Characteristics of Collaborative Learning

15 significant contribution to student achievement as cited in Cabrera, Nora, Crissman, Terenzini, Bernal Pascarella, 2002, p. 21. Critical thinking is one of many contributions that is caused by collaborative learning. Through the process, it is expected that problems will arise. Johnston, James, Lye, and McDonald 2000 state that the students encourage and develop their critical thinking through the process of problem solving as cited in Lin, 2015, p. 23. Lin 2015 also states that collaborative learning fosters the development of critical thinking skills through discussion, clarification and the evaluations of peers’ opinions. Hawkes 1991 states that not only the problems, but the tasks also need the critical thinking from the members of the group as cited in Pandian, Cakravarthy Lah, 2003. Gokhale 1995 p.28 explains the result of conducting a statistical analysis on the test score in his study that “students who participated in collaborative learning had performed frequently better on the critical-thinking test than stud ents who studied individually.” Another contribution of collaborative learning which was included in the academic benefits is problem solving. Johnson 1971 and Peterson Swing 1985 state that when students work in pairs, there is one person who listens, and another person discusses the question. Both of them develop valuable problem solving skills by formulating their ideas, discussing them, receiving immediate feedback and responding to questions and comments as cited in Laal Ghodsi, 2012, p. 488. Gokhale 1995, p. 29 also concludes that “If the purpose of instruction is to enhance critical-thinking and problem-solving skills, then collaborative learning is more beneficial. ” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 16 For the social benefits, collaborative learning contributes to sharpen students’ overall communication skills, such as team working skills, emotional skills, and conflict resolution skills Jarvenoja Jarvela, 2009; Prichard, Stratford, Bizo, 2006; Yates, 2006; Beckman, 1990. For communication skills, Yager, Johnson and Johnson 1985 state that collaborative learning develops students’ oral communication skills as cited in Laal Ghodsi, 2012, p. 489. Neer 1987 also explains in communicating, the students must develop and convey a clear idea about the concept which they have to present and communicate it to their partners as cited in Laal Ghodsi, 2012, p. 489. Beside the contributions in terms of academic benefits and social benefits that are mentioned by Liao 2014, there are also more contributions from collaborative learning. Another contribution is on students’ speaking skills. Collaborative learning helps the students to develop their speaking skills in front of the audience. The students are able to overcome their stage fright in a better way than before. Besides that, they can gather their courage to speak up easily Pandian, Cakravarthy Lah, 2003. According to Bargh, and Schul 1980 and Webb 1991, the students feel more comfortable in expressing their thoughts and can engage in high-verbal interactions in which they are able to discuss pertinent subject matter with peers as cited in Pandian, Cakravarthy Lah, 2003. Moreover, Osman et al. 2010 find that students’ speaking skills are improved and their levels of communicative apprehension are reduced after a one-month treatment of collaborative activities as cited in Liao, 2014, p. 48 17 Collaborative learning contributes to the students to be better in understanding others, accepting others’ opinion and being tolerant to others. Collaborative learning leads the students to work in a group with different people from different backgrounds. These differences lead into diversity. Laal and Ghodsi 2012 cite from Webb 1980 who states that collaborative learning builds more positive heterogeneous relationships. Moreover, they also cite from Swing and Peterson’s 1982 explanation that tells collaborative learning encourages diversity understanding. In addition, Cabrera, Nora, Crissman, Terenzini, Bernal Pascarella 2002, p. 26 reveal that collaborative learning gives the highest effect on college students’ openness toward diversity after controlling for precollege academic ability, gender ethnicity, quality of academic effort, socioeconomic status, and racial composition of the high school. Through the learning process, there are many differences in the way of thinking from a person to the other. However, collaborative learning itself helps the students to resolve differences in a friendly manner. Johnson, Johnson and Holubec 1984 explain that the students need to be taught how to challenge ideas and advocate for their positions without personalizing statements as cited in Laal Ghodsi, 2012, p. 488. Collaborative learning gives contribution to the students to be tolerant toward others as well. Cabrera et al. 2002 reveals that “collaborative learning has taught students to be more accepting and tolerant of others” p. 21. Johnson, Johnson, and Holubec 1983 explain another advantage of collaborative learning is that it trains students in the social skills. Those skills are needed to work cooperatively as cited in Laal Ghodsi, 2012, p. 488. Cohen PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18 and Cohen 1991 state that collaborative learning develops social interaction skills as cited in Laal Ghodsi, 2012, p. 488. Entwistle and Tait 1993 state that the high level of interaction and interdependence among group members leads to deep learning rather than surface learning as cited in Laal Ghodsi, 2012. Collaborative learning is student centered so it really develops the interaction skills owned by the students. Through working together, Judd, Kennedy and Cropper 2010 explain that “students break down stereotypes, learn to work together in groups, develop listening skills, and are exposed to a variety of different people” p. 31. Bean 1996 explains that students in collaborative learning community know each other and expand their activities outside the class. Students also ask for some help from their friends to solve several problems. Besides, they also contact each other in order to maintain their communication as cited in Laal Ghodsi, 2012, p. 488. Tinto 1997 states collaborative learning helps to develop learning communities within classes and institutions as cited in Laal Ghodsi, 212, p. 488. Collaborative learning also contributes in developing students’ responsibility and self-management skills. According to Bonoma, Tedeschi, and Helm 1974, the students develop responsibility for each other in collaborative learning setting as cited n Laal Ghodsi, p. 488. Moreover, according to Laal and Ghodsi 2012, the students are trained to be ready to complete the assignment and work together in their groups and they must understand the subject that they plan to contribute to their group. They are also given time to