Data Presentation of the Questionnaire

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 o f 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 Hugh es’ 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The second criteria of Hugh es’ 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. T he 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. Besides, there are three criteria which still have positive response but the percentages are below 90. The result of one statement related to assertiveness shows that 20 respondents choose neutral as their responses and the positive response is 79. Next, the other statements with positive responses below 90 are from the effective stress management criteria. There are three statements for this criteria and all of them had more than 15 neutral response. In one of those statements, 21 respondents chose neutral and 7 respondents disagree that they learn to monitor their grou p members’ stress levels and what the causes are. The criteria about punishment also has various responses with 82 positive response. Then, the other criteria related to conducting a meeting is material preparation for the group’s meeting. There is 71 positive response and 28 neutral response. Besides the basic leadership skill criteria which have been discussed before, there are also some criteria of advanced leadership skill. The criteria of advanced leadership skill used in the questionnaire statements are still possibly be experienced by informal leaders. As a result, 90 respondents give positive response in all of the statements related to criteria of advanced leadership skill. In statements related to delegating and managing conflict, 92 respondents agree that they learn to trust their friend and delegate some works to them and 91 respondents agree that they learn to manage conflict during the learning process of Play Performance Course. More than 50 respondents strongly agree with the statements related to criteria about negotiation, problem solving, and creativity improvement. Finally, the last number is about diagnosing performance problems in individuals, groups, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI and organizations. Although only 36 respondents strongly agree with the statement, but the 54 others agree with that. The summary of the results are shown in Table 4.2. It shows that almost all respondents give positive response in all of the statements related to the criteria of advanced leadership skill. The response in each criteria is similar. The next result in table 4.3 that is discussed is the response of the students related to four aspects of Leader Behavior according to Daft 2015. Table 4.3 Leader Behavior No Types N A SA 1 Supportive Leadership Statement number 38 7 30 63 93 2 Directive Leadership Statement number 39 7 36 58 94 3 Participative Leadership Statement number 40 8 34 58 92 4 Achievement-Oriented Leadership Statement number 41 13 42 41 83 The first statement of leader behavior is related to Supportive Leadership. The result shows that 93 respondents have positive responses on supportive leadership behavior. Moreover, 63 of them strongly agree with that. Afterward, the second statement is about Directive Leadership. In result, 94 respondents give positive response that the characteristics of Directive Leadership is important during the learning process of Play Performance Course. Next, the third statement of Participative Leadership shows the result which is not quite different from the leader behaviors with 92 positive responses. The last behavior is Achievement-Oriented Leadership, a leader behavior which stresses on a high-quality performance. In result, 83 respondents agree that achieving the best result becomes their orientation during the learning process of Play Performance Course. In conclusion, almost all of the responses about leader behavior are positive. More than 90 respondents feel that the behaviors included in those four category are important during the learning process of Play Performance Course. The difference is only found in the last category which is Achievement-Oriented Leadership. The next result is from four disciplines for developing a leader’s mind. Those disciplines are Independent Thinking, Open-Mindedness, System Thinking, and Personal Mastery. The percentages of students’ responses are presented as follows. Table 4.4 Disciplines for Developing a Leader’s Mind No Disciplines D N A SA 1 Independent thinking Statement number 42 5 17 36 42 78 2 Open-Mindedness Statement number 43 5 46 47 93 3 System Thinking Statement number 44 8 49 43 97 4 Personal Mastery Statement number 45 7 41 53 94 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The first result discussed is the statement related to the first discipline. There are 78 students who think that the learning process of Play Performance Course has taught them to have independent thinking. The other 22 respondents disagree and give neutral response. The next is Open-Mindedness. It means encouraging everyone to be more active. Most respondents which are 93 of them think that Play Performance Course positively has taught them how to encourage other group members. Then, the second discipline is System Thinking. Similar to the previous discipline, 92 respondents have positive response. It is related to the third discipline about Personal Mastery. For achieving the whole success, 94 respondents agree that the learning process of Play performance Course has taught them to master themselves to achieve the group’s goal. From the result of disciplines for developing leade r’s mind, it is clear that almost all respondents have positive response on them.

B. Data Presentation of the Interview