PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · Students of Critical Listening and Speaking 2 ......

PECHA KUCHA IN LEARNING CLS 2:

A PHENOMENOLOGICAL STUDY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Hanung Yulianto

Student Number: 111214070

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Hanung Yulianto

Student Number: 111214070

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


iv

STATEMENT OF WORKS ORIGINALITY

I honestly declare that the thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotation and

references, as a scientific paper should.

Yogyakarta, 20 January 2016

The Writer

Hanung Yulianto

111214070


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN

AKADEMIS

Yang bertanda tangan di bawah ini saya mahasiswa Universitas Sanata Dharma:

Nama : Hanung Yulianto

Nomor Mahasiswa : 111214070

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:



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, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikian pernyataan ini kami buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 20 Januari 2016

Yang menyatakan

Hanung Yulianto


vi

ABSTRACT

Yulianto, Hanung. (2016). Pecha Kucha in Learning CLS 2: A Phenomenological

Study.Yogyakarta: English Language Education Study Program, Department of

Language and Arts, Faculty of Teachers and Training and Education, Sanata

Dharma University

A presentation is one of the techniques that is used in a learning activity.

Students of Critical Listening and Speaking 2 actively contributed in the

presentation in the class. There was a new way of presentation with twenty slides

which was called Pecha Kucha. It allowed presenters to speak in twenty seconds

in each slide. The use of students presentation like Pecha Kucha in the CLS 2

class gives meanings to the students. It supports students experiences toward

their self-development.

The researcher investigated students experiences in the implementation of

Pecha Kucha in the CLS 2 class. The research was intended to identify meanings

of Pecha Kucha based on students experiences. The research was aimed to

explain students experiences by answering a research question. It was what Pecha

Kucha means to students in the CLS 2 class.

The researcher conducted in-depth interview to three participants about

their lived-experiences regarding Pecha Kuchas implementation in the CLS 2

class using a phenomenological research method. The results of the interview

were processed and analyzed by Moustakas phenomenological steps.

As the result, the research showed participants stories and interpretations

regarding the implementation of Pecha Kucha technique in the CLS 2 class. There

were five general themes which appeared from the data elaborated. They were

creativity, self-development, effective learning, adaptation and opportunity. The

creativity was built from materials which were organized by students. Pecha

Kucha helped students self-developments. They were self-efficacy, improvisation

skills, self-confidence, and self-evaluation. The effective learning happened in

Pecha Kucha since students actively participated. Students were trained to use a

new way of presentation. Furthermore, Pecha Kucha provided many opportunities

for students to learn.

Keywords: Presentation, Pecha Kucha, CLS 2 class, phenomenology


vii

ABSTRAK

Yulianto, Hanung. (2016). Pecha Kucha in Learning CLS 2: A Phenomenological

Study. Yogyakarta: Program Studi Bahasa Inggris, Jurusan Pendidikan Bahasa

dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Sanata Dharma University

Presentasi merupakan salah satu teknik yang digunakan dalam kegiatan

pembelajaran. Ada teknik presentasi baru dengan dua puluh tampilan yang

disebut Pecha Kucha yang mana para pembicara harus berbicara selama dua

puluh detik per tampilannya. Para siswa berkontribusi secara aktif dalam

presentati di kelas. Penggunaan presentasi seperti Pecha Kucha di kelas CLS 2

memberikan beberapa makna kepada para siswa.Pecha Kucha juga mendukung

pengalaman para siswa guna pengembangan diri.

Peneliti menginvestigasi pengalaman tiga partisipan terhadap penerapan

Pecha Kucha di kelas CLS 2. Penelitian ini dimaksudkan untuk mengidentifikasi

apa macam-macam perkembangan diri yang dialami para murid terutama dalam

penggunaan teknik Pecha Kucha. Penelitian ini ditujukan untukmenjelaskan

pengalaman-pengalaman para murid dengan menjawab rumusan masalah

yakniApa arti Pecha Kucha untuk para murid di kelas CLS 2?

Peneliti menggunakan wawancara mendalam kepada ketiga partisipan

tentang pengalaman hidup mereka terkait dengan penerapan Pecha Kucha di

kelas CLS 2 menggunakan metode penelitian fenomenologi. Hasil dari

wawancara akan diproses dan dianalisa dengan menggunakan langkah-langkah

fenomenologi dari Moustakas.

Sebagai hasilnya, peneliti memaparkan cerita dari partisipan dan

tafsirannya berhubungan dengan penerapan teknik Pecha Kucha di kelas CLS 2.

Ada lima tema umum yang didapat dari elaborasi data yaitu kreativitas,

pengembangan diri, pembelajaran efektif, adaptasi, dan kesempatan. Kreativitas

dibangun dari penyusunan materi dari para siswa. Pecha Kucha membantu

perkembangan diri siswa diantaranya keyakinan diri, kemampuan improvisasi,

kepercayaan diri, dan evaluasi diri. Pembelajaran efektif terjadi di Pecha Kucha

selama para siswa ikut serta secara aktif. Para siswa juga dilatih untuk

menggunakan cara baru berpresentasi. Selanjutnya, Pecha Kucha memberikan

banyak kesempatan untuk para siswa untuk belajar.

Kata kunci: Presentation, Pecha Kucha, CLS 2 class, phenomenology


viii

ACKNOWLEDGEMENTS

My first gratitude goes to Allah SWT for giving me a long life. Therefore,

I could still feel the warmth of the world. I thank Him for strengthening my Iman

and finally I could finish my thesis. I believe that He is my wonderful advisor and

counselor when I give up and deal with many responsibilities. Alhamdulillah is

the best word to be delivered to show my big gratitude.

I dedicate my big appreciation for my advisor. It is directed to Fidelis

Chosa Kastuhandani, S.Pd., M.Hum., for his valuable time, patience,

suggestion, advice, feedback and guidance which cannot be counted from the

beginning until the end of working with my thesis. I also thank him for his

kindness to be my academic advisor for five years.

I would like to thank Patricia Angelina Lasut, M.Hum., as a lecturer of

Critical Listening and Speaking 2 class who already gave me much information

about my research topic. I would also like to dedicate my thesis to the three

students of CLS 2 who were willingly to be my participants. They inspired me a

lot by listening to their experiences and story. I hope that they could continue their

dreams as the candidate of English teachers.

My deep gratitude goes to my beloved parents, Nuryanto and Sulastri for

their prayers, support and unconditional love. I would like to thank my brother,

Yuda Priambodo, and my Grandmother, Hadi Suwarno, who always color my

life and support me that I could finish my thesis.

Next, I thank Sari, Nadia, Rini, Tata, Indri, Raras, Fanni, Fanda, Sri

and Denyk who have supported me to finish my thesis soon. They always gave

me suggestions and advice when I almost gave up. They also accompanied me

when I was up and down so that I could still survive to finish my thesis.

Furthermore, I would alsolike to thank Cabbage Hair Crew which

consists of Adityo Prawinanto, Gilang Panji Sadewo, Muhammad Eka

Amperawan, Muhammad Aditya Setyawan, Leonardus Indramarwan,

Yosua Adi Wicaksana, Gregorius Gyan Puruhito, Alexander Pramudya and


ix

Faadilah Malik Akbar. They have helped me to give information and also

suggestions for my thesis. I learned many lessons from them therefore I could

grow up happily among them.

