ABSTRACT
Tawi, Maria Susan Ardi Wahyuning. (2016). Students’ perceptions on the use of group presentation strategy to enhance students’ independent learning. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Nowadays, group presentation project is one of the ways that is usually used in teaching and learning process. One of the goals in learning is to
improve students’ independent learning. This research wanted to find out
students’ perceptions on the use of group presentation strategy to enhance their independent learning. It also intended to discover students’ suggestions on the use of group presentation strategy in enhancing their independent learning.
The two research problems formulated in this study were: 1) What are
the ELESP Sanata Dharma University students’ perceptions on the use of
group presentation strategy in the learning process to enhance their independent learning? 2) What are the ELESP Sanata Dharma University
students’ suggestions on the use of group presentation strategy in the learning
process in enhancing their independent learning?
This study was a descriptive research. Survey was conducted in order to find answers to the research problems. Questionnaire and interview were used as the instruments for gathering the data. The data were collected from the students of the academic year of 2014/2015 in classes I and J of Philosophy of Science. There were 61 students who answered the questionnaire and four students who were interviewed to provide the data. To answer the first problem, the data from closed-ended questions of the questionnaire were analyzed by calculating the raw data and converting into percentage. The data were supported by interview data. The data from open-ended question of the questionnaire were analyzed and categorized to answer the second research problem.
The result showed that the students felt they enhanced their independent learning by doing group presentation project. First, the students had positive perceptions on the process and effects of doing group presentation project to foster their independent learning. Second, the students had positive suggestions on the implementation of it. The suggestions were about participation from every group member, monitor from lecturer and work in small group with members they chose on their own.
ABSTRAK
Tawi, Maria Susan Ardi Wahyuning. (2016). Students’ perceptions on the use of group presentation strategy to enhance students’ independent learning. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Tugas presentasi kelompok merupakan salah satu cara yang biasa digunakan dalam proses belajar mengajar saat ini. Salah satu tujuan dalam pembelajaran adalah untuk meningkatkan kemandirian belajar siswa. Penelitian ini ingin mengetahui persepsi mahasiswa pada penggunaan strategi presentasi kelompok untuk meningkatkan kemandirian belajar mereka. Ini juga bermaksud untuk mengetahui saran mahasiswa pada strategi presentasi kelompok dalam meningkatkan kemandirian belajar mereka.
Dua formulasi permasalahan penelitian ini adalah: 1) Apa persepsi para mahasiswa PBI Universitas Sanata Dharma pada penggunaan strategi presentasi kelompok untuk meningkatkan kemandirian belajar mereka dalam proses belajar? 2) Apa saran para mahasiswa PBI Universitas Sanata Dharma pada penggunaan strategi presentasi kelompok dalam proses belajar bagi peningkatan kemandirian belajar mereka?
Penelitian ini adalah peneltian deskriptif. Survei diselenggarakan untuk menemukan jawaban atas permasalahan-permasalahan penelitian. Kuisioner dan wawancara digunakan sebagai instumen-instrumen pengumpulan data. Datanya dikumpulkan dari para siswa pada tahun ajaran 2014/2015 di kelas I dan J Filsafat Ilmu Pengetahuan. Ada 61 siswa yang menjawab kuisioner dan empat orang diantaranya diwawancarai untuk melengkapi data. Untuk menjawab masalah pertama, data dari pertanyaan tertutup dianalisa dengan mengkalkulasikan data mentah dan mengkonversikan persentasenya. Data tersebut didukung oleh data wawancara. Data dari pertanyaan terbuka pada kuisioner dianalisa dan dikategorikan untuk menjawab masalah kedua.
Hasilnya menunjukkan bahwa para mahasiswa merasa terjadi peningkatan kemandirian belajar dengan mengerjakan tugas presentasi kelompok. Pertama, para mahasiswa memiliki persepsi positif pada proses dan efek mengerjakan tugas presentasi kelompok untuk membantu peningkatan kemandirian belajar mereka. Kedua, para mahasiswa memiliki saran positif pada implementasinya. Saran tersebut adalah tentang partisipasi setiap anggota kelompok, perhatian dari dosen dan bekerja dalam kelompok kecil yang anggotanya mereka tentukan sendiri.
STUDENTS’ PERCEPTION
S ON THE USE OF GROUP
PRESENTATION STRATEGY TO ENHANCE STUDENTS’
INDEPENDENT LEARNING
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Susan Ardi Wahyuning Tawi Student Number: 111214105
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTIONS ON THE USE OF GROUP
PRESENTATION STRATEGY TO ENHANCE STUDENTS’
INDEPENDENT LEARNING
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Susan Ardi Wahyuning Tawi Student Number: 111214105
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
This thesis is dedicated to…
My beloved parents, Matias Hariyadi and Yuliana Sugiarti
My two little brothers, Filip and Hiero
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 21 January 2016 The Writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Maria Susan Ardi Wahyuning Tawi Nomor Mahasiswa : 111214105
Demi Pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTIONS ON THE USE OF GROUP PRESENTATION STRATEGY TO ENHANCE STUDENTS’ INDEPENDENT LEARNING
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, mempublikasikannya di internet atau di media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian surat pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 21 Januari 2016
Yang menyatakan,
vii ABSTRACT
Tawi, Maria Susan Ardi Wahyuning. (2016). Students’ perceptions on the use of group presentation strategy to enhance students’ independent learning. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Nowadays, group presentation project is one of the ways that is usually used in teaching and learning process. One of the goals in learning is to
improve students’ independent learning. This research wanted to find out
students’ perceptions on the use of group presentation strategy to enhance their independent learning. It also intended to discover students’ suggestions on the use of group presentation strategy in enhancing their independent learning.
