A study of collaborative learning in play performance course

i

A STUDY OF COLLABORATIVE LEARNING

IN PLAY PERFORMANCE COURSE

TITLE PAGE

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Vincentius Brillinanda A E Student Number: 121214168

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

vi ABSTRACT

Erlangga, Vincentius. Brillinanda. Alvio. (2017). A Study of Collaborative Learning in Play Performance Course. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University

Learning is important for people. They need learning to have life skill for survival. In this 21st _{century, students need more effective learning to help them}

reaching their goal. Play Performance is one of obligatory courses of English Department that takes a modern way which is collaborative learning where during five months, students will work together in a small group to hold a performance by the end of the semester. Basically, this study was conducted to see how far collaborative learning built student’s skill in the course of the Play Performance.

In this study, there is one research question. The research question is to what extend did the students build collaborative skills through Play Performance course. To gain the data, the researcher distributed questionnaires to 23 students and conducted interviews to 5 random students. The populations of research were students of ELESP batch 2012 who had taken Play Performance course in the sixth semester on 2015. The study used in this research is explanatory sequential design. Explanatory sequential design is a research where it uses quantitative approach on the first step, then it uses qualitative approach on the second step.

The finding in this research indicates that the students obtained collaborative skill through Performance Play course. The results which were obtained from how students applied the collaborative elements are perceived positive interdependence; considerable interaction; individual accountability and personal responsibility; social skills, and; group self-evaluation.

vii

ABSTRAK

Erlangga, Vincentius. Brillinanda. Alvio. (2017). A Study of Collaborative Learning in Play Performance Course. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma

Belajar adalah hal yang sangat penting yang harus dimiliki seseorang agar bisa bertahan hidup. Pada abad 21, siswa memerlukan pembelajaran yang lebih efektif untuk membantu mereka menggapai cita-cita. Mata kuliah Play Performance adalah salah satu mata kuliah di jurusan Pendidikan Bahasa Inggris yang menggunakan pendekatan modern yaitu dengan pembelajaran kolaboratif di mana mahasiswa dalam kelompok-kelompok kecil selama lebih dari 5 bulan lebih saling mengisi sesuai perannya masing-masing untuk menciptakan suatu karya yang akan ditampilkan pada akhir semester. Pada dasarnya, penelitian ini dilakukan untuk melihat seberapa jauh pembelajaran kolaboratif dalam mata kuliah Play Performance membangun kemampuan mahasiswa.

Pada penelitian ini, terdapat satu rumusan masalah. Rumusan masalah tersebut adalah seberapa jauh para mahasiswa membangun kemampuan berkolaborasi melalui mata kuliah Play Performance.

Untuk menjawab pertanyaan permasalahan tersebut, peneliti mendistribusikan kuesioner kepada 23 mahasiswa dan melakukan wawancara dengan 5 mahasiswa secara acak. Mahasiswa yang diteliti pada penelitian ini adalah mahasiswa PBI angkatan 2012 yang mengambil mata kuliah Play Performance pada semester 6 tahun 2015. Studi yang digunakan pada penelitian ini adalah explanatory sequential design. Explanatory sequential design adalah penelitian dimana peneliti menggunakan pendekatan kuantitatif pada tahap pertama, kemudian menggunakan kualitatif pada tahap kedua

Temuan-temuan dalam penelitian ini menunjukkan bahwa mahasiswa PBI setelah mengambil mata kuliah Play Performance, kemampuan yang dibangun melalui pembelajaran berkolaborasi meningkat. Hasil tersebut didapat dari bagaimana mahasiswa menerapkan elemen kolaboratif yang terdiri dari perceived positive interdependence; considerable interaction; individual accountability and personal responsibility; social skills, and; group self-evaluation.

viii

ACKNOWLEDGMENTS

On this occasion, I would like to dedicate my graditute to God Almighty for blessing me so that I could finish my thesis. My sincere gratitude goes to my beloved parents Robertus Belarmino Dispriyanto and Cicilia Tri Wardiyani who have always supported me, prayed for me, and sacrificed for me to finish my thesis and cheered me up when I was down. I thank my brother Bintang, and my sister Rara for always encouraging me to finish my study on time.

I also wish to express my sincere thanks to my thesis advisor, Markus Budiraharjo, S.Pd., M.Ed., Ed.D., for his kindness, advice and wilingness which encourage me to finish my thesis. A lot of thanks also go to all my beloved ELESP lecturers who have educated me to be a better person during my study in ELESP. My greatest gratitude is addressed to my academic advisor Laurentia Sumarni S.Pd., M.Trans.St., for being my mother in ELESP who always gives me advice and suggestion in every step I took.

I wish to express my sincere thanks to my bestfriends Doni, Joe, Nanda, Hapsara, Khariton, Indra, Rico, Carlo, Nanang, Kadek, Dewi, Vania, and Erlyn for accompanying me since the beginning of my study. I want to thank my bestfriends Denny, Dhana, Wawan, Kokok, in Batang, without them I would not finish my final assignment soon. I also want to thank my beloved Desy for always being here with me, encouraging me when my laziness comes during the time I work on my thesis. Not the least, I would like to thank to my classmates, Class F family, for spending the four-year of working and struggling together. I could not develop and improve myself without them.

ix

Finally, I would like to say my gratitude to my friends who help me as proofreaders of my masterpiece, friends who worked together to finish our research, and other friends that I cannot mention one by one.

Writer,

x

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

BOARD OF EXAMINERS ... iii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Research Question ... 5

C. Problem Limitation ... 5

D. Research Objective ... 6

E. Research Significance ... 6

F. Definition of Terms ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Review ... 8

1. Learning ... 8

2. Definition of Collaborative Learning ... 8

3. Collaborative Methods ... 10

4. Collaborative Learning Steps ... 11

5. Elements of Collaborative Learning ... 12

6. Advantages and Disadvantages of Collaborative Learning ... 12

xi

B. Theoretical Framework... 14

CHAPTER III. RESEARCH METODHOLOGY ... 16

A. Research Method ... 16

B. Research Setting ... 17

C. Reseach Participants ... 17

D. Research Instruments ... 18

E. Technique of Data Analysis ... 20

F. Triangulation ... 21

G. Research Procedure ... 21

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 23

1. Perceived Positive Interdependence ... 27

2. Considerable Interaction ... 30

3. Individual Accountability and Personal Responsibility ... 32

4. Social Skills ... 34

5. Group Self-Evaluation... 38

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 40

A. Conclusions ... 40

B. Recommendations ... 41

REFERENCES ... 43

xii

LIST OF FIGURES

Page

3.1 Figure of Triangulation ... 21

4.1 Figure of Students’ feeling and activities in Play Performance course ... 24

4.2 Figure of Collaborative elarning elements ... 27

4.3 Figure of Perceived positive interdependence element ... 28

4.4 Figure of Considerable interaction element ... 30

4.5 Figure of Individual accountability and personal responsibity element ... 32

4.6 Figure of Social skills element ... 35

xiii

LIST OF APPENDICES

Page Appendix A.Transcription of the interview ... 45 Appendix B. Questionnaire ... 61

1 CHAPTER I

INTRODUCTION

CHAPTER I. INTRODUCTION

The background information and rationale of the study are provided in this chapter. There are six parts in this chapter. They are background of the study, research problem, problem limitation, research objective, research benefits, and definition of terms.

A.Background of the Study

A person needs others to accompany him or her to learn. Friends in learning aim to help someone when they are having issue in solving the problem, or at least they can discuss the issue together. An expert John Dewey (1916) reveals that in learning process, one must have a partner. Furthermore, Dewey (1916) states some important things related to learning. Those are (1) students should be active, learning by doing, (2) learning should be based on intrinsic motivation, (3) knowledge is developing, not fixed, (4) learning activities should be in accordance with the needs and interests of students, (5) education should include learning activities with the principle of mutual understanding and mutual respect for each other, meaning that democratic procedure is very important, (6) learning activities should relate to the real world and aim to develop the world.

In this 21st century, learning becomes more important for people. They need learning to have life skill for survival, especially related to innovation and the skill

of using technology. Students need more effective learning to help them reach their goal. That is what people called as 21st _{century learning. In the 21}st _{century learning,}

there are skills to master. They are called 3R: (1) life and career skills, (2) learning and innovation skills, dan (3) information media and technology skills. Those three skills are summarized into a scheme called 21st century knowledge-skills rainbow

(Trilling and Fadel, 2009). Out of those three, the researcher only focuses on the learning and information skills. The learning and innovation skills have three main parts: (1) Critical Thinking and Problem Solving: Students are able to make reasons such as inductive and deductive in any situation, use ways of thinking system, and making decision and solving problem; (2) Communication and Collaboration: Students are able to communicate well and doing collaboration with the other students; (3) Creativity and Innovation: Students are able to think creatively, work creatively and create new innovation. (Thrilling and Fadel: 2009). All of those skills are very important for students in determining the future, but the researcher focus on the skill related to communication and collaboration.