Finally, I would like to thank all of PBI students which know me and

support me. May Allah bless them all.

Hanung Yulianto


x

TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES .............................................................................................. ii

STATEMENT OF WORKS ORIGINALITY ...................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................ v

ABSTRACT ........................................................................................................... vi

ABSTRAK .............................................................................................................. vii

ACKNOWLEDGEMENTS ................................................................................. viii

TABLE OF CONTENTS ........................................................................................ x

LIST OF FIGURES ............................................................................................. xiii

LIST OF APPENDICES ...................................................................................... xiv

CHAPTER I.INTRODUCTION ............................................................................. 1

A.Research Background .............................................................................. 1

B.Research Problem .................................................................................... 3

C.Problem Limitation .................................................................................. 4

D.Research Objectives ................................................................................ 5

E.Research Benefits .................................................................................... 5

F.Definition of Terms .................................................................................. 6

1.Critical Listening and Speaking 2 .............................................. 6

2.Pecha Kucha .......................................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ...................................... 8

A.Theoretical Description ........................................................................... 8

1. Type and aspect of presentation ...................................................8


xi

a. Materials ..................................................................................9

b. Pecha Kucha ..........................................................................10

2.Language learners ............................................................................14

a. Definition and role of learners ...............................................15

b. Language learning .................................................................16

3. Speaking skills ................................................................................14

4.Integrated listening and speaking skills ...........................................19

B.Theoretical Framework .......................................................................... 21

CHAPTER III.METHODOLOGY ....................................................................... 25

A.Research Method ................................................................................... 25

B.Research Setting .................................................................................... 31

C.Research Participants ............................................................................. 32

D.Instrument and Data Gathering Technique ........................................... 34

E.Data Analysis Technique ....................................................................... 34

F.Research Procedure ................................................................................ 35

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION .......................... 37

A.Text description ..................................................................................... 37

1. Story of Participant 1 .....................................................................37



B.Interpretation ......................................................................................... 41

1.Creativity ..........................................................................................42

2.Self-developments ............................................................................44


xii

3.Effective learning .............................................................................47

4.Adaptation ........................................................................................49

5.Opportunity ......................................................................................50

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 52

A.Conclusions ........................................................................................... 52

B.Recommendations ................................................................................. 54

REFERENCES ...................................................................................................... 56

APPENDICES ...................................................................................................... 60


xiii

LIST OF FIGURES

Page

Figure 2.1 Construct of the research ................................................................. 24

Figure 3.1Phenomenological steps .................................................................... 29


xiv

LIST OF APPENDICES

Page

Appendix 1 Interview Guidelines .................................................................... 61

Appendix 2 Verbatim of Research .................................................................. 62

Appendix 3 Sample of Bracketing and Horizonalization ................................ 84

Appendix 4 Sample of Textual and Structural Subject 1,2,3/A,B,C ............... 86

Appendix 5 Transcripts of reflection ............................................................... 90


1

CHAPTER I

INTRODUCTION

This chapter provides an introduction of the study. It consists of a research

background, a research problem, problem limitations, research objectives,

research benefits, and definition of terms. They provide some information related

to the research topic.

A. Research Background

There are some activities that are applied in a speaking class. There are

also some effective techniques to teach the speaking class. They are presentation,

small discussions, debates, songs and games. One of the challenging activities to

train students speaking skill is having presentation individually. However, an

individual presentation is an opportunity for a person to get some practices in

speaking in front of a group.The English Language Education Study Program of

Sanata Dharma University provides students with Critical Listening and Speaking

2 (CLS 2) in the fourth semester. It is a course with an integrated learning which

focuses on a development of the listening and speaking skill. In CLS 2, there was

a teaching technique called Pecha Kucha which was similar to havea presentation

individually with twenty slides. According to Dytham (2015), it is

a presentation style in which twenty slides are shown for twenty seconds each (six

minutes and forty seconds in total).

The development of the speaking skill in theEnglish Language Education

Study Program or ELESP especially for students needs to be improved through


https://en.wikipedia.org/wiki/Presentation

2

creative ways. One of those creative ways is having Pecha Kucha as the new

presentation technique to develop their speaking skill. The researcher tries to

investigate the implementation of Pecha Kucha because it is important that

developments of students speaking skills need to be improved by having Pecha

Kucha. It also provides some benefits which students can get after practicing

Pecha Kucha. Implementing Pecha Kucha will also help some elements of a

learning process like teachers and learners. Teachers need an alternative way to

teach the speaking class in which it can create a fun and active class. Besides,

students are provided by a technique in which they have to prepare well and be

creative in designing materials.

Pecha Kucha is categorized as a new learning technique specifically in a

scope of speaking. It was firstly implemented in the ELESP especially in the CLS

2 class for students in batch 2013. It trained students to speak a lot in a limited

time because they had many slides in that technique. That was why students had

to think creatively and prepare well to have Pecha Kucha. After finishing the

preparation, students practiced it in front of the class; it showed how well students

managed their speech slide by slide. Moreover, students faced many difficulties in

delivering the speech because they had to focus on some slides. It proved whether

the students were ready or not for their prepared material. Moreover, the essence

of the presentation itself must be delivered successfully. Therefore, the audience

can achieve the presentation easily. Lowe and Phill (1994) state that the clearest

way to think about is that reports are read and presentations are listened to. A

person who reads a report can skip backwards and forwards, reread to check


3

understanding, or absorb the information in comfortable chunks. If the listeners

are listening to a presentation, it means they are driven by the presenter.

Students need an interesting way of teaching especially for the speaking

class. In the CLS 2 class, most of the techniques that were used in class were not

too interesting for students. Pecha Kucha came up with a new atmosphere which

could help students for not being bored easily. It was more practical to be

implemented in a speaking class as done in the CLS 2. The students were not

burdened too much in preparing materials for the Pecha Kucha. They just needed

to prepare some pictures with a few texts in their slides. It was more interesting

and practical for students especially for those who learned to master speaking

skills.

Having presentation in front of the class individually like Pecha Kucha

gives more chances for students to speak and explore more about what is

becoming their intention. They individually develop materials which are going to

present in the Pecha Kucha. Then, students learn how to deal with kinds of speech

preparation before having the presentation. Students have experiences regarding

the use of Pecha Kucha as the learning technique more specifically at the

experience of having speech in which the material is already prepared.

B. Research Problem

In this globalization era, the ability of speaking is a necessity. It became

the fundamental reason to communicate with others orally using English.

Unfortunately, students have some problems when they want to have a good

speaking skill. They have to take additional courses especially English


4

conversation in their extracurricular which sometimes plays small roles to build

their speaking skill. That problem makes students look for some ways which can

help them to improve their speaking skill. Presentation becomes an alternative

technique for students to train their speaking skill. Presentation does not only

force them to speak a lot but also they have to think critically and prepare what

they are going to say. Pecha Kucha gave experiences to the students like what

Pecha Kucha did in CLS 2. Therefore, the focus of this research was

What does using Pecha Kucha mean to students in CLS 2 class?