The two research problems formulated in this study were: 1) What are
the ELESP Sanata Dharma University students’ perceptions on the use of
group presentation strategy in the learning process to enhance their independent learning? 2) What are the ELESP Sanata Dharma University
students’ suggestions on the use of group presentation strategy in the learning
process in enhancing their independent learning?
This study was a descriptive research. Survey was conducted in order to find answers to the research problems. Questionnaire and interview were used as the instruments for gathering the data. The data were collected from the students of the academic year of 2014/2015 in classes I and J of Philosophy of Science. There were 61 students who answered the questionnaire and four students who were interviewed to provide the data. To answer the first problem, the data from closed-ended questions of the questionnaire were analyzed by calculating the raw data and converting into percentage. The data were supported by interview data. The data from open-ended question of the questionnaire were analyzed and categorized to answer the second research problem.
The result showed that the students felt they enhanced their independent learning by doing group presentation project. First, the students had positive perceptions on the process and effects of doing group presentation project to foster their independent learning. Second, the students had positive suggestions on the implementation of it. The suggestions were about participation from every group member, monitor from lecturer and work in small group with members they chose on their own.
viii ABSTRAK
Tawi, Maria Susan Ardi Wahyuning. (2016). Students’ perceptions on the
use of group presentation strategy to enhance students’ independent learning.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Tugas presentasi kelompok merupakan salah satu cara yang biasa digunakan dalam proses belajar mengajar saat ini. Salah satu tujuan dalam pembelajaran adalah untuk meningkatkan kemandirian belajar siswa. Penelitian ini ingin mengetahui persepsi mahasiswa pada penggunaan strategi presentasi kelompok untuk meningkatkan kemandirian belajar mereka. Ini juga bermaksud untuk mengetahui saran mahasiswa pada strategi presentasi kelompok dalam meningkatkan kemandirian belajar mereka.
Dua formulasi permasalahan penelitian ini adalah: 1) Apa persepsi para mahasiswa PBI Universitas Sanata Dharma pada penggunaan strategi presentasi kelompok untuk meningkatkan kemandirian belajar mereka dalam proses belajar? 2) Apa saran para mahasiswa PBI Universitas Sanata Dharma pada penggunaan strategi presentasi kelompok dalam proses belajar bagi peningkatan kemandirian belajar mereka?
Penelitian ini adalah peneltian deskriptif. Survei diselenggarakan untuk menemukan jawaban atas permasalahan-permasalahan penelitian. Kuisioner dan wawancara digunakan sebagai instumen-instrumen pengumpulan data. Datanya dikumpulkan dari para siswa pada tahun ajaran 2014/2015 di kelas I dan J Filsafat Ilmu Pengetahuan. Ada 61 siswa yang menjawab kuisioner dan empat orang diantaranya diwawancarai untuk melengkapi data. Untuk menjawab masalah pertama, data dari pertanyaan tertutup dianalisa dengan mengkalkulasikan data mentah dan mengkonversikan persentasenya. Data tersebut didukung oleh data wawancara. Data dari pertanyaan terbuka pada kuisioner dianalisa dan dikategorikan untuk menjawab masalah kedua.
Hasilnya menunjukkan bahwa para mahasiswa merasa terjadi peningkatan kemandirian belajar dengan mengerjakan tugas presentasi kelompok. Pertama, para mahasiswa memiliki persepsi positif pada proses dan efek mengerjakan tugas presentasi kelompok untuk membantu peningkatan kemandirian belajar mereka. Kedua, para mahasiswa memiliki saran positif pada implementasinya. Saran tersebut adalah tentang partisipasi setiap anggota kelompok, perhatian dari dosen dan bekerja dalam kelompok kecil yang anggotanya mereka tentukan sendiri.
ix
ACKNOWLEDGEMENTS
Firstly, I would like to send my deepest gratitude to Almighty God for His everlasting love that He sends through Jesus Christ and Mother Mary. I would like to thank them for all the things that I have passed and the strengths during my time in Yogyakarta, especially during the process of my study until I could finish my thesis.
I would like to express my gratitude to my thesis advisor, Made Frida Yulia, S.Pd., M.Pd., for her time, patience, guidance, feedback, encouragement, and smiles she has shared until the process of finishing my thesis. I also thank my academic advisor, Fidelis Chosa Kastuhandani S.Pd., M.Hum., for his guidance during my academic process in the study. I would like to thank all of the lecturers that have taught me so many things and for their wonderful stories during the process of my study. My big thanks also go to all of the secretariat staff of English Language Study Program, Sanata Dharma University for their help and care.
x
I thank all of my friends during my study in the English Language Education Study Program Sanata Dharma University, especially my best Tintin, Didi, Elel, Vivin and Chaca for the sharing, support, laughter and care. I warmly thank my lovely friends Tamtam, Vika, Nadia and Indra for all the prayer, support and care. My big thanks also go to my boarding house friends, Mba Anggi, Ka Liza, Ayu, Dhany, Tamara, Nita and Enda for every moment of sharing that strengthen me up. My thankful also goes to Ipung, Ochip, Lani, Mega and Renta for the supporting messages and prayer.
