ABSTRACT
Oktavia, Maria Vita. (2016). Students’ Perception on the Effect of Learning Process in Play Performance Course on the Development of Students’ Leadership Skill. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
The research discusses students’ perception on the effect of learning process in Play Performance Course on the leadership skill development of English Language Education Study Program of Sanata Dharma University students. Play Performance Course is one of the courses which lasts long in the students’ memory because of the learning process. In the course, students are divided into some groups and taught to work and manage everything by themselves for the final project. Therefore, there will be a leader, followers, and decision makers in the group work. There are some factors of leadership which are developed in the Play Performance Course. It shows that there is a big chance for the students to develop their leadership skill through the learning process of that course.
There is a research question stated in the problem formulation. The question is what students’ perception on the effect of learning process in Play Performance Course towards the development of students’ leadership skill is. To answer the research question, the researcher conducted a survey research. The respondents of this research were seventy six students of Play Performance Course batch 2013. They were in the sixth semester when the researcher gathered the data and they experienced Play Performance Course in the previous semester. All respondents were asked to fill in a questionnaire. Then, an interview was also done to four respondents who had filled in the questionnaire.
The questionnaire result shows that in students’ perception, the learning process of Play Performance Course influences the development of students’ leadership skill. Most students have perception that they developed most criteria of leadership skill during the learning process of Play Performance Course. Then, from the interview, the interviewees had positive perception that the learning process of Play Performance Course generally had developed students’ leadership skill. The students realized that they had learned to lead themselves
ABSTRAK
Oktavia, Maria Vita. (2016). Students’ Perception on the Effect of Learning Process in Play Performance Course on the Development of Students’ Leadership Skill. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Penelitian ini membahas persepsi mahasiswa mengenai pengaruh proses pembelajaran di mata kuliah Play Performance terhadap perkembangan ketrampilan kepemimpinan mahasiswa Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Mata kuliah Play Performance merupakan salah satu mata kuliah yang membekas di dalam ingatan mahasiswa karena proses pembelajarannya. Di dalam mata kuliah, mahasiswa dibagi menjadi beberapa grup dan diajari untuk bekerja dan mempersiapkan tugas akhir secara mandiri. Oleh karena itu, sosok pemimpin, pengikut, dan pengambil keputusan akan terbentuk di dalam grup. Beberapa faktor kepemimpinan dikembangkan di dalam mata kuliah Play Performance. Hal itu menunjukkan bahwa mahasiswa memiliki kesempatan untuk mengembangkan ketrampilan kepemimpinan melalui proses pembelajaran di mata kuliah tersebut.
Terdapat satu pertanyaan yang disusun pada Rumusan Masalah. Pertanyaan tersebut menanyakan apa persepsi mahasiswa terhadap dampak dari proses pembelajaran di mata kuliah Play Performance terhadap perkembangan ketrampilan kepemimpinan mahasiswa. Untuk menjawab rumusan masalah tersebut, peneliti mengadakan penelitian survey. Responden penelitian berjumlah tujuh puluh enam mahasiswa angkatan 2013. Responden adalah mahasiswa semester enam yang sudah mengambil mata kuliah Play Performance di semester sebelumnya. Seluruh responden diminta untuk mengisi kuesioner. Wawancara juga dilakukan terhadap empat siswa yang telah mengisi kuesioner.
Hasil kuesioner menunjukkan bahwa menurut persepsi mahasiswa, proses pembelajaran di mata kuliah Play Performance mempengaruhi perkembangan ketrampilan kepemimpinan mereka. Sebagian besar mahasiswa memiliki persepsi bahwa kriteria ketrampilan kepemimpinan di dalam diri mereka telah berkembang melalui proses pembelajaran di mata kuliah Play Performance. Selain itu, hasil wawancara menunjukkan bahwa responden wawancara memiliki persepsi positif bahwa secara umum proses pembelajaran di mata kuliah Play Performance telah mengembangkan ketrampilan kepemimpinan mahasiswa. Mereka sadar bahwa mereka telah belajar untuk memimpin diri mereka sendiri.
Kata kunci: Play Performance Course, students’ perception, learning process,
STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN
ING
PROCESS IN PLAY PERFORMANCE COURSE
ON
THE DEVELOPMENT OF STUDENTS’
LEADERSHIP SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Vita Oktavia Student Number: 121214041
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTION ON THE EFFECT OF LEARN
ING
PROCESS IN PLAY PERFORMANCE COURSE
ON
THE DEVELOPMENT OF STUDENTS’
LEADERSHIP SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Vita Oktavia Student Number: 121214041
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotation and the references, as a scientific paper should.
