Collaborative learning in play performance class a content analysis of students` reflection papers

COLLABORATIVE LEARNING

IN PLAY PERFORMANCE CLASS: A CONTENT ANALYSIS OF STUDENTS’ REFLECTION PAPERS

ASARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Maria Dian Fajar Rianti Student Number: 131214100

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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COLLABORATIVE LEARNING

IN PLAY PERFORMANCE CLASS: A CONTENT ANALYSIS

OF STUDENTS’ REFLECTION PAPERS

ASARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Maria Dian Fajar Rianti Student Number: 131214100

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

vi ABSTRACT

Rianti, Maria Dian Fajar. 2017. Collaborative Learning in Play Performance Class: A Content Analysis of Students‟ Reflection Papers. Yogyakarta: Sanata Dharma University.

This research deals with collaborative learning in Play Performance class. The aim of this research was to analyze and evaluate the characteristics of collaborative learning that frequently appear in students’ reflection papers in Play Performance class. Besides, this research also aims to find out the contributions of collaborative learning perceived by the students to their soft skills development.

There are two questions in this research: (1) Which characteristics of collaborative learning frequently appear in students’ reflection papers in Play Performance class? (2) What are the contributions of collaborative learning perceived by the students to their soft skills development?

This research employed qualitative research method. Content analysis was conducted in analyzing the data for this research. The subjects of this research were reflection papers of 44 students batch 2013 of English Language Education Study Program of Sanata Dharma University. The data was obtained from the students’ reflection papers. The researcher used summative approach in analyzing the data to answer research question 1 and directed approach in analyzing the data to answer research question 2. In using both approaches, the researcher also used coding strategy and observation table to obtain the data needed from students’ reflection papers and presented the data in a form of narrative descriptive.

The result of this research showed that all the characteristics of collaborative learning appeared in students’ reflection papers, and various contributions of collaborative learning were perceived by the students to their soft skills development.

The researcher recommended further research on collaborative learning in other classes. Future researchers can use the result of this study as one of the supporting data.

Keywords: Collaborative Learning, Content Analysis, Play Performance, Reflection

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ABSTRAK

Rianti, Maria Dian Fajar. 2017. Collaborative Learning in Play Performance Class: A Content Analysis of Students‟ Reflection Papers. Yogyakarta: Sanata Dharma University.

Penelitian ini berisikan mengenai pembelajaran kolaboratif di kelas Play Performance. Tujuan dari penelitian ini adalah untuk meganalisis dan mengevaluasi karakteristik dari pembelajaran kolaboratif yang sering kali terdapat di dalam lembar refleksi mahasiswa yang didapatkan dari kelas Play Performance. Selain itu, penelitian ini juga bertujuan untuk mencari tahu kontribusi yang didapatkan dari pembelajaran kolaboratif yang dirasakan oleh para mahasiswa terhadap perkembangan soft skills mereka.

Terdapat dua rumusan masalah dalam penelitian ini: (1) Karakteristik pembelajaran kolaboratif manakah yang sering kali terdapat dalam lembar refleksi mahasiswa dalam kelas Play Performance? (2) Kontribusi dari pembelajaran kolaboratif apa yang dirasakan para mahasiswa terhadap perkembangan soft skills yang mereka miliki?

Penelitian ini merupakan metode penelitian kualitatif. Analisis isi digunakan dalam menganalisis data-data untuk penelitian ini. Subyek dari penelitian ini adalah kertas refleksi dari 44 mahasiswa Program Studi Pendidikan Bahasa Inggris angkatan 2013 Universitas Sanata Dharma. Data-data didapatkan dari refleksi-refleksi yang dituliskan oleh para mahasiswa. Peneliti menggunakan metode pendekatan sumatif dalam menganalisis data yang telah didapat untuk menjawab rumusan masalah 1 dan metode pendekatan terarah dalam menganalisis data yang telah didapat untuk menjawab rumusan masalah 2. Dalam menggunakan kedua metode pendekatan tersebut, peneliti juga menggunakan coding strategi dan tabel observasi dalam mendapatkan data-data yang diperlukan dari refleksi mahasiswa dan menyajikan data dalam bentuk deskripsi narasi.

Hasil dari penelitian ini menunjukan bahwa semua karakteristik pembelajaran kolaboratif disebutkan di dalam lembar refleksi mahasiswa, dan beragam kontribusi dari pembelajaran kolaboratif dirasakan oleh mahasiswa terhadap perkembangan soft skills mereka.

Peneliti merekomendasikan diadakannya penelitian lebih lanjut pada pembelajaran kolaboratif di kelas lainnya. Para peneliti nantinya dapat menggunakan hasil dari penelitian ini sebagai salah satu data yang mendukung.

Kata Kunci: Collaborative Learning, Content Analysis, Play Performance, Reflection

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ACKNOWLEDGEMENTS

First of all, I would like to express my biggest gratitude to my one and only, Jesus Christ, for He has given me countless blessings since I was born and has given me such amazing chances along my college life. I am really grateful, especially for His blessings toward me along my thesis progress so in the end, I can finish what I should finish; my thesis.

For his guidance and trust in finishing my thesis, I thank my thesis supervisor, F.X. Ouda Teda Ena, M.Pd., Ed.D. I thank him for his time, advice, patience, and help that he gave during my thesis writing process. I also thank all of the lecturers and staff that have guided, taught and helped me along my semesters in English Language Education Study Program.

I never forget to express my sincere gratefulness to my number one supporters; Bapak and Mama. To Agapitus Sutadi and Maria Ani Indrawati, I would like to express my deepest gratitude for always be there for me. I thank them for the unstoppable prayers, supports and motivation. This work is also presented to my little sister, Elisabeth Dian Kurnia Putri. I thank her for being the best medicine for me when I was stressed out in finishing this thesis.

I would also like to express my gratitude to students batch 2013 of English Language Education Study Program of Sanata Dharma University who attended Play Performance class in 2015/2016 period, August to December, especially for students in class B of Play Performance class. Besides, I would like to express my gratitude to the lecturers of Play Performance class, F.X. Ouda Teda Ena,

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M.Pd., Ed.D. and Krisna Septa Bernanda, S.Pd.. I thank them for lending me the students’ reflections for my main data in this thesis.

I am extremely thankful for his encouragement along my college life and thesis period, Michael Wahyu Paribasagita Samuel. I thank him for being my biggest inspiration as always. I am really thankful for the every advice that he has given to me. It builds me to be who I am now. Besides, his hard work makes me reflect a lot on myself and it encourages me to do better and better and better. He is one of the reasons why I should finish my thesis as soon as possible.

