PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

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


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

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PLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI PLAGIAT

PLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI PLAGIAT


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

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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

Hanung Yulianto v


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.

Keywords: Presentation, Pecha Kucha, CLS 2 class, phenomenology

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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.

Kata kunci: Presentation, Pecha Kucha, CLS 2 class, phenomenology

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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

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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.

Hanung Yulianto

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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 1. Type and aspect of presentation ...................................................8

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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 2.Self-developments ............................................................................44

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3.Effective learning .............................................................................47 4.Adaptation ........................................................................................49 5.Opportunity ......................................................................................50

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 52 A.Conclusions ........................................................................................... 52 B.Recommendations ................................................................................. 54

REFERENCES...................................................................................................... 56 APPENDICES ...................................................................................................... 60

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LIST OF FIGURES Page Figure 2.1 Construct of the research .................................................................24 Figure 3.1Phenomenological steps ....................................................................29

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LIST OF APPENDICES Page Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5

Interview Guidelines....................................................................61 Verbatim of Research ..................................................................62 Sample of Bracketing and Horizonalization ................................84 Sample of Textual and Structural Subject 1,2,3/A,B,C ...............86 Transcripts of reflection...............................................................90

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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 1


2 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


3 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


4 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.


5 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


6 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.


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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.


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. 8


9 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


10 an automatic slide then they have to speak regarding each picture. Sometimes, it needs written and oral materials to be prepared before conducting Pecha Kucha. The materials of Pecha Kucha given by a teacher are developed by students individually. This can be categorized as a Task-Based Approach which means the teacher gives task towards the students. Task-based learning (TBL) is an approach for foreign language (L2) learning and teaching. It is also a teaching methodology in which classroom tasks constitute the main focus of instructions (Richards, Schmidt, Platt, 2003). b.

Pecha Kucha Student‟s presentations enable students to learn from their peers and

provide an opportunity to organize materials for a public presentation. Many students choose to use PowerPoint for their presentations, but then read straight from the slides or put too much information on each slide. The focus of the present study is to examine student‟s interest and retention of presented material using Pecha Kucha, a new presentation style designed to minimize some of the old behavior of traditional PowerPoint presentations. 1)

A brief history of Pecha Kucha Pecha Kucha is a presentation style in which twenty slides are shown for

twenty seconds each (six minutes and forty seconds in total). The presentation format was devised by Astrid Klein and Mark Dytham of Klein Dytham architecture. Sometimes, there were some meetings to have such kind of


11 presentation or Pecha Kucha format in certain countries which called Pecha Kucha Night. It was attended by some people who came from different countries. The first Pecha Kucha Night was held in Tokyo in their gallery, lounge, bar and club in February 2003. The Klein Dytham architecture still organizes and supports the global Pecha Kucha Night network and organizes Pecha Kucha Night Tokyo (Dytham, 2015). It means that the development of Pecha Kucha around the world is still growing. 2)

Pecha Kucha and the traditional presentation Now, Pecha Kucha Night is conducted in over 700 cities around the world.

People can share about everything which they have planned in a Pecha Kucha format. It is different from an ordinary presentation which is only focused on a long speech. It will take time and some audiences may feel bored. Moreover, people can show and share their works in a relaxed way. It is not only in an educational institution in which Pecha Kucha used but also in the office and a public seminar. Few studies have examined Pecha Kucha as a Power Point presentation style. Beyer (2011) rates student class presentations that were either Pecha Kucha or traditional text-based PowerPoint (text and images on slides) and also had students rate their peers‟ presentations. Both Pecha Kucha and the traditional presentation emphasized on the giving attention to other presentations. Beyer finds that Pecha Kucha presentations had higher instructor ratings of eye contact, visuals and overall presentation quality compared to student


12 PowerPoint presentations. Although Beyer (2011) demonstrates that Pecha Kucha improves aspects of student‟s presentation quality as compared to traditional PowerPoint, the study design had limited an experimental control. 3)

Benefits of Pecha Kucha The timing and style of Pecha Kucha improves student presentations. The

automatization and fast pace of the slides forces the presenter to be organized in order to capture each slide‟s message. The selection of imagery used can support key points and the presenter‟s verbal message is not competing with the slide 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