Yogyakarta, April 11, 2016 The Writer
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Maria Vita Oktavia
Nomor Mahasiswa : 121214041
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE EFFECT OF LEARNING PROCESS
IN PLAY PERFORMANCE COURSE ON THE DEVELOPMENT OF STUDENTS’ LEADERSHIP SKILL
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 11 April 2016 Yang menyatakan,
vi ABSTRACT
Oktavia, Maria Vita. (2016). Students’ Perception on the Effect of Learning Process in Play Performance Course on the Development of Students’ Leadership Skill. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
The research discusses students’ perception on the effect of learning process in Play Performance Course on the leadership skill development of English Language Education Study Program of Sanata Dharma University students. Play Performance Course is one of the courses which lasts long in the students’ memory because of the learning process. In the course, students are divided into some groups and taught to work and manage everything by themselves for the final project. Therefore, there will be a leader, followers, and decision makers in the group work. There are some factors of leadership which are developed in the Play Performance Course. It shows that there is a big chance for the students to develop their leadership skill through the learning process of that course.
There is a research question stated in the problem formulation. The question is what students’ perception on the effect of learning process in Play Performance Course towards the development of students’ leadership skill is. To answer the research question, the researcher conducted a survey research. The respondents of this research were seventy six students of Play Performance Course batch 2013. They were in the sixth semester when the researcher gathered the data and they experienced Play Performance Course in the previous semester. All respondents were asked to fill in a questionnaire. Then, an interview was also done to four respondents who had filled in the questionnaire.
The questionnaire result shows that in students’ perception, the learning process of Play Performance Course influences the development of students’ leadership skill. Most students have perception that they developed most criteria of leadership skill during the learning process of Play Performance Course. Then, from the interview, the interviewees had positive perception that the learning process of Play Performance Course generally had developed students’ leadership skill. The students realized that they had learned to lead themselves
vii ABSTRAK
Oktavia, Maria Vita. (2016). Students’ Perception on the Effect of Learning Process in Play Performance Course on the Development of Students’ Leadership Skill. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Penelitian ini membahas persepsi mahasiswa mengenai pengaruh proses pembelajaran di mata kuliah Play Performance terhadap perkembangan ketrampilan kepemimpinan mahasiswa Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Mata kuliah Play Performance merupakan salah satu mata kuliah yang membekas di dalam ingatan mahasiswa karena proses pembelajarannya. Di dalam mata kuliah, mahasiswa dibagi menjadi beberapa grup dan diajari untuk bekerja dan mempersiapkan tugas akhir secara mandiri. Oleh karena itu, sosok pemimpin, pengikut, dan pengambil keputusan akan terbentuk di dalam grup. Beberapa faktor kepemimpinan dikembangkan di dalam mata kuliah Play Performance. Hal itu menunjukkan bahwa mahasiswa memiliki kesempatan untuk mengembangkan ketrampilan kepemimpinan melalui proses pembelajaran di mata kuliah tersebut.
Terdapat satu pertanyaan yang disusun pada Rumusan Masalah. Pertanyaan tersebut menanyakan apa persepsi mahasiswa terhadap dampak dari proses pembelajaran di mata kuliah Play Performance terhadap perkembangan ketrampilan kepemimpinan mahasiswa. Untuk menjawab rumusan masalah tersebut, peneliti mengadakan penelitian survey. Responden penelitian berjumlah tujuh puluh enam mahasiswa angkatan 2013. Responden adalah mahasiswa semester enam yang sudah mengambil mata kuliah Play Performance di semester sebelumnya. Seluruh responden diminta untuk mengisi kuesioner. Wawancara juga dilakukan terhadap empat siswa yang telah mengisi kuesioner.
Hasil kuesioner menunjukkan bahwa menurut persepsi mahasiswa, proses pembelajaran di mata kuliah Play Performance mempengaruhi perkembangan ketrampilan kepemimpinan mereka. Sebagian besar mahasiswa memiliki persepsi bahwa kriteria ketrampilan kepemimpinan di dalam diri mereka telah berkembang melalui proses pembelajaran di mata kuliah Play Performance. Selain itu, hasil wawancara menunjukkan bahwa responden wawancara memiliki persepsi positif bahwa secara umum proses pembelajaran di mata kuliah Play Performance telah mengembangkan ketrampilan kepemimpinan mahasiswa. Mereka sadar bahwa mereka telah belajar untuk memimpin diri mereka sendiri.
Kata kunci: Play Performance Course, students’ perception, learning process,
viii
Be on your guard; stand firm in the
faith; be courageous; be strong.
1 Corinthians 16; 13
I dedicate this thesis to
JESUS CHRIST
MY BELOVED MOTHER
MM. SRI SUMARMI
MY SISTERS
VERONIKA EVA NOVITA
ix
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His blessing everyday. Secondly, I give a special thank to my advisor, Bapak Agustinus Hardi Prasetyo, S.Pd., M.A., for giving his precious time in guiding me to finish this thesis. I would like to thank Ibu Veronica Triprihatmini, M.Hum., M.A. as my academic advisor who has helped and given me guidance during my study in the university. I also thank Pak Krisna Septa Bernanda, S.Pd. for his suggestion and help related to Play Performance Course. I also express my gratitude to my examiners, Ibu Carla Sih Prabandari, S.Pd., M.Hum. and Ibu Laurentia Sumarni, S.Pd., M.Trans.St., for their fruitful feedback.