I would like to express my thankfulness to my sisters in crime; Tya and Ensa for always being there for me when I needed them the most, my best friends since JHS; Sylvia, Agatha, Asti for supporting me always. I am also thankful for having my classmates in D class who always make me smile and laugh more throughout my college life; Acel, Vero, Rosa Avia, Tyas, Astri, Erwan, Galih, Wisnu, Viko, Lol, Rosa Silalahi, Pinta, Retha, Venia, Clara, Cika, Hapri, Galuh, Yansen, and Vian. I thank them for making my college life become so colourful.

Lastly, I would like to express my love for Do Kyungsoo for his consolation when I was down. I thank him for being my inspiration, the source of my happiness, and the best medicine for my lonely days.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Research Questions ... 3

C. Research Significance ... 4

D. Definition of Terms ... 4

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Collaborative Learning ... 8

a. Collaborative Learning as a Method, Approach, and Techniques ... 9

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2) Collaborative Learning as an Approach ... 10

3) Collaborative Learning as a Techniques... 10

b. Characteristics of Collaborative Learning ... 11

c. Contributions and Advantages of Collaborative Learning for Students ... 14

2. Reflection ... 19

a. The Purposes and Benefits of Reflection ... 20

B. Theoretical Framework ... 21

CHAPTER III. RESEARCH METHODOLOGY ... 23

A. Research Method ... 23

B. Research Setting ... 24

C. Research Subject ... 25

D. Instruments and Data Gathering Technique ... 26

1. Documents ... 26

2. Human ... 26

3. Observation Table ... 27

E. Data Analysis Technique ... 28

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 31

A. Characteristics of Collaborative Learning in Students’ Reflection Papers ... 31

1. Voluntary ... 32

2. Requiring Parity ... 34

3. Mutual Goals ... 36

4. Sharing Responsibility for Participation and Decision Making ... 38

5. Sharing Resources ... 40

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7. Valuing Interpersonal Style ... 42

8. Trusting One Another ... 43

9. Evolving a Sense of Community ... 45

B. The Contributions of Collaborative Learning ... 47

1. Academic Benefits ... 47

a. Academic Achievement ... 47

b. Positive Attitudes Toward the Subject Matter ... 48

c. Critical Thinking ... 49

d. Problem Solving ... 50

2. Social Benefits ... 52

a. Communication Skills ... 52

1) Speaking Skills ... 53

2) Confidence ... 54

b. Team Working Skills ... 56

1) Understanding Others ... 57

2) Accepting Other’s Opinions or Comments ... 58

3) Tolerance ... 59

c. Social Skills... 60

1) Self-Management Skills and Emotional Skills ... 62

2) Appreciating Others ... 64

3) Respecting and Caring for Others... 65

4) Personality Development ... 66

5) Patient ... 68

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 70

A. Conclusions ... 70

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REFERENCES ... 73 APPENDICES ... 76

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LIST OF TABLES

Tables: Page

3.1 Observation Table for Characteristics of Collaborative

Learning ... 27 3.2 Observation Table for Contributions of Collaborative

Learning Perceived by Students ... 28 4.1 Number of Excerpts of Collaborative Learning Characteristics

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LIST OF APPENDICES

Appendix Page

A. The Excerpts of Students’ Reflection Papers for Midterm

Test and the Characteristics of Collaborative Learning Analysis ... 76 B. The Excerpts of Students’ Reflection Papers for Final

Test and the Characteristics of Collaborative Learning Analysis ... 85 C. The Analysis Data of the Excerpts of Collaborative Learning

Contributions Perceived by the Students ... 100 D. Students’ Reflection Papers for Midterm Test ... 109 E. Students’ Reflection Papers for Final Test ... 119

1 CHAPTER I INTRODUCTION

This chapter provides the background and the rationale of the study. It is divided into several parts, namely research background, research questions, research significance, and definition of terms.

A. Research Background

One of the methods of learning is collaborative learning. Collaborative learning is a learning method which applies the group work in the learning process where the students share the same goals and knowledge to be learned together. Gokhale (1995, p. 22) defines collaborative learning as “an instructional method in which students at various performance levels work together in small groups toward a common goal”. Dillenbourg (1999) also summarizes the definition of collaborative learning as a situation where interactions among people are expected to occur and it triggers learning mechanism.

The researcher chooses collaborative learning as the topic because nowadays students need to pay attention not only to their grades but also other aspects in order to get a job from a company they desire to work in. At this time, several particular companies do not only pay attention to their candidates’ GPA, their candidates’ discipline or initiative aspects, but they also require that their candidates to have good team work skills. Thus, the students who would work in

such companies, they need to develop their team work skills and how they are able to collaborate with their peers.

As one of the compulsory subjects in the English Education Study Program of Sanata Dharma University, Play Performance class enables students to work together in a project. The interaction between the students brings up the collaborative learning in Play Performance class. Dillenbourg (1999) defines the general concern of collaborative learning is to “…develop ways to increase the probability that some types of interaction occur.” The researcher conducted this study in order to observe how far the collaborative learning characteristics appeared. The researcher would like to know what characteristics of collaborative learning are experienced by the students and how often they frequently appear among the students based on the reflection papers. The purpose of this study is to analyze and evaluate the characteristics of collaborative learning which are frequently found in students’ activity in the Play Performance class through students’ reflection papers.

Play Performance class is usually taken in the fifth or sixth semester. In this class, the students perform plays outside the campus and make their performance as a public performance. The students in each class are divided into four to six groups. Each group should prepare one play. From those groups, they are divided again into two groups; namely artistic team and production team. They learn to work in each group in order to make their play performance successful. Play Performance class teaches the students to manage time well, to deal with committee matters in preparing the performance, to deal with their peers with

different characters in their group, and to solve the problems by themselves. The lecturers give the committee advice or suggestions, but the committee is the one who makes the decision.

Along with their process, the students are asked by the lecturers to make two reflections; given as the midterm test assignment and the final test assignment. The reflections are done by the students to reflect on the process or the effort they have made. Students tell their experiences, including the difficulties and the contributions they obtain from working in groups by writing it in reflection papers. Thus, the researcher decided to use content analysis in analysing the collaborative learning in Play Performance class in students’ reflection paper.

B. Research Questions

Based on the research background presented, these are the formulated research questions:

1. Which characteristics of collaborative learning frequently appear in the students’ reflection papers in Play Performance class?

2. What are the contributions of collaborative learning perceived by the students to their soft skills development?

C. Research Significance

This study hopefully can be beneficial for those who deal with collaborative learning method in their class, especially lecturers, and future researchers.

1. Lecturers

The benefits of this research for the lecturers are that the lecturers can assess whether the use of collaborative learning has been implemented well. The lecturers can use the information from this research to reconsider the other way in order to implement the collaborative learning. Aside from assessing the use of collaborative learning in the classroom, the lecturers can see the developments of the students’ collaborative learning in class.

