preparation will not be simple. The pressure of having performance for public makes the students work hard as a team in one semester to stage the best performance.

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Play Performance course is one of the courses which lasts long in the students’ memory because of the learning process. The researcher had experienced the long process of the course from the beginning until the final performance. Two kinds of activities are held in the process of preparing the performance. The first one is the activity inside the class itself which is led by the Play Performance lecturers and the activities outside the class which are physical activities, script rehearsal, make up training, and fund raising.

Inside the class, some kinds of activities are conducted to prepare the students’ project. Lecturers help students to train voice, movement, face expression as the example for students when having rehearsals and physical exercises outside the class. There are also some rehearsals in front of the lecturers to see the students’ progress and make sure that the performance is really worth watching. Outside the class, they need to do routine rehearsals or physical exercises which are usually held twice or three times a week. There are also fund raising activities that include all Play Performance Students. Those activities make students learn to manage and allocate time well for physical exercises, routine rehearsals, and also fund raising activities. In short, students learn about the complex process of producing the real project on their own and resolving problems appeared during the process with some help and encouragement of the lecturers.

There are some developments which can be reached through play performance. Way (1967) states that there is a precise function in drama because direct experience could transcend more knowledge, enrich the imagination, and possibly touch the heart and soul as well as the mind. According to Way, students

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can practice concentration through the play application, develop consciousness of self-personal control through the group sensitivity, and many more. Play Performance is a course which elaborates many kinds of learning aspects such as team work, managing, and communication skills for students’ development. The other important aspect which can also be seen clearly is leadership skill. By joining the process in the course, the students can experience the development of their leadership skill from the team work and collaboration because Play Performance Course actively encourages each student to work as a team for the preparation. There will be a leader, followers, and decision makers. Since leadership phenomenon involves a leader, followers, and decision makers, the students have big chance to experience the leadership phenomenon.

There are some factors of leadership skill development which are in Play Performance Course. This course leads the students to work in a group with big number of members. It gives better probability for the members to emerge as a leader. Then, the environment in Play Performance Course is dynamic and unpredictable. It is dynamic and unpredictable because of the pressure inside. The students cannot guarantee that everything can go well from the beginning until the final performance. Then, there are also different personalities of the people inside the group. Leaders can learn to work more effectively with dynamic and unpredictable environment, and also different personality.

From those factors and criteria of leadership development which are in the Play Performance Course, the researcher finds that the learning process in Play Performance Course has a big potential to develop students’ leadership skill. The

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potency of that leadership skill development leads to the research question about students’ perception on the leadership skill development in the learning process of Play Performance Course. The further explanation will be presented as follows.

B. Research Problem

From the research background presented, a question is formulated. The question is:

1. What is students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill?

C. Problem Limitation

This study aims to investigate students’ learning process inside and outside the classroom and their perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill. The researcher focuses on the sixth semester students batch 2013 who had taken Play Performance Course in the previous semester because the course is offered in the fifth and sixth semester.

D. Research Objectives

The process of working in a group develops students’ skills and one the skills is leadership. Leadership itself is very important in the learning process and daily life. Hence, the aim of this research is to find out students’ perception on the effect of learning process in Play Performance Course on the development of students’

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leadership skill. The researcher intends to describe a leadership skill and how it is developed during the learning process. Above all, leadership is everyone’s business (Hughes, Ginnet, & Curphy, 2002). Since a figure of leader takes an important role in group work, the study is trying to find out about students’ perception on the development of their leadership skill based on their experience. Finally, this study also aims to offer some suggestions for the development of Play Performance Course itself.

E. Research Benefits

This study hopefully will give benefits to the following: 1. Lecturers

Since this study gives the information about the students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill, the lecturers can use the information about the learning process outside the class and develop the learning process inside the class. The theory of learning process can be a framework for classifying statements of what we expect or intend students to learn as result of instruction (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001). Leadership skill is one of important skills which should be improved. If the students have a positive perception about the learning process on the development of their leadership skill, then the lecturers might consider leadership skill as one of Play Performance Course objectives.

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2. Students

The students might use the information of this research to develop their knowledge about the development of leadership skill. The researcher expects that the information found in this research make the students know about several factors of leadership skill and some steps to improve leadership skill in Play Performance Course.

3. The Future Researchers

The researcher hopes that this study will enlighten the future researchers who are interested in conducting a study in the same field about Play Performance Course or Leadership Skill. This study can be a reference for the next researchers to find a space and get the inspiration to conduct a study in this topic.

F. Definition of Terms

The researcher provides the definitions of terms which related to this study as follows:

1. Perception

According to Richard Daft (2015), perception is a process of selecting, organizing and interpretation information of the environment. So there will be stimuli which are selected before it can be interpreted. In other words, perception is a person’s view of reality (Altman, Valenzi, & Hodgetts, 1985). In this study, perception is defined as a process of students’ view, feeling, and thought about the learning process of Play Performance Course that influences their development of leadership skill.

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2. Learning Process

According to Garry, modifications can happen through learning and the process of behavior change is resulted from experience especially through training and practice (Garry, 1965). Therefore, learning is a process of changing and developing. Bloom in his learning theory argued that brain has three domains of learning which are cognitive, affective, and psychomotor (Anderson et al., 2001). From, this perspective, the orientation of learning process in Play Performance Course includes three of them. The cognitive is the knowledge that students got in class, affective is the process of working in group with different characters of people, while psychomotor includes the process of physical exercises and play performance practices. In this study, the learning process is the process of changing and developing both inside the class with the lecturer and outside the class like the physical exercises and play performance practices.

3. Play Performance Course

Based on Panduan Akademik (Academic Guide) 2010 of English Language Education Study Program of Sanata Dharma University Yogyakarta, KPE 345 Play Performance Course is one of compulsory subjects taught in ELESP of Sanata Dharma University which can be taken in the fifth or sixth semester. The contents to be learned in the course are the techniques of play directing and the organizations of play production. The practices are mostly outside the class. The product of Play Performance course is a performance which will be done outside the campus in the end of the semester.