In collaborative learning, learning activities are student-centered. Teachers are considered as facilitators. One of the most important things is collaboration. One way to achieve collaborative skills is the teacher must use the collaborative learning model in teaching-learning process. Collaborative learning, according to Smith and MacGregor (1992), is an umbrella term for a variety of educational approaches involving joint intellectual efforts by students, or students and teachers together. Usually, in groups of minimum two or more, students are mutually searching for understanding, solution, or meaning, or creating a product. There are

also some advantages of using collaborative learning, stated by Gunawan (2006) such as training a sense of care and attention, training emotional intelligence, sharpening interpersonal intelligence, training teamwork ability, conflict management, depth understanding to what student have learned, increasing the improvement of motivation and learning circumstances

Nowadays, collaborative learning model is already applied by many study programs in many universities; one of them is English Language Study Program. English Language Education Study Program is one of Sanata Dharma University’s study programs, which is qualified to produce professional English Educators. ELESP has its own vision that says

“Pada 2015 Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma menjadi program studi unggulan dalam bidang pendidikan calon pengelola pembelajaran Bahasa inggris yang professional, Cerdas humanis, bermartabat, dan berkarakter yang kuat sebagai pendidik”

[In 2015 English Language Education Study Program Sanata Dharma University becomes a prominent program in the field of education of English learning organizer candidates who are professional, intellectual, humanistic, dignified, and having good characteristics as Educator.]

To achieve the vision, ELESP facilitates the students with an obligatory course named Play Performance Course. Play Performance course is not really a theory course, but it is a course that targets on performing a play at the end of each semester. Later on, the students are divided into divisions, and they should be responsible of their division. The students usually take this course in fifth or sixth semester. Hopefully, at the end of the semester, the students’ soft-skill are developed; students have to improve their sense of teamwork, collaborative skill,

responsibility, and open-mindedness. It is because basically this course is about working together with friends and other divisions. Each person is expected to be able to both work independently in their own group, and with the other groups because they work on the same big event. Play Performance Course teaches them about real life in the future which every person has their own skill and they will need to work with others to achieve the big goal.

Looking at this phenomenon, the researcher sees that the Play Performance Course highly implements collaborative learning in order to achieve the vision of ELESP. In the implementation of team-working, every person has his/her own characteristics. Some people are able to finish their jobs rapidly; some others need a little hand so that their responsibility can be done well. As those who can finish their job rapidly do not give hands to those who need help, it can bring bad effect for other divisions. This means the sense of work together in division is bad.

Interaction in the team becomes things that are faced by every student. In this case, the students are demanded to maximize their creativity and effort to achieve the goals. Moreover, every single student have his/her own way of thinking. When somebody is used to work with others, the others are very individualist. Not all of them are accustomed to work together. This will be harder and more challenging while they have to working with the same people for about 5 months

Every person has their own new role whether they like it or not (mostly the students get the division they want), they have to do it well. If it is a new thing, the students have to learn from the beginning. For example, the researcher did not know

anything about drama and role-play, and then he became a player, so he had to learn everything about being an artist / player. Furthermore, they only have 4 months to prepare everything. Every person must be under pressure.

Anecdotal data gleaned from the students who had taken Play Performance. The researcher found that there were so many thoughts coming to the students’ heads before taking the Play Performance Course. Before taking the course, the students thought that Play performance would be very difficult. It would take a lot of their time and make them lose their time which can be used for doing other things. Some students also stated that in Play Performance Course, they would be very tired because they had so much physical exercises which were expected to improve their ability, and voice of each player and even the other divisions. They realized that they would get the result of their work someday in the future.

B.Research Question

This research focuses on discussing one research problem:

To what extent did the students develop collaborative skill through Play Performance course?

C.Problem Limitation

The focus of this research is analyzing how far the ELESP students develop collaborative skills through learning process in Play Performance course.

D.Research Objective

The research intends to investigate the degree of students’ progress of collaborative learning in Play Performance course.

E.Research Significance

The research is expected to give benefits for some parties such as the students, lecturers, and next researchers. The benefits are as stated below:

1. For the students

For students, they will understand more about collaborative learning in Play Perfromance course and its benefit. Thus, students will be more serious during the learning process.

2. For the teachers

Teacher will see that collaborative learning is a more effective way of teaching-learning process. Teachers will realize that they are no longer the center of the knowledge. Mainly, teachers can start implementing collaborative learning to increase students’ understanding/skills.

3. For the next researchers

For the next researchers, this reseach is expected to be the basis of the deeper research related to collaborative learning in Play Performance course.

F. Definition of Terms

To avoid misinterpretation, the researcher has defined some terms that are used in this research. The terms are:

1. Collaborative learning

Basically, Cooperative and Collaborative are almost the same. They mean teamworking. Bruffee (1995) shares basic differences between cooperation and collaboration. He states that cooperation is the structure of interaction designed to facilitate the fulfillment of a specific final product or goal through people working together in groups. While, collaboration is the philosophy of interaction and personal lifestyle in which individuals are responsible for their actions, including learning and respecting the abilities and contributions of their peers.Play Performance

2. Play Performance (KPE 345)

Play Performance is an obligatory course in English Language Education Study Program Sanata Dharma University. ELESP offers this course in fifth and sixth semester. In this course, the students will create a product of performance which is by the end of the semester, the drama performance is performed outside the campus.

8 CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER II. REVIEW OF RELATED LITERATURE

In this chapter, mainly the things discussed are the important theories issued in this research. Those theories are about collaborative learning and drama performance.

A.Theoretical Review

This part is the theories that are directly relevant to the research are discussed.

1. Learning

Learning is one of the important things in life. By learning, people can survive and thrive in this world. Kingskey (1999) states that learning is the process by which behavior is caused or altered through practicing or training. Another expert Drs. Slameto (1999) emphasizes that learning is the process of people trying to get a whole new behavior change, as a result of the individual's own experiences in interaction with the environment. From the explanation above it can be said that learning is an act or thought based on previous experience. When a person learns, his knowledge and his actions will be better.

2. Definition of Collaborative Learning

Collaborative learning according to Smith and Mac Gregor (1992) is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, in groups of

minimum two, or more, the students are mutually searching for understanding, solution, or meaning, or creating a product.

Another expert, Dillenbourg (1999) states that the definition of ”Collaborative Learning” is a situation in which two or more people learn or attempt to learn something together. It can be explained more that the meaning of two or more people indicates that the team consists of two people who do something together, or more than five people.

Hirschy (1995) states that collaboration is the combination of two people or more, or groupwork, and an environtment where there are variety. The higher educated students learn to expand the responsibility and to meet the atmosphere where there are variety in environtment.

Gunawan (2003) explains that collaborative learning process or collaborative learning does not only work together, but it leans on the learning process which involves communication process intactly and fairly in the class. It can be said that a learning process can be mentioned as collaborative learning when all students in the group have willingness to communicate and share anyting to their colleagues.

Collaborative learning activities are varied widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it. In collaborative learning, the students discussion and their thought in working on the material which is already given are highlighted. In other words, in collaborative learning, every student is expected to share

everything, such as skill, ideas, energy, teamworking sense, and problem solving skill.

On the other side, in collaborative learning, the existing processes such as lecturing, listening and taking notes are not entirely missing. The collaborative learning process in the classroom, the teachers still have to give explanations, and students have to listen and take notes.

3. Collaborative Methods

Smith and MacGregor (1992) share that the collaborative method is put based on the assumption about the students through learning process. Those are: a. Learning is active and constructive

To get the knowledge, the students must be active in learning the material. The students must reconstruct his/her previous knowledge after getting the new information. Furthermore, the students are expected to create something related to the learning material.

b. Learning depends on the context

The students are involved in solving the material in which the context of material is already known by the students.

c. Every student has his/her own background

Students who have different charateristic in so many things such as characteristic, background, experience, and learning style.

d. Learning is social

In the learning process, there are social interaction for the students to develop meaning.

