61 recommendation was determined by the number of the students in class Pozzi
Perciso, 2010, p. 68. It was meant that the criteria about students’ choosing their own
group members could be considered by the lecturers depended on the condition of the class.
On the other hand, Jaques 1984 stated that there were no exact criteria which defined a group of learning. He explained that small group could be better due to the
consideration that everyone would give their participation. Wenger 1998 said that small group work activity influenced the students to be active learners and fostered
their individual responsibility to achieve their goals of learning and joint enterprise as cited in Pozzi and Perciso, 2010. It was shown that the students might become
more active when they work in a small group in group presentation project which would foster their independent learning.
To conclude, there were three classifications of suggestions for group presentation project. They were related to the participation, lecturers
’ monitor, and group m
embers’ criteria. First, the contribution of each student while doing group work would determine his or her autonomy as well as interaction with others. Second,
the students needed more monitoring from their lecturers in terms of giving time for consultation and providing
students’ peer feedback activity too. Third, the students suggested working on a small group for doing group presentation project. If it was
possible they wanted to work with the friends that they might choose on their own. As Knowles 1975 said, independent learning was a process in which related to an
62 interdependence process of learning as cited in
O’ Doherty, 2006. Students’ independent learning was associated with various kinds of helpers such as teachers,
tutors, mentors, resource people and peers Knowles, 1975 as cited in O’Doherty, 2006. Therefore, the process of fostering independent learning was influenced by the
environment around the students. The learning activity assigned by the lecturers and friends of the students in class itself as the example. It was also supported by the
Kesten’s statement 1987 that independent learning was the process in which the learners in conjunction with relevant others can describe their own learning needs.
63
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This is the last chapter of the research. It presents the conclusions of the major findings which are discussed in Chapter IV and the limitations of the study. In
addition, this chapter provides recommendations for the students, lecturers and future researchers.
A. Conclusions
There were two conclusions based on the research problems of this research. The first research problem was students’ perceptions on the use of group presentation
strategy to improve their independent learning. The second research problem was students’ suggestions on the use of group presentation strategy to improve their
independent learning. The first conclusion was acquired through closed-ended questionnaire and
interview. The process and effects of group presentation project to foster students’ independent learning became the two important points perceived by the students
through closed-ended questionnaire. Based on the result of the data obtained, the students had positive perceptions on group presentation project to improve their
independent learning. It was proven that the students had experienced the process of
64 doing group presentation project. By doing the process of group presentation project,
the students got some effects for themselves and it fostered their independent learning.
The second conclusion was the students’ suggestions on group presentation
project. The data of the suggestions were obtained through open-ended questionnaire. The students had positive suggestions on the implementation of group presentation
project to enhance their independent learning. They gave some suggestions to make group presentation project be a better way to foster independent learning.
There were three points of classification for the suggestions. First, the students shared their feelings about the participation of each group member in group
presentation project. They suggested that each student should be more cooperative, which meant that all of the students should participate in doing the project. Each
student should find out the information about the topic of discussion that was going to be presented. They should learn and share it within their group. Second, the students
suggested that they needed to be monitored by their lecturers. The students wanted to have more time for consultation with their lecturers. Also, the students requested the
lecturers to provide peer feedback for them to do after doing group presentation project. Third, the students suggested that it would be much more effective if they
were working on a small group and choosing the members of the group on their own. However,
students’ suggestion on choosing their own group members could be considered by their lecturers depended on the condition of the class. To sum up, the
65 students believed that those three important points were needed to improve a better
group presentation project for enhancing their independent learning.
B. Recommendations
After presenting the conclusions of the research, the researcher recommends several things related to this research. The recommendations are intended for the
English Language Education Study Program students, English Language Education Study Program lecturers and future researchers.
1. For English Language Education Study Program Students
This research provides some suggestions for the students of the English Language Education Study Program, especially in Sanata Dharma University. The
students are often to do group presentation project in their learning process that is assigned by their lecturers nowadays. It is recommended that in doing group
presentation project, the students should give more active contribution in their groups as well as learn on their own. They can read a lot to find out information about the
topic discussed in group. They should share their knowledge in group and learn by themselves again. Despite their cooperation in group, their own effort of studying
independently is also needed as the preparation for the presentation project in group. As a result,
students’ independent learning can be enhanced through the process of doing group presentation project.