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4. Leadership

In terms of leadership, Szilagy and Wallace (1980) defined two different types of leaders. They are formal leaders and informal leader. Someone is considered as a formal leader because of the position in office or organization. Formal Leader is responsible to perform functions such as planning, organizing, and controlling the work. Besides, informal leader referred to informal emergent or peer leader and it is not from the position held. The informal leader exists because of special quality of the particular individual that is desirable for the group.

In this study, leadership skill which is given being developed is informal

leader. Informal leader can bring a very valuable role in organizations if their behavior and influence fits with the goals and objectives of the total organization (Syilagy and Wallace, 2015). Moreover, leadership involves creating change, not maintaining the status quo (Daft, 2015). A situation when someone takes a role in making change and it involves the other members or followers can be considered as leadership phenomenon.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews the theories which will be used in this study. There will be two parts. The first part is theoretical description which will present the main theories in this study. Those are perception, learning process, Play Performance Course, and leadership. Some theories about those four terms are included to be the references of the study. Then, the second part is theoretical framework. It will help the researcher answers the research question in the research problem. The theoretical framework which will be elaborated in this chapter will strengthen the finding stated. Firstly, the researcher will review the nature of learning process because the researcher aims to find out students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill.

A. Theoretical Description

The writer will discuss four important terms to answer the research question which are perception, learning process, Play Performance Course, and leadership. 1. Perception

According to Szilagyi & Wallace (1980, p. 71) perception is a process “by which individuals attend to incoming appropriate action or behavior”. Szilagyi & Wallace (1980) also explain that the process of perception consists of three steps. Those are awareness or attention to the incoming stimulus, translating incoming stimuli into some message, and deciding on the appropriate action or behavior in

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response to the message. Therefore a perception can be said as response of a particular stimuli. Someone needs to experience the stimuli first before having perception towards it. Then, perception affects three phases which are action, observation, and reflection model. Those phases play a very important role in what anyone will extract from any leadership situation (Hughes et al., 2002).

There are three factors which influence perception based on Szilagyi & Wallace (1980):

a. Attributes of the Object

Attributes of the object can create barriers which could misrepresent the perception. Those barriers are stereotyping and the halo effect. A stereotype is a belief that causes assesment of individual’s entire group based upon that belief. Therefore, a person will pick out what he believes and considered it as common characteristics about groups. A second common perceptual error is halo effect. In making this error, rater fails to evaluate separate dimensions independently. Altman, Valenzi, & Hodgetts (1985) define it as the use of a known a particular trait as the basis for an overall evaluation.

b. Attributes of the Situation

This attribute is about the time at which a message is transmitted. Time and situation can influence attention and interpretation.

c. Attributes of the Person

This the probably the most important source of influence on perception. Characteristics of the person including motives, previous learning, and personality will influence his or her perception.

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Altman, Valenzi, & Hodgetts add (1985) that the way we perceive information depends on several factors including the clarity and familiarity of the stimuli, our physical characteristics, our needs and values, knowledge, feeling, and past experience. In sum, the factors which influnce perception can be described in three points as follow:

a. Selection of Stimuli

Of all the stimuli in our surrounding, we only pay attention on the small number. This process is known as selection. People will select specific cues and filters or screens. This selection is the reason why people perceive things differently.

b. Organization of Stimuli

After the selection, the stimuli will be arranged so as to become meaningful. The perceptual organization of information helps us categorize sensory inputs. It reduces all information into simpler categories.

c. The situation

A situation or one’s past experience will affect perception. The accurateness of perceiveng a situation depends on how well someone adjusts his behavior to the situations.

d. Self-Concept

Self-concept is the way we feel and perceive ourselves. Self-concept is influential because someone’s personal mental picture defines what he perceives. The way we see ourselves affects our perception of the world around us.

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Because of those influences explained, the perception between one student to another about the effect of learning process in Play Performance Course on their development of their leadership skill can be different. Therefore, some samples should be taken to explain directly what their perceptions are. The researcher can find out the perception by asking questions towards the students. Some questions related to students’ feeling and thinking will be provided to complete this research. Some statements in the questionnaire also present students’ feeling in a general way. Next, since this study is about students’ perception on the influence of learning process, the researcher will discuss about learning process in the next point. 2. Learning Process

Garry (1965) says that most learning theories emphasizes learning as a source of development. More specifically, they propose that development is a result of a series of discrete learning experiences. Hence, the change and development of the students can be categorized as learning. The process of transformation is explained as learning process. In genetic epistemology, Garry (1965) differs learning from development in two ways. First, learning is not spontaneous but must provoked by situations or events in the environment. Second, it is limited to a specific situation or problem. Garry states that learning is not going to occur without learner and task, but it can occur without teacher, but practice, knowledge of results and drill are still needed. Therefore, the learning process discussed in this study is the learning inside the class with the lecturer and outside the class while students are doing training and practice. In the learning process outside the class, there will

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be practice and drill to achieve the success of performing students’ final performance.

Learning by direct experience has been the focus of large writings which have been generated from both laboratory and field experiences. Learning by direct experience has dominated the literature related to learning (Mercer & Snell, 1977). There are some factors of development arranged based on Piaget’s theory. Some of them are Physical Experience and Social Experience. One of the factors that underline development is experience that is a contact with the environment. Then, the other factor of development is social experience which is gained by interaction with people and includes social relationships, education, language, and culture (Gallagher, 1981). Those factors match with the activities which are done in Play Performance Course.

Since Play Performance Course is conducted in English Language Education Study Program, the language learning becomes the main purpose although there are still many other development gained in the course. There are so many language learning methods and one of them is Natural Method. As Richards and Rodgers (2001) state, “believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action” (p. 11). This method of directly demonstrating the language is applied in Play Performance Course. Then, the other learning theory related to Play Performance Course is Bloom’s three domains of learning and Ignatian Pedagogy.