4. Collaborative Learning Steps

Hosnan (2014) mentions that there are eight steps in doing collaborative learning: First, the students in a group setting goals and divide tasks on their own. Second, all students in the group reading, discussing, and writing. Third, collaborative group works together to identify, demonstrate, research, analyze and formulate the answers of task or problem in worksheet or problems found by themselves. Then, after summing up the results of problem solving, each student writes a full report on their own notebook. Next, the teacher picks one random groups to present the results of group discussions in front of the class. Other groups observe, observe, compare the results of the presentation, and respond. This activity is carried out for approximately 20-30 minutes. After that, each student of collaborative group does elaboration, inferention, and revision (if necessary) to be submitted report later on. Then, the report of each student related to the submitted assignments are arranged per group of collaborative. At last, all the reports are corrected, commented, marked, given back to the student. Then for the next meeting, they discuss the reports.

5. Elements of Collaborative Learning

Johnson et al (1990) point out that there are 5 basic elements in collaborative learning. When the elements are applied well, it means the collaborative learning is going in the right track. Those elements are perceived positive interdependence; considerable interaction; individual accountability and personal responsibility; social skills, and; group self-evaluation.

1. Perceived positive interdependence;

Team members are obliged to rely on one another to achieve the goal. If any team members fail to do their part, everyone suffers consequences. Members need to believe that they are linked with others in a way that ensures that they all succeed together. Positive interdependence is the belief by each individual that there is value in working with other members and that both individual learning and work products will be better as a result of collaboration.

2. Considerable interaction;

Members help and encourage each other to learn. They do this by explaining what they understand and by gathering and sharing knowledge. Group members must be done interactively providing one another with feedback, challenging one another's conclusions and reasoning, and perhaps most importantly, teaching and encouraging one another.

3. Individual accountability and personal responsibility;

All members in a group are held accountable for doing their share of the work and for mastery of all of the material to be learned.

4. Social skills;

Members are encouraged and helped to develop and practice trust-building, leadership, decision-making, communication, and conflict management skills. 5. Group self-evaluation;

Team members set group goals, periodically assess what they are doing well as a team, and identify changes they will make to function more effectively in the future.

6. Advantages and Disadvantages of Collaborative Learning

Gunawan (2006), shares the advantages of collaborative learning. They are stated as follow: the sense of care and attention trained, emotional intelligent

trained, sharpening interpersonal intelligent, training teamwork ability, conflict management, deep understanding to what student have learned, and improvement of motivation and learning circumstances.

Meanwhile, Hosnan (2014) summarizes the advantages of collaborative learning: students can deliberate ideas, students can respect others, students can improve their critical thinking skill and rational thinking, can increase the teamwork sense, can foster cooperation sense, and the existence of fair competition.

Hosnan (2014) states the disadvantage of collaborative learning. They are students’ opinions and questions may deviate from the subject matter, need longer time, their personal traits that want to stand out, otherwise the weak feels inferior, and always relies on others, and conclusions sometimes are difficult to achieve.

Another expert, Gunawan (2006), also states the disadvantages of collaborative learning. First, students who have intelligence above the average will feel disadvantaged if they do not understand the goal of the collaborative learning. Second, students who have intelligence above the average will be feeling override because their scores will be defined by group achievements, the last is if the team working does not go well, only some active students will finish the group assignment.

7. Drama Performance

Drama is a word adapted from the Greek word "draomai" which means performing an action. According to Tjahjono (1988), drama is a show that contains

the expression of human life (society), which is done by the combination action and conversation. Asul (2002) on his book no title states that in a drama performance,there are some elements which are script, actors/ players, director, make up, costume, lighting, sound, and audience. Each of these elements has their respective roles. The elements can not be equal to each other because they are interconnected. If one element is not fulfilled then the show will not run maximally, it could even fail

Play Performance (KPE 345) is an obligatory course in English Language Education Study Program Sanata Dharma University. ELESP offers this course in fifth or sixth semester. In this course, the students are to create a product of performance. By the end of the semester, the drama performance is performed outside the campus.

B.Theoretical Framework

Each ELESP student is trained to become a professional, and having good characteristics English teacher. To build a good characteristic, the English Department has an obligatory course called Play Performance.

On the Play Performance course, students are expected to improve the intelligence and character through learning activities for approximately 5 months. The learning activity is carried out by the method of collaborative learning. In this research, the focus of this research is to answer one problem: To what extent did the students develop collaborative skills through Play Performance course?

To answer the research problem, the researcher uses the theory of collaborative learning by Johnson et al who state that there are five elements in applying collaborative learning. While students apply the elements of collaborative during learning process, students will gain skills through it. Those collaborative elements are perceived positive interdependence; elements are perceived positive interdependence, considerable interaction; individual accountability and personal responsibility; social skills, and; group self-evaluation. Through collaborative elements, the researchers can see how far the students built collaborative skills.

16 CHAPTER III

RESEARCH METHODOLOGY

CHAPTER III. RESEARCH METODHOLOGY

This chapter discusses about the method that is used for this research. There are seven parts in this chapter, which are research method, research setting, research participants, research instruments, technique of data analysis, triangulation, and research procedures.

A.Research Method

Research method is a step in science which is done to gain factors and principles patiently, and systematically to show or to get truth or facts (Sugiono:2008). This study employed a Mixed Method approach. Creswell (2012) emphasized that Mixed Method approach is a research that uses a combination of qualitative and quantitative approaches. Neuman (2014) states that qualitative and quantitative research methods are two different approaches, but they complement each other. Therefore, the researcher will gain the best analysis.

In this research, the researcher used the explanatory sequential design. Creswell (2012) states that the sequential explanatory strategy is a technique to analyze the data by analyzing the data using the qualitative approach in the first stage, followed by the use of qualitative to support the results of the quantitative. Thus, in the Sequential explanatory method, the data is analyzed using quantitative technique at first. The researcher used survey to gain the data. After emerging

results in a figure or table, the researcher strengthened the data by using qualitative technique. The researcher interviewed some students to gain the data for the qualitative.

In this research, the research carried out what it is and without changing anything. What the researcher got during the research is the results.

B.Research Setting

The research was conducted in June 2016 on the campus area of Sanata Dharma University. The research took the data on some places and in different times because in June 2016, the respondents are on the eighth semester.

The interviews done by the researcher were on different time. Student 1 was interviewed on 23rd _{of June 2016 at 10.00 am, student 2 was interviewed on 23}rd _of

June 2016 at 10.30 am, student 3 was interviewed on 23rd of June 2016 at 12.00 pm, student 4 was interviewed on 23rd of June 2016 at 02.00 pm, student 5 was interviewed on 24th of June 2016 at 11.00 am. The interview was done for about 15 minutes for each person.

The second one is the questionnaire. The researcher gave about two days, from June 30th 2016 until July 1st 2016.

C.Reseach Participants

In this research, the research respondents were eighth semester of ELESP students, batch 2012, who had taken the Play Performance course in the sixth

semester, which means the play performance was conducted in 2015. There were 64 students as the respondents of the research.

Spradley (2008) in Basrowi explains that research subjects are the people who become the information resources. In this research, the research subject would be some of the students of English Language Education Study Program of Sanata Dharma Yogyakarta batch 2012 who has taken Play Performance course in sixth semester. There were 5 persons as the respondent. The researcher chose 5 students because 5 students could represent the whole population.

In conducting research, related to collaborative learning process, selecting sample is very important, because when the sample is right, the researcher can get the valid data. In order to collect the sample, the researcher used simple random sampling. According to Kerlinger (2006), simple random sampling is a method where the researcher chooses people randomly based on the whole population, and every individual has the same chance to be chosen as the sample. Margono (2004) also states that simple random sampling is a technique to get sample directly from the unit sampling. It is possible if the members are homogeny. This technique is very good to be conducted if the population is not too big.

D.Research Instruments

There were two instruments that were used by the researcher to get the data. Those were interview and questionaire The researcher used them because both of them can support each other in completing the data.

1. Questionnaire

According to Walgito (2010), questionnaire is a list of questions or statements that are distributed and to be answered by particular people. In making questions or statements for questionnaire, the researcher should ensure that it is “valid, reliable and unambiguous” (Richards & Schmidt, 2002). It can be said that questionnaire is a list of formal, valid, and reliable questions or statements that are spread to gain information from the respondents.

The researcher uses google form in gathering the data. The researcher created the questionnaire in the google form and then, the researcher distributed the link to some chatting groups.

There are about 3 main goals of using questionnaire as the data instrument as stated by Malholtra (2005). First, to gather the information needed into a set of specific questions that respondents are willing and capable to answer. Second, the questionnaire must be able to facilitate the respondents to be actively participating, and cooperative. Third, the questionnaire must be able to minimize wrong answer. The researcher used Likert scale in making the questionnaire. Sugiono (2010) states that likert scale is used to measure the attitude, opinion, and someone’s perception, or a group of people related to social phenomena.

