i
A STUDY OF COLLABORATIVE LEARNING
IN PLAY PERFORMANCE COURSE
TITLE PAGE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vincentius Brillinanda A E
Student Number: 121214168
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
vi ABSTRACT
Erlangga, Vincentius. Brillinanda. Alvio. (2017). A Study of Collaborative Learning in Play Performance Course. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University
Learning is important for people. They need learning to have life skill for survival. In this 21st century, students need more effective learning to help them
reaching their goal. Play Performance is one of obligatory courses of English Department that takes a modern way which is collaborative learning where during five months, students will work together in a small group to hold a performance by the end of the semester. Basically, this study was conducted to see how far collaborative learning built student’s skill in the course of the Play Performance.
In this study, there is one research question. The research question is to what extend did the students build collaborative skills through Play Performance course.
To gain the data, the researcher distributed questionnaires to 23 students and conducted interviews to 5 random students. The populations of research were students of ELESP batch 2012 who had taken Play Performance course in the sixth semester on 2015. The study used in this research is explanatory sequential design. Explanatory sequential design is a research where it uses quantitative approach on the first step, then it uses qualitative approach on the second step.
The finding in this research indicates that the students obtained collaborative skill through Performance Play course. The results which were obtained from how students applied the collaborative elements are perceived positive interdependence; considerable interaction; individual accountability and personal responsibility; social skills, and; group self-evaluation.
vii
ABSTRAK
Erlangga, Vincentius. Brillinanda. Alvio. (2017). A Study of Collaborative Learning in Play Performance Course. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma
Belajar adalah hal yang sangat penting yang harus dimiliki seseorang agar bisa bertahan hidup. Pada abad 21, siswa memerlukan pembelajaran yang lebih efektif untuk membantu mereka menggapai cita-cita. Mata kuliah Play Performance adalah salah satu mata kuliah di jurusan Pendidikan Bahasa Inggris yang menggunakan pendekatan modern yaitu dengan pembelajaran kolaboratif di mana mahasiswa dalam kelompok-kelompok kecil selama lebih dari 5 bulan lebih saling mengisi sesuai perannya masing-masing untuk menciptakan suatu karya yang akan ditampilkan pada akhir semester. Pada dasarnya, penelitian ini dilakukan untuk melihat seberapa jauh pembelajaran kolaboratif dalam mata kuliah Play Performance membangun kemampuan mahasiswa.
Pada penelitian ini, terdapat satu rumusan masalah. Rumusan masalah tersebut adalah seberapa jauh para mahasiswa membangun kemampuan berkolaborasi melalui mata kuliah Play Performance.
Untuk menjawab pertanyaan permasalahan tersebut, peneliti mendistribusikan kuesioner kepada 23 mahasiswa dan melakukan wawancara dengan 5 mahasiswa secara acak. Mahasiswa yang diteliti pada penelitian ini adalah mahasiswa PBI angkatan 2012 yang mengambil mata kuliah Play Performance pada semester 6 tahun 2015. Studi yang digunakan pada penelitian ini adalah explanatory sequential design. Explanatory sequential design adalah penelitian dimana peneliti menggunakan pendekatan kuantitatif pada tahap pertama, kemudian menggunakan kualitatif pada tahap kedua
Temuan-temuan dalam penelitian ini menunjukkan bahwa mahasiswa PBI setelah mengambil mata kuliah Play Performance, kemampuan yang dibangun melalui pembelajaran berkolaborasi meningkat. Hasil tersebut didapat dari bagaimana mahasiswa menerapkan elemen kolaboratif yang terdiri dari perceived positive interdependence; considerable interaction; individual accountability and personal responsibility; social skills, and; group self-evaluation.
viii
ACKNOWLEDGMENTS
On this occasion, I would like to dedicate my graditute to God Almighty for
blessing me so that I could finish my thesis. My sincere gratitude goes to my
beloved parents Robertus Belarmino Dispriyanto and Cicilia Tri Wardiyani
who have always supported me, prayed for me, and sacrificed for me to finish my
thesis and cheered me up when I was down. I thank my brother Bintang, and my
sister Rara for always encouraging me to finish my study on time.
I also wish to express my sincere thanks to my thesis advisor, Markus
Budiraharjo, S.Pd., M.Ed., Ed.D., for his kindness, advice and wilingness which encourage me to finish my thesis. A lot of thanks also go to all my beloved ELESP
lecturers who have educated me to be a better person during my study in ELESP.
My greatest gratitude is addressed to my academic advisor Laurentia Sumarni
S.Pd., M.Trans.St., for being my mother in ELESP who always gives me advice and suggestion in every step I took.
I wish to express my sincere thanks to my bestfriends Doni, Joe, Nanda,
Hapsara, Khariton, Indra, Rico, Carlo, Nanang, Kadek, Dewi, Vania, and Erlyn for accompanying me since the beginning of my study. I want to thank my bestfriends Denny, Dhana, Wawan, Kokok, in Batang, without them I would not
finish my final assignment soon. I also want to thank my beloved Desy for always
being here with me, encouraging me when my laziness comes during the time I
work on my thesis. Not the least, I would like to thank to my classmates, Class F
family, for spending the four-year of working and struggling together. I could not
ix
Finally, I would like to say my gratitude to my friends who help me as
proofreaders of my masterpiece, friends who worked together to finish our research,
and other friends that I cannot mention one by one.