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a. Bloom’s Three Domains of Learning

Three domains of learning are the cognitive domain, the affective domain, and the psychomotor domain. Those three domains have different objectives and ways of working. Many kinds of activities done in Play Performance Course can make the students develop those three domains in the same time. The revision of Bloom's Taxonomy of Educational Objectives presents those domains in a form of these brief explanations:

1) The Cognitive Domain

This domain involves knowledge and the development of intellectual skills or knowledge. It includes objectives which deal with recognition of knowledge and the development of intellectual abilities.

2) The Affective Domain

This domain involves emotional manners such as feelings, values, appreciation, enthusiasms, motivations and attitudes. It includes objectives which describe changes in those emotional manners and the development of appreciations. 3) The Manipulative or Motor-Skill Area

This domain involves physical movement, coordination and use of the motor-skill areas (Anderson et al., 2001).

b. Ignatian Pedagogy

Play Performance Course also applies Ignatian Pedagogy as the orientation to do the teaching and learning process. This approach asks the students to reflect upon the meaning and significance of what they are studying and motivates them to be active in the learning process (Kolvenbach, 2005). Practically, Ignatian

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Pedagogy Approach can be explained as a system with five main elements which are context, experience, reflection, action, and evaluation.

1) Understanding the context means understanding the course so that the objective and the reason of joining the class should be understood.

2) Direct experience has strength to stimulate cognitive, affective, and psychomotor dimensions.

3) Reflection becomes the important element in Ignatian Pedagogy because it connects the experience and action.

4) Action itself means interpreting the learning result to apply the knowledge in a real life.

5) Evaluation can be explained as a systematic process of collecting, processing, and assessing.

Then, competence, conscience, and compassion are three human characters which are expected to be Sanata Dharma University students’ Ignatian Pedagogy-based learning result (P3MP-LPM Universitas Sanata Dharma, 2012). Competence embraces a broad variety of abilities including academic proficiency and effective communication skills. Then, with conscience, students are able to discern what is right, good, and true and has the courage to do it and has a passion for social justice. Students with compassion will generously respond to those who are in greatest need, walk with others to empower them, in solidarity and empathy. From the definition, it’s clear that those three human characters are presumed as one unity of learning result which is similar to the unity of cognitive, affective, and psychomotor dimension. The learning process explained here is the learning process in Play

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Performance Course. The next point is the explanation of Play Performance Course of ELESP itself.

3. Play Performance Course

Play Performance or Drama is explained as a work which is not only about performing lines of script. According to Goldstone (1968) first responsibility of the work in drama is to visualize it in the context of theatre. Actors are not only articulating lines in varied inflections, accents, and intonations but also moving, gesticulating, and physically reacting. We see costumes, settings, properties, and music. That means that students are not only trained for representing the script drama, but also the whole package of drama visualization. Goldstone (1968) states that a play relates what the script writer saw, felt, imagined-in a past time. It is taking place as we see it. In Thornton Wilder’s words, “A play visibly represents pure existing.”

KPE 345 Play Performance course is an obligatory course in English Language Education Study Program of Sanata Dharma University. In Play Performance Course, the students work in team to represent a packaging of qualified play performance. In ELESP, the students will take Drama Course first in the previous semester. Based on Buku Panduan Akademik (Academic Guidebook) of ELESP 2012, Drama course prepares students for Play Performance Course in the following semester. In Drama Course, students will experience an experiential learning class to understand the elements of drama script, the technique of play directing, and the organization of play production. Therefore, students are supposed to be ready to organize a play performance directly in Play Performance Course.

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After the preparation which has already been experienced in the previous semester, students will experience several preparations during the project. Lecturers help students to train voice, movement, face expression as the example for students when having rehearsals and physical exercises outside the class. There are also some rehearsals in front of the lecturers to see the students’ progress and make sure that the performance is really worth watching. In Play Performance Class, students will be divided into three until four groups. Each group consists of fourteen to nineteen members. In each group, students are divided into two groups which are artistic team and production team. Artistic team leads the preparation of the stage performance while production team will be busier on the preparations on the things like publication, fund raising, and ticketing. Following the explanation about Play Performance Course, the definition of leadership will be explained as the reference of this study.

4. Leadership

Szilagy and Wallace (1980) explain leadership as one of the most important elements which influence organizational performance. Play Performance Course that involves many parties who hold a project in organizational group needs leadership as its important element. Leadership is a process, not a position. One is not a leader merely because she or he holds a title or position. Leadership involves something happening as a result of the interaction between a leader and followers (Hughes et al., 2002). Then, leadership is a process of influencing people to take an effort to work together for the achievement of a particular goal (Altman et al., 2015).

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There are some factors of leadership skill development which are in Play Performance Course. According to Hughes et al. (2002), leadership is a complex phenomenon involving the leader, the followers, and the situation. Working in a group like in Play Performance Course lets the students take a role as the leader or the followers. Moreover, the greater the number of people in a group, the better the probability that any individual is likely to emerge as leader (Hughes et al., 2002). Lombardo and Eichinger explain that leadership development can be enhanced if the environment is changing, dynamic, uncontrollable, and unpredictable (as cited in Hughes et al., 2002). Then, different personality types can create an innovative environment and lead to stress, conflict, and negative feelings. Leaders can learn to work more effectively with different personality (Daft, 2015).Those environment could happen inside a group work.

Kerr, Murphy, and Stogidill (1974) note that “accumulated evidence suggests that leader effectiveness is not always associated with those who behave in highly considerate and structuring manner” (as cited in Dumi & Sinaj, 2013). An effectiveness of leader consideration or behavior are influenced by situational factors such as time urgency, amount of physical danger presence of external stress, degree of autonomy, degree of job, scope, importance, and meaningfulness of work. Play Performance Course provides some of those situational factors like time urgency, presence of external stress, importance and meaningfulness of work. In Salancik and Pfeffer’s Strategic Contingencies Model of Leadership,

“the leader is a person who brings scarce resources to assist a group of individuals in overcoming a critical problem that they face. As the problems facing a group change, their leader may also change because

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of his or her access to critical and scarce resources” (Pierce & Newstrom, 2006, p. 189).