2. Interview

Esterberg (2002) in Sugiyono states that interview is an interaction between two people to get information and ideas through questioning and answering, in order to construct meaning related to certain topic. In this research, the researcher

uses open-ended question technique. Open-ended question technique is an interview where the answer is not directly pointing to certain answers, but the interviewee gives explanation to the answer. Commonly, using this technique will get more detailed result.

In conducting the interview, the researcher made an appointment with the chosen respondents. The interview highlighted on how the students obtain their experience during the group dynamic in Play Performance. The questions of the interview can be seen on the appendix A.

In conducting the interview, the researcher used tape recorder (smartphone) for recording the interview process. It was used to avoid missed information and get the more accurate data.

E.Technique of Data Analysis

In conducting the research, the researcher puts himself as neutral party, so the data analysis would not incline to one side. As mentioned previously, this research is explanatory sequential design, where on the first step, the researcher uses quantitative approach to analyze the data, then on the second stage, the researcher uses qualitative approach.

In analyzing the data, the researcher calculated the collaborative learning elements in general and make them into percentages. After that, the researcher went deeper by calculating each element based on the statements of the questionnaire. In processing the data, the researcher used the formula below.

X = the students who choose certain answer N = total sample

Then, the researcher used the results of the interview to support the result of the quantitative data. First, the researcher transcribed the results of the interview, then the researcher sorted them to be supporting sentences.

F. Triangulation

In conducting the research, the researchers used triangulation to increase the validation. This is in line with the definition of triangulation provided by Yeasmin and Rahman (2012) that triangulation is a process of verification that increases validity by incorporating several viewpoints and methods. By using triangulation in collecting different types of data, the researcher would be able to look at the same phenomenon from various perspectives.

Figure 3.1 Triangulation

G.Research Procedure

In this part, the researcher shows the procedure of the research from the beginning until research presentation.

1. The researcher defined the topic and asked the advisor if the topic was accepted. 2. The researcher explained how the research would run.

Theory

3. The researcher defined the population in conducting the research. 4. The researcher did library research that discusses collaborative learning.

5. The researcher chose questionnaire and interview as the instrument used in the research.

6. The researcher made questionnaire statement based on the theory used and also made the interview questions to get data related to the experience of the students. 7. The researcher consulted the instruments to the advisor, then distributed the questionnaire to the students batch 2012 who had joined Play Performance course on sixth semester in 2015 through google form.

8. After distributing the questionnaire the researcher did interview in two days. 9. The researcher transcribed the data questionnaire and interview.

10.The researcher analyzed the data.

11.The researcher drew the conclusion of the data and then consulted the advisor about the conclusion.

23 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher would like to present the research results and the discussion based on the data collection to answer the research question. This chapter is going to answer the research problem.

There were 64 students of ELESP Sanata Dharma University batch 2012 who had taken Play Performance course on sixth semester. Play performance is one of the obligatory courses. There are two lecturers in this course, Mr. Ouda Teda Ena, and Mr. Krisna Septa Bernanda. Before the researcher analyzed the data, the researcher would like to show how the Play Performance course was going in general.

In carrying out an activity, students will get something if they do what they do with pleasure. The number of tasks and other activities also would have an impact on the acquisition of the final result. Based on the result of the questionnaire, the researcher emphasizes the respondents’ feeling after joining the course.

Figure 4.1. Students’ feeling and activities in Play Performance course

On the first statement, the researcher asked whether the students were happy to take Play Performance Course in sixth semester. Based on the questionnaire, all the students said ‘yes’. It was supported by the interview result that the students joined many activities, which means they could enjoy more in running the course. Based on the questionnaire, 23 respondents (100%) were happy joining Play Performance course. 21 respondents (91%) also stated that they joined all the activities of the class during 1 semester. So, it can be seen that for students taking courses on the sixth semester, they are not overly burdened due to assignments from other courses, so they can follow all the dynamics of the Play Performance to the maximum, and at the end of the semester, they were satisfied on what they have done and obtained.

Furthermore, the researcher tried to go deeper by asking how the experiences that the students get, during the 6 months of dynamic process. Student 2 felt that Play Performance was very fun. After the class was devided into two big groups randomly, actually his groupmates were his classmates and his best friends

100% _92%

8%

0% 50% 100% 150%

Happy of joining PlayPerformance in semester six

Joining all activities Agree Disagree

as well. He knows his friends well, and it made him comfortable in working in groups. Moreover, he felt developed by working with his friends.

Student 2

Ya kebetulan sebagai pemain, dan kebetulan teman sekelompok saya adalah teman satu kelas, teman-teman biasa bermain dan belajar, jadi saya sudah tau orangnya seperti apa, cara mereka bekerja seperti apa, jadi itu bisa membuat nyaman. Dan mereka juga membantu saya dalam berkembang sebagai seorang pemain dalam play tersebut.

[Fortunately, I was appointed as player, and unintentionally my groupmates were my classmates and also my bestfriends. I understood them well; I knew the way they worked. I felt comfortable and developed in doing my role as a player.]

Not only student 2 got great experience, but student 5 also told his experience. He felt that Play Performance is fun, because they worked together. Furthermore, Play Performance forced him to improve his creativity. He got some parts of the dialogue that he found not comedic. However, he had to think hard to be creative to make the “not funny” become funny.

Student 5

Play itu sangat menantang menurut pribadiku, dan seru, terutama meningkatkan kemampuan kerjasama kelompok. Saya males ribet, kalo semester 5 saya lihat time tablenya udah banyak banget, saya memutuskan semster 6 aja biar otaknya tidak kerja keras. Dulu jadi player, sebenernya udah males, udah biasa maju ke depan, pinginnya selain player, eh tapi akhirnya jadi player. Susahnya jadi player itu bikin jadi lucu, padahal ga lucu sama sekali ceritanya scriptnya, jadi harus menunjukkan gesture yang lucu.

[I think Play Performance was very challenging and fun, especially in improving teamwork skill. I had a lot of things to do on semester 5, so I took Play Performance on semester 6, so I do not have to force my brain.

Actually, I did not want to be a player. What was difficult of becoming a player was making it to be comedical. Actually, the script was not funny at all, so I had to make funny gesture.]

Both result indicates that the students got many valuable experiences. Even, there were students who should work harder to finish the tasks assigned to them. Moreover, the process of working with others makes students developed. It is because they got new lessons from others that they did not have before. For the next part, the researcher is going to display the result of the implementation of collaborative learning elements.

Next, the researcher is going to display the results of the implementation of the collaborative learning elements and discuss them. Before discussing the details of the findings, the researcher is going to display the results of general illustration of each elements that implemented by the students. Collaborative elements are the basic things in the implementation of collaborative learning. When the elements are appllied well, the collaborative learning is going on the right the track. There are five elements of collaborative by Johnson et al (1990). Number one is Perceived Positive Interdependence element, which resulted in 87% in general. Number two is a Considerable Interaction element, which resulted in 87% in general. Number three is Individual Accountablity and Personal Responsibility element, that get 98% in general. Number four is Social Skills that get 80%. Number five is Group Self-Evaluation, that get 87%. Based on the data above the higest element belongs to Individual accountability and personal responsibility, and the lowest element belongs to social skills element.

Figure 4.2 Collaborative elements

1. Perceived Positive Interdependence

Johnson (1990) states that in doing collaborative learning, members help and encourages each other to learn. This means that the positive progress of the team is based on the feedback of the team’s members. They need each other in order to improve themselves. While there is an aspect that is not going well, that would give effect to the whole team. Generally, the element of Perceived Positive Inter-dependence got 87% as the average. The details are described as follows:

Perceived positive interdependence ;

87%

Cinsiderable

interaction ; 87%

Individual accountability and

Personal responsibility; 98% Social skills; 80%

Group self-evaluation; 91%

Figure 4.3Perceived positive interdependence element

There are four statements related to perceived positive interdependence. Statement three which is appreciation towards other’s correction shows that out of 23 respondents, 100% of the respondents (23 students) gave positive response. Based on the data above, it can be concluded that students appreciate other students who correct their ideas, the statement is supported by student 1 who stated that criticism helps lead to progress. The students who criticize must appreciate every comment this person get by doing what their friends suggested to them.

