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
participantsinterviewees.
A. Research Method
The researcher applied a phenomenologocal research method which fo
cused on somenone‟s lived experience. It tried to understand the three participant‟s 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 hisher 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, e
poche is the process to temporarily stop the researcher‟s 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