I express my deep thanks to my dearest Yohanes Adhi Saputra. I really thank him for the love, support, laughter, patience, advice, tear, and care that are given to me. I thank him warmly for the companion during my ups and downs. Lastly, I would also like to thank all of my friends and everyone that I could not mention here one by one for helping me write my thesis.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION 1.1 Research Background ... 1
1.2 Research Problems ... 4
1.3 Problem Limitation ... 5
1.4 Research Objectives ... 5
1.5 Research Benefits ... 6
xii
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Theoretical Description ... 11
3.4 Research Instruments and Data Gathering Technique ... 29
3.5 Data Analysis Technique ... 33
3.6 Research Procedure ... 35
CHAPTER IV RESEARCH RESULTS AND DISCUSSION 4.1 Students’ Perceptions on the Use of Group Presentation Project to Enhance their Independent Learning ... 38
1. The Process of Doing Group Presentation ... 39
2. The Effects of Doing Group Presentation ... 46
4.2 Students’ Suggestions on the Use of Group Presentation Project as a Strategy to Enhance their Independent Learning ... 54
1. Suggestions for Each Student to Take Part ... 55
2. Suggestions for the Lecturers ... 57
xiii
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions ... 63
5.2 Recommendations ... 65
REFERENCES ... 68
xiv
LIST OF TABLES
Table Page
3.1 The Sample of the Closed-ended Questionnaire Form ... 31
3.2 The Participants’ Rating Scales Responses ... 34
4.1 Process of Doing Group Presentation Project ... 40
xv
LIST OF APPENDICES
Appendix Page
APPENDIX 1 The Blueprint of Questionnaire ... 72
APPENDIX 2 The Questionnaire ... 75
APPENDIX 3 The Interview Guide ... 78
1 CHAPTER I
INTRODUCTION
This chapter provides background information about the focus of the research and how it relates to the present context. There are six sections consist of research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
Learning strategy is important in the learning process. Learning strategy is the plan that is arranged by the teacher in order to encourage each student to take responsibility for their own learning (Orlich, Harder, Callahan, Trevision & Brown, 2007). It is aimed to help students reach their learning goals. One of the goals in learning is to improve the independent learning, because independent learning is not a standard given to the students but a goal to be achieved by the students (Kesten, 1987). Independent learning is the ability of students to be responsible for their task and life taking decision (Kesten, 1987).
the materials better and become more independent. Automatically, what the students find and learn by doing homework will be easy to remember. Therefore, the goal of giving homework itself is also to make the students learn better independently.
One of the learning strategies that the college students mostly do nowadays is group presentation project. It is also experienced by the students in English Language Education Study Program (ELESP) Sanata Dharma University. For example, some lecturers in particular courses assign their students to do group presentation project. Usually, the students are asked to make a group of four until six people. The groups are assigned to discuss particular topics on their groups. The week after, each group starts to present the discussion result in front of the class. What happens in the group presentation as a learning strategy is the interaction between the lecturer and all of the students (Singh, 2004). Thus, the other groups will listen to the presentation and give some comments as well as questions. The groups who are presenting must respond to the questions and comments given. All the group members are expected to know and understand about their own presentation topics.
3
responsibility that the students have will show that they are independent of their own learning process.
Nevertheless, not all of the students may have the same contribution in a group learning process. Some of students may be only waiting the other friends who are more active in their groups. Whereas everybody in groups must work at the same portion because each individual contribution is considered as an important thing (Bleakler & Carrigan, 1994). It is the time for the students to realize their independent learning that they must be more responsible for their project, even though it is a group project. It is expected that by doing group presentation, each student becomes more independent so that they can have more responsibility for their own learning process.
Perception plays an important role in making people aware of something. Ponty (1966) has proved it by stating that when people analyze and perceive something around them according to their senses and feeling, it makes people become conscious and they will take part in it immediately. In order to make the students aware of independent learning enhancement through group presentation, the students’ perceptions are needed to collect. Consequently, the researcher is interested to find out the students’ perceptions on the use of group presentation strategy to enhance their independent learning.
years ago. The previous research inspires the researcher to do this research. The first one was Sanjaya’s research on 2010, which discussed about the students’ and lecturers’ perception on the use of worksheet to enhance the independence in
learning. This research is different from Sanjaya’s research in terms of discovering the students’ independent learning through group presentation project. The second
one was Viviana’s research on 2013 about students’ perception on the implementation of group discussion in Basic Reading II. The difference between this research and Viviana’s is this research talks about the implementation of group presentation to enhance students’ independent in learning process. However, this
research is similar to the two previous research studies in focusing on the students’ perceptions.
B. Research Problems
In accordance with the research background, the researcher formulates two research problems to be answered as follows:
1. What are the ELESP Sanata Dharma University students’ perceptions on the use of group presentation strategy in the learning process to enhance their independent learning?
5
C. Problem Limitation
In order to limit the scope and the focus of the research, the researcher decides to investigate the use of group presentation strategy as the project to enhance students’ independent learning. This research focuses on students’ perceptions on the
use of group presentation strategy in the learning process to enhance their independent learning. It also focuses on students’ suggestions on the use of group presentation strategy in the learning process to enhance their independent learning. The researcher takes the data from the ELESP Sanata Dharma University students who have experienced the use of group presentation strategy in class. The researcher gathers the data from the two classes that have experienced the use of group presentation strategy in the academic year of 2014/2015. The researcher selects the two classes as the sample of this research because they are considered to have provided the data needed in the research. Moreover, it is also considered that the amount of the sample is sufficient for the research data and the sample represents the population of the research.
D. Research Objectives
There are two objectives to achieve in this research. They are:
2. To find out students’ suggestions on the use of group presentation in the learning process for improving students’ independent learning.
E. Research Benefits
This is an educational research which is expected to be beneficial for the development of education. The researcher wants to give contribution to the ELESP students, ELESP lecturers and future researchers.
1. English Language Education Study Program Students
The research will provide information about students’ perceptions on the use
of group presentation strategy to enhance students’ independent learning. Hopefully, this research will be beneficial for the students in ELESP Sanata Dharma University because the students often participate in doing group presentation project in the learning process. Although group presentation project is done in group, each student still needs to learn independently for preparing themselves before doing the presentation in front of the class. Therefore, this research is helpful to increase the students’ awareness on the use of group presentation strategy to enhance their
7
2. English Language Education Study Program Lecturers
This research wants to find out about students’ perceptions on the use of
group presentation strategy to enhance their independent learning. Also, it tries to discover students’ suggestions on the use of group presentation strategy in the
learning process in enhancing their independent learning. By doing this research, hopefully the lecturers can know their students’ perspectives on the use of group presentation strategy for their independent learning enhancement. Hopefully, some suggestions collected from the students will also be beneficial for the lecturers in implementing group presentation strategy to enhance students’ independent learning.