On Play Performance course, friends do not always agree and support what others. Johnson (1990) states that if of any of the team member fails doing their part, everyone suffers consequences. An action will give impact to the whole group. Members of the group would object if they feel the actions taken by their friend had a devastating impact. If so, they would not support what their friends do. It is shown

100%

82% 87%

79%

18%

13%

21%

0% 20% 40% 60% 80% 100% 120%

Appreciation towards other's correction

Collegial support Give up ideas, when there are better ideas

Other's readiness to help Agree Disagree

by the questionnaire statement four related to collegial support result shows that 18 students (82% respondent) agree, and 5 students disagree.

The next is statement five. 87% of the respondents agree to give up ideas when there are better ideas. Statement above shows that not all students are happy if their opinions are not accepted and used. The student states that every person has different ideas and different ways. Students would give up ideas when there is no way to implement the ideas.

Statement six related to other’s readiness to help, respondents state that 79% respondent which is 19 students agree that when they could not solve the problem, their friends will kindly help them. In the Play Performance course, mutual help is very necessary because students will enjoy their more than 5 months of hard work. Students will kindly help those who could not solve their problem or finish the job description. However, many students who do not help because they do not know what help they could give. Most of the students can just give some suggestions.

Based on the data above, it can be concluded that on the dynamic process of Play Performance, students’ sense of interdependence growing. Students also respect each other. This result is in line with what Hosnan (2014) said about the advantage of collaborative learning. He highlighted that collaborative learning increases students’ respectfulness. Although students have willingness to help others, but there are times when friends let their friends do their own task so those students can be more independent and developed well.

2. Considerable Interaction

In working by using collaborative method, one aspect needed according to Johnson (1990) is considerable interaction, which means that the interaction among the students is very important. The interaction is willingness to encourage their friends in finding the answer of the problem. The interaction works well when the team members communicate everything included ideas and obstacles in order to get positive improvement. The average score of considerable interaction is 87.2%.

Figure 4.4 Considerable interaction element

In the statement seven about loss feeling as if contribute nothing, presents that 78% which are 18 students agree, but there are 22% disagree. Connecting to each other and helping each other is a must for every individual in carrying out collaborative learning. However, based on the data, it indicated that students do not feel burdened when they loss or do not contribute their ideas.

78% 78%

96%

92% 92%

22% 22%

4% 8% 8%

0% 20% 40% 60% 80% 100% 120%

Loss feeling as contributes nothing Preparation before contributing Willingness to help others in mastering material Willingness to share ideas Contribution to increase believe Agree Disagree

Next statement, which is statement eight, is about preparation before contributing. The result shows that 78% of the respondents (18 students) agree. These data indicate that students do not always prepare when describing his idea since the basis of their ideas that they give they already master it in the past. This statement is supported by statement of the student 2 who says that he is a member of EEPRO, one of ELESP’s extracurricular activity, so the ideas related to stage performance that he stated, he had mastered it already. Student 2 just delivered them without any special preparation.

Statement nine infers about the willingness to help others in mastering materials. It can be seen that 96% respondent (22 students) have the willingness to help others. It does not matter what should be given, but the intention and willingness to help the students is quite large considering that they are unlikely to let his friend do not know what to do.

Next, statement ten is about willingness to share good ideas. No matter how nice the ideas are, they would be useless if they are not shared to others. Based on the questionnaire 92% respondents agree to share their ideas for team’s improvement. A good example is taken from the student 3. Student 3 who have experience in seeking funds, are always happy to give the group some interesting ideas that could be used to raise funds.

On the statement eleven, it is contribution to increase believe in achieving success. 92% respondent or 21 students agrees. Meanwhile, only 8% choose neutral. Judging from the data, it was found that the students' level of trust on the success of the event will increase.

Based on the data related to considerable interaction, most ELESP students realize that interaction can help them in doing group activities. The interaction between students also can minimize misunderstanding. Students have awareness to interact among its members. They do not want to keep the ideas in his head alone. Students think that if all willing to be proactive in learning, then success will come to them.

3. Individual Accountability and Personal Responsibility

Which in turn is the result associated with individual accountability and personal responsibility element. Johnson (1990) states that accountability holds every member in the group for doing reviews their share and for the mastery of material to be learned. Each learner is obliged to know and understand what he / she is doing. They need to understand exactly what assigned to them. Based on the questionnaire results, the Individual Accountability and Personal Responsibility got 98% in general.

Table.4.5Individual accountability and personal responsibility element

96% 100% 100%

4%

0% 20% 40% 60% 80% 100% 120%

Felling guilty of being irresponsible

Learn to be responsible responsibility in taking action Agree Disagree

In statement twelve, related to feeling guilty of being irresponsible 96% students or 22 students agree that respondents felt guilty when they become irresponsible for their job. This means that students will do their best in their own job. It is shown by the statement of student 1. This person was a player; His responsibility is that he must be able to master his character. Student 1 is always serious in practicing, not much jokes, and not eating greasy foods that could make her voice not optimum.

Statement 13 is about learning to be responsible. Based on the questionnaire 23 students (100%) agree. This shows that in the Play Performance course, besides students would feel guilty if the responsibility is not implemented properly, this course makes students become more responsible for each task in hand. It can be seen from student 2 who said that he always come whenever there is an exercise, and not to leave his main task as a player and a member of the group. Sometimes, student 2 helped other friends, but this student must first give priority to completing his task first.

In statement fourteen related to responsibility in taking action, 100% respondents (23 students) agree. None of them chose to disagree. After mastering the material, in its application, any action that students made will always be accounted, because it will affect the work of others and be the basis of the next steps. Not only learn to be responsible, each student must have responsibility in taking action / stating ideas. The result is supported by the statement of student 5. This person stated that on the D-day of the performance, student 5, who was designated as the lighting man, got a little problem. He made a small mistake. So,

as a person who highly upholded his responsibility for what he did, he improvised so that all are on track back. In the end all run well and successfully.

On this element, all statements generally about individual accountability and personal responsibility all the statements shows that most respondents agree as result. Students learn to be responsible, besides their actions are also based on the job description they entailed. Responsible is something important in a group work. Students will mess up things and do whatever they want if there is no responsibilities and consequences.

4. Social Skills

Matson and Ollendick in Widyanti (2008) translates that social skill is an individual ability to adapt well with his/her environment and to avoid conflict when communicating both verbally and physically. In social skill, according to Johnson et al (1990), members are helped to develop and practice trust building leadership, decision-making, communication, and conflict management skills. On this element the average of the score is 80%.

Figure 4.6 Social skills element

Based on statement fifteen related to communicating personal problem. Someone who has personal problems sometimes cannot be 100% concentrated on the task he was doing. His mind will be divided. It makes the results of their works not optimal. However, not everyone is willing to communicate their personal problems to the group. Although they fully understand it could affect the group, they do not want their personal problem published for public consumption. The result shows that 65% respondents (15 students) agree. This means most students communicate their personal problems in terms of making group progress. Student

65%

91% 92%

61%

87% 87%

35%

9% 8%

39%

13% 13%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2 is one example that did not communicate personal problems on others, but this student offers commitment. Since the beginning of the course, student 2 commits to participate and makes the event success. In other words without sharing any problems being faced, he can work professionally.

Statement sixteen related to joining all activities shows that 21 students, who are 91% respondent, agree that they joined the activities outside the class, although they have no responsibility in it. As the student 5 who always came on every time the players had an exercise even he was not an actor. The thing student 5 did was participating in exploring the script.

Statement seventeen, 92% respondents (21 students) agree and strongly agree that they learned how to communicate their ideas during dynamic process. This result is supported by the statement of student 4. This person stated that the concept of the courses Play performance is having group dynamic process and showing a performance in front of people. Student 4 felt that his ability in presenting ideas became better and improvised. Not only student 4, student 5 also said that in terms of communicating opinions, he became more polite and could control the words coming out of his mouth. This indicates that the dynamic process helps them learning how to communicate their ideas.

Statement eighteen is about the increase of leadership skill, 14 students (61% respondent) agree, even more than 39% respondents neutral. In the Play Performance, the class is divided into some groups. Furthermore, each group is divided again into divisions. Not all students are the chairman or a director, but there are also members. Therefore, not all students learn to be leadership.

Related to the conflict management, on statement nineteen, 87% respondent (20 students) state that they learned how to manage conflict that rise among the members, but there are 13% respondent (3 students) who disagree if the learned how to manage conflicts. Conflicts inevitably arise. Based on interviews student 2 said that group agreed as two students had conflict, they would resolve the conflict amicably. This means not everyone intervene.