Writer,
x
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF FIGURES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I. INTRODUCTION ... 1
2. Definition of Collaborative Learning ... 8
3. Collaborative Methods ... 10
4. Collaborative Learning Steps ... 11
5. Elements of Collaborative Learning ... 12
6. Advantages and Disadvantages of Collaborative Learning ... 12
xi
B. Theoretical Framework... 14
CHAPTER III. RESEARCH METODHOLOGY ... 16
A. Research Method ... 16
B. Research Setting ... 17
C. Reseach Participants ... 17
D. Research Instruments ... 18
E. Technique of Data Analysis ... 20
F. Triangulation ... 21
G. Research Procedure ... 21
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 23
1. Perceived Positive Interdependence ... 27
2. Considerable Interaction ... 30
3. Individual Accountability and Personal Responsibility ... 32
4. Social Skills ... 34
5. Group Self-Evaluation... 38
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 40
A. Conclusions ... 40
B. Recommendations ... 41
REFERENCES ... 43
xii
LIST OF FIGURES
Page
3.1 Figure of Triangulation ... 21
4.1 Figure of Students’ feeling and activities in Play Performance course ... 24
4.2 Figure of Collaborative elarning elements ... 27
4.3 Figure of Perceived positive interdependence element ... 28
4.4 Figure of Considerable interaction element ... 30
4.5 Figure of Individual accountability and personal responsibity element ... 32
4.6 Figure of Social skills element ... 35
xiii
LIST OF APPENDICES
Page
Appendix A.Transcription of the interview ... 45
1 CHAPTER I
INTRODUCTION
CHAPTER I. INTRODUCTION
The background information and rationale of the study are provided in this
chapter. There are six parts in this chapter. They are background of the study,
research problem, problem limitation, research objective, research benefits, and
definition of terms.
A.Background of the Study
A person needs others to accompany him or her to learn. Friends in learning
aim to help someone when they are having issue in solving the problem, or at least
they can discuss the issue together. An expert John Dewey (1916) reveals that in
learning process, one must have a partner. Furthermore, Dewey (1916) states some
important things related to learning. Those are (1) students should be active,
learning by doing, (2) learning should be based on intrinsic motivation, (3)
knowledge is developing, not fixed, (4) learning activities should be in accordance
with the needs and interests of students, (5) education should include learning
activities with the principle of mutual understanding and mutual respect for each
other, meaning that democratic procedure is very important, (6) learning activities
should relate to the real world and aim to develop the world.
In this 21st century, learning becomes more important for people. They need
of using technology. Students need more effective learning to help them reach their
goal. That is what people called as 21st century learning. In the 21st century learning,
there are skills to master. They are called 3R: (1) life and career skills, (2) learning
and innovation skills, dan (3) information media and technology skills. Those three
skills are summarized into a scheme called 21st century knowledge-skills rainbow
(Trilling and Fadel, 2009). Out of those three, the researcher only focuses on the
learning and information skills. The learning and innovation skills have three main
parts: (1) Critical Thinking and Problem Solving: Students are able to make reasons
such as inductive and deductive in any situation, use ways of thinking system, and
making decision and solving problem; (2) Communication and Collaboration:
Students are able to communicate well and doing collaboration with the other
students; (3) Creativity and Innovation: Students are able to think creatively, work
creatively and create new innovation. (Thrilling and Fadel: 2009). All of those skills
are very important for students in determining the future, but the researcher focus
on the skill related to communication and collaboration.
In collaborative learning, learning activities are student-centered. Teachers
are considered as facilitators. One of the most important things is collaboration.
One way to achieve collaborative skills is the teacher must use the collaborative
learning model in teaching-learning process. Collaborative learning, according to
Smith and MacGregor (1992), is an umbrella term for a variety of educational
approaches involving joint intellectual efforts by students, or students and teachers
together. Usually, in groups of minimum two or more, students are mutually
also some advantages of using collaborative learning, stated by Gunawan (2006)
such as training a sense of care and attention, training emotional intelligence,
sharpening interpersonal intelligence, training teamwork ability, conflict
management, depth understanding to what student have learned, increasing the
improvement of motivation and learning circumstances
Nowadays, collaborative learning model is already applied by many study
programs in many universities; one of them is English Language Study Program.
English Language Education Study Program is one of Sanata Dharma University’s
study programs, which is qualified to produce professional English Educators.
ELESP has its own vision that says
“Pada 2015 Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma menjadi program studi unggulan dalam bidang pendidikan calon pengelola pembelajaran Bahasa inggris yang professional, Cerdas humanis, bermartabat, dan berkarakter yang kuat sebagai pendidik”
[In 2015 English Language Education Study Program Sanata Dharma University becomes a prominent program in the field of education of English learning organizer candidates who are professional, intellectual, humanistic, dignified, and having good characteristics as Educator.]
To achieve the vision, ELESP facilitates the students with an obligatory
course named Play Performance Course. Play Performance course is not really a
theory course, but it is a course that targets on performing a play at the end of each
semester. Later on, the students are divided into divisions, and they should be
responsible of their division. The students usually take this course in fifth or sixth
semester. Hopefully, at the end of the semester, the students’ soft-skill are
responsibility, and open-mindedness. It is because basically this course is about
working together with friends and other divisions. Each person is expected to be
able to both work independently in their own group, and with the other groups
because they work on the same big event. Play Performance Course teaches them
about real life in the future which every person has their own skill and they will
need to work with others to achieve the big goal.
Looking at this phenomenon, the researcher sees that the Play Performance
Course highly implements collaborative learning in order to achieve the vision of
ELESP. In the implementation of team-working, every person has his/her own
characteristics. Some people are able to finish their jobs rapidly; some others need
a little hand so that their responsibility can be done well. As those who can finish
their job rapidly do not give hands to those who need help, it can bring bad effect
for other divisions. This means the sense of work together in division is bad.
Interaction in the team becomes things that are faced by every student. In
this case, the students are demanded to maximize their creativity and effort to
achieve the goals. Moreover, every single student have his/her own way of thinking.
