The Process of Doing Group Presentation to Foster Independent Learning
41 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. The third statement dealt with whether or not the students explored about the
topic of presentation with their friends in group. There were 41.0 and 59.0 students who strongly agreed and agreed with this statement. There was neither
disagreement nor strongly disagreement responses to this statement. After that, the statement number four showed that the students combined their perspective about the
topic discussed with their friends in group. There were 47.5 out of all students who strongly agreed and 52.5 of the students agreed with statement number four.
Whereas, none of the students disagreed or strongly disagreed with statement number four. It meant that more than half students who explored about the topic of the
presentation and combined their different perspectives. These findings were strengthened by the statement of some students who were interviewed. An
interviewee stated that:
42 “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 c
ombine 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 concl
usion in their group’s work p. 197.
Moreover, group presentation project allows the students to teach each other about an interesting part of knowledge on the theory discussed that they know
Bridges, 2013. From the sixth statement, 62.3 out of all students strongly agreed that they shared the information about the topic with their friends in group. There
were 37.7 of the students who agreed, while none of the students disagreed or
43 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 t hem as best as I can …” Interviewee 2
Based on the answer of interviewee 2, it was explained that group presentation project bridged the students to understand the lesson better by learning together.
However, it needed the process of independent leaning in order to share some
44 information. It was considered for each of them to learn and find the information
about the topic. Next, the seventh statement asked whether or not the students studied the
topic of their group presentation project which was discussed on their own. There were 19.7 of the students who strongly agreed and 55.7 of the total students who
agreed that they learn the topic of discussion on their own independently. The other 24.6 of the students disagreed and none of the students strongly disagreed with the
statement. Most of the students said that they learned the topic of the discussion on their own. It described that if the students wanted to share something so they should
learn about it too independently. The eighth statement asked whether students studied the topic of discussion
with their friends in group. The result in Table 4.1 showed that most of the students studied the topic of the discussion with their friends in group. The 59.0 out of all
students strongly agreed and 39.3 of the students agreed with it. A few numbers of the students did not study the topic of the discussion with their friends in group. It
was about 1.6 of the students who disagreed with it and none of the students who chose strongly disagree.
The seventh and eighth statements were supported by Knowles’s 1975
theory in O’Doherty 2006 which describes a process of independent learning in
which each individual takes the initiative for their own learning needs with or without
45 others. Based on the responses of the students to the seventh and eighth statements,
the researcher concluded that the students took initiative to learn on their own as well as with the help of the people around them like their friends or group members.
Likewise, the important thing to do in doing group presentation project was the preparation before the presentation began. Therefore, the ninth statement asked
whether the students mastered the presentation materials or topics because every group member should speak. According to Bridges 2013, group presentation is
usually done at least in fifteen minutes and all of the members in group must speak. The result showed that most of the students mastered the topics because there were
19.7 of the students who strongly agreed and 70.5 of all the students who agreed with it. There were 9.8 of the students who disagreed and none of the students who
strongly disagreed with the ninth statement. The tenth statement asked whether the students practiced with their friends before the presentation began or not. There were
54.1 of the students who disagreed and 4.9 of the students who strongly disagreed that they practiced before the presentation. Besides, there were 4.9 of the students
who strongly agreed and 36.1 of the students who agreed that they practiced with their friends in group before presenting the result of the discussion. To sum up, the
responses to the ninth statement showed that the students had positive responses to mastering the materials as the preparation because they should speak. The tenth
statement also showed positive result that many students practiced with their group
46 members for their presentation. On the other hand, not all of the students prepared
themselves in their group anymore before the presentation began. Finally, Table 4.1 consisted of the statements about the process of doing
group presentation project as well as the responses of the respondents. The result was shown in Table 4.1 that most of the students agreed with the statements provided. It
was answered based on their own experiences during their study. Finally, the researcher concluded that the students had positive perceptions on the process of
doing group presentation project to foster their independent learning.