In statement twenty, about the use of good words in stating opinion 87% respondent or 20 students chose agree. A lot of ways are available in expressing opinions and ideas. Some uses good language, but not a few who express opinions with words that are less pleasant to hear. The result of the questionnaire indicates that many students disagreed to use good words when expressing their opinions. This result is strengthened by result of interview by student 1 who claimed that when someone is stating opinion or criticism, then others who are criticized should not be vengeful. So, it was agreed from the beginning that criticism should not offend one's personal things, and when one member is given an opinion or criticism should not be vengeful that potentially undermines the integrity of the group.

Social skill is indispensable by every human being to live in society. Based on the explanation above, the researcher concludes that during the 1 semester teaching-learning process, their social skill improved. The ability to communicate student thoughts and ideas improved. Students prefer to state ideas as honest as they can. So, even though it is painful, and as long as it is not offending the personal things, students will still say it. However, students are not trained to become a leader. Furthermore, students also do not learn how to manage the conflict.

5. Group Self-Evaluation

Groups self-evaluation is a collaborative learning element where after the team members set up goals, periodically evaluate progress, in order to be more effective in working and achieving the goals. On the element five, related to Group Self-evaluation, the student got 91% in average.

Figure 4.6 Group self-evaluation element

This element contains only one statement which is evaluation-based problem solving. Based on the statement, 91% respondent (21 students) agree. This is good because more than 90% respondent agree that every progress they want to make must be based on the evaluation results. This result is supported by the experience of student 3. Student 3 stated that every time after exercise students held an evaluation to see if what they done is right or not, and to determine next steps. Whenever there is a new idea, students applied it to the exercise. Finish the exercise, held another evaluation. This action was repeated periodically until their goal is achieved.

91%

9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Evaluation based problem solving Agree Disagree

These indicate where the students always do an evaluation after performing an act in order to achieve goals. Everytime students have evaluation, they will have deeper understanding on what they are doing. Students are not afraid to express his opinion, as it will ultimately be evaluated again to obtain the best next move.

40 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

This chapter contains two parts. The first part is the conclusions of the research, and the second part deals with the recommendations. The recommendations are related to the future researchers, the Lectures of Play Performance, and the English Language Education Study Program.

A.Conclusions

The research aims to answer the research problem. The research problem is about how far ELESP students develop collaborative learning skill through roleplaying on Play Performance course. To answer the research problem, the researcher uses two instruments which are questionnaire and interview. The researcher uses theory of collaborative elements to make the questionnaire statements, and interview question, the researcher asked about their experiences related to learning process on Play Performance.

Based on the results and discussion, students implemented collaborative learning during the learning process of Play Performance in sixth semester, 2015. The implementation of collaborative learning can be seen through 5 collaborative learning elements which are clearly perceived positive interdependence; considerable interaction; individual accountability and personal responsibility;

social skills, and; group self-evaluation that happened. The investigation results of the degree of students’ progress are:

1. The growing sense of interdependence. 2. The growing sense of respectfulness.

3. The growing awareness of interacting and sharing knowledge. 4. The growing sense of responsibility.

5. The better communicative skill. 6. The improvement of risk taking skill. 7. The leadership skill not improved.

8. The sense of openness not growing because of the lack of trust.

Moreover, Play Performance is a compulsory course of English Language Education Study Program which prepares students to be professional English teachers. Those changes bring positive effects that can be very useful when they become an English teacher in the future.

B.Recommendations

In this part, based on the research related to Play performance Course the researcher gives some recommendations for some parties. The recommendations are addressed to future researchers, lecturers of Play Performance Course, and the ELESP.

1. For future researchers

For future researcher, based on the result of this research, the future researcher can conduct a research related to the group evaluation that was done periodically for students’ improvement as teacher candidates.

2. For lecturers of Play Performance course

For the lecturers of Play Performance Course, this research can be used to show that the implementation of collaborative learning is very effective in learning process in reaching the final goal which is a product of performance. Furthermore, lecturers must be more frequent in guiding the students during the learning process. So, there will be closer interaction between students and lecturer.

3. For the English Language Education Study Program

For the English Language Education Study Program this research shows that Play Performance is an obligatory course that prepares students to be professional English teachers. The learning used in the learning process will help students making more update learning strategy, which is more fun and involving the students.

43 REFERENCES

Bruffee, K. A. (1995). Sharing our toys: cooperative learning versus collaborative learning. Change, 27(1), 12-18.

Cresswell, J. W. (2012). Research design: pendekatan kualitatif, kuantitatif, dan mixed. Yogyakarta: Pustaka Pelajar.

Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: studies of schools and students at work. New York: Teachers College Press.

Dewey, J. (1916). Democracy and education : an introduction to the philosophy of education. New York: Macmillan

Dillenbourg, P. (1999). Collaborative learning: cognitive and computational approaches. Advances in learning and instruction series. Elsevier Science, Inc., PO Box 945, Madison Square Station, New York, NY 10160-0757. Djamarah, Bahri S. (1999). Psikologi belajar. Jakarta: Rineka Cipta

Goodsell. A. S., Maher, M. R., Tinto, V. (1992). Collaborative learning: A sourcebook for higher education. Washington, DC: Office of Educational Research and Improvement (ED),

Gunawan, A. W.(2006). Genius learning strategy. Jakarta: Gramedia Pustaka Utama.

Hosnan, M. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. Bogor: Ghalia Indonesia

Kerlinger. (2006). Asas-asas penelitian behavior. Yogyakarta: Gadjah Mada University Press

Laal, M. (2013). Collaborative learning; elements. Retreived on May 28, 2016 from https://www.researchgate.net/publication/255179309_Collaborative_Learning_Ele

ments

Margono. (2004). Metodologi penelitian pendidikan. Jakarta: PT. Rineka Cipta Neuman.W. L. (2014). Social research methods: Qualitative and quantitative

approaches. Harlow: Pearson Education Limited

Porta, D. P. (2014). Methodological practices in social movement research. Oxford: Oxford University Press

Richards, J. C., Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. London: Longman.

Rios, V.R., Campo, E.P.D. (2013). Business research methods: Theory and practice. Madrid: ESIC Editorial

Sugiyono. (2008). Metode penelitian kuantitatif kualitatif dan R&D. Bandung: Alfabeta

Sugiyono. (2010). Metode penelitian kuantitatif kualitatif dan R&D. Bandung: Alfabeta

Sugiyono. (2013). Metode penelitian kuantitatif kualitatif dan R&D. Bandung: Alfabeta

Suwandi. (2008). Basrowi. Memahami penelitian kualitatif. Jakarta: Rineka Cipta Tjahjono, T. L. (1988). Sastra indonesia: Pengantar, teori, dan apresiasi. Ende:

Nusa Indah.

Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco : Jossey Bass

Walgito, B. (2010). Bimbingan konseling studi dan karir. Yogyakarta: Andi Widyanti, F., (2008). Meningkatkan keterampilan sosial terisolir di sekolah dasar

dengan permainan tradisional. Thesis. Bandung: Universitas Pendidikan Indonesia

45

APPENDIX A

The questions of interview:

1. Ceritakan sedikit pengalaman meng ikuti mata kuliah Play Performance? Dan bagaimana kesan terhadap pengalaman yang didapatkan?

2. Apakah Anda senang menikuti mata kuliah play performance?

3. Hal hal apa yang Anda temukan dalam perjalanan selama 1 semester? 4. Hal hal hal menarik yang membuat Anda merasa senang ketika berkumpul

dan berdinamika?

5. Perubahan positif apa yang anda dapatkan setelah mengikuti Play performance?

6. Hambatan yang terjadi ketika proses belajar selama 1 semester?

7. Apa yang didapat dari mata kuliah ini untuk kehidupan Anda sehari-hari, dan untuk anda kedepan sebagai guru Bahasa Inggris?

Student 1

Apakah Anda senang mengambil play di semester 6?

Saya senang mengikuti Play Performance, karena mata kuliahnya bisa dibilang berbeda dengan mata kuiah lain, karena lebih bersifat untuk mengasah softskill tapi dalam bidang yang yang lebih dalam, dan baru, jadi saya merasa tertantang dan sangat senang.

Pengalaman?

Pengalaman saya ya lumayan bagus, karena saya bisa berinteraksi dengan teman, berinteraksi dengan kelompok dengan cukup bagus.

Sebagai?

Saya sebagai player, tentunya paling berkesan tentu saja saat hari pementasan karena kita pada saat hari H kita dituntut untuk tetap tenang, kita tidak boleh grogi. Padahal grogi itu tetap ada pasti. Dan bagaimana mengatasinya. Hari H menjadi berkesan karena saya berusaha menjadi penampil yang sebagus yang saya bisa.