When somebody is used to work with others, the others are very individualist. Not
all of them are accustomed to work together. This will be harder and more
challenging while they have to working with the same people for about 5 months
Every person has their own new role whether they like it or not (mostly the
students get the division they want), they have to do it well. If it is a new thing, the
anything about drama and role-play, and then he became a player, so he had to learn
everything about being an artist / player. Furthermore, they only have 4 months to
prepare everything. Every person must be under pressure.
Anecdotal data gleaned from the students who had taken Play Performance.
The researcher found that there were so many thoughts coming to the students’
heads before taking the Play Performance Course. Before taking the course, the
students thought that Play performance would be very difficult. It would take a lot
of their time and make them lose their time which can be used for doing other
things. Some students also stated that in Play Performance Course, they would be
very tired because they had so much physical exercises which were expected to
improve their ability, and voice of each player and even the other divisions. They
realized that they would get the result of their work someday in the future.
B.Research Question
This research focuses on discussing one research problem:
To what extent did the students develop collaborative skill through Play
Performance course?
C.Problem Limitation
The focus of this research is analyzing how far the ELESP students develop
D.Research Objective
The research intends to investigate the degree of students’ progress of
collaborative learning in Play Performance course.
E.Research Significance
The research is expected to give benefits for some parties such as the
students, lecturers, and next researchers. The benefits are as stated below:
1. For the students
For students, they will understand more about collaborative learning in Play
Perfromance course and its benefit. Thus, students will be more serious during the
learning process.
2. For the teachers
Teacher will see that collaborative learning is a more effective way of
teaching-learning process. Teachers will realize that they are no longer the center
of the knowledge. Mainly, teachers can start implementing collaborative learning
to increase students’ understanding/skills.
3. For the next researchers
For the next researchers, this reseach is expected to be the basis of the deeper
F. Definition of Terms
To avoid misinterpretation, the researcher has defined some terms that are
used in this research. The terms are:
1. Collaborative learning
Basically, Cooperative and Collaborative are almost the same. They mean
teamworking. Bruffee (1995) shares basic differences between cooperation and
collaboration. He states that cooperation is the structure of interaction designed to
facilitate the fulfillment of a specific final product or goal through people working
together in groups. While, collaboration is the philosophy of interaction and
personal lifestyle in which individuals are responsible for their actions, including
learning and respecting the abilities and contributions of their peers.Play
Performance
2. Play Performance (KPE 345)
Play Performance is an obligatory course in English Language Education
Study Program Sanata Dharma University. ELESP offers this course in fifth and
sixth semester. In this course, the students will create a product of performance
which is by the end of the semester, the drama performance is performed outside
8 CHAPTER II
REVIEW OF RELATED LITERATURE
CHAPTER II. REVIEW OF RELATED LITERATURE
In this chapter, mainly the things discussed are the important theories issued
in this research. Those theories are about collaborative learning and drama
performance.
A.Theoretical Review
This part is the theories that are directly relevant to the research are discussed.
1. Learning
Learning is one of the important things in life. By learning, people can survive
and thrive in this world. Kingskey (1999) states that learning is the process by which
behavior is caused or altered through practicing or training. Another expert Drs.
Slameto (1999) emphasizes that learning is the process of people trying to get a
whole new behavior change, as a result of the individual's own experiences in
interaction with the environment. From the explanation above it can be said that
learning is an act or thought based on previous experience. When a person learns,
his knowledge and his actions will be better.
2. Definition of Collaborative Learning
Collaborative learning according to Smith and Mac Gregor (1992) is an
umbrella term for a variety of educational approaches involving joint intellectual
minimum two, or more, the students are mutually searching for understanding,
solution, or meaning, or creating a product.
Another expert, Dillenbourg (1999) states that the definition of
”Collaborative Learning” is a situation in which two or more people learn or attempt
to learn something together. It can be explained more that the meaning of two or
more people indicates that the team consists of two people who do something
together, or more than five people.
Hirschy (1995) states that collaboration is the combination of two people or
more, or groupwork, and an environtment where there are variety. The higher
educated students learn to expand the responsibility and to meet the atmosphere
where there are variety in environtment.
Gunawan (2003) explains that collaborative learning process or
collaborative learning does not only work together, but it leans on the learning
process which involves communication process intactly and fairly in the class. It
can be said that a learning process can be mentioned as collaborative learning when
all students in the group have willingness to communicate and share anyting to their
colleagues.
Collaborative learning activities are varied widely, but most center on
students’ exploration or application of the course material, not simply the teacher’s
presentation or explication of it. In collaborative learning, the students discussion
and their thought in working on the material which is already given are highlighted.
everything, such as skill, ideas, energy, teamworking sense, and problem solving
skill.
On the other side, in collaborative learning, the existing processes such as
lecturing, listening and taking notes are not entirely missing. The collaborative
learning process in the classroom, the teachers still have to give explanations, and
students have to listen and take notes.
3. Collaborative Methods
Smith and MacGregor (1992) share that the collaborative method is put
based on the assumption about the students through learning process. Those are:
a. Learning is active and constructive
To get the knowledge, the students must be active in learning the material.
The students must reconstruct his/her previous knowledge after getting the new
information. Furthermore, the students are expected to create something related to
the learning material.
b. Learning depends on the context
The students are involved in solving the material in which the context of
material is already known by the students.
c. Every student has his/her own background
Students who have different charateristic in so many things such as
d. Learning is social
In the learning process, there are social interaction for the students to
develop meaning.
4. Collaborative Learning Steps
Hosnan (2014) mentions that there are eight steps in doing collaborative
learning: First, the students in a group setting goals and divide tasks on their own.
