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characteristics that the researcher used. The fifth column was divided again into several columns with numbers. Each number in both columns represented several
characteristics from the theory of collaborative learning characteristics.
Table 3.2: Observation Table for Contributions of Collaborative Learning Perceived by the Students
The second table was divided into three columns. The first column was for number. The second column was for the contributions of collaborative learning
perceived by the students mentioned in the excerpts of their reflections. The third column was for the students who wrote the excerpts. The researcher did not only
write the students, but also the number of their excerpts in their reflections which contained the contributions of collaborative learning that they are perceived to
their soft skills development.
E. Data Analysis Technique
To analyze the data for research question 1, the researcher used the summative approach. Hsieh and Shannon 2005 explain that,
In a summative approach to qualitative content analysis, data analysis begins with searches for occurrences of the identified words by hand or
computer. Word frequency counts for each identified term are calculated, with source or speaker also identified p. 1283.
No Contributions
Mentioned by
1 Team work
Collaborative skills Student 1 1-7
Student 3 1-13 2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The researcher used the summative approach for content analysis because the researcher looked for the frequencies of the characteristics of collaborative
learning that frequently appeared in the students’ reflection papers in Play
Performance class. The researcher studied the theory of characteristics of collaborative
learning first in order to be familiar with the characteristics of collaborative learning and the content from each characteristic. The researcher examined and
marked several keywords from each characteristic. The researcher made the coding categories for each characteristic of collaborative learning.
The researcher analyze d the students’ reflection papers based on the
content of the collaborative learning characteristics theory that the researcher used and studied. The researcher identified, interpreted and classified the excerpts of
the students’ reflections that contained the coding made for characteristics of collaborative learning. In classifying the excerpts, the researcher used observation
table. The researcher looked for the number of frequencies that showed the characteristics of collaborative learning that frequently appeared.
After the data were analyzed for the first research question, the researcher analyzed the data to answer the second research question using the directed
approach. The researcher used the directed approach because the researcher looked for the contributions of collaborative learning in the
students’ reflection papers based on the theories that the researcher used. There were many theories
related to the contributions of collaborative learning. The theories helped the researcher in providing predictions about the results. These theories also helped