Membantu teman?

Selama yang memiliki pekerjaan membutuhkan bantuan, pasti akan saya bantu, ataupun saya melihat dia sedang dalam kesusahan, meskipun bantuan tersebut hanya sekedar saran setidaknya itu bisa membantu pekerjaan dia.

Pertatunggung jawabannya gimana?

Saya player, jadi lebih ke dalam hal kedisiplinan yang diterapkan oleh sutradara. Misalnya latihan dengan serius, tidak terlalu menye-menye, tidak terlalu banyak bercanda, jadi harus serius dan tidak boleh makan makan berminyak, dan saya mengikuti saran dia, karena itu kan untuk kepentingan saya, untuk kepentingan kelompok biar nanti pentasnya bagus, jadi harus dilakukan.

Apa yang didapat, terkait dinamika kelompok untuk perkembangan diri?

Ada hal yang tidak bisa dikerjakan sendiri, semuannya. Jadi kita msih membutuhkan seseorang untuk mengurus hal A, seseorang untuk mengurus hal B, itu ya sebagai makhluk social ya penting.

Tingkat disiplin, kalau dalam play sutradaranya tidak memperbolehkan keterlambatan, dan itupun kami latihannya tiap minggu pun 3 kali. Karena datang tidak terlambat, jadi merubah pola pikir kami. Waktu adalah hal yang berharga, jadi lebih ke kedisiplinan.

Evaluasi?

Evaluasi dilakukan dengan cara, biasanya kumpul kelompok, lalu membahas progress, setelah itu biasanya akan ditanyai, ada masukan, atau kritik saran, jadi setiap orang diminta untuk menyatakan pendapat, kritik saran dan lain lain, per individu ditanyakan dan orang yang dikritik tidak boleh menaruh dendam dan lain lain. Jadi itu masuk dalam evaluasi kelompok bersama.

Hasilnya?

Hasilnya lumayan berpengaruh ke kelompok sendiri, karena etelah dikritik, individu akan memperbaiki kesalahannya, dak ketika kesalahan diperbaiki, maka akan berpengaruh kepada kelompok. Jadi kelompok akan tampil lebih baik daam hal mengatur sesuatu.

Hambatan yang ditemuai?

Menghambat lebih ke komunikasi, karena tiaporangpunya pemikiran yang berbeda-beda, dan cara yang berbeda berbeda-beda, ketika itu tidak disatu arahkan, tiap orang akan berjalan ke arahnya sendiri, jadi kenapa kok seperti ini. Jadi komunikasi kami kurang dan seharusnya. Ketua meluruskan tujuan kami bagaimana. Komunikasi itu penting.

Hal yang meningkat (berubah)?

Saya player dan saya tampil di depan. Sebelumnya tidak pernah berpikir untuk tampil, tapi dari situ, dari latihan. Kami latihan di tempat umum, kami dari awalnya malu-malu samapai akhirnya kami cuek dengan orang sekitar. Dan pada saat pementasanpun, kepercayaan diri saya bertambah.

Nilai yang didapat setelah mengikuti play?

Saya mendapatkan hal yang tidak mungkin didapatkan di kampus lain, dalam hal pementasan. Padalah kami basicnya bukan anak seni, kami anak Bahasa inggris, tapi kami dilatih utuk melatih jiwa seni kami. Itu kayanya tidak akan ditemui di kampus yang lain dengan jurusan yang sama.

Student 2 Senang?

Senang, karena waktu saya di semester 5 kebetulan saya banyak kerjaan juga di luar maupun di kampus.

Pengalaman?

Ya kebetulan sebagai pemain, dan kebetulan teman sekelompok saya adalah teman satu kelas, teman-teman biasa bermain dan belajar, jadi saya sudah tau orangnya seperti apa, cara mereka bekerja seperti apa, jadi itu bisa membuat nyaman. Dan mereka juga membantu saya dalam berkembang sebagai seorang pemain dalam play tersebut.

Kontribusi?

Saya membantu teman teman karena saya juga ikut EEPRO, UKP di PBI, jadi saya juga membantu teman teman yang lain untuk bagaimana cara mereka mendalami peran mereka dengan baik. Selain itu, saya juga membantu teman teman dari setting untuk menyiapkan tempat, menyiapkan panggung seperti apa, konsepnya seperti apa, jadi pengalaman di EEPRO saya keuarkan di Play.

Interaksi saling mendorong?

Biasanya ada 2 cara. Yang pertama personal. Saya lebih prefer yang personal karena saya bisa secara langsung memberi tahu kelemahan dia di mana, menyambaikan materi materi atau semacam saran, itu lebih enak karena bisa menggunakan Bahasa sendiri. Terus yang kedua dengan evaluasi kelompok. Jadi mungkin dari setting secara keseluruhan. Jadi nggak hanya 1 2 orang yang tau, tapi 1 kelompok itu diharapkan bisa tau perannya masing masing dan saling membantu dalam play.

Pertanggungjawabannya?

Setiap kali latihan saya datang, kemudian, intinya tidak meninggalkan tugas sebagai pemain dan sebagai anggota dalam kelompok tersebut, jadi ketika ada teman yang membutuhkan bantuan, entah itu bantuan saya ataupun orang lain, kalau saya bisa

membantu, saya siap untuk membantu, lebih diutamakan saya sendiri sebagai pemain, harus seperti karakter yang saya perankan.

Sebagai makhluk social, perkambangan diri yang didapat?

Mungkin lebihh ke kerja sama dalam kelompok, jadi seperti yang kita tahu, sebagai mahkluk social kita harus berkerja sama. Mungkin saya menganggap play merupakan salah satu cara belajar bersosoalisasi dengan orang lain. karena saya membayangkan setelah saya lulus nanti saya berada dilingkiungan orang lain, bagaimana cara berkerja sama, beradaptasi dengan orang dilingkungan tersebut.

Evaluasi?

Ada. Jadi setiap latihan, contohnya dari pemain dievaluasi bagaimana dia tampil, mungkin ada masukan. Karakter ini cocoknya mungkin lebih seperti apa, kemudian selain pemain misalnya contohnya setting, panggung yang baik itu contohnya seperti apa nantinya, kemudian dari make up. Make up itu karakternya, yang antagonis dan protagonist itu kan beda beda. Jadi dari latihan kita bisa dapat sesuatu.

Hambatan?

Hambatan yang saya rasakan, karena sebenernya umumnya teman 1 kelas, dan ada beberapa di luar kelas, dan hambatannya itu semester 6 termasuk mester yang sibuk, setiap orang mungkin punya urusan sendiri-sendiri dluar play. Hanya menentukan waktu dalam latihan.itu sangat sulit. Itu saya lebih berkomitmen aja dalam tim. “ayo kita buat acara kita ini sukses, ga hanya kita sebagai kelompok, tapi juga sebagai 1 grup besar di play performance itu. Jadi eveluasi lebih ditingkatkan. Intinya komintmen.

Ada konflik internal, tapi dalam kelompok saya lebih mengutamakan kekeluargaan jadi konflik hanya dalam kelompok, di luar beda, jado play ya play, di luar ya di luar, beda.

Perubahan dalam diri?

Lebih bisa beradaptasi dengan orang lain, kemudian bisa beerja sama lebih baik dari yang sebalumnya.dan saya mencari tau karakter karakter tiap orang seperti apa, dan saya memperlakukan setiap orang itu berbeda. Jadi saya lebih bisa beradaptasi selain lingkungan, saya bisa beradaptasi secara perseorangan…

Nilai yang didapt setelah berdinamika?

Yang pasti kerjasama, kemudian komitmen. Komitmen kita terhadap kehidupan social dalam kelompok, kehidupan dalam dunia kerja. Pertanggung jawaban kita dalam pekerjaan kita.

Student 3

Senang ambil Play Performance di semester 6?

Saya senang karena kegiatannya beda dari mata kuliah lain, bukan sekedar di kelas, lebih banyak diluar kelas, kita bisa banyak ada mainnya. Ga cuma lecturing, bisa jadi hiburan juga sih.

Pengalaman?

Itu kan termasuknya baru ya buat saya menjadi player. Itu challenging banget karena (oh ya ampun) semuanya tergantung kita, kan kita bagian performing itu, itu hasil kerja sama semua, itu harus ngafalin script, bener bener memorizing, latihan fisik, disaat anggota lain bisa duduk, kita harus latihan fisik, diluar latihan ketika kumpul kita harus ngafalin, cari referensi tokoh yang terkait kaya gimana.dari player sih gitu, jadi lebih mendalami perannya juga. Kalao sama temennya baik baik aja, maksudnya kita bisa ngasih saran selam latihan, kaya dari setting gimana, music, so far masih bisa sih.

