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
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
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
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,
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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
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
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.
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
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
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
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
25
CHAPTER III
METHODOLOGY
This chapter presents the explanation of methodology which is used for
combining some theories in the theoretical description and theoretical framework.
There are some points which are included in the methodology. Those are research
method, research setting, research participants, instrument and data gathering, data
analysis techniques and research procedure. All of those are presented
systematically in order to get clear understanding and explanation.
Sherman and Webb (1988) say that a qualitative research implies direct
concern with an experience as it is „lived‟ or „felt‟ or „undergone‟. It is done for
the purpose of understanding social phenomena (Wiersma, 1995). It has the aim to
understand experience as nearly as possible as its participants feel or live it. Most
researchers say that qualitative descriptions should transport the reader to the
scene, convey the pervasive qualities or characteristics of the phenomenon and
evoke the feeling and nature of the educational experience (Sherman & Webb,
1988). More specifically, the researcher used a phenomenological research
method in which the focus is on the lived experience of the
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
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
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
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
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
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
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
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