Then, Hughes, Ginnet, and Curphy had some criteria of leadership skill which is divided into two kinds of leadership skills which are basic leadership skill and advanced leadership skill.

a. Basic Leadership Skill

In basic leadership skill, one is able to do skills like: 1) Learning from Experience

Here, a person is able to create opportunities to get feedback, especially with regard to feedback from those who work with them. Then, it is important to learn from others. Sometimes, in this skill someone keeps journal or write reflections on personal events. Developing a systematic plan also will help leaders prioritize the importance of different goals.

2) Communication

Effective communication involves the ability to transmit and receive information with a high probability that the intended message is understood by the receiver. Leaders and followers tend to actively engage in two way communication, but a leader should ensure that others understand the message. Here, a leader knows what a purpose in every communication made.

3) Listening

A leader demonstrates nonverbally that she or he is listening. The best listeners are active listeners, not passive listeners. In addition, active listening is a way to visibly demonstrate that one respects others.

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4) Assertiveness

A leader who hold assertiveness is able to stand up for their own rights or group’s rights. A leader should know where and when not to behave assertively. Assertiveness involves direct and frank statements of one’s own goals and feelings. 5) Providing Constructive Feedback

Giving constructive feedback involves sharing information or perceptions with another about the nature, quality, or impact of that person’s behavior. Leaders need to keep in mind that followers, committee members, or team members will perform at a higher level if they are given accurate and frequent feedback.

6) Effective Stress Management

Leaders are able to monitor their own and followers’ stress levels, what the causes are. Too much stress can take a toll on individuals and their organizations. Leaders should understand the nature of stress because leaders’ stress can impair the performance and well-being of followers.

7) Building Technical Competence

Technical competence concerns the knowledge and repertoire of behaviors that can be brought to bear to complete a successful task. A leader should be an expert in the job. Opportunities to broaden experiences are necessary to build technical competence. It can be done by appreciating how the work contributes to organizational success.

8) Building Effective Relationships with Superiors

Superiors are those individuals who have more power and authority than the other members of the group. The same value and attitudes makes superior and

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followers experience less conflict. Therefore, a leader should have skill to build an effective relationships by understanding superior’s world and adapting superior’s style.

9) Building Effective Relationships with Peers

Investing the time and effort to develop effective relationships with peers not only has immediate dividends but also can have long-term benefits if a peer ends up in a position of power in the future.

10) Setting Goals

Goals should be specific observable, attainable, and based on top-to-bottom commitment. Having goals does not guarantee success, unless it is supported by real human commitments. A leader also should design to provide feedback to personal about their progress toward them.

11) Punishment

Not every behavior or performance problem is given a punishment. Leaders should have ability to consider several factors before deciding whether or not to administer punishment.

12) Conducting a meeting

A meeting is usually conducted by a formal leader to accomplish diverse goals and exchange information between work groups or volunteer organizations. Some considerations are important like determining whether the meeting is necessary, providing materials in advance, encouraging participants, etc.

b. Advanced Leadership Skills

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1) Delegating

Delegating is a skill while a leader empowers one of the organization members to take responsibility for completing certain tasks or engaging in certain activities. It is important because the essence of leadership is achieving goals through others, not trying to accomplish them by oneself.

2) Managing Conflict

A research study has found that some level of conflict may be helpful in order to strengthen innovation and performance. In this aspect, a leader is supposed to have a skill to resolve conflict and make a solutions of mutual gain.

3) Negotiation

Ability to see the win-win outcomes in every negotiation is important as becoming a leader. Leaders should anticipate each side’s key concerns and issues, attitudes, possible negotiating strategies, and goals.

4) Problem Solving

In leadership, the step of problem solving is to state the problem, analyze its cause so that the solutions will be preceded.

5) Improving Creativity

Here, a leader improving creativity by seeing things in new ways, using power constructively and forming diverse problem-solving groups.

6) Diagnosing Performance Problems in Individuals, Groups, and Organizations Performance Problems often occur because individuals or groups do not understand what they are supposed to do. Then, the other reason is because followers and teams have lack capabilities needed to achieve a goal or perform

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above expectations. Then, performance can also be limited when followers lack the resources needed to get the job done. Lack motivation can also be the reason of performance problems. An advanced leader should learn the ability to diagnose them (Hughes et al., 2002).

Richard L. Daft (2015) states that leadership is a relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes. As stated above, Play Performance Course consists of some groups with one similar purpose to hold a successful performance at the end of the semester. That is the outcome which will be obtained by the students from the learning process and the leadership process. An important aspect of leadership is influencing others to come together around a common vision (Daft, 2015). In the Play Performance Course, students work together to have the same vision.

Beside those definitions of leadership, Daft also defined some leader behaviors. Those are supportive leadership, directive leadership, participative leadership, and achievement-oriented leadership.

a. Supportive leadership: Open, friendly, and approachable. The leader creates a team climate and treats subordinates as equals.

b. Directive Leadership: Behavior which includes planning, making schedules, setting performance goals, and stressing adherence to rules and regulates. c. Participative Leadership: Behavior which includes asking for opinions and

suggestion, encouraging participation in decision making, and meeting with subordinates in their workplaces.

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d. Achievement-Oriented Leadership: Leader behavior stresses high-quality performance and improvement over current performance (Daft, 2015).

Richard L. Daft also determines four disciplines for developing a leader’s mind. Those are independent thinking, open-mindedness, system thinking, and personal mastery. Taken together, these four disciplines provide a foundation that can help leaders examine their mental models.

a. Independent Thinking

Independent thinking means questioning assumptions and interpreting data and events according to one’s own beliefs, ideas, and thinking, rather than pre -established rules or categories defined by others.

b. Open-Mindedness

Effective leaders strive to keep open-minds and cultivate an organizational environment that encourages curiosity and learning. These leaders encourage everyone to openly debate assumptions, confront paradoxes, question perceptions, and express feelings.

c. System Thinking

System thinking is the ability to see the synergy of the whole rather than just the separate elements of a system and to learn to reinforce or change whole system patterns.

d. Personal Mastery

Personal mastery means mastering ourselves, it embodies clarity of mind, clarity of objectives, and organizing to achieve objectives (Daft, 2015).