Kontribusi?

Saya kadang selalu ngingetin jobdesc biar ga lupa, “ayo latihan”. terus kalo gitu kan kita butuh uang, aku juga bantuin buat jualan, aku bantuin koordinasi kita harus gini… gini… gini.... Jual apa gitu. Kalau kelompok paling ngasih saran, lebih ke technicalnya.

Ada yang males gimana encouragenya?

Syukurnya di kelompokku ga ada yang males keliatan banget sampe harus ditegur. Jadi kita sudah punya latihan, seminggu 3 kali. Karena sudah ada kesepakatan, kita sudah tau, jadi bener-bener dihimbau, jadi ga ada yang miss banget.

Pertanggung jawaban?

Pertama, latihan harus dating on time, karena itu startnya, kalau ga disiplin nanti kaya mundur jadi males. Jadi ya latihan jam segitu ya udah. Kita dibiarin latihan fisik sendiri, tanggung jawab tugasku player, jadi kalo latihan ya latihan sendiri.

Hal yang didapat?

Yang pertama adalah pengambilan keputusan, jadi dalam play kemarin kan ada hal yang kita harus memutuskan sesuatu, jadi mungkin dikehidupan, ketika ada permasalahan dalam kehidupan kita Kita bisa mengambil keputusan lebih cepet. yang kedua kemampuan berkomunikasi dengan orang lain. Jadi dalam kehidupan sehari-hari, bisa meningkatkan kemampuan presentasi, atau ya bersosialisasi dengan orang lain di sekitar.

Student 5 Senang?

Senang, karena kalau di semester 6 tuh karena mata kuliah yang saya ambil lebih sedikit, jadi tidak terlalu menghabiskan waktu,

Pengalaman?

Aku sebgai lighting, suka dukanya sih. Sukanya, bisa banyak bantu, bisa bantu yang lain, soalnya kan selo banget kalo lighting, dukanya itu pas waktu bener-bener tampil. 1 kesalahan aja itu bener-bener fatal.

Aktif? Kontribusi?

Aku waktul atihan sering dating kok, pasti datang, ya kalau berlatih aku bantu, waktu bedah naskah, aku ikut bedah naskah, waktu prooerti, akui kut property. Kontribusinya yang aku berikan, lebih ke property, aku mencarikan benda untuk property.

Dukungan pada teman?

Kalau temen ada yang kesulitan, saya bantu, contohnya kemarin itu tengkar mempermasahkan satu orang, property masih kurang, waktu hari H-3, otomatis kita bantu, semua bantu, waktu itu dari jam 3 sore sampe 11 malem cari sepatu doang 2 pasang.

Pertanggungjawaban?

Ya aku bersyukur, semua terlaksana dengan baik. Cuma ada 1 kesalahan, dan itu syukur aku bisa improvisasi

Yang didapat selama dinamika untuk perkembangan diri?

Belajar bekerjasama. Kita di sini mahasisswa, mahasiswa itu (tugasnya) kuliah, kuliah diajarkan play, play mengajarkan kerjasama, belajar untuk berinteraksi manusia dengan manusia.

Evaluasi?

Pasti ya laporan, missal property 30% apa aja yang udah jadi, lighting gimana, siap. Rundown siap. Apa aja yang udah dikerjain. Pengaruh ke depan lancar. Evaluasi bisa dalam arti positive atau negatif. Apasih yang mau diomongin, kaya ada masalah apa, kok bisa, kalo positif itu laporan, kalo negative kadang ga bisa terpecahin, itu kan individu, kita ga bisa maksain kehendak orang.

Hambatan?

Komunikasi antar orang.Missal kita ada 10 orang.Kalau kita kerja Cuma 8 orang, 2 orang tidak ada, kita otomatis kaya kehilangan tangan kanan istilahnya. Mau apa-apa nggak bisa, otomatis terhambat. Penyelesainnya (dengan) mediasi, kita perlu ngomong, kita berkumpul, kita share. Apa yang mau diomongin, masalahnya apa, kita bersama-sama cari solusi memecahkan masalah tersebut.

Perubahan dari dalam diri yang berkembang?

Sedikit lebih terbuka, dalam arti aku lebih mudah bekerjasama dengan orang lain. Aku emang susah bekerja sama dengan orang yang belum dekat, nha kita di play otomatis kita berkerjasama orang yang belum tentu kita deket. Nha disitu aku harus beradaptasi, itu proses belajar aku di situ.

Nilai yang didapat?

Mungkin komunikasi, menurut aku di sini, aku lebih bisa sopan, lebih menghargai orang, ya semua orang punya pendapat sendiri-sendiri. Aku punya pendapat sendiri, tapi aku harus bisa menghargai pendapat orang.

61

No Pernyataan STS TS N S SS 1 Saya senang mengikuti mata Kuliah

Play

0% 0% 34,8 % (8)

66,2 % (15)

No Pernyataan STS TS N S SS

3

Saya menghargai teman yang mengkoreksi/memberi tambahan terhadap pendapat saya

0% 0% 0% 35% (8)

65% (15)

4

Kelompok saya mendukung apapun kinerja saya yang berkaitan dengan play performance jika itu demi kemajuan kelompok

0% 5% (1) 14% (3) 18% (4) 64% (14) 5

Saya menerima jika pendapat saya tidak digunakan, karena saya percaya pendapat teman akan lebih baik untuk kemajuan kelompok.

0% 4% 1 9% (2) 61% (14) 26% (6) 6

Teman saya selalu membantu saya ketika saya tidak tahu cara menyelesaikan suatu masalah

0% 0% 22% (5)

57% (5)

22% (13)

No Pernyataan STS TS N S SS

7 Saya merasa rugi ketika tidak menyumbangkan ide 0%

9% (2) 13% (3) 57% (13) 22% (5) 8 Saya selalu mempersiapkan diri ketika

berkontribusi dalam pembelajaran 0% 0%

22% (5) 61% (14) 17% (4) 9

Saya ingin membantu teman yang kesulitan memahami pokok permasalahan

0% 0% 4% (1) 61% (14) 35% (8) 10

Demi Kemajuan bersama dalam kelompok, setiap ide yang baik saya utarakan kepada kelompok.

0% 0% 9% (2) 57% (13) 35% (8) 11

Kepercayaan diri saya akan keberhasilan kegiatan pembelajaran meningkat, ketika semua berkontribusi dalam kelompok.

0% 0% 9% (2)

57% (13)

35% (8) 2 Saya mengikuti semua aktivitas mata

kuliah Play Performance sepanjang 1 semester.

0% 0% 8,7 % (2)x 56,5 % (13) 34,8 % (8)

No Pernyataan STS TS N S SS

12

Saya merasa bersalah ketika tidak melaksanakan tanggung jawab saya dengan baik

0% 0% 4% (1)

44% (10)

52% (12) 13 Saya belajar bertanggung jawab akan

jobdesc saya. 0% 0% 0%

35% (8)

65% (15) 14 Saya bertanggung jawab atas tindakan

atau pendapat yang saya utarakan 0% 0% 0%

48% (11)

52% (12)

No Pernyataan STS TS N S SS

15

Saya mengkomunikasikan masalah individu yang menurut saya bisa berdampak dengan Play Performance.

0% 0% 35% (8)

39% (9)

26% (6) 16 Saya mengikuti kegiatan play di luar

kelas walaupun bukan tugas saya. 0% 0% 9% (2) 52% (12) 39% (9) 17

Saya belajar mengkomunikasikan pendapat saya dengan baik ketika berdinamika kelompok.

0% 0% 9% (2) 57% (13) 35% (8) 18

Kemampuan kepemimpinan saya meningkat setelah mengikuti kegiatan pembelajaran dalam Play Performance

0% 0% 39% (9) 52% (12) 9% (2) 19

Saya belajar untuk memanajemen konflik / mengkondisikan keadaan ketika terjadi konflik antar anggota

0% 0% 13% (3) 65% (15) 22% (5) 20

Saya berusaha untuk tidak menyakiti perasaan orang lain ketika mengemukakan pendapat.

9%

(2) 0% 4% (1) 57% (13) 30% (7)

No Pernyataan STS TS N S SS

21

Pemecahan persoalan kelompok didasarkan pada hasil evaluasi kelompok.

0% 0% 9% (2)

57% (13)

35% (8)