Second, all students in the group reading, discussing, and writing. Third,
collaborative group works together to identify, demonstrate, research, analyze and
formulate the answers of task or problem in worksheet or problems found by
themselves. Then, after summing up the results of problem solving, each student
writes a full report on their own notebook. Next, the teacher picks one random
groups to present the results of group discussions in front of the class. Other groups
observe, observe, compare the results of the presentation, and respond. This activity
is carried out for approximately 20-30 minutes. After that, each student of
collaborative group does elaboration, inferention, and revision (if necessary) to be
submitted report later on. Then, the report of each student related to the submitted
assignments are arranged per group of collaborative. At last, all the reports are
corrected, commented, marked, given back to the student. Then for the next
5. Elements of Collaborative Learning
Johnson et al (1990) point out that there are 5 basic elements in collaborative
learning. When the elements are applied well, it means the collaborative learning is
going in the right track. Those elements are perceived positive interdependence;
considerable interaction; individual accountability and personal responsibility;
social skills, and; group self-evaluation.
1. Perceived positive interdependence;
Team members are obliged to rely on one another to achieve the goal. If any team members fail to do their part, everyone suffers consequences. Members need to believe that they are linked with others in a way that ensures that they all succeed together. Positive interdependence is the belief by each individual that there is value in working with other members and that both individual learning and work products will be better as a result of collaboration.
2. Considerable interaction;
Members help and encourage each other to learn. They do this by explaining what they understand and by gathering and sharing knowledge. Group members must be done interactively providing one another with feedback, challenging one another's conclusions and reasoning, and perhaps most importantly, teaching and encouraging one another.
3. Individual accountability and personal responsibility;
All members in a group are held accountable for doing their share of the work and for mastery of all of the material to be learned.
4. Social skills;
Members are encouraged and helped to develop and practice trust-building, leadership, decision-making, communication, and conflict management skills.
5. Group self-evaluation;
Team members set group goals, periodically assess what they are doing well as a team, and identify changes they will make to function more effectively in the future.
6. Advantages and Disadvantages of Collaborative Learning
Gunawan (2006), shares the advantages of collaborative learning. They are
trained, sharpening interpersonal intelligent, training teamwork ability, conflict
management, deep understanding to what student have learned, and improvement
of motivation and learning circumstances.
Meanwhile, Hosnan (2014) summarizes the advantages of collaborative
learning: students can deliberate ideas, students can respect others, students can
improve their critical thinking skill and rational thinking, can increase the teamwork
sense, can foster cooperation sense, and the existence of fair competition.
Hosnan (2014) states the disadvantage of collaborative learning. They are
students’ opinions and questions may deviate from the subject matter, need longer
time, their personal traits that want to stand out, otherwise the weak feels inferior,
and always relies on others, and conclusions sometimes are difficult to achieve.
Another expert, Gunawan (2006), also states the disadvantages of
collaborative learning. First, students who have intelligence above the average will
feel disadvantaged if they do not understand the goal of the collaborative learning.
Second, students who have intelligence above the average will be feeling override
because their scores will be defined by group achievements, the last is if the team
working does not go well, only some active students will finish the group
assignment.
7. Drama Performance
Drama is a word adapted from the Greek word "draomai" which means
the expression of human life (society), which is done by the combination action and
conversation. Asul (2002) on his book no title states that in a drama
performance,there are some elements which are script, actors/ players, director,
make up, costume, lighting, sound, and audience. Each of these elements has their
respective roles. The elements can not be equal to each other because they are
interconnected. If one element is not fulfilled then the show will not run maximally,
it could even fail
Play Performance (KPE 345) is an obligatory course in English Language
Education Study Program Sanata Dharma University. ELESP offers this course in
fifth or sixth semester. In this course, the students are to create a product of
performance. By the end of the semester, the drama performance is performed
outside the campus.
B.Theoretical Framework
Each ELESP student is trained to become a professional, and having good
characteristics English teacher. To build a good characteristic, the English
Department has an obligatory course called Play Performance.
On the Play Performance course, students are expected to improve the
intelligence and character through learning activities for approximately 5 months.
The learning activity is carried out by the method of collaborative learning. In this
research, the focus of this research is to answer one problem: To what extent did
To answer the research problem, the researcher uses the theory of
collaborative learning by Johnson et al who state that there are five elements in
applying collaborative learning. While students apply the elements of collaborative
during learning process, students will gain skills through it. Those collaborative
elements are perceived positive interdependence; elements are perceived positive
interdependence, considerable interaction; individual accountability and personal
responsibility; social skills, and; group self-evaluation. Through collaborative
16 CHAPTER III
RESEARCH METHODOLOGY
CHAPTER III. RESEARCH METODHOLOGY
This chapter discusses about the method that is used for this research. There
are seven parts in this chapter, which are research method, research setting, research
participants, research instruments, technique of data analysis, triangulation, and
research procedures.
A.Research Method
Research method is a step in science which is done to gain factors and
principles patiently, and systematically to show or to get truth or facts
(Sugiono:2008). This study employed a Mixed Method approach. Creswell (2012)
emphasized that Mixed Method approach is a research that uses a combination of
qualitative and quantitative approaches. Neuman (2014) states that qualitative and
quantitative research methods are two different approaches, but they complement
each other. Therefore, the researcher will gain the best analysis.
In this research, the researcher used the explanatory sequential design.
Creswell (2012) states that the sequential explanatory strategy is a technique to
analyze the data by analyzing the data using the qualitative approach in the first
stage, followed by the use of qualitative to support the results of the quantitative.
Thus, in the Sequential explanatory method, the data is analyzed using quantitative
results in a figure or table, the researcher strengthened the data by using qualitative
technique. The researcher interviewed some students to gain the data for the
qualitative.
In this research, the research carried out what it is and without changing
anything. What the researcher got during the research is the results.
B.Research Setting
The research was conducted in June 2016 on the campus area of Sanata
Dharma University. The research took the data on some places and in different
times because in June 2016, the respondents are on the eighth semester.