C. Problem Limitation

The research focused on the students who became participants and the

class where Pecha Kucha was conducted. The students who contributed to this

research were taken from ELESP students in the CLS 2 class. The researcher only

tookthe three participants who representeda high achiever, a mid achiever and a

low achiever. It aimed to avoid same representation or opinion from certain levels

of students. Furthermore, the researcher focused on students speaking class. In

the CLS 2, there were two classes which were conducted. They were the listening

and speaking class.

This research is focusing on students experiences using Pecha Kucha as a

learning technique applied in the CLS 2 class. Students experiences became the

focus of the research. There were also some activities applied in the class but the

concern of this research only focused on the use of Pecha Kucha. The researcher

limited the discussion based on the students experiences rather than researchers

views.


5

D. Research Objectives

The research was aimed to explain and interpret students experience of

learning Pecha Kucha in the CLS 2 class. As in a phenomenological study which

emphasizes on someones lived experience, the objective of the study was to find

out what were the students experiences regarding the implementation of Pecha

Kucha. The research showed how students deal with Pecha Kucha in the class.

The researcher also looked for some explanations from the respondents on how

they underwent their experiences.

E. Research Benefits

There are some benefits which can be achieved from the research. It is

directed to ELESP students, lecturers and future researchers. They deal with some

problems with speaking developments through certain ways and aspects. This

study could be a self-reflection to students abilities in the presentation especially

in the context of using Pecha Kucha. This study shows that Pecha Kucha trained

students to have a good preparation in which presentations content should be

well-organized.

The second direction of this research is for an ELESP lecturer who is in

charge of a speaking class. The study proves that Pecha Kucha could be one of the

alternative ways to be used in the English teaching as a learning technique

especially for the lecturer who teaches the speaking class. This study also gives

information about something different in a language teaching. The students were

curious with the new technique applied in the speaking class. Then, the students

felt enthusiastic to join the activity. Indirectly, the teachers who always tried to


6

find something new would attract the students to participate in their teaching

because nowadays students would like to have something new.

The researcher hoped that this study could inspire other researchers to

investigate other new presentation technique like Pecha Kucha. Moreover, it

would give more benefits for next researchers as a source and additional

information about Pecha Kucha.

F. Definition of Terms

1. Critical Listening and Speaking 2

According to Buku Panduan Akademik edisi keenam (2011), this course is

offered in the fourth semester. The prerequisite course is Critical listening and

Speaking 1. On completing the course, the students will be able to employ

strategic skills, to comprehend advanced, extended discourse such as news

reports, narratives, expository passages, paraphrase, take notes and summarize

advanced extended discourse such as news reports, narratives, and expository

passages. Afterwards, the students will be able to give oral critical response and

reflection based on the given topics in the form of short individual or group

presentation. Here, the listening and speaking class are learnt separately so that

there will be two meetings in a week.The CLS 2 is categorized as an integrated

activity which consists of listening and speaking skill. For further explanation

about the integrated listening and speaking skill, the researcher elaborated more in

the theoritical description. In this study, the focus was on the speaking class which

conducted Pecha Kucha as a learning technique.


7

2. Pecha Kucha

Pecha Kucha or Pechakucha is the Japanese words for conversation or

chit-chat. It was aimed to seek a way to encourage presenters to use Power

Point in a more organized manner. According to Dytham (2015), it is

a presentation style in which twenty slides are shown for twenty seconds each (six

minutes and forty seconds in total). Few words are used with relevant pictures and

graphics being ordered in the PowerPoint. Pecha Kucha is designed to force

speakers to prepare shorter, more creative and more polished Power Point

presentation. Because Pecha Kucha slides progress automatically, the presenter

cannot stop to advance a slide manually or go back to a previous slide. This forces

the presenter to practice his presentation, a step that many speakers tend to skip

when they know they are simply reading slides aloud to the audience. More

importantly, designing Pecha Kucha presentation motivates speakers to think

about their subjects in very different ways. Generally, Pecha Kucha can be

implemented for a presentation in a seminar and other similar occasions. In this

study, the implementation of Pecha Kucha was only limited especially to be

practiced in the language learning for students in the CLS 2 class. The Pecha

Kucha presentation method is very effective as a cure for death by PowerPoint,

which refers to a common disease at conferences and in language classrooms

brought about by boredom and fatigue when too many and too complex

PowerPoint slides are used (Tomsett & Shaw, 2014). Therefore, the Pecha Kucha

style also could be implemented as a way of presentation in the language teaching.


https://en.wikipedia.org/wiki/Presentation

8

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discussed two parts. The first part was

talking about a theoretical description; it emphasized on the theories that

supported the discussion of the topic. The second part was talking about the

theoretical framework which constructed the theories how students experienced

the implementation of Pecha Kucha.

A. Theoretical Description

In the theoretical description, the researcher provided seven parts in the

connection of the related literature. The researcher reviewed theories of language

learners, speaking skills, integrated listening and speaking skill, presentation,

material, and Pecha Kucha. Then, it came up with the theoretical framework

which relates all reviewed theories and a concept of the research.

1. Type and Aspect of Presentation

There are some considerations in developing a presentation. According to

Matthews (1994), in his book Speaking Solution: Interaction, Presentation,

Listening and Pronunciation Skills, in starting to develop a presentation,

presenters need to consider their speaking situation in terms of the following:

selecting a subject, narrowing the subject to a topic, analyzing the audience and

meeting special guidelines. They can also determine how well a person does the

presentation.


9

Each aspect of presentation should be regarded by a presenter in order to

make the presentation well-organized to be delivered. There are some factors that

are influencing students performance in having presentation. The first factor is

the condition when the presentations are made such as physical setting and layout,

the approach taken to questions and comments, ground rules and etiquette. The

second is the strategy applied by the students to communicate their material

effectively to the audiences. The third is the impact of listening and presenting

experiences. The last is the role pre-presentation guidance and post-presentation

feedback.

The presentation itself is an activity in which someone shows, describes or

explains something to a group of people. There are various kinds of individual

presentation. One of the newest techniques of presentation is that Pecha Kucha.

According to Dytham (2015), Pecha Kucha is a simple presentation format where

a presenter shows twenty images, each for twenty seconds. The images forward

automatically and the presenter talks along the images. To finish the presentation,

it will spend six minutes forty seconds in total twenty pictures. The presentation is

created using Power Point or any other presentation software.

a. Materials

A material plays an important role for teaching especially in teaching

speaking. In Pecha Kucha, a teacher gives task to students to make their own

materials individually. The students have to prepare twenty images or pictures in


10

an automatic slide then they have to speak regarding each picture. Sometimes, it

needs written and oral materials to be prepared before conducting Pecha Kucha.