2. Future Researchers

Hopefully this research can be an inspiration for future researchers to conduct new research in the education field, especially a study about collaborative learning. The future researchers can conduct similar research on collaborative learning in other classes. Furthermore, this research can be additional information and also a resource for the future researchers in conducting their research.

D. Definition of Terms

In order to give better understanding and avoid misinterpretation of this study, the researcher provides the definitions of several key-terms which are used in writing the research paper.

1. Collaborative Learning

Dillenbourg (1999, p.1) defines the term Collaborative Learning as a situation in which two or more people learn or attempt to learn something together. Rather similar to Jacobs, Power, and Loh (2002, p.1) which tell principals and technique for helping students to work together (as cited in Lin, 2015, p. 17). Collaborative learning is a learning method that is used in a classroom where the students need to work in a group. Michelle Marks (2006, p. i) notes, “In an era characterized by technological sophistication, and the need for rapid response, collaboration among team members has led to sensational outcomes that could not be accomplished by individuals alone” (as cited in Friend & Cook, 2010, p. 57). By working in a group, the students share and discuss their opinion and ideas, and solve problems to accomplish their goals.

2. Content Analysis

According to Weber (1990), the definition of Content Analysis is a research method which uses a set of procedure to make valid inferences from text. In this research, content analysis is used as a method in order to analyze students’ reflection papers. There were 90 reflection papers which the researcher analyzed. The researcher used content analysis on students’ reflection papers because the purpose of this study is to analyze and evaluate the characteristics of collaborative learning that frequently appeared in students’ reflection papers. Content analysis is unique because as a method it has both a quantitative (Kripendorff, 2004; Nauendorf, 2002) and a qualitative methodology (Berg, 2001; Burnard, 1991;

Catanzaro, 1988; Downe-Wambolt, 1992), and it can be used in an inductive or a deductive way.

3. Reflection

Reid (1993, p. 305) defines reflection as a process of reviewing an experience of practice in order to describe, analyze, evaluate, and inform learning about practice (as cited in McClure, n.d.). In this research, the researcher used the written reflection of the students in Play Performance class. Those reflections are assignment given twice along the course. The first one is given as a midterm test assignment and another one is as a final test assignment. White (n.d., p. 2) states that reflection allows a participant to clearly tell the story of his or her service. The researcher found that through the reflections, the students could clearly tell their experience in Play Performance class; it could be about the development perceived on themselves, the ups and downs happened in their group, the benefits they got from Play Performance class, and the difficulties which occured in the process.

4. Play Performance Class

Panduan Akademik (Academic Guidance) of the English Language Education Study Program (ELESP) of Sanata Dharma University states that KPE 345 Play Performance Class is a compulsory subject taught in ELESP of Sanata Dharma University which can be taken in the fifth or sixth semester. Technique of play directing and the organizations of play production are the material for the

students to be learned about. The product of Play Performance class is a performance which is done outside the campus at the end of the semester. According to McCaslin (2006), play encourages the students to express their own ideas and interpretations and to offer suggestions to the group. Sharing opinion and suggestions becomes one of many benefits which is gotten from collaborating with peers in Play Performance class. In order to create the best performance, sharing ideas is really needed.

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REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories used in this study. Those theories are collaborative learning, and reflection. This chapter is divided into two parts; theoretical description and theoretical framework. In theoretical description, all theories are reviewed. In the theoretical framework, theories are summarized and synthesized in order to help the researcher in analyzing the data and answering the research questions.

A. Theoretical Description 1. Collaborative Learning

Gokhale (1995, p. 22) states that collaborative learning is “an instructional method which is used by students in various levels of group work in order to reach the same goal.” A situation is termed 'collaborative' if peers are more or less at the same level, can perform the same actions, have a common goal and work together (Dillenbourg, 1999, p.7). The broadest definition of 'collaborative learning' is that it is a situation in which two or more people learn or attempt to learn something together.

Moreover, according to Smith and MacGregor (1992), collaborative learning is one of varieties of educational approaches which involves intellectual efforts by the students join and work together in order to search for understanding, solutions, meanings, or creating a product. In collaborative learning activities, the

students mostly explore and apply the course material together by participating and working as partners or in groups. The group activity is filled with questions, problems, and the challenge to create something.

Slavin (1995) states that “the more time members of group spend together, the higher inter-member acceptance and collaboration become” (as cited in Lin, 2015, p. 15). To implement collaborative learning among students, it is better to implement it in a small group in order to make the discussions significant (Pandian, Cakravarthy & Lah, 2003). Slavin (1988) suggests that “groups that are too large, with more than five” not only invites the “free rider effect” but also lead to “diffusion of responsibility where dominating individuals decide that it is a waste of time interacting with introvert group members” (as cited in Pandian, Cakravarthy & Lah, 2003). Brufee (1985) also adds the idea of collaborative learning within the limit of five members per group (as cited in Pandian, Cakravarthy & Lah, 2003).

a. Collaborative Learning as a Method, Approach, and Techniques

This part elaborates some definitions of collaborative learning as a method, an approach and a technique.

1) Collaborative Learning as a Method

Gokhale (1995, p. 22) defines collaborative learning as “an instructional method in which students at various performance levels work together in small groups toward a common goal” (as cited in Lin, 2015, p. 17). Hawkes (1991)

states that collaborative method is an adaptable method that can accommodate many different teaching purposes (as cited in Pandian, Cakravarthy & Lah, 2003).

However, Dillenbourg (1999, p. 5) argues that, “collaborative learning is not a method because of the low predictability of specific types of interactions.” In his explanation, he elaborates that collaborative learning usually takes the form of instructions to subject, for example: “You have to work together,” “Team mates work on the same table,” “Each group member will receive the mark given to the group project.” This is why the „collaborative’ situation is a kind of social contract.

2) Collaborative Learning as an Approach

Lin (2015) explains the definition of collaborative learning as an approach which is developed as a formal group of four students working together on specific collaborative learning tasks in constructing and maintaining a shared conception of knowledge. Collaborative learning is the principal instructional approach employed in the teaching and learning processes to maximize students’ learning. Through the process, the students collect various information and knowledge as the foundation of their group’s concept for their project.

3) Collaborative Learning as a Technique

Jacobs, Power, and Loh (2002, p. 1) give an explanation of collaborative learning as “principles and techniques for helping students work together more effectively.” (as cited in Lin, 2015, p. 17)

b. Characteristics of Collaborative Learning

These are the characteristics of collaborative learning which are mentioned by Friend and Cook (2010). They identify nine elements of collaboration which represent the definition of collaborative learning characteristics.