Next, I would be glad to say that my mother is the biggest inspiration of my life and I deeply thank her for that. My gratitude is also for my sisters, Mbak Eva and Mbak Evi, who always support me. A special appreciation goes also to all librarians and English Language Education staff who have been so kind to help me during my study in Sanata Dharma University.
x
I also thank Bagas and Dimas who have been very kind to me; Anthonia Jessy, Tessa Murena, and Dwiki Prenandita who have been my companions in every step of writing this thesis; Dita as my thesis proofreader; Nanda Hutagaol as my partner in crime in basketball team; Anis for her stupidity which makes my life fun; Maria Septiyani and Daniel Widhiatama who have given so much help in my life; and Albertus Yordhana Arsanto for being by my side for these last three years.
xi
TABLE OF CONTENTS
TITLE PAGE……….…… i
APPROVAL PAGES……… ii
STATEMENT OF WORK’S ORIGINALITY……….. iv
PERNYATAAN PERSETUJUAN PUBLIKASI……….. v
ABSTRACT……….. vi
ABSTRAK………. vii
DEDICATION PAGE………... viii
ACKNOWLEDGEMENTS……….... ix
TABLE OF CONTENTS……… xi
LIST OF TABLES………. xiii
LIST OF APPENDICES………... xiv
CHAPTER I. INTRODUCTION ... 1
A. Research Background... 1
B. Research Problem... 4
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Description ... 9
1. Perception ... 9
2. Learning Process ... 12
3. Play Performance Course ... 16
4. Leadership ... 17
xii
CHAPTER III. RESEARCH METHODOLOGY ... 26
A. Research Method ... 26
B. Research Participants ... 27
C. Research Setting ... 27
D. Research Instruments ... 28
E. Data Gathering Techniques ... 30
F. Data Analysis Technique ... 31
G. Research Procedure ... 33
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 34
A. Data Presentation of the Questionnaire ... 34
B. Data Presentation of the Interview ... 42
C. Discussion ... 46
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 52
A. Conclusions ... 52
B. Recommendations ... 55
1. The Lecturers of Play Performance Course... 55
2. The Students of Play Performance Course ... 55
3. The Future Researchers ... 56
REFERENCES ... 57
xiii
LIST OF TABLES
4.1 Learning Process in Play Performance Course ... 35
4.2 Leadership Skill... 36
4.3 Leader behavior ... 40
xiv
LIST OF APPENDICES
Appendix A. Questionnaire Blueprint ... 60
Appendix B. The Questionnaire... 70
Appendix C. The Result of Questionnaire... 74
Appendix D. The Interview Protocol... 78
1 CHAPTER I INTRODUCTION
This chapter provides the background information and rationale of this research. There are six sections in this chapter, namely research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
Learning is a primary need for human at the present time. Every academic institution develops and tries to design the most effective and efficient learning process. Each school or university competes with each other to show the best graduates so that students are interested in entering the institution. Besides, there is a long learning process behind the good graduates. The learning process takes an important role in influencing students’ development in various aspects depending on the course or the subject learned.
Play Performance course is one of the courses which lasts long in the students’ memory because of the learning process. The researcher had experienced
the long process of the course from the beginning until the final performance. Two kinds of activities are held in the process of preparing the performance. The first one is the activity inside the class itself which is led by the Play Performance lecturers and the activities outside the class which are physical activities, script rehearsal, make up training, and fund raising.
Inside the class, some kinds of activities are conducted to prepare the students’ project. Lecturers help students to train voice, movement, face expression
as the example for students when having rehearsals and physical exercises outside the class. There are also some rehearsals in front of the lecturers to see the students’ progress and make sure that the performance is really worth watching. Outside the class, they need to do routine rehearsals or physical exercises which are usually held twice or three times a week. There are also fund raising activities that include all Play Performance Students. Those activities make students learn to manage and allocate time well for physical exercises, routine rehearsals, and also fund raising activities. In short, students learn about the complex process of producing the real project on their own and resolving problems appeared during the process with some help and encouragement of the lecturers.
can practice concentration through the play application, develop consciousness of self-personal control through the group sensitivity, and many more. Play Performance is a course which elaborates many kinds of learning aspects such as team work, managing, and communication skills for students’ development. The other important aspect which can also be seen clearly is leadership skill. By joining the process in the course, the students can experience the development of their leadership skill from the team work and collaboration because Play Performance Course actively encourages each student to work as a team for the preparation. There will be a leader, followers, and decision makers. Since leadership phenomenon involves a leader, followers, and decision makers, the students have big chance to experience the leadership phenomenon.
There are some factors of leadership skill development which are in Play Performance Course. This course leads the students to work in a group with big number of members. It gives better probability for the members to emerge as a leader. Then, the environment in Play Performance Course is dynamic and unpredictable. It is dynamic and unpredictable because of the pressure inside. The students cannot guarantee that everything can go well from the beginning until the final performance. Then, there are also different personalities of the people inside the group. Leaders can learn to work more effectively with dynamic and unpredictable environment, and also different personality.
potency of that leadership skill development leads to the research question about students’ perception on the leadership skill development in the learning process of
Play Performance Course. The further explanation will be presented as follows.