13 a Pecha Kucha presentation, students have better visual design skills as a result of preparing each image to map their intended message with visually no text on the slides. According to Tomsett & Shaw (2014), Pecha Kucha presentations as used in the classroom are also a form of creative revision where each student helps other class members by giving a personal perspective, with researched evidence on a selected topic. 4)

Pecha Kucha as an effective presentation Learning will be most effective when the learning experiences are

satisfying and the learners feel they are accomplishing some desired or worthwhile goals (Risk, 1958). Klentzin, Paladino, Johnson and Devine (2009) state that Pecha Kucha is effective as traditional Power Point presentations for student‟s retention of lecture information. Klentzin and colleagues‟ findings suggest that Pecha Kucha can more succinctly present information at the same quality level as a longer Power Point format with no immediate differences in student learning of the material. Pecha Kucha is a technique which helps students to grab meanings through a short speech in each slide. The audience does not have texts on the Pecha Kucha slide to reinforce the point made by the presenter. Having a limited text is more appealing to an audience. As previous research has found, students can be distracted from what the speaker is saying (Savoy, Proctor, Salvendy, 2012). Additionally, students using Pecha Kucha may also have an advantage of a generation effect versus


14 reading from a slide that has been shown to improve recognition (Slamecka & Graf, 1978). Pecha Kucha offers a shorter time frame for student presentations and has advantages to the presentations. Therefore, the presentation is more practiced and engaging for the audience (Beyer, 2011). With automated slides, student‟s Pecha Kucha presentations are always completed in the set time limit. It means that the time consuming can be managed in every Pecha Kucha. Images are the key to an effective Pecha Kucha. Trying to find images that are illustrations or metaphors of key points 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.


15 a.

Definition and role of learners Since the participants were English learners in Sanata Dharma University,

they had roles as learners in class. A learner is someone who learns from teachers. In class, there are two kinds of learning. They are teacher-centered and learnercentered. 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


16 learners which see teacher as a source of information and knowledge. Pecha Kucha trains students to be independent in developing their own material. Technology has allowed individuals to obtain, assemble, analyze and communicate information in more detail and at a much faster pace than ever before possible (Kastuhandani, 2011). As a globalization effect, students are more sophisticated in using computer to assist them in a learning process. It also plays a role to help students learning effectively in a classroom. The mosteffective uses of computer in a classroom are for accessing information and interpreting, organizing and representing personal knowledge (Jonassen, 2000). Therefore, students as users of computer can make the use of computer and adopt some information on it. b.

Language learning Students who learn their second language mean they learn literally aspects

of its language. Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent and think critically about ideas. It involves the capacity to access, manage, and evaluate information; to think imaginatively and analytically, and to communicate thoughts and ideas effectively. There have been calls for new kinds of learning from many different parts of society (Fink, 2003). Learning language is different from other types of learning. It is the process by which the language capability develops in a human. Language learning is not communicative. It is the result of direct instruction in the


17 rules of language. In the language learning, students have conscious knowledge of the new language and can talk about that knowledge (Haynes, 2005). 3.

Speaking skills According to Clark and Clark (1997), speaking is fundamentally an

instrumental act. Widdowson (1984) says that speaking is the active or productive skill. Based on these two definitions, it can be concluded that speaking is an interaction between two people or more. Speaking is commonly defined as the activity of delivering speech which is conducted because there is a particular message intended to be transmitted. Harmer (1991) states that there are some purposes of someone doing communication: people want to speak, people have some communicative purpose the selects from his language store, people want to listen to something and they are interested in the communicative purpose of what is being said. According to Chaney and Burk (1998), speaking is the process of building verbal and non-verbal symbols. In order to succeed in conveying the message, speakers must learn some principles and strategies of public speaking. Grice and Skinner (2006) mention that there are two principles of public speaking that can be applied everywhere. In the first place, the more effective preparation is, the better the speech will be. Therefore, what to do before delivering speech is crucial. In the second place, public speaking is a mixture of content, organization and delivery. They are independent to each other and that means the success of delivering speech relies on the abilities to synchronize those


