Pecha kucha in learning cLS 2 : a phenomenological study.

i

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 Kucha’s 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.

2

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 yakni“Apa 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.

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

i

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

iv

STATEMENT OF WORK’S 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:

PECHA KUCHA IN LEARNING CLS 2: A PHENOMENOLOGICAL STUDY

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

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 Kucha‟s 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.

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 yakni“Apa 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.

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

Fa’adilah 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.

x

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK‟S 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

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

2. Story of Participant 2 ...39

3. Story of Participant 3 ...39

B.Interpretation ... 41

1.Creativity ...42

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

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

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 student‟s 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

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

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

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 researcher‟s views.

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 someone‟s 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 presentation‟s 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

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.

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.

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.

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

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

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

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 text(Eves & 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

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

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 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 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.

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. Student‟s 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

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

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

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

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, 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-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

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

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

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.

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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 somenone‟s lived experience. It tried to understand the three

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

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 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

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.

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.

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 participant‟s 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

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.

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.

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.

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 researcher‟s needs for data. The phenomenology deals with someone‟s 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 subject‟s point of

view, to unfold meaning of people‟s 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.

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

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.

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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.

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.

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

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. 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.

A(74-78), A(42-45), B (17,24), C(29-30) -Pecha Kucha is more

effective

-Mastering the topic -Management time

-Many advantages

A(32-37), B (22-24), C(26-28)

A(60-63), B(24-25) A(30-32), A(63-66), B(28), C(22-23, 32) A(49-52), B(22-25), C(26-28)

The roles of Pecha Kucha in speaking skills

-Speaking tempo -Setting slide -Slide stops

-Implementation of Pecha Kucha before

A(27-30), C(42-43) A(53-56), B(26-28), C(37-39)

A(56-57), B(28-29), C(39)

A(68-72)

Difficulties and weaknesses faced in Pecha Kucha

-Improvisation -Focus on topic -Making summary

A(59-63), A(75-78), B(17-18, 20), C(19-20, 43)

A(22-24), A(36-37), B(20), C(33-34) A(38-41),

Anticipation on mistakes when having Pecha Kucha

-Challenges in Pecha Kucha

-Interesting topic/presentation

A(37-41), C(24-26) A(45-49), B(25), C(27-28)

Interesting things in Pecha Kucha

Sample of Structural Subject A, B, C

Topic Location Structural

-Learning language -Globalization impacts -New knowledge -Modernism -Efficient learning

A(1-3), B(1), C(1-2) A(3-6), B(4-5), C(2-4) A(6-9), A(17-18), A(20-22), B(2-3) B (2-3)

-Globalization helps learning development. -New knowledge can be achieved

-Learning should be efficient

-Speaking & listening integration

A(9-11), B(5-7), C(5-6) speaking and listening by critical thinking

-Defining Pecha Kucha -Pecha Kucha duration

A(20-22), B(14-15), C(11-15)

A(21-22), B(15-16), C(12-14)

Pecha Kucha meaning

-Idea limitation -Time limitation

A(64), B(20-21), C(35-37)

A(55), B(27-28), C(12-14)

Pecha Kucha sometimes limits the students

-Material planning

-Material practice -A long preparation -Material memorizing

A(22-24), A(38-41), C(15-16)

A(25-26), B(17), C(18-20)

A(32-37), C(16-17) A(74-78), A(42-45), B (17,24), C(29-30)

-Preparation should be good and take enough time

-practice by memorizing will be easier

-Mastering the topic -Management time

-Many advantages

A(60-63), B(24-25) A(30-32), A(63-66), B(28), C(22-23, 32) A(49-52), B(22-25), C(26-28)

-Pecha Kucha trains to master the topic well -Pecha Kucha trains to manage the time wisely

-Speaking tempo -Setting slide -Slide stops

-Implementation of Pecha Kucha before A(27-30), C(42-43) A(53-56), B(26-28), C(37-39) A(56-57), B(28-29), C(39) A(68-72)

-Students speaks too fast -Managing the slides automatically is difficult -Technical problem happens in Pecha Kucha

-Improvisation

-Focus on topic

-Making summary

A(59-63), A(75-78), B(17-18, 20), C(19-20, 43)

A(22-24), A(36-37), B(20), C(33-34) A(38-41),

-Students should be able to improve when they forget

-students should focus on topic

-Making summary and memorize it will make presentation become easier

-Challenges in Pecha Kucha

-Interesting topic/presentation

A(37-41), C(24-26) A(45-49), B(25), C(27-28)

-Students should be more ready in preparing

material

-Students are enthusiastic with interesting topic

Appendix 5 Transcript of reflections

(Copied from Whatsapp‟s screenshoots)

Reflection of Participant 1

Pertama kali mendapatkan pelajaran Bahasa Inggris adalah pada saat masih SD.Saat itu masih belum terlalu fokus dengan Bahasa Inggris.Dulu saya memang tidak suka Bahasa Inggris tapi saya tidak tahu kenapa saat ini justru saya memilih jurusan itu.Saya hanya merasa mampu untuk menguasai Bahasa Inggris namun tidak pandai sekali.