3. Future Researchers
This research talks about students’ perceptions on the use of group
presentation strategy to enhance students’ independent learning. It also talks about
students’ suggestions on the use of group presentation in the learning process to
conduct research on how group presentation project can influence students’
independent learning, the effects of group presentation project for students’
achievement, or students’ independent learning improvement with the other learning
strategies.
F. Definition of Terms
The researcher uses some important terms in this research. The researcher defines the terms in this section in order to clarify concepts and avoid misinterpretation. The terms discussed are perceptions, independent learning, learning strategy, and group presentation.
1. Perceptions
9
2. Independent Learning
Kesten (1987) says, “Independent learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner's own learning needs” (p. 5). Kesten’s statement describes a condition where learners are self-motivated by the environment around them to do their learning task (Kesten, 1987, p. 10). Independent learning must be regarded as a direction or goal to be pursued, not as an absolute standard (Kesten, 1987). In this research, independent learning is the ability of the ELESP Sanata Dharma University students become more independent of their learning process by interacting with their friends and doing the project assigned by the lecturer. Also, independent learning is one of the goals to be achieved by the students in order to make them become more responsible for their own learning needs.
3. Learning Strategy
lecturers’ or teachers’ way to help their students become more responsible in learning
process. In this research, learning strategy is the lecturer’s way for helping the ELESP Sanata Dharma University students to achieve the goal of learning more independently so that students can be more responsible for their own learning process through doing group presentation project.
4. Group Presentation
There are some definitions about group presentation. Pozzi and Persico (2010) say, “Group presentations allow students’ work to combine their different perspectives on a topic, research it, and create a presentation that reflects the groups’
conclusions” (p. 197). According to Jaques (1984), a group itself is an entity, but it
includes individual participation as members as well. It has been proven by Orlich et al. (2007) that discussion involves “an exchange of ideas, with active learning and participation by all concerned” (p. 249). Also, Orlich et al. (2007) say, “A classroom
11 CHAPTER II
REVIEW OF RELATED LITERATURE
There are two important parts that are discussed in this chapter as the guideline theories of the research. The first part is theoretical description, which talks about the theories directly related to the research. The second part is theoretical framework, which relates and summarizes the theories of the research.
A. Theoretical Description
This part discusses the theories about perception, independent learning, learning strategy, and group presentation.
1. Perception
There are many explanations that can be found about perception. Some of the description of perception will be explained briefly in this section.
a. Definition of Perception
be seen that everybody may perceive something in different ways based on their senses.
In addition, perception is the opinion that comes first in human mind unconsciously. When someone sees a thing, she or he will perceive something about that. Ponty (1996) describes perception as the thought about perceiving (p. 38). He says, “Perception would be a judgment, which, however, is unaware of the reasons underlying its own formation, which amounts to saying that the perceived object presents itself as a totality and a unity” (Ponty, 1996, p. 42). It can be seen that
perception is similar to the opinion that everyone has in mind automatically.
According to Noe (2004), perception is not something that happens to an individual, or in an individual; it is something that an individual does. He says “Perception is input from world to mind, action is output from mind to world, thought
is the mediating process. If the input-output picture is right, then it must be possible, at least in principle, to disassociate capacities for perception, action and thought” (p. 3). What a person perceives is determined by what that person does or knows about (Noe, 2004). It means the experience and knowledge of a person will also determine his or her perception.
Moreover, Altman, Valenzi and Hodgetts (1985) say that perception is someone’s view of reality and the process which enables every person to understand
13
also states, “Another reason to study perception is that it can help people become more aware of the nature of their own perceptual experiences” (p. 5). It means, in order to give opinion or share knowledge about something, people should have experienced it first so that they can perceive something real. By perceiving something people can also be more aware on it. Consequently, the way that someone is perceived on something will determine his or her behavior.
b. Factors Influencing Perception
There are some factors which can influence the perception of a person. Altman, et al. (1985) present four factors which influencing perception. They are selection of stimuli, organization of stimuli, the situation, and self-concept (p. 86).
1) Selection of Stimuli
According to Altman, et al., (1985) people focus on a small number only from all of the stimuli surrounded. This process is called as selection process. Every person selects stimuli based on the specific cues and filters, or screens, out the others. It is the reason of why each person can perceive things differently (Altman, et al., 1985).
2) Organization of Stimuli
certain items and putting them together in a meaningful way based on their experiences. The process of organizing the information help people categorize sensory input as well as reduce the complex information into the simpler categorization.
3) The Situation
The third factor which influences someone’s perception is the situation. The familiarity, expectation, situation and past experience of people may affect what they perceive. “Perceiving a situation accurately is also related to how well a person
adjusts his or her behavior to situations” (Altman, et al., 1985, p. 89).
4) Self-concept
The fourth factor which can influence perception is the self-concept. Altman,
et al. (1985) explains the way people feel about and perceive by themselves is known as self-concept. The way people see by themselves affects their perception of the world around. Thus, the self-concept is essential because people’s mental picture determines much of what can be perceived and done.
2. Independent Leaning
15
be directly experienced. It means that independent learning is actually the unconscious process which happens in the process of learning. Meyer, Haywood, Sachdev and Faraday (2008) state that:
There are a number of different terms used to describe independent learning; the most common being is self-regulated learning. All these different terms describe very similar themes and processes, including pupils having an understanding of their learning; being motivated to take responsibility for their learning; and working with teachers to structure their learning environment (p. 2).