First, collaboration is voluntary. Collaborating with other members is a voluntary activity. The members’ feelings and bodies automatically move to help other members in finishing their group work. They have to be aware with their surrounding while working in their groups. They have to be a considerate person by helping others in finishing their work. Friend and Cook (2010) also mention that even though there are several members in the group that may be voicing their objections in working on some parts of works and ignoring others’ need for help, a person should stay still and voluntarily move to help other members whose work still need to be helped.

Second, collaboration requires parity among participants. Parity is a situation where the interaction of a group contains an equal work or equal contributions in working together and making decision for group task. Friend and Cook (2010) state that the contributions made by each member are equally valued. Each member in the team has the same right in voicing their opinion in the group. They also mention that if there is someone in their group that has a dominant voice in making the decision for the group work, the collaboration does not occur.

Third, collaboration is based on mutual goals. Collaboration happens only when the members of a group struggle to achieve the same goals. They focus on making the goals succeed and not focusing only on personals’ goals. They should

have one thought in their mind that they have the same goals shared with their peers in group work. Friend and Cook (2010) state that they have to set aside their differences in order not to disturb their work. Besides, by being professional and being loyal to their goals, they can keep their work and effort in achieving their mutual goals.

Fourth, collaboration depends on shared responsibility for participation and decision making. All members in the group must be responsible for their participation and decision making in the group. Friend and Cook (2010) state that the task may not be equal for each division because each division in the group has their own task to be done. It is fine if the participation in completing the goal is different between one division and another division. The most important is that everyone in the group is responsible for their tasks.

Fifth, individuals who collaborate share resources. Each individual shares specific resources for reaching their goals. Friend and Cook (2010) explain that in achieving their goal, the students must have some resources which are shared among their peers in one group. Those resources they share together can be in various forms because it depends in which divisions the students are belonged and what tasks they need to do. They have to share resources in order to complete each other’s necessity to make their goals success.

Sixth, individuals who collaborate share accountability for outcomes. Every individual in the group is responsible for the result of their collaborative work. In the end, they can make a decision agreed by all of the members in order to make the results of their work better. This kind of characteristics is similar to

give the last touch or the last decision toward their work to make it better. Friend and Cook (2010) even give example of sharing accountability for the unexpected outcomes. Even for the worst scenario when the event that a group has arranged is held and there is unexpected problem occurs, all the members of the group are responsible for the outcomes. Other members should find a way together to resolve those unexpected problem together as the form of their accountability.

Seventh, individuals who collaborate value this interpersonal style. Brownell, Adams, Sindelar, Waldron, and Vanhover (2006) state that each individual in the group thinks that their goals can be more successful because they do it in a group, not only do it personally (as cited in Friend & Cook, 2010). They believe that by doing it in the group, they help each other in finishing their work, and the results are better than if they do it by themselves.

Eighth, individuals who collaborate trust one another. Trusting one another is a very essential aspect each individual must feel. Friend and Cook (2010) state that,

Trust of colleagues becomes one of the most important benefits of collaboration. This scenario describes the emergence of trust: At the outset, enough trust must be present for professionals to be willing to begin the activity, but with successful experiences the trust grows and relationship becomes better able to withstand problems and disagreements (p.13). They have to learn to trust their colleagues in order to make their goals successful. They should live their commitment to work in the group. Moreover, they have to trust their peers that they can also do their work in the best way and finish their part. Trusting their peers releases their worry toward one another in finishing their work.

Ninth, a sense of community evolves from collaboration. Each individual must know that their strength can be maximized, and their weaknesses can be minimized when they work together in the group. They are willing to work toward a common goal.

c. Contributions and Advantages of Collaborative Learning for Students There are many contributions and advantages of collaborative learning which are obtained by the students. Several experts mention some contributions and advantages from collaborative learning. Liao (2014, p. 47) mentions several advantages in his journal. He gathers some experts’ opinions about the advantages of collaborative learning and makes a conclusion that the advantages of collaborative learning center on two aspects; academic and social.

For the academic benefits, collaborative learning contributes to academic achievement, positive attitudes toward the subject matter, a commitment to learn, critical thinking, and problem solving skills (Johnson & Johnson, 1999; Liao, 2006; Caropreso & Haggerty, 2000; van Boxtel, van der Linden, & Kanselaar, 2000; Chang & Mao, 1999; Occhipinti, 2003; Jensen, Moore, & Hatch, 2002; Adams & Slater, 2002; Wong & Abbruzzese, 2011; Huynh, Jacho-Chaves, & Self, 2010; McDuff, 2012; Xie, 2011; Carlsmith & Cooper, 2002).

Collaborative learning contributes to students’ achievement. A four-year longitudinal study of students at 159 four years institutions was held and the results were examined by Astin (1993). He found that classroom pedagogical practices that promoted meaningful collaboration among students made a

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 students 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.”

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)

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

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

check their work with one another in order not only to be completed but also to be understood.

2. Reflection

According to Reid (1993, p. 305) as cited in McClure (n.d., p. 3), reflection is a process of reviewing an experience of practice in order to describe, analyze, evaluate and inform that learning is about practice. It is similar to Boud, Keough, and Walker (1994) and Atkins and Murphy (1994) who explain that reflection is related to think consciously about the experiences, actions, feelings, and then interpreting or analyzing them in order to learn from them (as cited in Plymouth University, 2010, p. 1).

Students must be thinking about the previous experiences they have obtained in such deeper way as what Watson (1996) states in his book, that reflection think in depth about things; just where people’s thinking is challenged in any way, where people do not just react on a superficial level, where people think beyond the immediate thing to its implications and possibilities.

Moon (1999, p. 23) offers his definition of reflection:

… a form of mental processing with a purpose and/or anticipated outcome that is applied to relatively complex or unstructured ideas for which there is not an obvious solution.

a. The Purposes and Benefits of Reflection

There must be several purposes behind the making of a reflection. People make a reflection in order to consider the process of their learning (Moon, 1993,

p. 23). This one is called a process of metacognition. When people reflect, they reconsider every dynamic which has happened through the process. People realize that through their process, they develop themselves from knowing nothing to know about everything they work on.

Another purpose is to review something critically. It is not only their process; people also review how they behave and how they do their work. They reconsider whether their behavior is appropriate or not, and whether the quality of the result is good or not.

People make a reflection to build theory from observations: they draw theory from generalizations. Sometimes it is in practical situations, in thoughts or in a mixture of the two. People also engage in personal or self-development. By making a reflection, people can think about all the deeds; good deeds and bad deeds they have done. Through this, people can develop themselves to be a better man.

Another benefit from making a reflection is that people are able to make decisions or resolve uncertainty. Sometimes through the journey, people find difficulties to decide the best path for themselves. By looking back to the processes they have been through, it can help them in choosing the rightest path.