The materials of Pecha Kucha given by a teacher are developed by

students individually. This can be categorized as a Task-Based Approach which

means the teacher gives task towards the students. Task-based learning (TBL) is

an approach for foreign language (L2) learning and teaching. It is also a teaching

methodology in which classroom tasks constitute the main focus of instructions

(Richards, Schmidt, Platt, 2003).

b. Pecha Kucha

Students presentations enable students to learn from their peers and

provide an opportunity to organize materials for a public presentation. Many

students choose to use PowerPoint for their presentations, but then read straight

from the slides or put too much information on each slide. The focus of the

present study is to examine students interest and retention of presented material

using Pecha Kucha, a new presentation style designed to minimize some of the

old behavior of traditional PowerPoint presentations.

1) A brief history of Pecha Kucha

Pecha Kucha is a presentation style in which twenty slides are shown for

twenty seconds each (six minutes and forty seconds in total). The presentation

format was devised by Astrid Klein and Mark Dytham of Klein Dytham

architecture. Sometimes, there were some meetings to have such kind of


https://en.wikipedia.org/wiki/Presentationhttp://klein-dytham.com/http://klein-dytham.com/

11

presentation or Pecha Kucha format in certain countries which called Pecha

Kucha Night. It was attended by some people who came from different countries.

The first Pecha Kucha Night was held in Tokyo in their gallery, lounge,

bar and club in February 2003. The Klein Dytham architecture still organizes and

supports the global Pecha Kucha Night network and organizes Pecha Kucha Night

Tokyo (Dytham, 2015). It means that the development of Pecha Kucha around the

world is still growing.

2) Pecha Kucha and the traditional presentation

Now, Pecha Kucha Night is conducted in over 700 cities around the world.

People can share about everything which they have planned in a Pecha Kucha

format. It is different from an ordinary presentation which is only focused on a

long speech. It will take time and some audiences may feel bored. Moreover,

people can show and share their works in a relaxed way. It is not only in an

educational institution in which Pecha Kucha used but also in the office and a

public seminar.

Few studies have examined Pecha Kucha as a Power Point presentation

style. Beyer (2011) rates student class presentations that were either Pecha Kucha

or traditional text-based PowerPoint (text and images on slides) and also had

students rate their peers presentations. Both Pecha Kucha and the traditional

presentation emphasized on the giving attention to other presentations.

Beyer finds that Pecha Kucha presentations had higher instructor ratings of

eye contact, visuals and overall presentation quality compared to student


12

PowerPoint presentations. Although Beyer (2011) demonstrates that Pecha Kucha

improves aspects of students presentation quality as compared to traditional

PowerPoint, the study design had limited an experimental control.

3) Benefits of Pecha Kucha

The timing and style of Pecha Kucha improves student presentations. The

automatization and fast pace of the slides forces the presenter to be organized in

order to capture each slides message. The selection of imagery used can support

key points and the presenters verbal message is not competing with the slide

text(Eves & Davis, 2008). Previous research has identified ineffective PowerPoint

presentation issues, such as the presenters message that is not mapping onto the

slide text, the presenter that is reading from slide, or issues about font text size on

the slides (Eves & Davis, 2008).

Pecha Kucha becomes superior to traditional Power Point presentations in

terms of learning. Mayer, Moreno, Boire, Vagge (1999), show that individuals

who were presented large clips of alternating auditory and visual information

perform worse than those who have concurrent clips or small alternating auditory

and visual clips. Pecha Kucha is the presentation that reduces cognitive loads.

Students face some problems when they have to speak with many words and

points stated in their slides.

Learning to do Pecha Kucha also gives students better visual design

literacy. After all, Pecha Kucha was developed by architects Mark Dytham and

Astrid Klein as a creative presentation style (Klein Dytham, 2015).After preparing


13

a Pecha Kucha presentation, students have better visual design skills as a result of

preparing each image to map their intended message with visually no text on the

slides. According to Tomsett & Shaw (2014), Pecha Kucha presentations as used

in the classroom are also a form of creative revision where each student helps

other class members by giving a personal perspective, with researched evidence

on a selected topic.

4) Pecha Kucha as an effective presentation

Learning will be most effective when the learning experiences are

satisfying and the learners feel they are accomplishing some desired or

worthwhile goals (Risk, 1958). Klentzin, Paladino, Johnson and Devine (2009)

state that Pecha Kucha is effective as traditional Power Point presentations for

students retention of lecture information. Klentzin and colleagues findings

suggest that Pecha Kucha can more succinctly present information at the same

quality level as a longer Power Point format with no immediate differences in

student learning of the material. Pecha Kucha is a technique which helps students

to grab meanings through a short speech in each slide.

The audience does not have texts on the Pecha Kucha slide to reinforce the

point made by the presenter. Having a limited text is more appealing to an

audience. As previous research has found, students can be distracted from what

the speaker is saying (Savoy, Proctor, Salvendy, 2012). Additionally, students

using Pecha Kucha may also have an advantage of a generation effect versus


14

reading from a slide that has been shown to improve recognition (Slamecka &

Graf, 1978).

Pecha Kucha offers a shorter time frame for student presentations and has

advantages to the presentations. Therefore, the presentation is more practiced and

engaging for the audience (Beyer, 2011). With automated slides, students Pecha

Kucha presentations are always completed in the set time limit. It means that the

time consuming can be managed in every Pecha Kucha.

Images are the key to an effective Pecha Kucha. Trying to find images that

are illustrations or metaphors of key points and/or use words-as-image makes

delivery of the presentation much easier. It is not trying to race through a list of

points. It also makes the presentation more engaging. This is why Pecha Kucha is

so successful. It is not the timing but the fact that it leads presenters to use the best

practice in creating presentations that are visually strong and appealing (Genzuk,

2012).

2. Language learners

The point of learning includes learning how to diagnose ones own need

for learning and how to be a self-learner. This type of learning, Pecha Kucha,

enables students to continue learning with a greater effectiveness and is a

particularly important skill with the recent explosion of knowledge and

technology (Wirth and Perkins, 2008). Pecha Kucha, as a new way of

presentation, can be adapted in language learning in terms of using it as a learning

technique especially in a speaking practice.


15

a. Definition and role of learners

Since the participants were English learners in Sanata Dharma University,

they had roles as learners in class. A learner is someone who learns from teachers.

In class, there are two kinds of learning. They are teacher-centered and learner-

centered. Savin, Baden, and Major (2004),state that learners take the initiative to

diagnose their learning needs, formulate learning goals, identify resources for

learning, select learning strategies, and evaluate learning outcomes. Learners

need encouragement and they need to know when they are making mistakes that

cause other people misunderstand them.

Teachers serve as the center of knowledge. They are directing the learning

process and controlling student's access to information. The focus is almost

exclusively on what is learnt. Students learning becomes the main preoccupation

of the teacher. This does not include his/her performance as a teacher or a raw

number of facts to be transmitted to the students. The teacher gives example on

how Pecha Kucha is conducted by showing some videos. Teacher also directs

students to do Pecha Kucha appropriately.

According to Newby, Stepich, Lehman, and Russel (2000), there are

changes on the roles of learners in a learner-centered environment. The learners

become active in looking for some information and learning experiences. They

determine what is needed and try to find some ways to get the information. Then,

learners are also contributing in a source of information. They also try to explore

and discover a problem solving for their learning. The last is a consideration of


16

learners which see teacher as a source of information and knowledge. Pecha

Kucha trains students to be independent in developing their own material.