18 three elements. The way of students deliver their speech in front of public depends on some important parts. One of the successful ways to make speaking practice delivered well is speaking confidently. Gaining self-confidence and courage and the ability to think calmly and clearly while talking to a group is not one-tenth as difficult as most people imagine (Carnegie, 1991). Some people said that talking in front of public was difficult therefore some solutions came up to help them talking confidently. Speaking confidence is not only regarded from verbal abilities but also the physical abilities. Harris (1974) mentions there are five components of language that influence speaking ability. Pronunciation is very important in speaking. It can influence meaning of word if it is said inappropriately. Hornby (1995) says that pronunciation is the way in which a language is spoken, the way in which a word is pronounced, the way a person speaks the words of language. Mastering grammar knowledge will help one in speaking English, because people will know how to arrange word in sentence, what tense will be used, how to use appropriate utterance. Grammar also determines what times people used in expressing an event. It could be past, present, and future. Each tense has different patterns which allow English learners master the sixteen tenses. Mastering vocabulary is the first step to speak English. If people do not master vocabulary, the intention will not be delivered. Vocabulary is the basic need to learn other languages because people have to know the meanings of words


19 to be translated in other languages. Correct meanings of words will also determine other people‟s understanding. In speaking, people must speak fluently. Therefore, listeners are able to response what other people are saying. The fluency of a person in speaking also shows a clear explanation or speech that is given. The fluency of speaking also affects correct pronunciation, grammar, and vocabulary. People who tend to speak fluently pay attention carefully to those three parts of English components. Comprehension is needed because it will cause misunderstanding between speaker and listener. If people do not know what they are saying, communication cannot run well. This supports how people understand each other about what they are saying. According to Richard and Hodgson (1975), improvisation is the meaning of training people to think. The thing is required during improvisation is thinking within a situation, or thinking about a situation after it has been experienced. Improvisation also needs creativity to face an unexpected situation when people get lost in speaking. Improvisation is a set of exercises, principles and a “mindset” that is thought spontaneously and creatively (Mitchell, 2010). 4.

Integrated listening and speaking skills According to Bueno, Madrid, 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-


20 interaction described by Lynch and Cicchetti (1997). Here, students are given chance to identify their behavior done in a listening and speaking class. In the same way, a good writer is a good reader and a good speaker is also a good listener. This rule is generally applicable to second language (L2) learners and it has to do with the correlation between productive (writing and speaking) and receptive (reading and listening) skills (Bueno et al. 2006). Students who listen carefully and grab meanings from someone‟s speech will also determine their speaking ability. In order to be able to demonstrate comprehensible meaning, students need to get relevant and meaningful input either from listening or reading. Therefore, they do not only acquire full understanding of the messages being spoken but also the model to communicate them in the appropriate speaking context (Floriasti, 2014). The students need to get input or information by listening to other sources then deliver it by uttering to others. Rivers (1996) in Osada (2004) says that speaking does not constitute communication unless what is being said is comprehended by another person. Therefore, ideally, students get input from listening skill how to speak accurately and fluently. It can be stated that students need more practical activities. They should provide students with more listening practice and input from listening materials and audio-visual media. They contain good models of accuracy, fluency, pronunciation, rhythm, intonation, grammar and standard rate of delivery. As Dunckel (1991) says that although it has become generally accepted practice to provide beginning-level learners with a considerable amount


21 of comprehensible input. Students need to have a good listening model in order to get a better input. The focus of integrated listening and speaking skills here is on the relation between input and output. 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


22 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


23 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.


24

Figure 2.1 Construct of the research


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 participant‟s story from the implementation of Pecha Kucha in the CLS 2. 25


26 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


27 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


28 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.


29

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.


30 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


31 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.


32 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.


33 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.


34 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.


35 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 “selfpreparation”. 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


36 eliminated students in order to represent a high, mid and low achiever. Secondly, the researcher designed the blueprint for the interview guidelines. It was the fundamental instrument before directly asking to the participants. Then, the researcher had an interview to each participant in different chances. After perceiving the data, the researcher adapted what Moustakas (1994) suggested in phenomenology steps to proceed the data. The researcher had to disclose assumptions and beliefs which meant the researcher should be neutral to avoid the biases. This was called epoche. Next was phenomenological

reduction

which

allowed

the

researcher

to

have

horizonalization. It must be identified per unit of meaning by transcribing verbatim from each participant. After that, the researcher categorized the units of meaning into certain themes or topics which were called textual and structural descriptions (imaginative variation). The description of the textual and structural units was combined to form a textual structural of essence of the experience. Those processes were repeated toward each participant until the textual-structural descriptions represented the essence of the experience of the whole groups.