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B. Theoretical Framework

As a framework, this part will present how the researcher answers one research question of this study. Firstly, the researcher defines what kind of learning process the students have experienced. The students can reflect upon their experience and explain whether their experience are similar with the learning process described by the researcher. The researcher uses the theory of language learning through direct experience and the Natural Method pointed out by Richards & Rodgers (2001). The other theory which is used to define the learning process of Play Performance Course is also Ignatian Pedagogy Approach.

Next, Salancik and Pfeffer’s Strategic Contingencies Model of Leadership; Basic and Advanced Criteria of Leadership Skill by Hughes, Ginnet, and Curphy; Leader Behavior and Disciplines for Developing Leader’s Mind by Daft are used to define whether the learning process of Play Performance Course influences the students’ leadership skill development. The students’ responses on their development on the aspects of leadership skill related to those theories can show students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill.

Then, interview which is done to some students of Play Performance Course will illustrate students’ perception to answer the research question. The questions of the interview are related to the theory of perception. Three factors which influence perception based on Szilagyi & Wallace (1980) are used to help the researcher analyzing the possible different responses of the interviewees about their experience in Play Performance Course.

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26 CHAPTER III

RESEARCH METHODOLOGY

This chapter discuss the methodology conducted in this study. There are seven parts in this chapter, namely research method, research participants, research setting, data gathering techniques, research instruments, data analysis technique, and research procedure.

A. Research Method

This study of investigating students’ perception is a survey research. To investigate those aspects, the researcher identifies variables and analyze the relationships among them without manipulating the variables. In this survey research, questionnaires and interview are used to gather the data and information from groups of individuals.

The questionnaire is done to measure the percentage of students who feel developed in some aspects of leadership skills because of the learning process in Play Performance Course while the interview is concerned with description to have a deeper understanding of students’ perception. According to Altman & Hodgetts (1985), interview can be used as exploratory devices to help understand the variables in question. An interview allows participants to explain the reason of their answers in questionnaire. Hence, this method was chosen by the researcher because the respondents can express what the students actually felt and thought.

In survey research, investigators ask questions about peoples’ beliefs,

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permits the researcher to summarize the characteristics of different groups or to find out students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill.

B. Research Participants

The respondents of this research were seventy six students of Play Performance Course batch 2013. The students were in the sixth semester when the researcher gathered the data and they had experienced Play Performance Course in the previous semester. They have taken Play Performance Course in the odd semester academic year 2015/2016. Since the researcher did a survey research, they were provided with questionnaire to be filled and some of them were interviewed. Four students from the respondents who had filled the questionnaire were chosen to be interviewed by the researcher. Those interviewees were in different division or job in their Play Performance project to find out the different perspectives on each division. The first respondent was one of six directors, one is taken from the production division, and the others were from artistic division while one of them was the master of ceremony of the event. There is only one student taken from each division because most respondents have similar responses in the questionnaire.

C. Research Setting

The research was conducted in the beginning of even semester academic year 2015/2016 in February 2016. The research took some setting places in English

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Language Education Study Program of Sanata Dharma University because the students of Play Performance Course are from four different classes. On Monday, February 1st, respondents from class C and D filled in the questionnaire given by the researcher in class S2 302 and S2 303 while they were in KRS (Semester Plan Consultation) process. Then, the respondents from class A and B filled in the questionnaire on Wednesday, February 3rd in language laboratory 1. The last data gathering was interview on the 12th_{of February 2016 in Student Hall Sanata} Dharma University, Mrican.

D. Research Instruments

Interview and questionnaire are the major means of data collection for a survey (Ary et al., 2010). Therefore, the researcher developed two kinds of research instruments which are questionnaire and interview protocol to gather the data. The descriptions of those two instruments are explained as follows.

1. Questionnaire

In the questionnaire of this study, likert-type items are used. These scales range from a group of categories—least to most—asking people to indicate how much they agree or disagree, approve or disapprove, or believe to be true or false. Respondents rank quality from high to low or best to worst using five or seven levels (Allen & Seaman, 2007). It is used because this type of item can be assigned to the various responses, and thus measures of central tendency, variability, correlation, and the like can be calculated (Ary et al., 2010).

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Those items let subjects indicate their responses to selected statements on a continuum from strongly agree to strongly disagree. There is really no wrong way to build a likert scale. The most important consideration is to include at least five response categories (Allen & Seaman, 2007). The data collection of this research used survey with some specific statements to know the influence of learning process in play performance course on the development of their leadership skill. Then each statement is provided with some responses. The response is measured from strongly disagree, disagree, neutral, agree, and strongly agree. The respondents are asked to thick between the choices provided. The choices are SD (Strongly Disagree), D (Disagree), N (Neutral), A (Agree), SA (Strongly Agree).

The researcher provides forty five statements in the questionnaire related to students’ leadership skill development through the learning process done in Play Performance Course. Eight statements in the first research question talk about learning process. Those statements are connected to the learning theory explained in the theoretical description. After the theory about learning process, the next thirty seven statements are provided to answer the research problem. Those statements are related to the theories of leadership described in the theoretical description. The whole form of questionnaire can be seen in Appendix B.

2. Interview Protocol

The aims of this method is to know deeper about students’ perception on the effect of learning process in play performance course on the development of students’ leadership skill. The researcher will dig out the information about students’ perception in this phase. In doing the interview the research should pay

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attention on some aspects. According to Quinn and Cochran, the interview should be reproducible so that someone else could use the same topic guide to generate similar information, systematic, credible with reasonable questions and transparent so that the readers can see the collection and analysis of the data (Quinn & Cochran, 2002). Then, since survey data consist of peoples’ responses to individual questions, it is essential to start with good questions (Ary et al., 2010). Therefore, some guides to conduct the reproducible, systematic, and credible interview has been arranged in form of seven interview questions as seen in interview protocol (Appendix D). In the interview protocol, the questions related to theory of perception were asked to find out students’ perception.