Technology has allowed individuals to obtain, assemble, analyze and

communicate information in more detail and at a much faster pace than ever

before possible (Kastuhandani, 2011). As a globalization effect, students are more

sophisticated in using computer to assist them in a learning process. It also plays

a role to help students learning effectively in a classroom. The mosteffective uses

of computer in a classroom are for accessing information and interpreting,

organizing and representing personal knowledge (Jonassen, 2000). Therefore,

students as users of computer can make the use of computer and adopt some

information on it.

b. Language learning

Students who learn their second language mean they learn literally aspects

of its language. Literacy is defined as the ability to use language and images in

rich and varied forms to read, write, listen, view, represent and think critically

about ideas. It involves the capacity to access, manage, and evaluate information;

to think imaginatively and analytically, and to communicate thoughts and ideas

effectively.

There have been calls for new kinds of learning from many different parts

of society (Fink, 2003). Learning language is different from other types of

learning. It is the process by which the language capability develops in a human.

Language learning is not communicative. It is the result of direct instruction in the


17

rules of language. In the language learning, students have conscious knowledge of

the new language and can talk about that knowledge (Haynes, 2005).

3. Speaking skills

According to Clark and Clark (1997), speaking is fundamentally an

instrumental act. Widdowson (1984) says that speaking is the active or productive

skill. Based on these two definitions, it can be concluded that speaking is an

interaction between two people or more. Speaking is commonly defined as the

activity of delivering speech which is conducted because there is a particular

message intended to be transmitted. Harmer (1991) states that there are some

purposes of someone doing communication: people want to speak, people have

some communicative purpose the selects from his language store, people want to

listen to something and they are interested in the communicative purpose of what

is being said. According to Chaney and Burk (1998), speaking is the process of

building verbal and non-verbal symbols. In order to succeed in conveying the

message, speakers must learn some principles and strategies of public speaking.

Grice and Skinner (2006) mention that there are two principles of public

speaking that can be applied everywhere. In the first place, the more effective

preparation is, the better the speech will be. Therefore, what to do before

delivering speech is crucial. In the second place, public speaking is a mixture of

content, organization and delivery. They are independent to each other and that

means the success of delivering speech relies on the abilities to synchronize those


18

three elements. The way of students deliver their speech in front of public depends

on some important parts.

One of the successful ways to make speaking practice delivered well is

speaking confidently. Gaining self-confidence and courage and the ability to think

calmly and clearly while talking to a group is not one-tenth as difficult as most

people imagine (Carnegie, 1991). Some people said that talking in front of public

was difficult therefore some solutions came up to help them talking confidently.

Speaking confidence is not only regarded from verbal abilities but also the

physical abilities.

Harris (1974) mentions there are five components of language that

influence speaking ability. Pronunciation is very important in speaking. It can

influence meaning of word if it is said inappropriately. Hornby (1995) says that

pronunciation is the way in which a language is spoken, the way in which a word

is pronounced, the way a person speaks the words of language.

Mastering grammar knowledge will help one in speaking English, because

people will know how to arrange word in sentence, what tense will be used, how

to use appropriate utterance. Grammar also determines what times people used in

expressing an event. It could be past, present, and future. Each tense has different

patterns which allow English learners master the sixteen tenses.

Mastering vocabulary is the first step to speak English. If people do not

master vocabulary, the intention will not be delivered. Vocabulary is the basic

need to learn other languages because people have to know the meanings of words


19

to be translated in other languages. Correct meanings of words will also determine

other peoples understanding.

In speaking, people must speak fluently. Therefore, listeners are able to

response what other people are saying. The fluency of a person in speaking also

shows a clear explanation or speech that is given. The fluency of speaking also

affects correct pronunciation, grammar, and vocabulary. People who tend to speak

fluently pay attention carefully to those three parts of English components.

Comprehension is needed because it will cause misunderstanding between

speaker and listener. If people do not know what they are saying, communication

cannot run well. This supports how people understand each other about what they

are saying.

According to Richard and Hodgson (1975), improvisation is the meaning

of training people to think. The thing is required during improvisation is thinking

within a situation, or thinking about a situation after it has been experienced.

Improvisation also needs creativity to face an unexpected situation when people

get lost in speaking. Improvisation is a set of exercises, principles and a mindset

that is thought spontaneously and creatively (Mitchell, 2010).

4. Integrated listening and speaking skills

According to Bueno, Madrid, McLaren(2006), listening is important for

speaking because it establishes the good basis for successful communicative

exchanges. Mostly, students start to hear and then they continue with speaking.

Integrated activities also provide opportunities for much needed pupil behavioral-


20

interaction described by Lynch and Cicchetti (1997). Here, students are given

chance to identify their behavior done in a listening and speaking class.

In the same way, a good writer is a good reader and a good speaker is also

a good listener. This rule is generally applicable to second language (L2) learners

and it has to do with the correlation between productive (writing and speaking)

and receptive (reading and listening) skills (Bueno et al. 2006). Students who

listen carefully and grab meanings from someones speech will also determine

their speaking ability.

In order to be able to demonstrate comprehensible meaning, students need

to get relevant and meaningful input either from listening or reading. Therefore,

they do not only acquire full understanding of the messages being spoken but also

the model to communicate them in the appropriate speaking context (Floriasti,

2014). The students need to get input or information by listening to other sources

then deliver it by uttering to others. Rivers (1996) in Osada (2004) says that

speaking does not constitute communication unless what is being said is

comprehended by another person.

Therefore, ideally, students get input from listening skill how to speak

accurately and fluently. It can be stated that students need more practical

activities. They should provide students with more listening practice and input

from listening materials and audio-visual media. They contain good models of

accuracy, fluency, pronunciation, rhythm, intonation, grammar and standard rate

of delivery. As Dunckel (1991) says that although it has become generally

accepted practice to provide beginning-level learners with a considerable amount


21

of comprehensible input. Students need to have a good listening model in order to

get a better input. The focus of integrated listening and speaking skills here is on

the relation between input and output.

B. Theoretical Framework

The integration of teaching listening and speaking gives students a chance

to become active English learners. The implementation of presentation in

speaking class bridges students to develop their English speaking skills. Through

presentation, they also have strong motivation to come up with their creativity. In

speaking class, Pecha Kucha helps students to provide a material which is created

creatively. It is done by having enough preparation before conducting the

presentation. During Pecha Kucha, students are trained to think widely and

creatively in order to limit their speech in certain times.

There are some challenges in conducting Pecha Kucha as a learning

technique implemented among the students. They try to problematize how Pecha

Kucha can run well in the class. The challenges are from the student and their

teacher who adapt Pecha Kucha to be a learning technique. The lack of

preparation is a problem which is usually faced by students. Pecha Kucha helps

students to be creative in having speech when they forget with their material.

The implementation of Pecha Kucha gives chances to students to develop

their self-confidence in a speaking class. The students face some challenges

during the material development until conducting the Pecha Kucha. They arrange

their material individually. This allows students to be more confident in


22

developing their material. As a presenter, the student develops their own material

based on their language style which still focuses on the topic provided. Doing

presentation using Pecha Kucha in front of the class bridges students to

communicate with others confidently. It is aimed to gain students self-confidence

when they are speaking in public.