Many terms are used to describe independent learning such as autonomous learning, independent study, self-directed learning, student-initiated learning, project orientation, discovery and inquiry, teaching for thinking, learning to learn, self-instruction and lifelong learning (Kesten, 1987, p. 9). All of them describe similar meaning about students’ independent learning. The process of students’ independent
learning in how they understand the lesson, how they become more motivated and responsible, and how they work with their environment are connected.
However, teaching and learning process can influence students’ independent learning. Aspin and Chapman (2006) as cited in Marshall (2007) perceive that “independent learning is based on activities which enable learners to take
project or homework given by the teacher is also a strategy to foster students’ independent learning.
Although independent learning is an individual matter, it does not merely involve the students’ activity in working individually (Meyer, et al., 2008). The process of having independent learning can be influenced by the students’ environment. The learning process and people around such as teachers and friends can help the students decide anything they need for their learning. When students can decide what they need for their learning process, they become more aware of their independent learning. As stated by Kesten (1987), “Independent learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner’s own learning needs” (p. 5).
Moreover, Knowles (1975) presents the theory of self-directed learning which usually takes place in association with various kinds of helpers, such as teachers, tutors, mentors, resource people and peers (as cited in O’Doherty, 2006). In this
17
There are some benefits which can be achieved by having independent learning. Meyer, et al. (2008) explain some benefits of independent learning. First, it can increase students’ academic performance. Academic performance is students’ skill of learning something and their achievement. Second, it increases students’ motivation, confidence and ability to engage in lifelong learning. Third, it allows the students to become more aware of their limitations as well as learn how to manage and overcome it. Forth, it enables the teachers to provide differentiated tasks for pupils. Those benefits are expected to be achieved by the students who are still learning in school or college because it is also important for their future life.
3. Learning Strategy
An instructional strategy is defined as the way that a teacher arranges and it is designed to establish interaction between the teacher, the students, and the subject matter, or any combination of these three dimensions (Singh, 2004). It means, learning strategy is a process that the students have in the learning process and it has a connection with their teachers or lecturers. The learning strategy that a teacher arranges for students is to help the students achieve their goal (Singh, 2004). Learning strategy can help the students succeed in achieving their learning goals. Moreover, Jean (2011) also says that learning strategy can provide students the opportunity to succeed in today’s schools (p. 1). It means that the students can be
lecturers have their own ways to facilitate the learning strategy for students to achieve students’ goal in the learning process.
It can be done by doing some ways like giving homework, letting the students discuss the material, asking the students to take notes, and many more. Because as a selector in instructional strategy, a teacher will do something like arranging a variety of media, including books, lecture notes, homework, visual aids, programmes, discussions, and laboratory experience (Singh, 2004). It is proven that homework can be one of the learning strategies for helping the students achieve their goal like understanding the subjects, becoming more respinsible and independent. As, Fellen and Conti (1989) state that learning strategies are the techniques used in order to accomplish learning task (as cited in Conti and McNeil, 2011). Therefore, learning strategy is expected to be beneficial for students’ independent learning in order to help them become responsible so that the students can be more independent of their own learning process.
4. Group Presentation
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assigning the students to form a small group to do a discussion and presentation for some learning topics in class. Every group member has to be responsible for the project because although it is a group project, the contribution of each group member is very important.
In addition, Bleakley and Carrigan (1994) state their opinion that, “Cooperative learning involves students working together in groups, with group goals
but individual accountability” (p. 15). The most essential part is that the students can understand the learning topics and how they learn to become more independent through their learning process together. It seeks each student’s awareness to be more independent in learning since it will be useful for the student’s own life. Therefore, each student in group project has to be aware of their responsibility during the process of doing group project.
a. The Use of Group Presentation Project to Foster Independent Learning
conclusion (Pozzi and Persico, 2010). Usually, the groups are assigned to choose or given a topic on which to report, then do the presentation at least 15 minutes; all group members must speak and a visual aid is required (Bridges, 2013).
b. The Effects of Doing Group Presentation Project to Foster Independent Learning
Group presentation project is a part of group work activity chosen as a strategy for students to learn independently. It is also a part of cooperative language learning. Richard and Rodgers (2001) define Cooperative Language Learning or CLL as an “approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom” (p. 193). They propose some goals of CLL in language teaching. They are:
to provide opportunities for naturalistic second language acquisition through
the use of interactive pair and group activities.
to provide teachers with a methodology to enable them to achieve this goal
and one that can be applied in a variety of curriculum setting.
to enable focused attention to particular lexical items, language structures,
and communicative functions through the use of interactive task.
to provide opportunities for learners to develop successful learning and
communicative strategies.
to enhance learners’ motivation and reduce learners’ stress and to create a
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In addition, CLL is regarded as a learner-centered approach to teaching which is held to offer advantages over teacher-fronted classrooms methods (Richards & Rodgers, 2001). It can be said that group presentation project constitutes as a part of CLL approach which is held to make the students become the active or independent learners in learning process. It has been proven by Gardner and Miller (1996) who say that effective group oral presentation in class is one of the tasks for independent language learning.