B. Research Problem
From the research background presented, a question is formulated. The question is:
1. What is students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill?
C. Problem Limitation
This study aims to investigate students’ learning process inside and outside the classroom and their perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill. The researcher focuses on the sixth semester students batch 2013 who had taken Play Performance Course in the previous semester because the course is offered in the fifth and sixth semester.
D. Research Objectives
The process of working in a group develops students’ skills and one the skills
leadership skill. The researcher intends to describe a leadership skill and how it is developed during the learning process. Above all, leadership is everyone’s business (Hughes, Ginnet, & Curphy, 2002). Since a figure of leader takes an important role in group work, the study is trying to find out about students’ perception on the development of their leadership skill based on their experience. Finally, this study also aims to offer some suggestions for the development of Play Performance Course itself.
E. Research Benefits
This study hopefully will give benefits to the following: 1. Lecturers
Since this study gives the information about the students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill, the lecturers can use the information about the learning
2. Students
The students might use the information of this research to develop their knowledge about the development of leadership skill. The researcher expects that the information found in this research make the students know about several factors of leadership skill and some steps to improve leadership skill in Play Performance Course.
3. The Future Researchers
The researcher hopes that this study will enlighten the future researchers who are interested in conducting a study in the same field about Play Performance Course or Leadership Skill. This study can be a reference for the next researchers to find a space and get the inspiration to conduct a study in this topic.
F. Definition of Terms
The researcher provides the definitions of terms which related to this study as follows:
1. Perception
According to Richard Daft (2015), perception is a process of selecting, organizing and interpretation information of the environment. So there will be stimuli which are selected before it can be interpreted. In other words, perception is a person’s view of reality (Altman, Valenzi, & Hodgetts, 1985). In this study,
2. Learning Process
According to Garry, modifications can happen through learning and the process of behavior change is resulted from experience especially through training and practice (Garry, 1965). Therefore, learning is a process of changing and developing. Bloom in his learning theory argued that brain has three domains of learning which are cognitive, affective, and psychomotor (Anderson et al., 2001). From, this perspective, the orientation of learning process in Play Performance Course includes three of them. The cognitive is the knowledge that students got in class, affective is the process of working in group with different characters of people, while psychomotor includes the process of physical exercises and play performance practices. In this study, the learning process is the process of changing and developing both inside the class with the lecturer and outside the class like the physical exercises and play performance practices.
3. Play Performance Course
4. Leadership
In terms of leadership, Szilagy and Wallace (1980) defined two different types of leaders. They are formal leaders and informal leader. Someone is considered as a formal leader because of the position in office or organization. Formal Leader is responsible to perform functions such as planning, organizing, and controlling the work. Besides, informal leader referred to informal emergent or peer leader and it is not from the position held. The informal leader exists because of special quality of the particular individual that is desirable for the group.
In this study, leadership skill which is given being developed is informal
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews the theories which will be used in this study. There will be two parts. The first part is theoretical description which will present the main theories in this study. Those are perception, learning process, Play Performance Course, and leadership. Some theories about those four terms are included to be the references of the study. Then, the second part is theoretical framework. It will help the researcher answers the research question in the research problem. The theoretical framework which will be elaborated in this chapter will strengthen the finding stated. Firstly, the researcher will review the nature of learning process because the researcher aims to find out students’ perception on the effect of learning
process in Play Performance Course on the development of students’ leadership skill.
A. Theoretical Description
The writer will discuss four important terms to answer the research question which are perception, learning process, Play Performance Course, and leadership. 1. Perception
According to Szilagyi & Wallace (1980, p. 71) perception is a process “by which individuals attend to incoming appropriate action or behavior”. Szilagyi &
response to the message. Therefore a perception can be said as response of a particular stimuli. Someone needs to experience the stimuli first before having perception towards it. Then, perception affects three phases which are action, observation, and reflection model. Those phases play a very important role in what anyone will extract from any leadership situation (Hughes et al., 2002).
There are three factors which influence perception based on Szilagyi & Wallace (1980):
a. Attributes of the Object
Attributes of the object can create barriers which could misrepresent the perception. Those barriers are stereotyping and the halo effect. A stereotype is a belief that causes assesment of individual’s entire group based upon that belief. Therefore, a person will pick out what he believes and considered it as common characteristics about groups. A second common perceptual error is halo effect. In making this error, rater fails to evaluate separate dimensions independently. Altman, Valenzi, & Hodgetts (1985) define it as the use of a known a particular trait as the basis for an overall evaluation.
b. Attributes of the Situation
This attribute is about the time at which a message is transmitted. Time and situation can influence attention and interpretation.
c. Attributes of the Person
Altman, Valenzi, & Hodgetts add (1985) that the way we perceive information depends on several factors including the clarity and familiarity of the stimuli, our physical characteristics, our needs and values, knowledge, feeling, and past experience. In sum, the factors which influnce perception can be described in three points as follow:
a. Selection of Stimuli
Of all the stimuli in our surrounding, we only pay attention on the small number. This process is known as selection. People will select specific cues and filters or screens. This selection is the reason why people perceive things differently.
b. Organization of Stimuli
After the selection, the stimuli will be arranged so as to become meaningful. The perceptual organization of information helps us categorize sensory inputs. It reduces all information into simpler categories.
c. The situation
A situation or one’s past experience will affect perception. The accurateness of perceiveng a situation depends on how well someone adjusts his behavior to the situations.
d. Self-Concept
Self-concept is the way we feel and perceive ourselves. Self-concept is influential because someone’s personal mental picture defines what he perceives.
