23 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.
The next theory used is about learning strategy. Learning strategy is important in the learning process in order to help the students achieve the goal of being more
independent. It attempts to facilitate the students in understanding their lesson as well as becoming more independent. There are many kinds of strategies that a teacher can
give to the students Singh, 2004. For example, the strategy chosen in this research is by assigning the students to do group presentation project with five to six students in
each group. The students have to discuss the topics of learning and present them in front of their teacher or lecturer and friends in class. Even if the project is done in
group; each student has a responsibility to know everything that is being discussed. Later, all of the students have a duty to speak up for the presentation. As the
preparation, the students need to learn independently and share their knowledge with their friends in group. Group presentation project allows the students to teach each
24 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 in enhancing their independent learning.
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. Survey research was classified as one of descriptive research categories. Ary,
Jacobs, and Razavieh 2002 describe survey as one of descriptive research in education because:
26 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. S tudents’ 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. In doing the survey, the researcher applied two modes of the data gathering.
The first way was the direct administration to a group, which was done by distributing questionnaire to all of the students at the same time in class. The
27 questionnaire collect
ed 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 20142015, 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
The participants of this research were chosen based on the purposive sampling method. It was the way of selecting the research participants by using judgment that
the participants could become the sample to provide the data needed for the research. In this research, the researcher chose the sample based on the judgment and belief
that the participants of the research had experienced in doing group presentation project during their study. Fraenkel, et al.
2012 say that “in purposive sampling the