An interaction happens among students in speaking class. It creates a good

atmosphere in a learning process. Pecha Kucha helps to build an effective learning

since it is practiced well. It has some goals which are already planned before

conducting Pecha Kucha. The goals are good achievements from students in

planning their material, the ability to deliver their material, the ability to have

improvisation during Pecha Kucha and the ability to evaluate them after Pecha

Kucha. An effective learning happens when students and teachers have same

plans and goals.

Pecha Kucha also allows students to be inspired by other students

material. It means students can adapt the way other students are presenting their

material in front of the class. They can also identify the ways which are used to

speak in a limited time. This helps students to get inspired by others who are

conducting Pecha Kucha with certain topics. The students choose the best way

they can do therefore they have a better presentation in the next.

The new way of presentation that is introduced in CLS 2 class gives

opportunities to the students to express themselves. Conducting Pecha Kucha

individually trains students to be more independent in developing materials. This

also can help students to elaborate what becomes their intention to be delivered in


23

Pecha Kucha. The success of delivering material will be determined by each

student in the class individually.

The researcher intentionally provided construct of the research. In order to

geta clear explanation, the researcher constructed ideas of how students gave

meanings toward the implementation of Pecha Kucha. Based on students

experiences, students built their own beliefs regarding the implementation of

Pecha Kucha in CLS 2 class. The students also experienced some activities

applied in CLS 2 which facilitated them to have a presentation and public

speaking. Then, the researcher discussed students beliefs about Pecha Kucha

which brought them to the implementation of it. Using Pecha Kucha in CLS 2

allowed students to give meanings toward the applications, advantages and

disadvantages. They also could identify their problems or mistakes they face

during Pecha Kucha. Finally, based on students views, those experiences also

gave improvements and discouragements for themselves. The construct of the

research was drawn systematically as follow.


24

Figure 2.1 Construct of the research


25

CHAPTER III

METHODOLOGY

This chapter presents the explanation of methodology which is used for

combining some theories in the theoretical description and theoretical framework.

There are some points which are included in the methodology. Those are research

method, research setting, research participants, instrument and data gathering, data

analysis techniques and research procedure. All of those are presented

systematically in order to get clear understanding and explanation.

Sherman and Webb (1988) say that a qualitative research implies direct

concern with an experience as it is lived or felt or undergone. It is done for

the purpose of understanding social phenomena (Wiersma, 1995). It has the aim to

understand experience as nearly as possible as its participants feel or live it. Most

researchers say that qualitative descriptions should transport the reader to the

scene, convey the pervasive qualities or characteristics of the phenomenon and

evoke the feeling and nature of the educational experience (Sherman & Webb,

1988). More specifically, the researcher used a phenomenological research

method in which the focus is on the lived experience of the

participants/interviewees.

A. Research Method

The researcher applied a phenomenologocal research method which

focused on somenones lived experience. It tried to understand the three

participants story from the implementation of Pecha Kucha in the CLS 2.


26

According to Moustakas (1994), a phenomenology is a qualitative research which

the goals are to understand the meanings of human experiences or to explore

concepts from new and fresh perspectives. As said by Husserl (as cited in

Moustakas, 1994), it aims at being a descriptive theory of the essence of pure

transcendental experiences from the phenomenological standpoints, and like every

descriptive discipline, neither idealizing nor working at the structure of things, it

has its own justification.

Moustakas (1994) argues that research should focus on the wholeness of

experience and search for essence of experience. Phenomenology is also

categorized as one of valid research. Phenomenologists, in contrast to positivists,

believe that the researcher cannot be detached from his/her own presuppositions

and that the researcher should not pretend otherwise (Hammersley, 2000). In this

regard, Mouton and Marais (1990) state that individual researchers hold explicit

beliefs. According to Groenewald (2004), the intention of this research, at the

outset (preliminary focus), was to gather data regarding the perspectives of

research participants about the phenomenon of the growing of talent and the

contribution of co-operative education in this process. Besides, phenomenological

research focuses on certain respondents which are less than ten people. According

to Wiersma (2000), the logic of purposeful sampling is based on a sample of

information-rich cases that are studied in depth.

Moustakas (1994) says the methodology guidance on phenomenology is

often conceptual and philosophical. The procedures for doing phenomenological

analysis are also described metaphorically. For instance, the existing literatures


27

suggest the researchers to take on three conceptual tasks. They are epoche,

phenomenological reduction and imaginative variation. Fulfilling the

characteristics of phenomenological steps adopted from Moustakas, the researcher

provides the explanation of each phenomenological step. In order to get the

themes or the essence of phenomenology, the steps are described operationally

based on how participants interpret and give meaning to the implementation of

Pecha Kucha. These are the phenomenological steps which ease to get the themes

of the research.

First, epoche is the process to temporarily stop the researchers personal

biases, beliefs, preconceptions and assumption about the phenomenon in order to

get straight to the pure and unencumbered vision of what it essentially is

(Chamberlain, 1974, cited in Sanders, 1982), or simply put, to go back to the

things themselves (Crotty, 1998). In this study, the researcher threw away some

assumptions in which students had good or bad experiences in Pecha Kucha. It

meant that the researcher set the belief temporarily and let the research go

naturally on the reality in the field.

After that, phenomenological reduction is the process to peel the

phenomenon from its surface appearances to reveal the core. Moustakas (1994)

says that it involves a process of going beyond, behind, or underneath the

conventional patterns of thoughts and actions in order to expose the meaning

structure. Simply, this deals with how the researcher categorizes the interview

result in a column. Other parts of the interview result which has no relation are

omitted or reduced which is called as horizonalization


28

Then, imaginative variation is a procedure used to reveal possible

meanings through utilizing imagination, varying the frames of reference,

employing polarities and reversals and approaching the phenomenon from

divergent perspectives, different positions and role of functions. The aim is to

discover the underlying and precipitating factors accounting the experiences

(Moustakas, 1994). Imaginative variation complements phenomenological

reduction. It explores the textual and structural meanings from the

phenomenological reduction. This allows the data which already categorized to be

grouped in each theme or topic.

The last step in phenomenology is that synthesizing meanings and essence.

It means the integration between the textual and structural description into a

discussion in order to get emergent themes. They are important in the

phenomenological research which become the result of the whole steps applied.

The emergent themes are the results of the three participants story to be

intepreted by the researcher. It is provided in the chapter four for further

explanation of the results. This diagram below will show how the data are

processed in the phenomenological study.


29

Figure 3.1 Phenomenological steps(adapted from Moustakas (1994))

The diagram above explains how the phenomenological steps work in

order to get emergent themes. The first step is epoche in which researcher cannot

have implicit themes to be stated as the results of research. The researcher

disclosed his perceptions and beliefs related the implementation of Pecha Kucha.


30

Epoche is the starting point for the researcher to begin his concern about Pecha

Kucha which became the focus of the research. The researcher could not say if

Pecha Kucha would give some benefits towards students without directly

interviewing them. Temporarily, the researcher came with a fresh eye and mind in

this step.