Because of those influences explained, the perception between one student to another about the effect of learning process in Play Performance Course on their development of their leadership skill can be different. Therefore, some samples should be taken to explain directly what their perceptions are. The researcher can find out the perception by asking questions towards the students. Some questions related to students’ feeling and thinking will be provided to complete this research.
Some statements in the questionnaire also present students’ feeling in a general way. Next, since this study is about students’ perception on the influence of learning process, the researcher will discuss about learning process in the next point. 2. Learning Process
be practice and drill to achieve the success of performing students’ final performance.
Learning by direct experience has been the focus of large writings which have been generated from both laboratory and field experiences. Learning by direct experience has dominated the literature related to learning (Mercer & Snell, 1977). There are some factors of development arranged based on Piaget’s theory. Some of
them are Physical Experience and Social Experience. One of the factors that underline development is experience that is a contact with the environment. Then, the other factor of development is social experience which is gained by interaction with people and includes social relationships, education, language, and culture (Gallagher, 1981). Those factors match with the activities which are done in Play Performance Course.
Since Play Performance Course is conducted in English Language Education Study Program, the language learning becomes the main purpose although there are still many other development gained in the course. There are so many language learning methods and one of them is Natural Method. As Richards and Rodgers (2001) state, “believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action” (p. 11). This method of
a. Bloom’s Three Domains of Learning
Three domains of learning are the cognitive domain, the affective domain, and the psychomotor domain. Those three domains have different objectives and ways of working. Many kinds of activities done in Play Performance Course can make the students develop those three domains in the same time. The revision of Bloom's Taxonomy of Educational Objectives presents those domains in a form of these brief explanations:
1) The Cognitive Domain
This domain involves knowledge and the development of intellectual skills or knowledge. It includes objectives which deal with recognition of knowledge and the development of intellectual abilities.
2) The Affective Domain
This domain involves emotional manners such as feelings, values, appreciation, enthusiasms, motivations and attitudes. It includes objectives which describe changes in those emotional manners and the development of appreciations. 3) The Manipulative or Motor-Skill Area
This domain involves physical movement, coordination and use of the motor-skill areas (Anderson et al., 2001).
b. Ignatian Pedagogy
Pedagogy Approach can be explained as a system with five main elements which are context, experience, reflection, action, and evaluation.
1) Understanding the context means understanding the course so that the objective and the reason of joining the class should be understood.
2) Direct experience has strength to stimulate cognitive, affective, and psychomotor dimensions.
3) Reflection becomes the important element in Ignatian Pedagogy because it connects the experience and action.
4) Action itself means interpreting the learning result to apply the knowledge in a real life.
5) Evaluation can be explained as a systematic process of collecting, processing, and assessing.
Then, competence, conscience, and compassion are three human characters which are expected to be Sanata Dharma University students’ Ignatian Pedagogy-based learning result (P3MP-LPM Universitas Sanata Dharma, 2012). Competence embraces a broad variety of abilities including academic proficiency and effective communication skills. Then, with conscience, students are able to discern what is right, good, and true and has the courage to do it and has a passion for social justice. Students with compassion will generously respond to those who are in greatest need, walk with others to empower them, in solidarity and empathy. From the definition, it’s clear that those three human characters are presumed as one unity of
Performance Course. The next point is the explanation of Play Performance Course of ELESP itself.
3. Play Performance Course
Play Performance or Drama is explained as a work which is not only about performing lines of script. According to Goldstone (1968) first responsibility of the work in drama is to visualize it in the context of theatre. Actors are not only articulating lines in varied inflections, accents, and intonations but also moving, gesticulating, and physically reacting. We see costumes, settings, properties, and music. That means that students are not only trained for representing the script drama, but also the whole package of drama visualization. Goldstone (1968) states that a play relates what the script writer saw, felt, imagined-in a past time. It is taking place as we see it. In Thornton Wilder’s words, “A play visibly represents
pure existing.”
After the preparation which has already been experienced in the previous semester, students will experience several preparations during the project. Lecturers help students to train voice, movement, face expression as the example for students when having rehearsals and physical exercises outside the class. There are also some rehearsals in front of the lecturers to see the students’ progress and make sure
that the performance is really worth watching. In Play Performance Class, students will be divided into three until four groups. Each group consists of fourteen to nineteen members. In each group, students are divided into two groups which are artistic team and production team. Artistic team leads the preparation of the stage performance while production team will be busier on the preparations on the things like publication, fund raising, and ticketing. Following the explanation about Play Performance Course, the definition of leadership will be explained as the reference of this study.