B. Theoretical Framework
There are two objectives to be discovered through this research. First, it is to find out students’ perceptions on the use of group presentation project to foster their
independent learning. Second, it collects students’ suggestions on the use of group presentation strategy in the learning process for improving students’ independent learning. To acquire the research objectives, this research implements four major guideline theories such as perception, independent learning, learning strategy and group presentation project. Those theories help the researcher to find out students’ perception and suggestion on the use of group presentation strategy in the learning process, whether or not it fosters students’ independent learning.
thought about perceiving. Noe (2004) states that perception is not something that happens to everybody but it is something everybody does. Through perceiving something which has been experienced, people will be more aware of it. It is because of the way that someone is perceived determines his or her behavior (Altman, et al., 1985). Accordingly, the researcher believes that ELESP Sanata Dharma University students may have different ways in perceiving something, because perception is the first judgment which comes out in mind based on their senses (Goldstein, 2009). In this research, the students in ELESP Sanata Dharma University can perceive their opinions and suggestions about group presentation in improving their independent learning because they have ever experienced the use of it in class. Hopefully, by perceiving their opinion about the topic discussed in this research, they can be more aware of their independent learning and make it better by the process they face during their study.
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being motivated to do something, they can be responsible for their learning needs. Hence, independent learning is related to self-motivation which can make the students be responsible to do the assignments (Aspin & Chapman, 2006, as cited in Marshall, 2007). The people around the students like their friends and teachers or lecturers can also influence students’ independent learning (Knowles, 1975, as cited in O’Doherty, 2006). Accordingly, the environment around the students is also
considered as the part of developing independent learning, since the people around the students like their friends and teachers or lecturers can also improve motivation.
other about an interesting area where concepts discussed in class have been or are actively occurring in group (Bridges, 2013).
Group presentation project is considered to help each student become more independent, because there is a consensus in the literature that independent learning does not merely involve pupils working alone (Meyer, et al., 2008). It is a part of teaching strategy which is included in cooperative language learning approach. Richard and Rogers (2001) proves that cooperative language learning (CLL) is regarded as a learner-centered approach. It is aimed to help the students learn more independently even though it is done in groups. Considering this, the students will understand the lesson easily and remember it more when they learn independently. Meyer, et al., (2008) add that by having independent learning the students will get some benefits. They can get more motivation, responsibility, awareness of their limitation and learn to manage it. Therefore, independent learning is not only beneficial for the students temporarily, but also important for their future life.
Finally, there are four major theories used as the guidelines of the research. The theories are about perception, independent learning, learning strategy and group presentation. All of the theories help the researcher to conduct this research and solve the problems of the research. First problem is about the students’ perceptions on the use of group presentation strategy to enhance students’ independent learning. Second, students’ suggestions on the use of group presentation strategy in the learning process
25 CHAPTER III
RESEARCH METHODOLOGY
This chapter explains the methodology used to conduct the research. There are six important parts discussed. They consist of research method, research setting, research participants, research instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
This was a survey research which was conducted in order to recognize the opinions of a large group of people on the use of group presentation strategy to enhance their independent learning. According to Fraenkel, Wallen and Hyun (2012), survey research is done if “the researcher is interested in the opinions of a large group of people about a particular topic or issue” (p. 393). Survey asks a number of questions, all related to the issue, to find answers (Fraenkel, et al., 2012, p. 393). Therefore, the researcher preferred to do survey because there were several questions asked to the respondents from a large group of students in ELESP Sanata Dharma University.
Descriptive research describes and interprets what is. It is concerned with conditions or relationships that exist; practices that prevail; beliefs, points of view, or attitudes that are held; processes that are going on; effects that are being felt; or trends that are developing. Its major purpose is to tell what is (p. 25).
Survey research was employed because the researcher could ask some questions about people’s beliefs, opinions, characteristics and behavior as a source of data in studies in educational field (Ary, et al., 2002). Therefore, the students’ perceptions on group presentation strategy in fostering their independent learning were recognized in this research. Students’ perceptions on the process and effects of doing group presentation project to foster their independent learning were the focus of the research.
According to Fraenkel, et al. (2012), there are two major types of survey; they are cross-sectional and longitudinal survey. The type of survey used in this research was the cross-sectional surveys. Cross-sectional survey collects information from a sample that has been drawn from a predetermined population and the information is collected at just one point in time (Fraenkel, et.al., 2012, p. 394). This type was selected because this research collected the information at just one point in time from the sample.
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questionnaire collected the students’ perception and suggestions on the use of group presentation for improving independent learning. The type of questionnaire items used was closed-ended and open-ended items. The second way was the personal interview by having a face-to-face interview with some of the respondents. The interview was aimed to dig out some questions deeply and elicit the information that could not be acquired through questionnaire.
B. Research Setting
The research was conducted in Philosophy of Science classes in the academic year of 2014/2015, ELESP Sanata Dharma University. First of all, the researcher gathered the data on Monday, 18 May 2015 through distributing the questionnaire at 07.00 a.m. in class I and at 09.00 a.m. in class J. Afterwards, the researcher did the interview on Wednesday, 20 May 2015 starting from 10 a.m. until 4 a.m. which was located at the corner of Mrican campus of Sanata Dharma University, Yogyakarta.
C. Research Participants
researcher did not simply study whoever is available, but rather use their judgment to select a sample that they believe, based on prior information will provide the data they need” (p. 99).
Therefore, the researcher gathered the data from the students that had experienced the use of group presentation strategy. The participants were from the ELESP Sanata Dharma University students in the academic year of 2014/2015. The researcher selected the participants as the sample of this research because the participants were considered to have provided the data needed in the research. During the semester these students had experienced the use of group presentation project. There were 61 participants of this study. The students happened to be in the Philosophy of Science classes. They were from I and J classes and these two classes had the lesson on the same day. Thus, the researcher decided to take the data from them. The participants selected were believed to provide the data needed because they had experienced the use of group presentation project several times during their learning process. Moreover, it was also considered that the amount of the sample was sufficient for the research data and the sample represented the population of the research.
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instrument, questionnaire. After that, four (4) students were selected to be interviewed; there were two students selected from each class. They were selected based on the consideration of their highest and lowest score from answering the questionnaire. It revealed their perceptions of the statements given in the questionnaire. The highest score represented positive responses and the lowest score represented negative perceptions.