Saya tahu kalau ilmu Bahasa Inggris akan selalu dibutuhkan hingga masa yang akan datang. Mungkin itu jadi salah satu alasan saya untuk memilih jurusan Bahasa Inggris.Ya walaupun saya tidak terlalu suka sebenarnya dengan Bahasa Inggris.Yang saya tahu kalau PBI nya Sadhar itu bagus akreditasinya, jadi ya tidak rugi kalau daftar disana.

Saya belajar banyak dari kegiatan berbahasa Inggris termasuk bagaimana cara presentasi. Saya Mengetahui Pecha Kucha di kelas CLS 2 pada saat itu.Sebelumnya, presentasi biasa-biasa saja dan membosankan sekali.Akan tetapi setelah mengetahui dan mendapatkan Pecha Kucha, saya bisa tahu inovasi dan tantangan baru dalam mengolah presentasi semenarik mungkin.Walaupun saat itu saya hanya mendapatkan nilai 73 tetapi saya merasa terinspirasi dengan teknik itu. Cuma saya hanya berpesan saat membuat materi Pecha Kucha, kita harus mempunyai ide yang menarik dan apa yang disuguhkan dalam bentuk yang kreatif.

Reflection of Participant 2

Saat itu kelas 3 SD, saya pertama kali mendapat pelajaran Bahasa Inggris tetapi hanya pengenalan-pengenalan vocab saja.Saya juga pernah ikut les privat

Saya memilih jurusan Bahasa Inggris karena saya tidak begitu suka dengan menghitung jadi saya lebih memilih Bahasa khususnya Bahasa Inggris.Motivasi saya memilih PBI Sadhar itu jarena saya tahu kalau PBI Sadhar yang paling bagus di Yogyakarta.

Di PBI, saya dapat Pecha Kucha yang ada dikelas CLS 2. Pertamanya saya tidak begitu mengetahui apa arti Pecha Kucha sendiri. Akan tetapi setelah mempraktikannya sendiri, Pecha Kucha itu lebih mudah dan lebih efektif untuk menyampaikan informasi karena lebih memberi penekanan dengan waktu yang hanya 20 detik.Saya dulu mendapatkan nilai 77 saat final progress test untuk kelas speaking.Untuk kedepannya, mudah-mudahan Pecha Kucha bisa memberikan inspirasi untuk lebih tahu bagaimana yang efektif dan tidak membosankan.

Reflection of Participant 3

Saya pertama kali belajar Bahasa Inggris pada waktu di sekolah dasar.Belajar Bahasa Inggris waktu SD terasa seru, soalnya saya mendapatkan pengalaman diajar guru yang “Killer”.Saya juga bernah ikut semacam bimbingan belajar tetapi khusus Bahasa Inggris.Memang saat itu saya menyukai Bahasa Inggris sejak saya kecil.Jadi, saya sedikit mempunyai pengalaman dan basic Bahasa Inggris.Saya melanjutkan belajar di bimbel Bahasa Inggris sampai pada saat saya masuk SMP.

Saat SMA kesukaan saya dengan Bahasa Inggris mungkin bisa dibkatakan biasa-biasa saja. Hingga sampai saya lulus dari SMA, saya memutuskan untuk melanjutkan dan memilih jurusan Bahasa Inggris. Pertama kali saya merasa bingung apakah saya akan memilih Sastra Bahasa Inggris ataukah Pendidikan Bahasa Inggris. Akan tetapi orang tua lebih mendukung saya untuk masuk ke prodi PBI Sanata Dharma.Lagipula PBI Sadhar juga mempunyai kualitas bagus.

Dikelas PBI saya mendapatkan mata kuliah CLS 2.Disana saya mendapatkan Pecha Kucha.Kalau dibandingkan dengan presentasi-presentasi

sebelumnya, Pecha Kucha tidak membosankan. Sebelum belajar dengan Pecha Kucha, kadang merasa cepat bosan dengan cara berpresentasi yang begitu-begitu saja. Tetapi setelah mendapatkan Pecha Kucha, saya merasa mendapatkan banyak tantangan untuk berpresentasi dengan baik. Saya juga tahu bagaimana cara membuat presentasi lebih menarik. Kadang disitu saya juga mendapatkan banyak tantangan dengan persiapan materi untuk Pecha Kucha khususnya.Saat itu saya lumayan menyelesaikan Pecha Kucha dengan baik, dengan mendapatkan skor akhir 80. Terakhir, saya hanya berharap semoga Pecha Kucha dapat memberikan suasana baru didalam kelas dan proses belajar mengajar.