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‟ livedexperiences 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.

37


38 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.


39 2.

Story of Participant 2 He wasa nineteen-year-old boy which has a process to pass his study. He

started learning English since he was around three years old. At that time, he hoped that he could learn more about English but unfortunately he only learned some vocabularies. It showed that his expectations were limited by a learning system which only taught students about vocabulary. When he was in a junior high school, he would like to join an English course in order to improve his skills in English. Before continuing his study in Santa Dharma University, he graduated from SMA 1 Depok Sleman. In his opinion, it was one of favorite schools in Yogyakarta. This also became a reason why he chose the school. He took a social course in SMA 1 Depok Sleman. He also told his reason why he chose the English study program rather than other programs. The only reason was just he loved learning language rather than learning math. He got difficulties when he had to deal with many numbers and formula so he chose language to be learned which was simpler. After that, he decided to continue his study at Sanata Dharma University in the ELESP program. In his opinion, he knew that it was the best English study program in Yogyakarta University. That was why he joined the ELESP of Sanata Dharma. When he was interviewed, he was in the fifth semester which meant he got semester fourin the previous. In the semesterfour, he got the CLS 2 class which emphasized on the integration of listening and speaking skills. He said that learning CLS 2 was about training his listening and speaking skills in more


40 critical ways. Besides,one of lecturers introduced Pecha Kucha to the students in the CLS 2 class. It was used to take a score in a final test. Therefore, students had to make a presentation or Pecha Kucha to be presented in the class one by one. Before knowing Pecha Kucha, he just got blind about what Pecha Kucha was. He even had not gotten such way of presentation before he joined the CLS 2 class. However, after experiencing Pecha Kucha directly, he realized that Pecha Kucha was easier rather than other ways of presentation he ever knew. He said it was more effective to be implemented in the class in which the students had to manage their time for twenty slides. They had different speech to deliver and students must speak twenty seconds in each slide. That was why he said it was more effective in managing the speech and preparing the material. He hoped that he could do such way of presentation which was not boring. In the last, Pecha Kucha was the new way of presentation which must be tried to implement in the class. 3.

Story of Participant 3 She was nineteen years old when she was interviewed. She started to learn

English in an elementary school. She thought that learning English in the elementary school was so excited. 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.


41 She was confused in terms of choosing study programs that she was going to choose. Firstly, she was going to choose an English Literature or ELESP. Her parents asked her to choose the ELESP of Sanata Dharma with a consideration that it was also the best study program in Yogyakarta especially the English study program. She also said that the quality of one study program would determine more students to choose. It happened in Sanata Dharma especially in ELESP. She was one of the students in the CLS 2 class in 2014. She was in the fifth semester when she was interviewed. She never knew about the learning technique called Pecha Kucha before joining the CLS 2 class. That was the first time she got the learning technique. She mentioned about her concern before having Pecha Kucha in the class. She said that before learning Pecha Kucha sometimes she felt bored with many ways of presentation which she had before Pecha Kucha. She hoped that after joining or having Pecha Kucha she would get something new to to learn and of course it would be more interesting. Then, after experiencing Pecha Kucha, she felt in love with the way of Pecha Kucha was presented. It was more attracted therefore the students would pay attention to every presentation. It was so challenging also in which students would have many things to do before Pecha Kucha was begun. Finally, she expected that Pecha Kucha could give a new atmosphere in the learning process in the class. B.

Interpretation This part provides elaboration of emergent themes processed by the

phenomenological steps adopted from Moustakas (1994) which appeared from the


42 data gathered. There were five themes which were mostly showed by those three participants from conducting in-depth-interviews. They were creativity, selfdevelopment, effective learning, adaptation, and opportunity. 1.