In phenomenological reduction, the researcher reduced certain statements

which were not in relation with the needs of the research. The research provided a

bracket or a horizonalization to identify unit data gathered from the participants.

Horizoalization gave a clear location of participants statement by numbering of

each. That would ease the researcher to identify one by one statement from

participants to get emergent themes. That was called textual description which

emphasized the broader emergent themes before the researcher underwent to the

next step.

The next step was imaginative variation in which the researcher used his

imagination to determine the broader themes into specified themes. It was aimed

to reflect emergent themes which appeared from the participants. That produceda

structural description which was organized more structurally to specify emergent

themes.

The final step in phenomenological steps adopted from Moustakas (1994)

was synthesizing the textual and structural description. The research defined the

emergent themes from the three participants. Then, the researcher finally

determined some emergent themes which became the focus of the discussion in


31

chapter four. The themes were purely based on participants view in experiencing

Pecha Kucha in the CLS 2.

B. Research Setting

The researcher conducted the study in English Language Education Study

Program since the participants were also as the members on it. Holliday (2002)

mentions there are five criteria in establishing research setting: boundedness,

variety of relevant data, richness, small-sized and accessibility. Those five criteria

are explained as follows.

The research boundaries cover time, place, and cultural boundaries. The

participants took the CLS 2 class when they were in the fourth semester

2014/2015 academic year. At that time, they got Pecha Kucha presentation which

was used as a final test of the speaking class. That became the consideration in

choosing the class. Then, the next was the place boundary. The research was

conducted in ELESP in which the research could often meet the participants. The

CLS 2 class was conducted at the multimedia laboratory so that the students could

use a projector or a viewer to show their slides. The interview itself was

conducted outside the class when the participants feel free to participate.

In gathering the data, researcher used list of questions to be asked. The

data was gathered by having in depth-interview. Since the participants shared

experiences in the context of their story about their behaviors, attitudes, activities

which gave meanings toward the implementation of Pecha Kucha, it was

categorized as the data. The richness of the data was gained by the researcher

since the participants placed meaningfully the experiences gotten in Pecha Kucha.


32

The focus of the data gathering was just on the implementation of Pecha Kucha as

a final test not in a progress test or other tests.

Patton and Cochran (2002) mention that in-depth information from a small

number of people can be very valuable. The researcher determined three

participants from the CLS 2 class to participate in the study. They shared their

meaningful experience from their Pecha Kucha done in the fourth semester. The

last criterion was accessibility. The researcher conducted the study outside the

class where the three participants would not feel bothered. The researcher asked

for permission to have an interview with them by providing them some questions.

There was no consent or letter of permission since the secret of the interview

transcript was only kept for the sake of the research.

C. Research Participants

As this was phenomenological research, the respondents or the participants

of the study were focused on the three students in PBI USD batch 2013 especially

those who joined CLS 2 class D. There were three students who represented a

high achiever, a mid achiever and a low achiever who had the same chance to be

interviewed. The purpose to choose those participants was to avoid certain

opinions that was appeared from just certain levels of participants. In order to

determine the level of participants, the high, mid and low achiever, the researcher

asked for suggestion from the lecturer who at that time was in charge in the CLS 2

class to choose. Moreover, the researcher also determined those levels of

participants from their score gotten in final test of CLS 2.


33

The consideration of choosing the participants was suggested by

Moustakas (1994) in which there were less than ten participants to be interviewed

in a phenomenological study. The categories of the participants were the high,

mid, and low achiever. It was also categorized based on their score in having

Pecha Kucha in the final test of CLS 2 and the process of conducting Pecha

Kucha. The first was participant 1. He felt into category a low achiever because he

got a score 73 for his final test. The students average score in the class was 76 for

the final test only. Besides, participant 1 also had short preparation in designing

material for Pecha Kucha. Unexpectedly, he forgot his material when he presented

in front of the class.

The second was that participant 2. He was categorized as a medium

achiever in which he got 77 for the score. He reached the score by having short

preparation but he did the presentation well. He ever forgot his material during the

presentation but he could anticipate it by improvisation. As seen in the interview

result, the background of his study also affected the consideration of choosing him

as a mid-achiever.

The last was participant 3. She was categorized as a high achiever because

she got 80 in the final test using Pecha Kucha. Her speaking ability also could be

understood easily by others. She loved to speak so much. She had enough

preparation in designing the material. Moreover, she also made key notes in small

pieces of paper in order to remind her to the points of material. She was diligent in

preparing everything before conducting this Pecha Kucha.


34

D. Instrument and Data Gathering Technique

The most common way of data collection in a phenomenological study is

through in-depth interview to gather participants detailed description of their

experience. According to Patton and Cochran (2002), interviews resemble

everyday conversations, although they are focused (to a greater or lesser extent)

on the researchers needs for data. The phenomenology deals with someones

lived-experience. The suitable technique to gather the data is in-depth interview.

The aim of interview itself is to understand the world from the subjects point of

view, to unfold meaning of peoples experiences (Kvale, 1996).

The interview was held by asking some questions (see attachment) to the

participants and it was recorded it by audio tools which would be transcribed into

verbatim. The types of the questions were open-ended questions which allowed

researcher got more details from participants experiences. The interview used an

Indonesian language in order to get clear explanation and to avoid biases.

E. Data Analysis Technique

The data which were achieved from the participants would be preceded by

phenomenological steps introduced by Moustakas (1994). The researcher

reformed the recording of the interview into manuscripts or usually called

verbatim. Then, the researcher gave marks in the form of numbering or usually

called horizonalization. In order to make it more specific regarding the needs of

the research, there were textual and structural subjects which were categorized

into some similar themes.


35

The methods of preparation were reviewing the professional and research

methods, formulating the research question, illustrating the topic and research

question and selecting the participants. In the phenomenological research, the

question should have both social meaning and personal significance. Ethical

principles of human science research should be taken into account. Participants

should be fully informed and respected in their privacy.

Organization and analysis of data began with regarding every statement

relevant to the topic as having equal value. The meaning of units were listed and

clustered into common themes. These were used to develop a textual description

of experience. From this, an integration of textures and structures into the

meanings and essence the phenomenon were constructed. For instance,

participants 3 stated that Pecha Kucha forced them to have a good and long

preparation before having the presentation (Participant 3.13). The topic in that

script was about a material planning and a long preparation. In the textual

description, the researcher defined the statements as a students preparation in

having Pecha Kucha. In the structural description, the researcher put participants

statements as a preparation should be good and takes enough time. The essence or

theme from those textual and structural descriptions could be specified into self-

preparation.

F. Research Procedure

This part was about how the researcher managed the research in sequence.

Firstly, the researcher chose three participants or students from the CLS 2 class

batch 2013 who were already chosen by purposive sampling. The researcher


36

eliminated students in order to represent a high, mid and low achiever. Secondly,

the researcher designed the blueprint for the interview guidelines. It was the

fundamental instrument before directly asking to the participants. Then, the

researcher had an interview to each participant in different chances. After

perceiving the data, the researcher adapted what Moustakas (1994) suggested in

phenomenology steps to proceed the data.