E. Data Gathering Techniques

The research was conducted in the beginning of the leaning process in even semester academic year 2015/2016. The data started to be collected after the students performed their projects in form of play production in the previous semester. The researcher selected the respondents to be the population which are seventy six students batch 2013 from class A, B, C, and D who have taken play performance subject. Since they did not gather in one Play Performance Class anymore, the researcher should prepare to do a survey research in four different classes.

Firstly, the researcher contacted one student of each class to be the person in charge and help the researcher did the survey in class. After the questionnaire (Appendix B) is administered to be filled by the respondents, the response of each

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statement in the questionnaire is calculated and changed into percentage form. After repeatedly read the questionnaire result, the researcher chose four students among the questionnaire respondents to be interviewed. Those four students are contacted to do interview. In the interview time, the researcher asked some questions based on interview protocol and questionnaire result. The interviewees’ answers were recorded and the researcher took note on some important information. The researcher also tried to constitute a rich description of the students’ leadership skill development and their perception about it.

F. Data Analysis Technique

After the data were gathered, the result of the survey and interview were analyzed. From those two research instruments, the researcher read the raw data repeatedly to organize the data. The data were analyzed and summarized to draw a conclusion after the data collection. The data are neutrally processed so it can be squeezed and reduced to answer the two research questions. The process and reduction of data analysis can be used to draw conclusion.

1. Questionnaire

The researcher arranged four scales to gather the information about the effect of learning process during Play Performance Course on the students’ leadership skill development.

1 = strongly disagree with the statement 2 = disagree with the statement

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4 = strongly agree with the statement

The scores of the questionnaires were calculated by dividing the number of students and then multiply by 100%. The data collection used the percentage like the explanation as follow,

�

� � % Notes:

n: the total number of students who choose a certain answer N: the total number of students

The participants’ answer were shown statistically. Each percentage on each scale of the statements will be counted and presented. The data gained from the questionnaire will be presented in a form of table. There will be also descriptive explanation to support percentages of the result and make the information clearer. 2. Interview

In collecting information from the interviewees, the researcher used recorder to record the interviews. The recording was listened repeatedly and the researcher made the transcripts of it. Then, the researcher concluded the main point of the interview answers and consider the important information which can support the research. The answers from four interviewees were analyzed to conclude both similar and different answer. It was classified and showed in written form to answer the research questions. Those information related to students’ perception of the influence of learning process of Play Performance Course on the development of students’ leadership skill was presented in written form so that it can be noticed easily by the readers in chapter four of result and discussion.

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G. Research Procedure

This study was done in some steps which will be explained as follow. 1. The researcher did a library research

2. The researcher defined the population 3. The researcher conducted survey research

a. The researcher administrated questionnaire to the respondents in each class of ELESP students batch 2013.

b. The researcher interviewed four of the survey respondents

c. The researcher recorded the discussion and took notes for the important information

d. The researcher concluded the important information from the recording data

4. The researcher analyzed the data

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34 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and the discussion based on the data collection. There are three sections presented to answer the research question. The first is data presentation of the questionnaire, the second is data presentation of the interview, and the third is discussion. In detail, the data presentation of questionnaire and interview sections discuss what the researcher found and obtained. Then, the last section which is discussion presents the analysis of the questionnaire and interview results in order to answer the research question stated in the research problem. The researcher aims to know what the students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill is.

A. Data Presentation of the Questionnaire

In this part, the researcher pays attention to all results of students’ perception on the statements in the questionnaire. Firstly, the researcher tries to find out the students’ perception on the learning process applied in Play Performance Course using some statements in the questionnaire. The statements are related to the learning process in Play Performance Course that the students had experienced. Those results are summarized in Table 4.1 as follows.

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Table 4.1

The Learning Process in Play Performance Course

No Statements A & SA

1 Direct experience in Play Performance Course 37% 63% 100% 2 Development in Play Performance Course 46% 49%

95%

Gallagher (1981) talks about one of the development factors which is social experience that could be gained through interaction with people. This interaction can be acquired through a direct experience. From the first point in Table 4.1, all respondents (100%) agree that they learned through direct experience in Play Performance Course. In detail, 63% respondents strongly agree and 37% respondents agree with the statement. This shows the fact that the learning process in Play Performance Course is implemented through direct experience. This direct experience is strengthened with the next statement (Appendix B) related to the Natural Method pointed out by Richards and Rodgers (2001). No respondent disagrees with the statement while 96% respondents agree that they learned English language through an action in the Play Performance Course.

Since the direct experience process is one of the development factors, it shows that Play Performance Course certainly develops students which can be seen in the second point of Table 4.1. The statement related to this point is added to find out the students’ perception on their development during the whole learning process of Play Performance Course both outside and inside the class. Out of seventy six students, seventy two students (94%) state that they experience development.

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After the discussion of the development through direct experience, the principles Ignatian Pedagogy as the approach applied in Play Performance Course are also included in the questionnaire. According to Ignatian Pedagogy, competence, compassion, and conscience are three human characters which are expected to be developed by the students during the application of Ignatian Pedagogy. The results show that the respondents developed their competence, conscience, and compassion during the learning process of Play Performance Course. Although result does not represent the actual development since the development cannot be seen regularly by the researcher from the beginning until the end of the course, 91% to 96% students’ responses can present their perception.

In short, all results and discussion above explain how the learning process of Play Performance Course is perceived by the students. They conclude that they learned through direct experience and they were developed through the learning process. Moreover, the students also confirm that Ignatian Pedagogy was applied in Play Performance Course. Then, the next results are related to students’ perception on the development of their leadership skill.

Table 4.2 Leadership Skill Strategic Contingencies Model

of Leadership

Leadership Skill

Basic Advanced

97 %

agree / strongly agree

9 out of 12 criteria > 90 % agree / strongly

agree

6 criteria > 90 % agree / strongly agree

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In leadership skill aspect related to Salancik and Pfeffer’s (1977) Strategic Contingencies Model of Leadership, the finding shows that the students learn to solve a critical problems through the learning process in Play Performance Course with statistically 97% respondents agree or strongly agree with that. The next results are the students’ responses on their leadership skill development through the learning process in Play Performance Course based on Hughes’ criteria of basic leadership skill (2002). Table 4.2 shows that the respondents have positive perception on nine out of twelve of basic leadership skill criteria.