Moreover, Gibbs (1988) tells that making reflection is not only for people to learn from their experience, but also to avoid the fading of the memory of their experience. By reflecting, people remember their feelings and thoughts on the experiences (as cited in Watton, Colings, & Moon, 2001, p. 4).

B. Theoretical Framework

This part explains about the framework used in this study. This study was conducted to answer two research questions. The answers to the two research questions were based on several related theories described in this part.

To answer the first research question, the researcher used theory from Friend and Cook’s (2010) to analyze the data. The theory is about nine characteristics of collaborative learning. Those characteristics of collaborative learning are voluntary, requiring parity among participants, having mutual goals, sharing responsibility for participation and decision making, sharing resources, sharing accountability for outcomes, valuing interpersonal style, trusting one another, and evolving a sense of community. Using this theory, the researcher analyzed the data from the students’ reflection papers that contained nine characteristics of collaborative learning mentioned by Friend and Cook (2010).

To analyze the contributions of collaborative learning perceived by the students, the researcher used the theory from Liao’s research (2014). Liao gathers several writers’ opinions about the contributions of collaborative learning into two aspects; academic benefits and social benefits. 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 that 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)

The researcher also used several theories in order as the strong bases to analyze the data that the researcher had, such as theory related to students’ achievement from Cabrera et al. (2002). Theory that the researcher used to analyze the contributions of collaborative learning on critical thinking is from Johnson, James, Lye, and McDonald (2000). The theory of problem solving was taken from Johnson (1971), and Peterson and Swing (1985). The theory of communication skills was taken from Yager, Johnson and Johnson (1985), and Neer (1978). The theory about understanding others was taken from Swing and Petersons (1982), and Cabrera et al. (2002). The theory of accepting other’s opinion was taken from Johnson, Johnson, and Holubec (1984). Cabrera et al. (2002) and Johnson (1983) have their theories about tolerant. The theory of positive attitude was taken from Liao (2014). The theory of social skills was taken from Holubec (1983). The theory of self-management was taken from Laal and Ghodsi (2012). The theory of speaking skills was taken from Pandian, Cakravarthy, and Lah (2003). Those theories were used to analyze the contributions of collaborative learning the students perceive on their soft skills development.

23 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology used in this research. There are five parts discussed in this chapter, namely the research method, setting, subjects, instruments and data gathering technique, as well as data analysis technique.

A. Research Method

The method used in this research was qualitative research. Straus and Corbin (1998) mention that qualitative research usually refers to research about person’s lives, lived experiences, and behaviours. They also explain that some of the data for qualitative research may be quantified as with census or background information about the persons or subjects studied, but the analysis of qualitative research is interpretative. Straus and Corbin (1998) state that qualitative analysis in qualitative research is a nonmathematical process of interpretation. Qualitative methods can be used to obtain the details about phenomena, such as feelings, thought process, and emotions which are difficult to obtain through conventiona methods.

In this research, the researcher employed qualitative research in order to obtain the understanding and more complete explanation toward a phenomenon. In this case, the phenomenon was the collaborative learning used in Play Performance class.

Another reason the researcher used qualitative research was because the data for this research were documents. Documents are said to be another source of information which can be invaluable to qualitative researchers (Hoepfl, 1997). Johnson and Christensen (2012) state that documents; such as personal documents, official documents physical data, and archived research data, are frequently used for qualitative research.

In analysing the documents, the researcher employed content analysis as the method. It was used based on the data, which were reflection papers. As cited in Ena (2013, p. 37), Krippendorff (2004) states that “content analysis refers to a research technique for making replicable and valid inferences from text to other meaningful matter to the context of their use.”

B. Research Setting

This research was conducted in December 2016 to February 2017. The researcher analyzed the students’ reflection papers of Play Performance class in the first semester of the academic year of 2015/2016. The data were collected from Play Performance class. Play Performance class is a compulsory subject in English Language Education Study Program in Sanata Dharma University. In this class, the students had to make a group project in the end of the class. They had to perform a play.

Besides the project as the main task, they had another task, such as writing two reflections during the semester. The researcher colleted the data from those reflection papers.

C. Research Subjects

The subjects of this research were reflection papers from 44 students of the English Language Education Study Program of Sanata Dharma University. These reflection papers were taken from the students from class B of Play Performance class. There were 90 students’ reflection papers.

The reason why the researcher chose the reflection papers from students batch 2013 in class B of Play Performance was because the number of the reflection papers were sufficient to represent the whole Play Performance class in the first semester of the academic year of 2015.

From all classes of Play Performance class, the researcher chose the documents which were accessible. Another reason why the researcher chose reflection papers from Play Performance class in the first semester of the academic year of 2015 was because the documents were available to be collected. Due to the reasons, this study used convenience sampling. Ettikan, Musa, and Alkassim (2016, p. 2) state that, convenient sampling is a type of non-random sampling where members of target population meet certain practical criteria, such as easy accessibility, geographical proximity, availability, or the willingness to participate are included for the purpose of the study.

D. Instruments and Data Gathering Technique

The research instruments were devices used to collect data, such as tests, questionnaires, interviews, focus group, observation, and secondary or existing

data. In this research, the researcher used three instruments, namely documents as the existing data, human, and observation table in order to collect the data.

1. Documents

In conducting this content analysis research, the researcher used secondary or existing data, which were students’ reflection papers. Johnson, and Christensen (2012, p. 212) define “Secondary or existing data are data that are collected, recorded, or left behind at an earlier time, usually by a different person and often for an entirely different purpose than the current research purpose at hand.” Common types of secondary data are documents; namely personal documents and official documents. Reflection papers are included as official document because its purpose is as students’ assignment. All of the reflection papers were copied from the original, so the researcher could easily put on marks while analysing those reflection papers.

2. Human

The researcher used herself as one of the instruments in analysing and collecting the data. As cited in Peredaryenko and Krauss (2013), Lincoln and Guba introduce the concept of human being as a research instrument, especially for the researchers’ role in the process of scientific inquiry.

This uniqueness lies in the notion that only people construct and bring meaning into the world through their qualities of sensitivity, responsiveness and flexibility, making them the most appropriate instrument for inquiries aiming to arrive at understanding, meaning, the promotion of critical awareness, emancipation, and movement toward deconstruction or decolonization (p. 1).

After the data were collected, the researcher read and analyzed the data. In analyzing the data, the researcher identified and inferred the excerpts in students’ reflection papers which contained the characteristics of collaborative learning mentioned in the theory.

3. Observation Table

The third instrument used to collect the data was observation table. There were two observation tables. The first table was a table for helping the researcher in noting down the excerpts and classifying the characteristics shown in each excerpt. The second table was for presenting the contributions of collaborative learning perceived by the students to their soft skills development.