4. Leadership
There are some factors of leadership skill development which are in Play Performance Course. According to Hughes et al. (2002), leadership is a complex phenomenon involving the leader, the followers, and the situation. Working in a group like in Play Performance Course lets the students take a role as the leader or the followers. Moreover, the greater the number of people in a group, the better the probability that any individual is likely to emerge as leader (Hughes et al., 2002). Lombardo and Eichinger explain that leadership development can be enhanced if the environment is changing, dynamic, uncontrollable, and unpredictable (as cited in Hughes et al., 2002). Then, different personality types can create an innovative environment and lead to stress, conflict, and negative feelings. Leaders can learn to work more effectively with different personality (Daft, 2015).Those environment could happen inside a group work.
Kerr, Murphy, and Stogidill (1974) note that “accumulated evidence suggests that leader effectiveness is not always associated with those who behave in highly considerate and structuring manner” (as cited in Dumi & Sinaj, 2013). An
effectiveness of leader consideration or behavior are influenced by situational factors such as time urgency, amount of physical danger presence of external stress, degree of autonomy, degree of job, scope, importance, and meaningfulness of work. Play Performance Course provides some of those situational factors like time urgency, presence of external stress, importance and meaningfulness of work. In Salancik and Pfeffer’s Strategic Contingencies Model of Leadership,
of his or her access to critical and scarce resources” (Pierce & Newstrom, 2006, p. 189).
Then, Hughes, Ginnet, and Curphy had some criteria of leadership skill which is divided into two kinds of leadership skills which are basic leadership skill and advanced leadership skill.
a. Basic Leadership Skill
In basic leadership skill, one is able to do skills like: 1) Learning from Experience
Here, a person is able to create opportunities to get feedback, especially with regard to feedback from those who work with them. Then, it is important to learn from others. Sometimes, in this skill someone keeps journal or write reflections on personal events. Developing a systematic plan also will help leaders prioritize the importance of different goals.
2) Communication
Effective communication involves the ability to transmit and receive information with a high probability that the intended message is understood by the receiver. Leaders and followers tend to actively engage in two way communication, but a leader should ensure that others understand the message. Here, a leader knows what a purpose in every communication made.
3) Listening
4) Assertiveness
A leader who hold assertiveness is able to stand up for their own rights or group’s rights. A leader should know where and when not to behave assertively.
Assertiveness involves direct and frank statements of one’s own goals and feelings. 5) Providing Constructive Feedback
Giving constructive feedback involves sharing information or perceptions with another about the nature, quality, or impact of that person’s behavior. Leaders need to keep in mind that followers, committee members, or team members will perform at a higher level if they are given accurate and frequent feedback.
6) Effective Stress Management
Leaders are able to monitor their own and followers’ stress levels, what the
causes are. Too much stress can take a toll on individuals and their organizations. Leaders should understand the nature of stress because leaders’ stress can impair
the performance and well-being of followers. 7) Building Technical Competence
Technical competence concerns the knowledge and repertoire of behaviors that can be brought to bear to complete a successful task. A leader should be an expert in the job. Opportunities to broaden experiences are necessary to build technical competence. It can be done by appreciating how the work contributes to organizational success.
8) Building Effective Relationships with Superiors
followers experience less conflict. Therefore, a leader should have skill to build an effective relationships by understanding superior’s world and adapting superior’s style.
9) Building Effective Relationships with Peers
Investing the time and effort to develop effective relationships with peers not only has immediate dividends but also can have long-term benefits if a peer ends up in a position of power in the future.
10) Setting Goals
Goals should be specific observable, attainable, and based on top-to-bottom commitment. Having goals does not guarantee success, unless it is supported by real human commitments. A leader also should design to provide feedback to personal about their progress toward them.
11) Punishment
Not every behavior or performance problem is given a punishment. Leaders should have ability to consider several factors before deciding whether or not to administer punishment.
12) Conducting a meeting
A meeting is usually conducted by a formal leader to accomplish diverse goals and exchange information between work groups or volunteer organizations. Some considerations are important like determining whether the meeting is necessary, providing materials in advance, encouraging participants, etc.
b. Advanced Leadership Skills
1) Delegating
Delegating is a skill while a leader empowers one of the organization members to take responsibility for completing certain tasks or engaging in certain activities. It is important because the essence of leadership is achieving goals through others, not trying to accomplish them by oneself.
2) Managing Conflict
A research study has found that some level of conflict may be helpful in order to strengthen innovation and performance. In this aspect, a leader is supposed to have a skill to resolve conflict and make a solutions of mutual gain.
3) Negotiation
Ability to see the win-win outcomes in every negotiation is important as becoming a leader. Leaders should anticipate each side’s key concerns and issues,
attitudes, possible negotiating strategies, and goals. 4) Problem Solving
In leadership, the step of problem solving is to state the problem, analyze its cause so that the solutions will be preceded.