The interviews done by the researcher were on different time. Student 1 was
interviewed on 23rd of June 2016 at 10.00 am, student 2 was interviewed on 23rd of
June 2016 at 10.30 am, student 3 was interviewed on 23rd of June 2016 at 12.00 pm,
student 4 was interviewed on 23rd of June 2016 at 02.00 pm, student 5 was
interviewed on 24th of June 2016 at 11.00 am. The interview was done for about 15
minutes for each person.
The second one is the questionnaire. The researcher gave about two days,
from June 30th 2016 until July 1st 2016.
C.Reseach Participants
In this research, the research respondents were eighth semester of ELESP
semester, which means the play performance was conducted in 2015. There were
64 students as the respondents of the research.
Spradley (2008) in Basrowi explains that research subjects are the people
who become the information resources. In this research, the research subject would
be some of the students of English Language Education Study Program of Sanata
Dharma Yogyakarta batch 2012 who has taken Play Performance course in sixth
semester. There were 5 persons as the respondent. The researcher chose 5 students
because 5 students could represent the whole population.
In conducting research, related to collaborative learning process, selecting
sample is very important, because when the sample is right, the researcher can get
the valid data. In order to collect the sample, the researcher used simple random
sampling. According to Kerlinger (2006), simple random sampling is a method
where the researcher chooses people randomly based on the whole population, and
every individual has the same chance to be chosen as the sample. Margono (2004)
also states that simple random sampling is a technique to get sample directly from
the unit sampling. It is possible if the members are homogeny. This technique is
very good to be conducted if the population is not too big.
D.Research Instruments
There were two instruments that were used by the researcher to get the data.
Those were interview and questionaire The researcher used them because both of
1. Questionnaire
According to Walgito (2010), questionnaire is a list of questions or
statements that are distributed and to be answered by particular people. In making
questions or statements for questionnaire, the researcher should ensure that it is
“valid, reliable and unambiguous” (Richards & Schmidt, 2002). It can be said that
questionnaire is a list of formal, valid, and reliable questions or statements that are
spread to gain information from the respondents.
The researcher uses google form in gathering the data. The researcher
created the questionnaire in the google form and then, the researcher distributed the
link to some chatting groups.
There are about 3 main goals of using questionnaire as the data instrument
as stated by Malholtra (2005). First, to gather the information needed into a set of
specific questions that respondents are willing and capable to answer. Second, the
questionnaire must be able to facilitate the respondents to be actively participating,
and cooperative. Third, the questionnaire must be able to minimize wrong answer.
The researcher used Likert scale in making the questionnaire. Sugiono
(2010) states that likert scale is used to measure the attitude, opinion, and someone’s
perception, or a group of people related to social phenomena.
2. Interview
Esterberg (2002) in Sugiyono states that interview is an interaction between
two people to get information and ideas through questioning and answering, in
uses open-ended question technique. Open-ended question technique is an
interview where the answer is not directly pointing to certain answers, but the
interviewee gives explanation to the answer. Commonly, using this technique will
get more detailed result.
In conducting the interview, the researcher made an appointment with the
chosen respondents. The interview highlighted on how the students obtain their
experience during the group dynamic in Play Performance. The questions of the
interview can be seen on the appendix A.
In conducting the interview, the researcher used tape recorder (smartphone)
for recording the interview process. It was used to avoid missed information and
get the more accurate data.
E.Technique of Data Analysis
In conducting the research, the researcher puts himself as neutral party, so
the data analysis would not incline to one side. As mentioned previously, this
research is explanatory sequential design, where on the first step, the researcher
uses quantitative approach to analyze the data, then on the second stage, the
researcher uses qualitative approach.
In analyzing the data, the researcher calculated the collaborative learning
elements in general and make them into percentages. After that, the researcher went
deeper by calculating each element based on the statements of the questionnaire. In
processing the data, the researcher used the formula below.
X = the students who choose certain answer
N = total sample
Then, the researcher used the results of the interview to support the result of
the quantitative data. First, the researcher transcribed the results of the interview,
then the researcher sorted them to be supporting sentences.
F. Triangulation
In conducting the research, the researchers used triangulation to increase the
validation. This is in line with the definition of triangulation provided by Yeasmin
and Rahman (2012) that triangulation is a process of verification that increases
validity by incorporating several viewpoints and methods. By using triangulation
in collecting different types of data, the researcher would be able to look at the same
phenomenon from various perspectives.
Figure 3.1 Triangulation
G.Research Procedure
In this part, the researcher shows the procedure of the research from the
beginning until research presentation.
1. The researcher defined the topic and asked the advisor if the topic was accepted.
2. The researcher explained how the research would run.
Theory
3. The researcher defined the population in conducting the research.
4. The researcher did library research that discusses collaborative learning.
5. The researcher chose questionnaire and interview as the instrument used in the
research.
6. The researcher made questionnaire statement based on the theory used and also
made the interview questions to get data related to the experience of the students.
7. The researcher consulted the instruments to the advisor, then distributed the
questionnaire to the students batch 2012 who had joined Play Performance
course on sixth semester in 2015 through google form.
8. After distributing the questionnaire the researcher did interview in two days.
9. The researcher transcribed the data questionnaire and interview.
10.The researcher analyzed the data.
11.The researcher drew the conclusion of the data and then consulted the advisor
about the conclusion.
23 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher would like to present the research results and
the discussion based on the data collection to answer the research question. This
chapter is going to answer the research problem.
There were 64 students of ELESP Sanata Dharma University batch 2012
who had taken Play Performance course on sixth semester. Play performance is one
of the obligatory courses. There are two lecturers in this course, Mr. Ouda Teda
Ena, and Mr. Krisna Septa Bernanda. Before the researcher analyzed the data, the
researcher would like to show how the Play Performance course was going in
general.