The first criteria is learning from experience. Here, a person can create opportunities to get feedback especially from those who work with him, learn from others, and develop a systematic plan to prioritize the importance of different goal. There are four statements in the questionnaire which are related to that criteria and the detail can be seen in the questionnaire blueprint (Appendix A). From the first statement, 39% respondents agree and 55% others strongly agree that the learning process of Play Performance Course enable them to learn from experience.

To understand the information deeper about learning from experience, the respondents give response to three elements which are related to it. First, 96% respondents can learn to learn from others during the learning process of Play Performance Course. Second, 94% respondents learn to create opportunities to get feedback in the learning process of Play Performance Course. Third, 93% respondents can learn to develop a systematic plan because of the learning process inside and outside the class of Play Performance.

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The second criteria of Hughes’ basic leadership skill is the effective communication. In result, 93% respondents agree that the learning process of Play Performance Course makes them learn to make an effective communication. In detail, leaders and followers tend to actively engage in two-way communication. It is strengthened in the next statement. Here, 96% respondents agree that the learning process of Play Performance Course makes them learn how to engage in two-way communication. The next criteria is about listening. In here, a leader demonstrates to be a good listener who is an active listener. He will also avoid becoming defensive. The questionnaire result shows that 90% respondents learn to be active listeners through the learning process of Play Performance Course. Related to defensiveness, 93% respondents learn to be more open-minded through the learning process of Play Performance Course.

From the assertiveness point, there are two statements in the questionnaire. The first statement shows result that 90% respondents agree that they learn to know where and when not to stand up for their own rights during the learning process of Play Performance Course. The other statement’s result shows that 20% respondents choose neutral as their responses. The next points are two statements of providing constructive feedback, two statements of building technical competence, a statement of building effective relationships with superiors, a statement of building effective relationships with peers, and a statement of setting goals (Appendix A). The response result of those seven statements of five leadership skill criteria are all above 90% positive.

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5. Did you ever lead your friend in any activity during the process of Play Performance Course? Give me example!

Yes. For example I lead the meeting and decide where will be the place and the right time for us to have meeting and because of my job as make-up artist so I lead everything related to make up staff.

6. Do you think that your leadership skill is developed because of the learning process of Play Performance Course?

Leadership. Hmmm maybe yes. But maybe no. I doubt. Ohh ya ya ya. The development, I don’t really feel it because subconsciously I think I don’t feel like have big change by joining Play Performance Class but ya from the action yes, we develop a lot.

7. What do you think about the effect of learning process in Play Performance Course on the development of students’ leadership skill?

Ya itu tadi karena semua hal yang disitu baru, kita harus melakukannya sendiri, sebenernya nggak sendirian banget, tapi karena itu pengalaman baru jadi kayak banyak hal baru yang kita nggak tahu dan pertama kalinya juga saya jadi MC di acara seperti itu. So at least I can manage myself well. Jadi leadership untuk diri sendiri ya develop lah, tapi kalo untuk mengatur orang lain, itu bukan terutama untuk diri saya sendiri. Tapi leadership untuk keseluruhannya sih saya rasa berkembang karena disitu kami pada hari H terutama everything went well dan itu karena kita juga leadership nya berkembang.

Question related to questionnaire: Why did you choose?

 SA for number 32: Yes. For example everyone who is late, every minute late will be punished by 1000 thousand rupiah, but what will happen if you have flat tire at your way come to the meeting point and you have to pay the service of the tire and you also should pay form the punishment not because the fool of you but because of the condition is not cooperative. I think mempengaruhi sih.

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Student 2

1. What was your impression of Play Performance Course before joining the class?

For the first time I heard about Play Performance I think it will teach me good experience for my future especially in working with others in the work of Play Performance. So yes I have I good impression at first.

2. Do you think that you join Play Performance Course in the right time? Yes I think so because in the sixth semester I think I will be really busy with a lot of things, a lot of homework.

3. Were you happy to join Play Performance Course?

Yes, I’m happy. I get a lot of experience, I have a lot of friends and work with my friends. I coordinate my friends also

4. Did you feel developed while following the learning process of Play Performance Course?

Yes.

a. What was (were) the development(s)? In personality especially

b. How could you feel that?

Because I should know how to adapt with my friends how to adjust myself with friends from the other class. So it teach me to be more responsible person, to be independent person.

5. Did you ever lead your friend in any activity during the process of Play Performance Course? Give me example!

In one discussion like sharing moment we share about what we have done. Kayak temen temen dimulai diskusinya, kayak starting and encouraging them.

6. Do you think that your leadership skill is developed because of the learning process of Play Performance Course?

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7. What do you think about the effect of learning process in Play Performance Course on the development of students’ leadership skill? I agree there is improvement in leadership skill in the view of general. Maybe a lot of my friends improve our skill in leadership skill. Jadi aku ngeliatnya tu kayak general play performance itu dari semua temen temen aku sendiri improve leadership skill nya kita.

Question related to questionnaire: Why did you choose?

 N for number 20: Yak karena lebih condong ke pendapatnya orang sih.  N for number 20: Yes I was stressed in Play Performance Course because

of the activities, the problem in the group. That’s why I chose neutral because I still cannot manage my stress so I can decide whether agree or disagree.

 D for number 26: Because I gimana ya bilangnya, misalkan ada temen yang stress gitu sampe nangis aku cuma diem doang.

 D for number 43: No. I never think that the best result is my priority in every subject because if I get the knowledge, and I get the skill that I want to achieve. I don’t feel puas when I get a mark A. I don’t only think about the result.

Student 3

1. What was your impression of Play Performance Course before joining the class?

What I think about Play Performance before join that class is that Play Performance class is really hard to follow. It’s hard to follow that class because I heard from many seniors that it will take much time. You have to learn to manage time with other courses. But I have a good impression that it is so cool when you can perform in front of people and present what you’ve done and your process.

2. Do you think that you join Play Performance Course in the right time? I exactly want to take Play Performance in the fifth semester.