Table 3.1: Observation Table for Characteristics of Collaborative Learning No Name N.E Excerpts Friend & Cook (2010)

1 2 3 4 5 6 7 8 9

In the first table, there were 5 columns. The first column was for number. The second column was for the name of the students who wrote the excerpts. The third column was for N.E, which stood for Number of Excerpts. The fourth column was for the excerpts. The researcher placed the students’ excerpts which contained collaborative learning characteristics there. The fifth column were the column where the researcher classified and marked the excerpts of the students’ reflections based on the Friend & Cook’s (2010) theory of collaborative learning

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)

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 analyzed 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

the researcher in determining which excerpts contained collaborative learning contributions. Hsieh and Shannon (2005) explain the use of the directed approach in analysing the data for content analysis research.

The goal of a directed approach to content analysis is to validate or extend conceptually a theoretical framework or theory. Existing theory or research can help focus the research question. It can provide predictions about the variables of interest or about the relationships among variables, thus helping to determine the initial coding scheme or relationships between codes. (p. 1281)

Then, the researcher started to identify the data to find what the contributions of collaborative learning that the students perceived to their soft skills development through their reflections based on the theories that the researcher used.

31 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the findings of the research and the discussion of data analysis. There are two sections presented to answer the research questions. The first section is the characteristics of collaborative learning that frequently appear in students’ reflection papers in Play Performance class. The second section is the contributions of collaborative learning perceived by the students in Play Performance class to their soft skills development.

A. Characteristics of Collaborative Learning in Students’ Reflection Papers In this research, the researcher found nine characteristics of collaborative learning (Friend & Cook, 2010) in the students’ reflection papers. Those characteristics of collaborative are voluntary, requiring parity among participants, having mutual goals, sharing responsibility for participation and decision making, sharing resources, sharing accountability for outcomes, valuing interpersonal style, trusting one another, and evolving a sense of community (Friend & Cook, 2010).

The researcher analyzed the students’ reflection papers from Play Performance class in the first semester of academic year of 2015/2016. The reflections were the assignments for the midterm test and the final test.

After the researcher analyzed the data, the researcher found that each characteristic from collaborative learning had different numbers of excerpts and it showed which characteristics of collaborative learning frequently appeared in the students’ reflection papers. The numbers are shown in table 4.1.

Table 4.1 Number of Excerpts of Collaborative Learning Characteristics Appeared in Students’ Reflection Papers

No Characteristics of Collaborative Learning

Number of Excerpts

Total Number of Excerpts Midterm Test Final Test

1 Voluntary 74 99 173

2 Requiring parity 102 86 186

3 Mutual goals 56 73 129

4

Sharing responsibility for participation and decision making

96 73

169 5 Sharing resources 30 30 60 6 Sharing accountability for

outcomes

72 59

131 7 Valuing interpersonal style 44 39 83 8 Trusting one another 66 71 137 9 Evolving a sense of

community

58 67

125

1. Voluntary

There were 173 excerpts mentioning voluntary characteristic of collaborative learning; 74 excerpts in the reflection papers for the midterm test, and 99 excerpts in the reflection papers for the final test. Based on the number of excerpts which appeared in the students’ reflection papers, voluntary was on the second place for the characteristic of collaborative learning that frequently appeared.

The data showed that in collaborative learning, the students or the members of the group had worked voluntarily. In voluntary work, the students should be aware when the other members or their peers needed their help. When they recognized their peers’ difficulties, they would automatically move to help their peers. Friend and Cook (2010) also state that a person voluntarily move to help other members whose work still need to be helped, even though there are several members in the group that may be voicing their objections in working on some parts of works and ignoring others’ need for help.

“For example, on the first meeting with the whole member of the play performance class from class A and B, some of them have costume and makeup artist combine into one small group inside the group itself. It means that both costume and make-up artist are working together. So one of our group member wondering about that thinking that she might be working alone as a costume. Then I said we do not have to make that because we will help each other. That is why we are in a group so that we will help each other so that we will make everything easier.” – Excerpt 1 “I learned a lot from this course. I learned about the importance of collaboration or team work. In our group, we had the commitment to help each other without thinking about our part. For instance, Rosa and Mbak Elma are working for costumes and setting, but still they were kindly give a hand for Shinta and me to do the make-up.”– Excerpt 2

In the first excerpt, the student showed that she realized by herself that the collaborative learning itself needed such a voluntary action. The collaborative learning would not happen if the students closed their eyes and did not care about the state of their friends’ work. The collaboration did not appear in that kind of situation.

In excerpt 2, the student wrote down her thought about the commitment they had to help each other without thinking about their part. She even wrote the

voluntary work that happened in her group. The student explained about how her friends could still give their hands to help their friend who had not finished with her work yet. They did it even though it was not their job.

“However, I have to be sensitive whenever I see other friends or colleagues have problems with their jobs, if they let me to help them, I will try to help.”– Excerpt 3

“If there is a job that cannot be done personally by one of my group members, I will help him or her although that is not my job. Team members must be sensible whenever others need help. I will not only do my job but I will also help others and respect their job.” – Excerpt 4

Another student wrote that she had to be sensitive whenever she saw her friends who had problems or needed her help in finishing their works. The student showed that she would voluntarily help her friends.

The same voluntary help was also mentioned by another student in her reflection paper. She mentioned that she would help her friend even though that work was not her job. She wrote on her reflection paper that every team member should be sensible when the others needed help.

2. Requiring Parity

There were 186 excerpts that mentioning parity in collaborative learning; 102 excerpts in reflection papers for the midterm test, and 86 excerpts in reflection papers for the final test. From the total number of excerpts, the researcher found that requiring parity, as the collaborative learning characteristic, was on the first place for the collaborative learning characteristic that frequently appeared in students’ reflection papers. Requiring parity characteristic was the

most frequent characteristic of collaborative learning appeared in the students’ reflection papers.

From this characteristic of collaborative learning, collaboration requires parity among participants (Friend & Cook, 2010). All the students were required to give the equal contributions to their work and also when they made some decisions. Friend and Cook (2010) state that the contributions made by the students for their group are equally valued. Friend and Cook (2010) also mention that if there is someone in their group that has a dominant voice in making the decision for the group work, the collaboration does not occur.

“We were thinking it would be funny if the maid was a man. So, we voted and Evan was chosen as the maid. Fortunately, he agreed. Many ideas came up after we had a maid in the Play. We decided to have practice on Monday and Friday.” – Excerpt 5

In excerpt 5, the student wrote that they voted to decide who would play as one of the character in their story. It meant that they made the decision based on the equal voice from every member of the group. They got the parity in decision making. They made it fair by doing vote. Besides, the student also wrote that many ideas came up and they decided to have practice on the day they had decided together. The excerpt showed that there was parity among the students in making the decision.