In carrying out an activity, students will get something if they do what they
do with pleasure. The number of tasks and other activities also would have an
impact on the acquisition of the final result. Based on the result of the questionnaire,
Figure 4.1. Students’ feeling and activities in Play Performance course
On the first statement, the researcher asked whether the students were happy
to take Play Performance Course in sixth semester. Based on the questionnaire, all
the students said ‘yes’. It was supported by the interview result that the students
joined many activities, which means they could enjoy more in running the course.
Based on the questionnaire, 23 respondents (100%) were happy joining Play
Performance course. 21 respondents (91%) also stated that they joined all the
activities of the class during 1 semester. So, it can be seen that for students taking
courses on the sixth semester, they are not overly burdened due to assignments from
other courses, so they can follow all the dynamics of the Play Performance to the
maximum, and at the end of the semester, they were satisfied on what they have
done and obtained.
Furthermore, the researcher tried to go deeper by asking how the
experiences that the students get, during the 6 months of dynamic process. Student
2 felt that Play Performance was very fun. After the class was devided into two big
groups randomly, actually his groupmates were his classmates and his best friends
100% 92%
8%
0% 50% 100% 150%
Happy of joining PlayPerformance in semester six
as well. He knows his friends well, and it made him comfortable in working in
groups. Moreover, he felt developed by working with his friends.
Student 2
Ya kebetulan sebagai pemain, dan kebetulan teman sekelompok saya adalah teman satu kelas, teman-teman biasa bermain dan belajar, jadi saya sudah tau orangnya seperti apa, cara mereka bekerja seperti apa, jadi itu bisa membuat nyaman. Dan mereka juga membantu saya dalam berkembang sebagai seorang pemain dalam play tersebut.
[Fortunately, I was appointed as player, and unintentionally my groupmates were my classmates and also my bestfriends. I understood them well; I knew the way they worked. I felt comfortable and developed in doing my role as a player.]
Not only student 2 got great experience, but student 5 also told his
experience. He felt that Play Performance is fun, because they worked together.
Furthermore, Play Performance forced him to improve his creativity. He got some
parts of the dialogue that he found not comedic. However, he had to think hard to
be creative to make the “not funny” become funny.
Student 5
Play itu sangat menantang menurut pribadiku, dan seru, terutama meningkatkan kemampuan kerjasama kelompok. Saya males ribet, kalo semester 5 saya lihat time tablenya udah banyak banget, saya memutuskan semster 6 aja biar otaknya tidak kerja keras. Dulu jadi player, sebenernya udah males, udah biasa maju ke depan, pinginnya selain player, eh tapi akhirnya jadi player. Susahnya jadi player itu bikin jadi lucu, padahal ga lucu sama sekali ceritanya scriptnya, jadi harus menunjukkan gesture yang lucu.
Actually, I did not want to be a player. What was difficult of becoming a player was making it to be comedical. Actually, the script was not funny at all, so I had to make funny gesture.]
Both result indicates that the students got many valuable experiences. Even,
there were students who should work harder to finish the tasks assigned to them.
Moreover, the process of working with others makes students developed. It is
because they got new lessons from others that they did not have before. For the next
part, the researcher is going to display the result of the implementation of
collaborative learning elements.
Next, the researcher is going to display the results of the implementation of
the collaborative learning elements and discuss them. Before discussing the details
of the findings, the researcher is going to display the results of general illustration
of each elements that implemented by the students. Collaborative elements are the
basic things in the implementation of collaborative learning. When the elements are
appllied well, the collaborative learning is going on the right the track. There are
five elements of collaborative by Johnson et al (1990). Number one is Perceived
Positive Interdependence element, which resulted in 87% in general. Number two
is a Considerable Interaction element, which resulted in 87% in general. Number
three is Individual Accountablity and Personal Responsibility element, that get 98%
in general. Number four is Social Skills that get 80%. Number five is Group
Self-Evaluation, that get 87%. Based on the data above the higest element belongs to
Individual accountability and personal responsibility, and the lowest element
Figure 4.2 Collaborative elements
1. Perceived Positive Interdependence
Johnson (1990) states that in doing collaborative learning, members help
and encourages each other to learn. This means that the positive progress of the
team is based on the feedback of the team’s members. They need each other in order
to improve themselves. While there is an aspect that is not going well, that would
give effect to the whole team. Generally, the element of Perceived Positive
Inter-dependence got 87% as the average. The details are described as follows: Perceived positive
interdependence ; 87%
Cinsiderable
interaction ; 87%
Individual accountability and
Personal responsibility; 98% Social skills; 80%
Figure 4.3Perceived positive interdependence element
There are four statements related to perceived positive interdependence.
Statement three which is appreciation towards other’s correction shows that out of
23 respondents, 100% of the respondents (23 students) gave positive response.
Based on the data above, it can be concluded that students appreciate other students
who correct their ideas, the statement is supported by student 1 who stated that
criticism helps lead to progress. The students who criticize must appreciate every
comment this person get by doing what their friends suggested to them.
On Play Performance course, friends do not always agree and support what
others. Johnson (1990) states that if of any of the team member fails doing their
part, everyone suffers consequences. An action will give impact to the whole group.
Members of the group would object if they feel the actions taken by their friend had
a devastating impact. If so, they would not support what their friends do. It is shown 100%
Collegial support Give up ideas, when there are better ideas
by the questionnaire statement four related to collegial support result shows that 18
students (82% respondent) agree, and 5 students disagree.
The next is statement five. 87% of the respondents agree to give up ideas
when there are better ideas. Statement above shows that not all students are happy
if their opinions are not accepted and used. The student states that every person has
different ideas and different ways. Students would give up ideas when there is no
way to implement the ideas.