5) Improving Creativity
Here, a leader improving creativity by seeing things in new ways, using power constructively and forming diverse problem-solving groups.
above expectations. Then, performance can also be limited when followers lack the resources needed to get the job done. Lack motivation can also be the reason of performance problems. An advanced leader should learn the ability to diagnose them (Hughes et al., 2002).
Richard L. Daft (2015) states that leadership is a relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes. As stated above, Play Performance Course consists of some groups with one similar purpose to hold a successful performance at the end of the semester. That is the outcome which will be obtained by the students from the learning process and the leadership process. An important aspect of leadership is influencing others to come together around a common vision (Daft, 2015). In the Play Performance Course, students work together to have the same vision.
Beside those definitions of leadership, Daft also defined some leader behaviors. Those are supportive leadership, directive leadership, participative leadership, and achievement-oriented leadership.
a. Supportive leadership: Open, friendly, and approachable. The leader creates a team climate and treats subordinates as equals.
b. Directive Leadership: Behavior which includes planning, making schedules, setting performance goals, and stressing adherence to rules and regulates. c. Participative Leadership: Behavior which includes asking for opinions and
d. Achievement-Oriented Leadership: Leader behavior stresses high-quality performance and improvement over current performance (Daft, 2015).
Richard L. Daft also determines four disciplines for developing a leader’s
mind. Those are independent thinking, open-mindedness, system thinking, and personal mastery. Taken together, these four disciplines provide a foundation that can help leaders examine their mental models.
a. Independent Thinking
Independent thinking means questioning assumptions and interpreting data and events according to one’s own beliefs, ideas, and thinking, rather than pre
-established rules or categories defined by others. b. Open-Mindedness
Effective leaders strive to keep open-minds and cultivate an organizational environment that encourages curiosity and learning. These leaders encourage everyone to openly debate assumptions, confront paradoxes, question perceptions, and express feelings.
c. System Thinking
System thinking is the ability to see the synergy of the whole rather than just the separate elements of a system and to learn to reinforce or change whole system patterns.
d. Personal Mastery
B. Theoretical Framework
As a framework, this part will present how the researcher answers one research question of this study. Firstly, the researcher defines what kind of learning process the students have experienced. The students can reflect upon their experience and explain whether their experience are similar with the learning process described by the researcher. The researcher uses the theory of language learning through direct experience and the Natural Method pointed out by Richards & Rodgers (2001). The other theory which is used to define the learning process of Play Performance Course is also Ignatian Pedagogy Approach.
Next, Salancik and Pfeffer’s Strategic Contingencies Model of Leadership;
Basic and Advanced Criteria of Leadership Skill by Hughes, Ginnet, and Curphy; Leader Behavior and Disciplines for Developing Leader’s Mind by Daft are used to define whether the learning process of Play Performance Course influences the students’ leadership skill development. The students’ responses on their
development on the aspects of leadership skill related to those theories can show students’ perception on the effect of learning process in Play Performance Course
on the development of students’ leadership skill.
Then, interview which is done to some students of Play Performance Course will illustrate students’ perception to answer the research question. The questions
26 CHAPTER III
RESEARCH METHODOLOGY
This chapter discuss the methodology conducted in this study. There are seven parts in this chapter, namely research method, research participants, research setting, data gathering techniques, research instruments, data analysis technique, and research procedure.
A. Research Method
This study of investigating students’ perception is a survey research. To investigate those aspects, the researcher identifies variables and analyze the relationships among them without manipulating the variables. In this survey research, questionnaires and interview are used to gather the data and information from groups of individuals.
The questionnaire is done to measure the percentage of students who feel developed in some aspects of leadership skills because of the learning process in Play Performance Course while the interview is concerned with description to have a deeper understanding of students’ perception. According to Altman & Hodgetts
(1985), interview can be used as exploratory devices to help understand the variables in question. An interview allows participants to explain the reason of their answers in questionnaire. Hence, this method was chosen by the researcher because the respondents can express what the students actually felt and thought.
In survey research, investigators ask questions about peoples’ beliefs,
permits the researcher to summarize the characteristics of different groups or to find out students’ perception on the effect of learning process in Play Performance Course on the development of students’ leadership skill.
B. Research Participants
The respondents of this research were seventy six students of Play Performance Course batch 2013. The students were in the sixth semester when the researcher gathered the data and they had experienced Play Performance Course in the previous semester. They have taken Play Performance Course in the odd semester academic year 2015/2016. Since the researcher did a survey research, they were provided with questionnaire to be filled and some of them were interviewed. Four students from the respondents who had filled the questionnaire were chosen to be interviewed by the researcher. Those interviewees were in different division or job in their Play Performance project to find out the different perspectives on each division. The first respondent was one of six directors, one is taken from the production division, and the others were from artistic division while one of them was the master of ceremony of the event. There is only one student taken from each division because most respondents have similar responses in the questionnaire.
C. Research Setting
Language Education Study Program of Sanata Dharma University because the students of Play Performance Course are from four different classes. On Monday, February 1st, respondents from class C and D filled in the questionnaire given by the researcher in class S2 302 and S2 303 while they were in KRS (Semester Plan Consultation) process. Then, the respondents from class A and B filled in the questionnaire on Wednesday, February 3rd in language laboratory 1. The last data gathering was interview on the 12th of February 2016 in Student Hall Sanata
Dharma University, Mrican.