“The important thing is that what are that I have given done for the group as the unity of Play Performance group in small group and also big group. In this case, I become more understand that all of the contributions are valued.” – Excerpt 6

In excerpt 6, the student realized that even though the tasks for each division were different and not that equal, but the most important thing was what

she had given to her group, to Play Performance class. All of the contributions were equally valued no matter how many contributions that someone had made.

“I do really want to give great contribution to this project, especially in my group. My plan to develop my performance in working with others is doing what I can do to help my friends and this project. I believe that even just little thing, it can help to make the project success and my friends always appreciate what others do no matter what.” – Excerpt 7

“Become production team, I also need to help my friend in the small group. I should not only focus in production team, I also have to give my opinion for my small group. I have to keep followed my small group practice schedule.”– Excerpt 8

In excerpt 7, the researcher found that the student wanted to give contributions to her group by helping their friends in finishing their job. The student’s understanding toward parity from their contributions was shown through her sentence. The student believed that the amount of contributions and helps that she could give did not matter. All the contributions, whether they were big or small contributions, had an equal value. The student’s members in the group might appreciate it as well because every contribution was precious.

The researcher also found in excerpt 8 that the student was willing to give her opinions. The student realized that collaboration needed parity in decision making. Thus, the student tried to give her opinion in order to follow the progress from her small group.

3. Mutual Goals

Mutual goals as the characteristic of collaborative learning appeared in the sixth place on the research finding. There were 129 excerpts mentioning this

characteristic; 56 excerpts in the reflection papers for the midterm test, and 73 excerpts in the reflection papers for the final test. Mutual goals are the third characteristic of collaborative learning according to Friend and Cook (2010).

By having mutual goals, the students would only focus on the works and the efforts that would make their goals successful. They would not focus only on personal goals, but on how their personal goals could support the mutual goals they shared together. Friend and Cook (2010) state that each person in the group has to set aside their differences, to become professional and, to have a commitment in achieving their goals. The researcher found the characteristic in excerpts 9 and 10.

“Within the group, we have to think about the best thing for everyone, not just what is best for someone alone.” – Excerpt 9

“In this class, each of them had their own tasks, one in artistic division and another in production division as well as the students that also divided in two general groups. Even though we were divided in that way, we were not separated in this project. We were from different classes, but one unity in the projects.”– Excerpt 10

In excerpt 9, it was clearly stated that the student thought that everyone in the group had to think about the best decision and the best effort for all members in the group. The student did not think that they could be all egoistic by only thinking about what was best for each person. By considering what the best decision and the best effort for them, they unconsciously thought about their mutual goals. The student realized that every member in their group had different opinions toward problems that they faced together, however they needed to find

solution and set aside their differences which was not essential to make their mutual goals successful.

In excerpt 10, the student explained about the differences of the task they had in the group. It was perfectly divided task and division which they had for the sake of their goals. However, the student thought that they were in one big group which was united by their mutual goals. They were united in order to make their goals become successful.

4. Sharing Responsibility for Participation and Decision Making

Sharing responsibility for participation and decision making is the fourth characteristic of collaborative learning according to Friend and Cook (2010). There were 169 excerpts mentioning this characteristic of collaborative learning; 96 excerpts in the reflection papers for the midterm test, and 73 excerpts in the reflection papers for the final test. Sharing responsibility for participation and decision making as the characteristic of collaborative learning appeared in the third place on the research finding.

This characteristic of collaborative learning shows how every member in the group are responsible for their own participation and decision making in the group (Friend & Cook, 2010). Friend and Cook (2010) state that each student is responsible for their tasks in their division, even though the tasks for each division are not equal.

“Truthfully, as music director I have not finished my job, and I have to finish my job. I am forced to finish my job because I will feel guilty with others. I will kill my friend‟s expectation, effort and dream if have not finished my job. It might be happened if the entire person in the group has

mutual understanding on accomplishing their job and duty. Procrastinate the working will affect on others working. Your responsibility is important in here.”– Excerpt 11

In excerpt 11, the student realized that he should be responsible for his tasks. He had to be responsible for his division’s progress. If the student was not responsible for doing his tasks, he would hamper the progress in his group. They shared responsibility and they had to finish their responsibilities in order to accomplish their jobs and duties. According to Friend and Cook (2010), even though the labor for each division is different and not equal, they actively participate in accomplishing their task.

“Sometimes I like to count how many things that I have been done and my friends done and that makes me feel so unfair. But I like to think back to myself that to do the equal things were not possible for one to each other.”- Excerpt 12

In excerpt 12, the student wrote in her reflection paper that sometimes she liked to compare the amount of work that she had with other different divisions in her group. The student wrote that by comparing the amount of work that she and her other friends had done, she never felt that it was fair. She thought that the amount of work was unfair for some divisions who had heavier tasks. However, in the end of her excerpt, the student realized that the labor and the tasks could not be done equally. Each division had their own amount of tasks which were different from others.

akeup division. I was also happy to

being together with those quite new people has made my mind learn more about observing people's characters and finding the best way to deal with certain people that have unique characters.

A lot of valuable t h i n ~ s I have learned through this Play Performance class. I have learned about being thankful, to accept any condition that should be passed, to mingle well with everyone, to be patient, to be on time, not to listen to negative comments that do not improve my self-quality, to see the good things of everything, to forgive others, to always be happy, to take knowledge fiom everything that I experience, to

try

new things, to manage my time well and many other great things.

I am happy that I could join the Play Performance class of this semester because I got more challenges than my 2012 friends, if I may say. Besides, through this Play Performance class, I could feel some things of me has changed into the good way. I got many inspirations &om this learning process and

I

also found many realization of many things that 1 have never thought deeper before.

I

even wrote several reflections about several experiences that happened during the learning process in this Play Performance Class.

process that I have been through for 3 months:I will remember very well all the good

things and bad things that happened during the Play Performance ciass on wedne;day Mondays and Fridays and some other additional e to grow better as a human being. Those things

a

_{have changed my life and me myself.}

_{I am}

_{proud, thankfd, and happy to}

_be

_in

REFLECTIVE PAPER PLAY PERFORMANCE BRlGlTTA SHINTA H. (131214140)

ONE SEMESTER IN PLAY PERFORMANCE CLASS

Play Performance class is one of the course in PBI which requires students t o produce a play performance. For a few students, maybe play performance class is a little bit "scarf, including me. But sooner or later, every student in PBI will take this course and face the challenges that this class offers. In this paper, I will retell stories and experience I got when I joined this class for a semester.

My

First Dreams

The first time I joined this class, 1 was kind of unconfident because this is a very big class and I was nervous about with whom I would be grouped with. But fortunately, I was

up, we chose him as the director. Ciu is one active member in TSD, so we believe

makeup and it was not easy. Besides, because this was a comedy, I wanted my play performance would be very funny.