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3. Were you happy to join Play Performance Course? I am.

4. Did you feel developed while following the learning process of Play Performance Course?

Yes.

a. What was (were) the development(s)?

There are many skills that I develop in that course. b. How could you feel that?

The first is leadership because I am the director so I have to direct all of the members, also time management I develop that skill to make plan with my friends. Also from the art side, you can develop about art.

5. Did you ever lead your friend in any activity during the process of Play Performance Course? Give me example!

When we gather I a group meeting I the want who talk first. I mean give the directions about what will be talk about in the meeting, what we need to do. I’m the one who talk first, like a moderator.

6. Do you think that your leadership skill is developed because of the learning process of Play Performance Course?

Yes of course because the learning process. Because everything need process right, so I develop it by the learning process in one semester. 7. What do you think about the effect of learning process in Play

Performance Course on the development of students’ leadership skill? I think yes. Everyone in that class will develop their leadership skill because perhaps they do not lead others, but they will lead their self, they will learn to lead their self to be better to make process not only in the group but the process of their self.

Question related to questionnaire: Why did you choose?

 N for number 33: Because sometimes I don’t provide materials, sometimes my friends did.

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 A for number 32: Punishment is important to make them disciplines, but my group’s rules are quiet flexible. If the need of the members is really urgent I will not give them punishment, but if the reason is like wake up late I will give them punishment.

Student 4

1. What was your impression of Play Performance Course before joining the class?

I thought it was a very difficult course because we need to work extra hard, we need a lot of money, time consuming also, I thought it was so hard. But I have a good impression on it.

2. Do you think that you join Play Performance Course in the right time? I think the fifth semester is the best semester to take it because in the sixth semester I have micro teaching and micro teaching will be as hard as Play Performance Course.

3. Were you happy to join Play Performance Course? Although it’s hard, but yes I’m happy.

4. Did you feel developed while following the learning process of Play Performance Course?

Yes of course. The challenge that I face make me develop. a. What was (were) the development(s)?

I think in term of patient and cooperation. Those two are the most. b. How could you feel that?

Because we are in a group of sixteen members. At first I don’t really feel match with the group because we have a lot of conflicts. Ya it teaches me to deal with sixteen head and sixteen thought and ya it makes and helps me to be patient.

5. Did you ever lead your friend in any activity during the process of Play Performance Course? Give me example!

I’m just a follower. As a treasurer I ever but in a group of sixteen I never. In production I have one partner and in my opinion she has not help me

(6)

much so always ask her, mbak ayo kita gini, mbak ayo kita gini nanti ndak keteteran. I always ask her.

6. Do you think that your leadership skill is developed because of the learning process of Play Performance Course?

I think it develops but it doesn’t that much because in my division are only two of us.

7. What do you think about the effect of learning process in Play Performance Course on the development of students’ leadership skill? Yes. It somehow teaches us to be a good leader and teaches us to be brave to encourage someone else even the person is not a leader.

Question related to questionnaire: Why did you choose?

 N for number 20: Because I don’t really understand the statement.

 N for number 24 and 25: Sometimes I cannot control my stress but somehow I explode and be angry with them. So I choose neutral because I cannot say whether I agree or disagree.

 N for number 33: I’m not helping them much for group but I provide materials only as treasurer in production.

 N for number 44: Nggak langsung berdampak banyak. Jadi dibilang nggak berdampak yo enggak, kalo berdampak yo belum, jadi neutral.

 D for number 26: I cannot control myself so I cannot control them.

 SD for number 43: I think achieving the best result is important, but the most important think is the way we achieve those. So I believe in process not only the result.

Studentsâ€™ perception on the effect of learning process in play performance course on the development of studentsâ€™ leadership skill.

STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN

ING

PROCESS IN PLAY PERFORMANCE COURSE

ON

THE DEVELOPMENT OF STUDENTS’

LEADERSHIP SKILL

STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN

ING

PROCESS IN PLAY PERFORMANCE COURSE

ON

THE DEVELOPMENT OF STUDENTS’

LEADERSHIP SKILL

Be on your guard; stand firm in the

faith; be courageous; be strong.

JESUS CHRIST

MM. SRI SUMARMI

VERONIKA EVA NOVITA

BERNADETA EVI VERAWATI

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Links

Studentsâ€™ perception on the effect of learning process in play performance course on the development of studentsâ€™ leadership skill.

STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN

ING

PROCESS IN PLAY PERFORMANCE COURSE

ON

THE DEVELOPMENT OF STUDENTS’

LEADERSHIP SKILL

STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN

ING

PROCESS IN PLAY PERFORMANCE COURSE

ON

THE DEVELOPMENT OF STUDENTS’

LEADERSHIP SKILL

Be on your guard; stand firm in the

faith; be courageous; be strong.

JESUS CHRIST

MM. SRI SUMARMI

VERONIKA EVA NOVITA

BERNADETA EVI VERAWATI

Parts

Dokumen yang terkait

StudentsÂ’ Perception on the Influence of Peer Learning Technique in Improving the Writing Skill at SMA Muhammadiyah 3 Batu

The roles of weekly e-reflection in studentsâ€™ class teaching performance in microteaching class.

THE INFLUENCE OF TEAM-BASED LEARNING ON THE STUDENTSâ LEARNING.

THE EFFECTS OF TIME CONSTRAINTS ON STUDENTSâ WRITING PERFORMANCE.

THE IMPLEMENTATION OF ROLE PLAY: CLASSROOM PRACTICE AND STUDENTSâ PERCEPTION.

THE EFFECT OF USING MIND MAPPING TECHNIQUE ON THE STUDENTSâ GRAMMAR ACHIEVEMENT.

THE DEVELOPMENT PROCESS OF STUDENTSâ METACOGNITIVE SKILL IN LISTENING DURING THE IMPLEMENTATION OF INTRALINGUAL SUBTITLING PROJECT.

THE IMPROVEMENT OF THE STUDENTSâ€™ SPEAKING SKILL OF BALI WIDYA KUSUMA HOTEL SCHOOL THROUGH THREE-STEP INTER

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