D. Research Instruments and Data Gathering Technique
This is one of the essential parts in this chapter. This part describes the questionnaire and interview as the instruments employed in doing the research. In addition, it talks about the techniques of collecting the data.
1. Instruments
This research used two instruments such as questionnaire and interview. As Cohen, Manion & Morrison (2003) say, questionnaire and interview are common to be used in collecting the survey data.
a. Questionnaire
respondents (Hopkins, 1976). It was common to be employed in collecting survey data because it was quick to complete and straightforward to code (Cohen, et al., 2003, p. 396). Therefore, the use of questionnaire in this study was important to help discover the answer to the research questions.
The questionnaire items in this research were categorized in closed-ended and open-ended items. The items were made by forming some statements that were taken from related theories of the topic in this research. For detailed information, readers could see the blueprint in Appendix 1. There were 20 closed-ended items provided and each item had four degree of agreement options to be selected. The degree of agreement options provided were strongly agree, agree, disagree and strongly disagree. The degree of agreement used in the questionnaire was based on Likert scale with four degree of agreement which had one to four scales (Brown & Rodgers, 2002, p. 120). The scales were four (4) for strongly agree, three (3) for agree, two (2) for disagree and one (1) for strongly disagree. The scales were merely used to count the total score of closed-ended questionnaire from each respondent. There was no undecided option in the questionnaire. So, the respondents could directly express their answers, whether they agreed or disagreed with each statement. The items of the questionnaire were divided into two parts; they were about the process and the effects of group presentation to foster students’ independent learning. The sample of the
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Table 3.1 The Sample of the Closed-ended Questionnaire Form
Statements Strongly
In addition, there was one open-ended item to collect students’ suggestions on the use of group presentation strategy. It was aimed to make the respondents feel free to share their answer honestly. As stated by Cohen, et al. (2003), open-ended question enables the respondents to respond freely in their own term (p. 248). Besides, it can catch the authenticity, richness, honesty and depth of response from the respondents (Cohen, et al., 2003, p. 255).
b. Interview
The second important instrument in this research was interview. Interview was chosen because through communication people can share their opinion, knowledge and understanding easily. It could complete the data which cannot be found out through questionnaire and asked some questions deeply. As Cohen, et al. (2003) say “interview may be used in conjunction with other methods in a research undertaking” (p. 268). In addition, interview in this research was aimed to clarify the
The type of the interview which was conducted was semi structured and personal interview. The semi structured interview was chosen because it was flexible to use. The collection of questions was planned first as the guideline in doing the interview. When the interview was going on, the questions could be directly expanded according to the situations and needs. It is a kind of informal type of interview, as suggested by Ary, Jacobs, and Razavieh (1972) that “free questioning of
the subjects is possible regarding their views, attitudes, beliefs, and other information” (p. 174). There were four open-ended questions provided as the guide of the interview (Appendix 3). Four students were interviewed to share their answer to the questions about their perception on the use of group presentation strategy whether or not it improved their independent learning. They were chosen due to their highest and lowest score of answering the questionnaire.
2. Data Gathering Technique
There were two ways of gathering the data in this research. The first way was by distributing the questionnaire to 61 ELESP Sanata Dharma University students in the academic year of 2014/2015. It was done after the researcher was permitted to do the data gathering by the students and the lecturer, just to make sure that they wanted to help the researcher do this research. The researcher explained to the students about the topic of the research and how to fill the questionnaire.
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appointment to do the interview. They were interviewed personally to establish deep and honest answers. Obviously, it was aimed to dig out more data from the interviewees. The researcher also recorded the talk during the interview.
E. Data Analysis Technique
To deal with the data analysis techniques, the researcher analyzed the data which had been obtained through the questionnaire and interview. The data were compared and contrasted to the theories from the previous chapter. It was the theories about group presentation project’s process and effects to foster students’ independent learning. Then, the data were analyzed and interpreted into description.
However, there were some steps done to process the descriptive data. Firstly, the data from closed-ended questionnaire were put into table (Table 3.2). The table contained the numbers of each item, statement, and students’ responses in the degree
of agreement. The degree of agreement answered by each student was calculated into raw data and converted into percentage. In order to count the raw data into percentage, the researcher used a formula as follows.
x = the number of respondents who choose the degree of agreement
n = the total number of all respondents �
Table 3.2 The Participants’ Rating Scales Responses
Then, the researcher analyzed the statements in closed-ended questionnaire and interpreted the responses of each statement based on the rating scales data. It was to explain the findings of the first research question about students’ perceptions.
Additionally, the findings of the closed-ended questionnaire were supported by the data from the interview. The data of the interview itself were transcribed first. After that, the researcher interpreted and coded the answers from the interviewees in written form. The data from the interviews were useful to support the previous data from closed-ended questionnaire, which was meant to help answer the first research question. In addition, the coding of the interview result itself was applied in Appendix 4.
Secondly, the researcher collected the data of open-ended questionnaire to obtain the answers to the second research question. It was about students’ suggestions
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F. Research Procedure
There were several steps that had been done in doing this research. They were as follows.
1. Deciding the topic of the research
To begin with, the researcher selected the topic of the research first. The researcher selected the topic through some consideration and consultation with the thesis advisor.
2. Formulating the research questions
After a topic had been selected, the researcher formulated the research problems into two research questions. The research problems became the focus to be discovered through this research. They were the students’ perceptions and suggestions on the use of group presentation strategy to enhance their independent learning.
3. Proposing the research proposal
4. Preparing the research instruments
The researcher prepared the instruments for taking the research data. There were two instruments applied in collecting the data. They were questionnaire and interview. In preparing the instruments, the researcher prepared the blueprint and then did the piloting for each instrument.
