• Didik Rinan Sumekto

  Author

This study focused on exploring the Higher Education students’ learning experience on
collaborative learning. The population was 165 English Education Department students of Tidar
University and Widya Dharma University. The method used simple random sampling which
involved 86 respondents. Data was collected by means of questionnaire using 5-scaled Likert
rating to obtain their learning experience and quantitatively examined through the descriptive
statistics.
The findings showed that the highest response toward each category in the perception
referred to questionnaire on the instruction evaluation and reflection toward assessment need
was (1) 41.9% or 36 respondents on sometimes toward the lecturer’s instruction method; 44.2%
or 38 respondents on seldom toward the learning assessment process; 48.2 or 41 respondents on
seldom toward the lecturer’s assessment mechanism; and 53.5% or 46 respondents on
sometimes toward the lecturer’s instruction evaluation and reflection; and (2) questionnaire on
the collaborative learning evaluation showed that there were 47.4% or 45 respondents on
sometimes toward group’s performance goals; 48.4% or 46 respondents on seldom toward
interpersonal competence; 48.4% or 46 respondents on frequent toward group maintenance; and
41.1% or 39 respondents on sometimes toward classroom work style emphasizing the
collaborative learning evaluation.

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