The researcher had to disclose assumptions and beliefs which meant the

researcher should be neutral to avoid the biases. This was called epoche. Next was

phenomenological reduction which allowed the researcher to have

horizonalization. It must be identified per unit of meaning by transcribing

verbatim from each participant. After that, the researcher categorized the units of

meaning into certain themes or topics which were called textual and structural

descriptions (imaginative variation). The description of the textual and structural

units was combined to form a textual structural of essence of the experience.

Those processes were repeated toward each participant until the textual-structural

descriptions represented the essence of the experience of the whole groups.


37

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the writer presented and analyzed the data acquired by

employing in-depth interviews toward the three participants. The findings from

the interview were discussed to answer the research question: What does using

Pecha Kucha mean towards students experiences in using Pecha Kucha in CLS 2

class? Therefore, there would be a discussion regarding students lived-

experiences in using Pecha Kucha in CLS 2 class.

A. Text description

In this part, the researcher shows the participants story background in the

relation of learning English and Pecha Kucha. The summary of students story

based on participants lived experience which is conducted in-depth interview. It

connected the participants background affecting the meaningfulness toward the

implementation of Pecha Kucha in the CLS 2 class.

1. Story of Participant 1

He began learning English in his elementary school. At that time, he only

learned English in general so that it was not focused in the English elements. He

did not like to learn English when he was in elementary school. He just studied

English like what people did but he believed that he could master English easily.


38

He explained why he chose ELESP when he continued his study to a

university. He realized that English would be an important tool for people to

absorb much information in the world. He also believed that every person in the

future would need English. He, personally, chose ELESP of Sanata Dharma

University to be the place where he could learn more about English. He also

identified every study program which had a good accreditation so that he could

get a good predicate when he had graduated. In his opinion, ELESP of Sanata

Dharma was the best English program in Yogyakarta in which it had been

rewarded as the best program also in ASEAN.

He was one of students in the Critical Listening and Speaking 2 class. He

joined the CLS 2 class in the last fourth semester. He was in the fifth semester

when he was interviewed. He got a speaking class in the previous semester. It was

a CLS 1 class. He got Pecha Kucha in the CLS 2 where he could present twenty

slides in a chance. It was used for taking a score in the final test. Firstly, he did

not know about Pecha Kucha. When he heard Pecha Kucha in the first time he

only thought that it was a boring way to have a presentation in the class. Then, he

experienced Pecha Kucha with their friends in the class. He realized that Pecha

Kucha was totally different from other ways of presentation. It was such a new

innovation and challenge in managing an interesting presentation. He also

expected that some ideas which were used in Pecha Kucha should be more

interesting and creative so that it could create a good atmosphere in the class.


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He wasa nineteen-year-old boy which has a process to pass his study. He

started learning English since he was around three years old. At that time, he

hoped that he could learn more about English but unfortunately he only learned

some vocabularies. It showed that his expectations were limited by a learning

system which only taught students about vocabulary. When he was in a junior

high school, he would like to join an English course in order to improve his skills

in English. Before continuing his study in Santa Dharma University, he graduated

from SMA 1 Depok Sleman. In his opinion, it was one of favorite schools in

Yogyakarta. This also became a reason why he chose the school. He took a social

course in SMA 1 Depok Sleman.

He also told his reason why he chose the English study program rather

than other programs. The only reason was just he loved learning language rather

than learning math. He got difficulties when he had to deal with many numbers

and formula so he chose language to be learned which was simpler. After that, he

decided to continue his study at Sanata Dharma University in the ELESP

program. In his opinion, he knew that it was the best English study program in

Yogyakarta University. That was why he joined the ELESP of Sanata Dharma.

When he was interviewed, he was in the fifth semester which meant he got

semester fourin the previous. In the semesterfour, he got the CLS 2 class which

emphasized on the integration of listening and speaking skills. He said that

learning CLS 2 was about training his listening and speaking skills in more


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critical ways. Besides,one of lecturers introduced Pecha Kucha to the students in

the CLS 2 class. It was used to take a score in a final test. Therefore, students had

to make a presentation or Pecha Kucha to be presented in the class one by one.

Before knowing Pecha Kucha, he just got blind about what Pecha Kucha was. He

even had not gotten such way of presentation before he joined the CLS 2 class.

However, after experiencing Pecha Kucha directly, he realized that Pecha Kucha

was easier rather than other ways of presentation he ever knew. He said it was

more effective to be implemented in the class in which the students had to manage

their time for twenty slides. They had different speech to deliver and students

must speak twenty seconds in each slide. That was why he said it was more

effective in managing the speech and preparing the material. He hoped that he

could do such way of presentation which was not boring. In the last, Pecha Kucha

was the new way of presentation which must be tried to implement in the class.


She was nineteen years old when she was interviewed. She started to learn

English in an elementary school. She thought that learning English in the

elementary school was so excited. She got a killer teacher at that time. In order

to develop her English skills, she also joined an English course when she was in a

junior high school. She graduated from SMA PL Van Lith Muntilan. She chose in

a social course when she was in senior high school. She also said about her

motivation why she chose the English study program; she loved English since she

was child then it brought her to be right now.


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She was confused in terms of choosing study programs that she was going

to choose. Firstly, she was going to choose an English Literature or ELESP. Her

parents asked her to choose the ELESP of Sanata Dharma with a consideration

that it was also the best study program in Yogyakarta especially the English study

program. She also said that the quality of one study program would determine

more students to choose. It happened in Sanata Dharma especially in ELESP.

She was one of the students in the CLS 2 class in 2014. She was in the

fifth semester when she was interviewed. She never knew about the learning

technique called Pecha Kucha before joining the CLS 2 class. That was the first

time she got the learning technique. She mentioned about her concern before

having Pecha Kucha in the class. She said that before learning Pecha Kucha

sometimes she felt bored with many ways of presentation which she had before

Pecha Kucha. She hoped that after joining or having Pecha Kucha she would get

something new to to learn and of course it would be more interesting. Then, after

experiencing Pecha Kucha, she felt in love with the way of Pecha Kucha was

presented. It was more attracted therefore the students would pay attention to

every presentation. It was so challenging also in which students would have many

things to do before Pecha Kucha was begun. Finally, she expected that Pecha

Kucha could give a new atmosphere in the learning process in the class.

B. Interpretation

This part provides elaboration of emergent themes processed by the

phenomenological steps adopted from Moustakas (1994) which appeared from the


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data gathered. There were five themes which were mostly showed by those three

participants from conducting in-depth-interviews. They were creativity, self-

development, effective learning, adaptation, and opportunity.

1. Creativity

The implementation of Pecha Kucha in the CLS 2 class enabled students to

dig out their creativities. The intention of showing students creativities was seen

from topics that were provided by a teacher. Pecha Kucha had given a lot of

advantages for the students especially in building the creativities. It helped

students how to make a good presentation with interesting topics. Therefore, their

audience would not get bored easily to pay attention to the presentation. It was

based on participant 3s view which was proved when she became the audience

for their friends presentation. Pecha Kucha gave a new color in the learning

process to CLS 2 students; it was showed from participant 1s statement which

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · Students of Critical Listening and Speaking 2 ......

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