5. Distributing the questionnaire
The first way to collect the data was by distributing the questionnaire to 61 respondents. It was obtained from the English Language Education Study Program Sanata Dharma University students in the academic year of 2014/2015. After that, the researcher analyzed the results of the questionnaire. 6. Doing the interview
As the continuation of gathering data from the questionnaire, the researcher interviewed four (4) students as the representatives of all the respondents. Then, the researcher transcribed and interpreted the information gathered from the interview.
7. Explaining and discussing the data collected
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8. Concluding the research
The researcher concluded the major findings of the research and recommended some suggestions for future researchers.
9. Reporting the results
38 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter discusses the results of the research. The results were acquired through the questionnaire and interview. There are two main parts of discussion in this chapter. The first part discusses the students’ perceptions on the use of group presentation strategy to improve their independent learning. Students’ perceptions were obtained through analyzing the data of closed-ended questionnaire and interview. Next, the second part discusses the students’ suggestions on the use of group presentation strategy to improve their independent learning. To find out
students’ suggestions, the data of open-ended questionnaire were examined.
A. Students’ Perceptions on the Use of Group Presentation Project to
Enhance their Independent Learning
The discussion on this part aimed to answer the first problem of the research. The researcher employed a questionnaire and an interview in order to obtain the answer. Additionally, this research employed some theories as the guideline to support the findings of the research. The theories were concerned with the process and the effects of doing group presentation project in influencing or fostering
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presentation project to foster their independent learning. Then, the second one talked
about students’ perceptions on the effects of doing group presentation project to foster their independent learning.
1. The Process of Doing Group Presentation to Foster Independent Learning
This subsection discussed students’ perceptions on the process of doing group presentation project. The focus was on the students’ experiences of the process of doing group presentation project which affects their independent learning. Altman, et al. (1985) said that what someone perceives through his or her real experience is related to how they behave. Therefore, this research expected that the students can be more aware of his or her independent learning and improve it by perceiving their opinion on it through the questionnaire. There were ten statements about the process of doing group presentation project in the questionnaire and the students gave their responses to each statement. The results of the questionnaire were summarized in Table 4.1.
Each statement in Table 4.1 inquired about the process of doing group presentation project of the students. According to Meyer, et al. (2008), independent learning does not merely involve pupils working alone. Thus, the first two statements
asked the students’ opinions on their learning process with their friends and lecturer.
strongly agreed, 44.3% of the students agreed, and none of the students disagreed as well as strongly disagreed with the statement.
Table 4.1 Process of Doing Group Presentation Project
No. Statement
2. I consult my lecturer when I am confused about
my group presentation topic. 26.2% 67.2% 6.6% 0.0%
3. I explore about the presentation topic with my
friends in group. 41.0% 59.0% 0.0% 0.0%
4. I combine my perspective about the topic with
my friends in group. 47.5% 52.5% 0.0% 0.0%
5. I take part in preparing a group presentation. 67.2% 32.8% 0.0% 0.0%
6. I share the information about the topic with my
friends in group. 62.3% 37.7% 0.0% 0.0%
7. I study the topic of discussion on my own. 19.7% 55.7% 24.6% 0.0%
8. I study the topic of discussion with my friends
in group. 39.3% 59.0% 1.6% 0.0%
9. I master the presentation materials because
every group member should speak. 19.7% 70.5% 9.8% 0.0%
10.
I practice with my friends before the
presentation begins because of the time
estimated.
4.9% 36.1% 54.1% 4.9%
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The 26.2% of the students strongly agreed and 67.2% of the students agreed with it. Otherwise, there were 6.6% students who disagreed to do consultation to their lecturer. None of the students answered strongly disagree with statement number two. The researcher concluded that the entire students had experienced the process of doing group presentation project during their study in college. Moreover, the students did not only interact with their friends in doing the project, but also with their lecturer during the learning process. The relationship between students and lecturer was required to support independent learning development (Meyer, et al., 2008, p. 3).
“I give my ideas I do like gives my ideas and contributes many ideas or my
critical thinking into my presentation if I agree then I will say I agree, if I disagree then I will say I disagree. And then, why I disagree I will give my explanation and I will combine to the theory…” (Interviewee #4)
Based on the answer from Interviewee #4, it showed that the students truly shared something. In order to share something, obviously each student was considered to have information about the topic discussed for their project. Then, they shared different information that they had collected to have better and complete information.
Then, the fifth statement asked all of the students if they took part in preparing a group presentation or not. It was proven by 67.2% out of all students who strongly agreed and 32.8% of the students agreed with statement number five. No students responded disagree and strongly disagree with this fifth statement. It meant that they had a responsibility for their project because they also needed to learn. According to Pozzi & Persico (2010), group presentation project gives chance to the students to combine their different perspective on a topic discussed, research it, and create a presentation based on their conclusion in their group’s work (p. 197).
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strongly disagreed with statement number six. In fact, almost all of the students learned together to make them know more about certain topics discussed in group presentation project.
Therefore, students’ contribution was needed in doing group presentation
project. Although it was a group project, individual contribution was considered for the group. It was supported by the answers of some students in the interview. They said that they gave a lot of contribution through finding out about the information beyond the theory, sharing the information, and making the presentation. One of the interviewees explained about the contribution that was usually given by the interviewee.
“I will find out the information of the topic that we will discuss later and we
will present in front of the class. So, I will find the information and then the
theory beyond the topic.” (Interviewee #3)
The students could also help each other understand the material of the discussion better. An interviewee also explained the contribution of helping the others during doing group presentation project.
“…I do my work first and then if there are or there is friend that need help so I
will help them as best as I can …” (Interviewee #2)