Statement six related to other’s readiness to help, respondents state that 79%
respondent which is 19 students agree that when they could not solve the problem,
their friends will kindly help them. In the Play Performance course, mutual help is
very necessary because students will enjoy their more than 5 months of hard work.
Students will kindly help those who could not solve their problem or finish the job
description. However, many students who do not help because they do not know
what help they could give. Most of the students can just give some suggestions.
Based on the data above, it can be concluded that on the dynamic process
of Play Performance, students’ sense of interdependence growing. Students also
respect each other. This result is in line with what Hosnan (2014) said about the
advantage of collaborative learning. He highlighted that collaborative learning
increases students’ respectfulness. Although students have willingness to help
others, but there are times when friends let their friends do their own task so those
2. Considerable Interaction
In working by using collaborative method, one aspect needed according to
Johnson (1990) is considerable interaction, which means that the interaction among
the students is very important. The interaction is willingness to encourage their
friends in finding the answer of the problem. The interaction works well when the
team members communicate everything included ideas and obstacles in order to get
positive improvement. The average score of considerable interaction is 87.2%.
Figure 4.4 Considerable interaction element
In the statement seven about loss feeling as if contribute nothing, presents
that 78% which are 18 students agree, but there are 22% disagree. Connecting to
each other and helping each other is a must for every individual in carrying out
collaborative learning. However, based on the data, it indicated that students do not
feel burdened when they loss or do not contribute their ideas.
Next statement, which is statement eight, is about preparation before
contributing. The result shows that 78% of the respondents (18 students) agree.
These data indicate that students do not always prepare when describing his idea
since the basis of their ideas that they give they already master it in the past. This
statement is supported by statement of the student 2 who says that he is a member
of EEPRO, one of ELESP’s extracurricular activity, so the ideas related to stage
performance that he stated, he had mastered it already. Student 2 just delivered them
without any special preparation.
Statement nine infers about the willingness to help others in mastering
materials. It can be seen that 96% respondent (22 students) have the willingness to
help others. It does not matter what should be given, but the intention and
willingness to help the students is quite large considering that they are unlikely to
let his friend do not know what to do.
Next, statement ten is about willingness to share good ideas. No matter how
nice the ideas are, they would be useless if they are not shared to others. Based on
the questionnaire 92% respondents agree to share their ideas for team’s
improvement. A good example is taken from the student 3. Student 3 who have
experience in seeking funds, are always happy to give the group some interesting
ideas that could be used to raise funds.
On the statement eleven, it is contribution to increase believe in achieving
success. 92% respondent or 21 students agrees. Meanwhile, only 8% choose
neutral. Judging from the data, it was found that the students' level of trust on the
Based on the data related to considerable interaction, most ELESP students
realize that interaction can help them in doing group activities. The interaction
between students also can minimize misunderstanding. Students have awareness to
interact among its members. They do not want to keep the ideas in his head alone.
Students think that if all willing to be proactive in learning, then success will come
to them.
3. Individual Accountability and Personal Responsibility
Which in turn is the result associated with individual accountability and
personal responsibility element. Johnson (1990) states that accountability holds
every member in the group for doing reviews their share and for the mastery of
material to be learned. Each learner is obliged to know and understand what he /
she is doing. They need to understand exactly what assigned to them. Based on the
questionnaire results, the Individual Accountability and Personal Responsibility got
98% in general.
Table.4.5Individual accountability and personal responsibility element
96% 100% 100%
In statement twelve, related to feeling guilty of being irresponsible 96%
students or 22 students agree that respondents felt guilty when they become
irresponsible for their job. This means that students will do their best in their own
job. It is shown by the statement of student 1. This person was a player; His
responsibility is that he must be able to master his character. Student 1 is always
serious in practicing, not much jokes, and not eating greasy foods that could make
her voice not optimum.
Statement 13 is about learning to be responsible. Based on the questionnaire
23 students (100%) agree. This shows that in the Play Performance course, besides
students would feel guilty if the responsibility is not implemented properly, this
course makes students become more responsible for each task in hand. It can be
seen from student 2 who said that he always come whenever there is an exercise,
and not to leave his main task as a player and a member of the group. Sometimes,
student 2 helped other friends, but this student must first give priority to completing
his task first.
In statement fourteen related to responsibility in taking action, 100%
respondents (23 students) agree. None of them chose to disagree. After mastering
the material, in its application, any action that students made will always be
accounted, because it will affect the work of others and be the basis of the next
steps. Not only learn to be responsible, each student must have responsibility in
taking action / stating ideas. The result is supported by the statement of student 5.
This person stated that on the D-day of the performance, student 5, who was
as a person who highly upholded his responsibility for what he did, he improvised
so that all are on track back. In the end all run well and successfully.
On this element, all statements generally about individual accountability
and personal responsibility all the statements shows that most respondents agree as
result. Students learn to be responsible, besides their actions are also based on the
job description they entailed. Responsible is something important in a group work.
Students will mess up things and do whatever they want if there is no
responsibilities and consequences.
4. Social Skills
Matson and Ollendick in Widyanti (2008) translates that social skill is an
individual ability to adapt well with his/her environment and to avoid conflict when
communicating both verbally and physically. In social skill, according to Johnson
et al (1990), members are helped to develop and practice trust building leadership,
decision-making, communication, and conflict management skills. On this element
Figure 4.6 Social skills element
Based on statement fifteen related to communicating personal problem.
