STUDENTS’ PERSPECTIVE ON ORAL PRESENTATION AS A STRATEGY
TO ENHANCE STUDENT AUTONOMY
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Institusion
Universitas Jambi
Author
Nurhidayatullah, Nurhidayatullah
Subject
L Education (General)
Datestamp
2020-07-06 03:06:07
Abstract :
The irrelevance of the implementation of a traditional style or teacher-centered activity in learning activities in this 21st century, especially for university students, has become one of the reasons to promote student autonomy. Hence, an oral presentation can be used as a strategy to enhance student autonomy. Yet, student?s perspectives and the autonomous learning process could be different from one another while applying the oral presentation activity in the classroom. Therefore, the purpose of the present study is to investigate the students? perspective on oral presentation as a strategy to enhance student autonomy. There were two questions addressed. The first question explored the students? perspective on oral presentation as a strategy to improve student autonomy, and the second question discussed the student autonomy process while using oral presentation strategy. The method and design used in this research were mixed methods explanatory sequential design. There were two instruments used to obtain the data, namely questionnaires and interviews. There were 80 students of the academic year 2017 and 2018 participated in the survey, and eight students were interviewed. Based on the discussion, there were two results gained from the study. First, the students did perceive that using an oral presentation can enhance student autonomy. Second, the process of student autonomy while using oral presentation strategy is divided into three phases, namely the forethought phase, performance phase, and self-reflection phase. Keywords: Oral presentation, learner autonomy, students? perspective, mixed-methods.
The irrelevance of the implementation of a traditional style or teacher-centered activity in learning activities in this 21st century, especially for university students, has become one of the reasons to promote student autonomy. Hence, an oral presentation can be used as a strategy to enhance student autonomy. Yet, student?s perspectives and the autonomous learning process could be different from one another while applying the oral presentation activity in the classroom. Therefore, the purpose of the present study is to investigate the students? perspective on oral presentation as a strategy to enhance student autonomy. There were two questions addressed. The first question explored the students? perspective on oral presentation as a strategy to improve student autonomy, and the second question discussed the student autonomy process while using oral presentation strategy. The method and design used in this research were mixed methods explanatory sequential design. There were two instruments used to obtain the data, namely questionnaires and interviews. There were 80 students of the academic year 2017 and 2018 participated in the survey, and eight students were interviewed. Based on the discussion, there were two results gained from the study. First, the students did perceive that using an oral presentation can enhance student autonomy. Second, the process of student autonomy while using oral presentation strategy is divided into three phases, namely the forethought phase, performance phase, and self-reflection phase. Keywords: Oral presentation, learner autonomy, students? perspective, mixed-methods.
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