Instrument and Data Gathering Technique Data Analysis Technique

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.