Theoretical Description REVIEW OF RELATED LITERATURE
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 Student‟s 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 student‟s 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
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 student ‟s 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 slide‟s message. The selection of imagery used can support
key points and the presenter‟s verbal message is not competing with the slide textEves Davis, 2008. Previous research has identified ineffective PowerPoint
presentation issues, such as the presenter‟s 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 student
‟s 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, student
‟s 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 andor 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 one‟s 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 students access to information. The focus is almost exclusively on what is learnt. Student‟s learning becomes the main preoccupation
of the teacher. This does not include hisher 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 people‟s 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, McLaren2006, 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 someone‟s 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.