Text description RESEARCH FINDINGS AND DISCUSSION

39 2. Story of Participant 2 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 40 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. 3. Story of Participant 3 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. Sh e 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. 41 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 42 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 3 ‟s view which was proved when she became the audience for their friend‟s presentation. Pecha Kucha gave a new color in the learning process to CLS 2 students; it was showed from participant 1 ‟s statement which said that Pecha Kucha taught him a new thing. “First, we get a new thing. Second, we learn how to memorize the script. We do not rely on the written text stated in the power point. Third, we learn how to make an interesting presentation”Participant 1.20 Making an interesting presentation with Pecha Kucha forced students to develop their ability in varying materials. Besides, the creativity of the students was shown in the way of memorizing their own written scripts in a preparation. It 43 also helped students to find the best and suitable way to ease the memorization of the scripts, as stated by participant 2 “The material is more structural so that we do not speak out of topic when we speak. It is because we are going to deliver just the points to the audience. Therefore, they focus more because we do not speak too long.” Participant 2. 26 There was no need to write the script of their speech which was planned before conducting Pecha Kucha. There must be only points of the speech which was written for their cues during the Pecha Kucha. The text which was already written in slides trained students in managing their time in each slide. Students were helped to improve their creativity through the material stated in the slides. Participant 2and participant 3 showed their improvement in creating the material which was more structured in order to limit their speech. Therefore, they could still focus on topics discussed in the slides. “The material is more structural so that we do not speak out of topic when we speak. It is because we are going to deliver just the points to the audience. Therefore, they focus more because we do not speak too long. ”Participant 2. 26 “For me, I am attracted to see my friends’ Pecha Kucha presentation rather than to watch a usual presentation. Moreover, the topic is very interesting so they have to focus on the points and they hit the nail on the head .”Participant 3. 26 It also helped students to keep focusing on the material which was structurally already prepared. They improved their capabilities to manage their