D. Research Instruments
Interview and questionnaire are the major means of data collection for a survey (Ary et al., 2010). Therefore, the researcher developed two kinds of research instruments which are questionnaire and interview protocol to gather the data. The descriptions of those two instruments are explained as follows.
1. Questionnaire
Those items let subjects indicate their responses to selected statements on a continuum from strongly agree to strongly disagree. There is really no wrong way to build a likert scale. The most important consideration is to include at least five response categories (Allen & Seaman, 2007). The data collection of this research used survey with some specific statements to know the influence of learning process in play performance course on the development of their leadership skill. Then each statement is provided with some responses. The response is measured from strongly disagree, disagree, neutral, agree, and strongly agree. The respondents are asked to thick between the choices provided. The choices are SD (Strongly Disagree), D (Disagree), N (Neutral), A (Agree), SA (Strongly Agree).
The researcher provides forty five statements in the questionnaire related to students’ leadership skill development through the learning process done in Play
Performance Course. Eight statements in the first research question talk about learning process. Those statements are connected to the learning theory explained in the theoretical description. After the theory about learning process, the next thirty seven statements are provided to answer the research problem. Those statements are related to the theories of leadership described in the theoretical description. The whole form of questionnaire can be seen in Appendix B.
2. Interview Protocol
The aims of this method is to know deeper about students’ perception on the
effect of learning process in play performance course on the development of students’ leadership skill. The researcher will dig out the information about
attention on some aspects. According to Quinn and Cochran, the interview should be reproducible so that someone else could use the same topic guide to generate similar information, systematic, credible with reasonable questions and transparent so that the readers can see the collection and analysis of the data (Quinn & Cochran, 2002). Then, since survey data consist of peoples’ responses to individual
questions, it is essential to start with good questions (Ary et al., 2010). Therefore, some guides to conduct the reproducible, systematic, and credible interview has been arranged in form of seven interview questions as seen in interview protocol (Appendix D). In the interview protocol, the questions related to theory of perception were asked to find out students’ perception.
E. Data Gathering Techniques
The research was conducted in the beginning of the leaning process in even semester academic year 2015/2016. The data started to be collected after the students performed their projects in form of play production in the previous semester. The researcher selected the respondents to be the population which are seventy six students batch 2013 from class A, B, C, and D who have taken play performance subject. Since they did not gather in one Play Performance Class anymore, the researcher should prepare to do a survey research in four different classes.
statement in the questionnaire is calculated and changed into percentage form. After repeatedly read the questionnaire result, the researcher chose four students among the questionnaire respondents to be interviewed. Those four students are contacted to do interview. In the interview time, the researcher asked some questions based on interview protocol and questionnaire result. The interviewees’ answers were
recorded and the researcher took note on some important information. The researcher also tried to constitute a rich description of the students’ leadership skill development and their perception about it.
F. Data Analysis Technique
After the data were gathered, the result of the survey and interview were analyzed. From those two research instruments, the researcher read the raw data repeatedly to organize the data. The data were analyzed and summarized to draw a conclusion after the data collection. The data are neutrally processed so it can be squeezed and reduced to answer the two research questions. The process and reduction of data analysis can be used to draw conclusion.
1. Questionnaire
The researcher arranged four scales to gather the information about the effect of learning process during Play Performance Course on the students’ leadership skill development.
1 = strongly disagree with the statement 2 = disagree with the statement
4 = strongly agree with the statement
The scores of the questionnaires were calculated by dividing the number of students and then multiply by 100%. The data collection used the percentage like the explanation as follow,
�
� � %
Notes:
n: the total number of students who choose a certain answer N: the total number of students
The participants’ answer were shown statistically. Each percentage on each
scale of the statements will be counted and presented. The data gained from the questionnaire will be presented in a form of table. There will be also descriptive explanation to support percentages of the result and make the information clearer. 2. Interview
In collecting information from the interviewees, the researcher used recorder to record the interviews. The recording was listened repeatedly and the researcher made the transcripts of it. Then, the researcher concluded the main point of the interview answers and consider the important information which can support the research. The answers from four interviewees were analyzed to conclude both similar and different answer. It was classified and showed in written form to answer the research questions. Those information related to students’ perception of the influence of learning process of Play Performance Course on the development of students’ leadership skill was presented in written form so that it can be noticed
G. Research Procedure
This study was done in some steps which will be explained as follow. 1. The researcher did a library research
2. The researcher defined the population 3. The researcher conducted survey research
a. The researcher administrated questionnaire to the respondents in each class of ELESP students batch 2013.
b. The researcher interviewed four of the survey respondents
c. The researcher recorded the discussion and took notes for the important information
d. The researcher concluded the important information from the recording data
4. The researcher analyzed the data
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 of 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
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
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
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 Hughes’ 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.
The second criteria of Hughes’ 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.
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 group 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.
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%
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)