The Reality

However, every process had its ups and downs, so did us. From me myself, I think I developed my makeup skill through this class a lot because I had so many lessons from this class and also from my friends. In the very first time, I was not competent a t all to put someone's makeup. I was slightly doubt myself whether I could do this job or not. Like when w e had our first makeup workshop, the other makeup artists did a really great job and they brought their complete makeup tools. But me, my group, we only had a small palette, and separated makeup tools. I was kind of inferior a t that time. But after time goes by, through the lecturers' comments, my friends' comments, self learning, makeup workshop from the sponsors, I think I developed myself. Even though I am still not as good as other groups' makeup artists, I am proud of myself that I could do my first makeup for stage makeup ;uccessfully -considering the difficulties needed for stage makeup. From the group ~erformance, we absolutely went up and down. From the beginning of the class, until the

first rehearsal, we never did cut-to-cut exercise; we always worked on our voice volume, physic and "pingpong". Actually, it was affected by the preparation of English Welcoming Days 2015. Most of us were the committee of the event, so we did our exercise less than what had been scheduled. When we did our first rehearsal, other groups had much more progress than our group and our group had so many comments. Considering the difficulties of the script, it was so hard for us to find funny elements to be brought in our play. I was afraid that time, thinking that we couldn't play in LIP. Moreover, the following week was the first audition to decide whether our group deserved LIP or not. We were so afraid that time and we worked really hard to bring our dreams come true -we were deserved to play in LIP.

Adapting

to

Class Situation

Actually, even though it was a very big class, I didn't find many difficulties to adapt with it because overall, I knew many of them. Most of them were in the same class with me. But still, I was afraid and nervous with whom I would be grouped with. Fortunately, I was in the same group with my friends and a few seniors. In the class, we always did something fun, so three hours passed so fast. What we were worried about was our progress. Every meeting, we were asked how much progress that we made and it was a frightening question ever. It made us worked hard in the foilowing week so we could answer that question and avoid long lecture by our lecturers (I'm just kidding, Sir). But it really made us worked hard. Thanks t o the progress question, sir.

Obstacles

c z w h e n I had .- to-?EEG%thing that I couldn't leave behind like tutoring. But there was one person who NEVER -literary NEVER- came up to the exercise. At first, we thought that h e never came up because he was not in our WhatsApp group chat. But that was also because he gave us the number that was not active in WhatsApp. Eventually, we got him and we included him in our group chat. But still, he never came up. Never. I didn't know what made him did so. He did read and respond t o our chat but he didn't come up. I thought he was busy with his job i n production division, but our group members who were

In the production division said that he also didn't work there. What I was very angry of was n the D-day, he came to LIP. He was in the production division so I thought that he would ,e in the auditorium to do his job. But he was in the makeup room and did nothing. He slept lere and there, doing nothing. In the last minutes, when I was going to fix my players' nakeup, he slept in the middle of the room, diagonally and it disturbed my movement. I ~ e l d back my anger because I had no time for that.

The second obstacle is the very slow progress. As I said before in the beginning, until the first rehearsal, we hadn't had our cut-to-cut exercise. We only focused on vocal project, physical strength and spontaneity. Then, in the first rehearsal, we didn't do great and had so many comments. After we made a progress, we didn't do great again, maybe because we were already bored watching the same act for many times.

The third obstacle is the lack of person who could do make up. From the makeup rehearsal, I felt like I did it alone, I did make up for all players. I was so tired after butting on makeup, I felt like my energy was all gone. It was not that I didn't have partner in doing makeup. I did, but back to the first obstacle, she often didn't come t o the makeup rehearsal. When Astri's friend came t o give tutorial how t o do shading, she didn't come. It was important actually. The ones who did players' makeup and joined the first-second rehearsals were all production team and they were busy in the D-day. So 1 was a little bit confused how t o put all players' makeup on time. Fortunately, we could handle it and put the makeup on time on the D-day.

Effort

to Solve Problems

We put efforts to solve our problem. To gather group members in the exercise, we held a sleepover at Bertha's house to gain group's connection. We all had fun at that time and we felt like we were a family. The ones who didn't come t o the sleepover felt guilty and as the time passed, the ones who came t o the exercise increased. But, for the one whom I told you before, there was no solution for him because we didn't know how t o contad him. We had already asked the ones who often talked with him t o remind him, there was no result so, we gave up on him.

After the first rehearsal and before the first audition, we worked hard, really hard.

bored and didn't pay attention t o the pla

Fortunately, my partner in makeup got the interest in putting makeup on someone- because she watched many tutorial videos on lnstagram and she was interested and amazed how someone's appearance really changed by only putting on makeup. So, she was interested while doing makeup exercise and she knew what t o do. So, my burden decreased I also shared my feelings; how I felt burden if I did all the makeup things and the ones wh didn't work much before our play begin, started to volunteer to do makeup. I was reall lped by them and I didn't feel like my energy was absorbed by an alien after doin makeup. I was really thankful for them and I love them so much.

The Result

On the D-day, I think everything was going well. Everyone came. Even though Idas Dery came late and we were panic in a slightest moment because he didn't come,

-

- putting on makeup on the players,

=layers started t o exerciie. They were the ones who would play on the stage but my heart was beating so fast. Then, when the play had already begun, me and myself who waited for them, ear dropping from the small space in the door whether they did well or not. actually we were afraid that our play wouldn't be funny because there were many moments when our play was not as funny as other gro

d worked really hard. I felt like our effort ha

Happiness

and Concerns

ought that every time we did ex

made a choir through this play performance class because one of the ways we gather money was by doing choir. We also knew each other better when we slept over and those were all happy memories that were hard t o be forgotten for me. There were so many times when many people looked down on us because our play wasn't funny. But it was a very touching and happy moments when everyone laughed in our general rehearsal and D-day.

In a process there were absolutely concerns. And our biggest concern was the group member's contribution. Like I said before, there was someone who never came to the

exercise and it concerned US very much. But we could always get lessons from every event.

So, we burned our sadness and only remembered the good memories.

Closing

I am really thankful of this Play Performance class because I got so many lessons from this class. I can gain my skill in makeup, I can learn how to work in a group, I am able to make friends with new people, I made new family, I felt happiness and proud, I learn how t o feel someone's feeling, I can learn how to feel frustrated and afraid, I can learn how to be committed, I can learn h6w hard it is t o gather money, I can learn how hard it is t o sell something, I can learn how to handle the ones who isn't very cooperatlve, I can learn how to communicate my problem to my group members, I can learn t o mlngle with others, I am able t o challenge myself, I am able t o conquer myself and my fear and many more. I think all the lessons 1 got I Play Performance class will

be

vety useful In my next semesters and when I work later. Those moments I gained

in

Play Performance class will not be forgotten and regretted i n all my life.