Someone who has personal problems sometimes cannot be 100% concentrated on
the task he was doing. His mind will be divided. It makes the results of their works
not optimal. However, not everyone is willing to communicate their personal
problems to the group. Although they fully understand it could affect the group,
they do not want their personal problem published for public consumption. The
result shows that 65% respondents (15 students) agree. This means most students
2 is one example that did not communicate personal problems on others, but this
student offers commitment. Since the beginning of the course, student 2 commits
to participate and makes the event success. In other words without sharing any
problems being faced, he can work professionally.
Statement sixteen related to joining all activities shows that 21 students,
who are 91% respondent, agree that they joined the activities outside the class,
although they have no responsibility in it. As the student 5 who always came on
every time the players had an exercise even he was not an actor. The thing student
5 did was participating in exploring the script.
Statement seventeen, 92% respondents (21 students) agree and strongly
agree that they learned how to communicate their ideas during dynamic process.
This result is supported by the statement of student 4. This person stated that the
concept of the courses Play performance is having group dynamic process and
showing a performance in front of people. Student 4 felt that his ability in presenting
ideas became better and improvised. Not only student 4, student 5 also said that in
terms of communicating opinions, he became more polite and could control the
words coming out of his mouth. This indicates that the dynamic process helps them
learning how to communicate their ideas.
Statement eighteen is about the increase of leadership skill, 14 students
(61% respondent) agree, even more than 39% respondents neutral. In the Play
Performance, the class is divided into some groups. Furthermore, each group is
divided again into divisions. Not all students are the chairman or a director, but
Related to the conflict management, on statement nineteen, 87% respondent
(20 students) state that they learned how to manage conflict that rise among the
members, but there are 13% respondent (3 students) who disagree if the learned
how to manage conflicts. Conflicts inevitably arise. Based on interviews student 2
said that group agreed as two students had conflict, they would resolve the conflict
amicably. This means not everyone intervene.
In statement twenty, about the use of good words in stating opinion 87%
respondent or 20 students chose agree. A lot of ways are available in expressing
opinions and ideas. Some uses good language, but not a few who express opinions
with words that are less pleasant to hear. The result of the questionnaire indicates
that many students disagreed to use good words when expressing their opinions.
This result is strengthened by result of interview by student 1 who claimed that
when someone is stating opinion or criticism, then others who are criticized should
not be vengeful. So, it was agreed from the beginning that criticism should not
offend one's personal things, and when one member is given an opinion or criticism
should not be vengeful that potentially undermines the integrity of the group.
Social skill is indispensable by every human being to live in society. Based
on the explanation above, the researcher concludes that during the 1 semester
teaching-learning process, their social skill improved. The ability to communicate
student thoughts and ideas improved. Students prefer to state ideas as honest as they
can. So, even though it is painful, and as long as it is not offending the personal
things, students will still say it. However, students are not trained to become a
5. Group Self-Evaluation
Groups self-evaluation is a collaborative learning element where after the
team members set up goals, periodically evaluate progress, in order to be more
effective in working and achieving the goals. On the element five, related to Group
Self-evaluation, the student got 91% in average.
Figure 4.6 Group self-evaluation element
This element contains only one statement which is evaluation-based
problem solving. Based on the statement, 91% respondent (21 students) agree. This
is good because more than 90% respondent agree that every progress they want to
make must be based on the evaluation results. This result is supported by the
experience of student 3. Student 3 stated that every time after exercise students held
an evaluation to see if what they done is right or not, and to determine next steps.
Whenever there is a new idea, students applied it to the exercise. Finish the exercise,
These indicate where the students always do an evaluation after performing
an act in order to achieve goals. Everytime students have evaluation, they will have
deeper understanding on what they are doing. Students are not afraid to express his
40 CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
This chapter contains two parts. The first part is the conclusions of the
research, and the second part deals with the recommendations. The
recommendations are related to the future researchers, the Lectures of Play
Performance, and the English Language Education Study Program.
A.Conclusions
The research aims to answer the research problem. The research problem is
about how far ELESP students develop collaborative learning skill through
roleplaying on Play Performance course. To answer the research problem, the
researcher uses two instruments which are questionnaire and interview. The
researcher uses theory of collaborative elements to make the questionnaire
statements, and interview question, the researcher asked about their experiences
related to learning process on Play Performance.
Based on the results and discussion, students implemented collaborative
learning during the learning process of Play Performance in sixth semester, 2015.
The implementation of collaborative learning can be seen through 5 collaborative
learning elements which are clearly perceived positive interdependence;
social skills, and; group self-evaluation that happened. The investigation results of
the degree of students’ progress are:
1. The growing sense of interdependence.
2. The growing sense of respectfulness.
3. The growing awareness of interacting and sharing knowledge.
4. The growing sense of responsibility.
5. The better communicative skill.
6. The improvement of risk taking skill.
7. The leadership skill not improved.
8. The sense of openness not growing because of the lack of trust.
Moreover, Play Performance is a compulsory course of English Language
Education Study Program which prepares students to be professional English
teachers. Those changes bring positive effects that can be very useful when they
become an English teacher in the future.
B.Recommendations
In this part, based on the research related to Play performance Course the
researcher gives some recommendations for some parties. The recommendations
are addressed to future researchers, lecturers of Play Performance Course, and the
1. For future researchers
For future researcher, based on the result of this research, the future
researcher can conduct a research related to the group evaluation that was done
periodically for students’ improvement as teacher candidates.
2. For lecturers of Play Performance course
For the lecturers of Play Performance Course, this research can be used to
show that the implementation of collaborative learning is very effective in learning
process in reaching the final goal which is a product of performance. Furthermore,
lecturers must be more frequent in guiding the students during the learning process.
So, there will be closer interaction between students and lecturer.
3. For the English Language Education Study Program
For the English Language Education Study Program this research shows
that Play Performance is an obligatory course that prepares students to be
professional English teachers. The learning used in the learning process will help
students making more update learning strategy, which is more fun and involving
the students.
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