Creativity The implementation of Pecha Kucha in the CLS 2 class enabled students to

dig out their creativities. The intention of showing students‟ creativities was seen from topics that were provided by a teacher. Pecha Kucha had given a lot of advantages for the students especially in building the creativities. It helped students how to make a good presentation with interesting topics. Therefore, their audience would not get bored easily to pay attention to the presentation. It was based on participant 3‟s view which was proved when she became the audience for their friend‟s presentation. Pecha Kucha gave a new color in the learning process to CLS 2 students; it was showed from participant 1‟s statement which said that Pecha Kucha taught him a new thing. “First, we get a new thing. Second, we learn how to memorize the script. We do not rely on the written text stated in the power point. Third, we learn how to make an interesting presentation”(Participant 1.20)

Making an interesting presentation with Pecha Kucha forced students to develop their ability in varying materials. Besides, the creativity of the students was shown in the way of memorizing their own written scripts in a preparation. It


43 also helped students to find the best and suitable way to ease the memorization of the scripts, as stated by participant 2 “The material is more structural so that we do not speak out of topic when we speak. It is because we are going to deliver just the points to the audience. Therefore, they focus more because we do not speak too long.” (Participant 2. 26)

There was no need to write the script of their speech which was planned before conducting Pecha Kucha. There must be only points of the speech which was written for their cues during the Pecha Kucha. The text which was already written in slides trained students in managing their time in each slide. Students were helped to improve their creativity through the material stated in the slides. Participant 2and participant 3 showed their improvement in creating the material which was more structured in order to limit their speech. Therefore, they could still focus on topics discussed in the slides. “The material is more structural so that we do not speak out of topic when we speak. It is because we are going to deliver just the points to the audience. Therefore, they focus more because we do not speak too long.”(Participant 2. 26)

“For me, I am attracted to see my friends’ Pecha Kucha presentation rather than to watch a usual presentation. Moreover, the topic is very interesting so they have to focus on the points and they hit the nail on the head.”(Participant 3. 26)

It also helped students to keep focusing on the material which was structurally already prepared. They improved their capabilities to manage their


44 time to speak by conveying points in order not to get a long speech in front. They also could estimate how much time they needed to present each slide. Therefore, their management of time in speaking or presentation grew better since they got Pecha Kucha in the CLS 2 class. Pecha Kucha also had helped students to think creatively and critically when they were speaking in front of class. Students needed a smooth transition of speech between one slides to the next slide. However, it enabled their capability in looking for words which were appropriate to use when the slide was changing. Pecha Kucha also trained students to develop their diction since they had material preparation until they conducted the presentation. Therefore, the implementation of Pecha Kucha has helped students to enable their creativity in terms of presentation, material and speech. Furthermore, Pecha Kucha has developed students‟ capability to keep focusing on certain points in order to make the speech run well. It made them limit some unpredictable words which would probably appear during the speech. 2.

Self-development All of the participants were helped to develop their own capabilities and

self-efficacy through the implementation of Pecha Kucha. They tried to have a better preparation and readiness before conducting Pecha Kucha. The preparation guided them to where and to what they were going to deliver their material. They had better preparation since they joined Pecha Kucha in the CLS 2 class. By


45 having clear preparation, they were able to determine their own ideas since the material was arranged systematically. The importance of self-preparation in designing the material was stated by participant 3 who told that every presenter should pay attention to their self-efficacy. “There is my friend who could memorize almost the same with the material. I think it also depends on our own capability whether we could memorize those twenty slides or not. If we could not do it, we could only take the points then we try to improve those points.” (Participant 3. 31)

Participant 2 also viewed the contribution of Pecha Kucha which successfully changed his perception that in Pecha Kucha, there should be a good structure in the material. It did not only the subject or the presenter which was helped but also audiences would be attracted by the presentation. Pecha Kucha gave some impacts toward the participants in term of improving their speaking skills. As a student in the CLS 2 class, Participant 3 proved that in Pecha Kucha she had to be able to do improvisation when she forgot the material. It could enable students‟ capability to do improvisation when they did not remember what already stated in their mind. “We do not know what will happen in front of the class. We have to learn our topic in order to master our material. So, we will not forget what we have written and of course we have to be ready to improve our speech.” (Participant 3. 24) “My individual practice is already well but mostly I do improvisation to the points when I present.”(Participant 2. 5)


46 “Actually, there are some improvisations when I forget with the script.” (Participant 1. 15)

Having a fast-paced speech with certain slides forced students to speak effectively around twenty second per slide. Improvisation skills appeared from a result of students‟ forgetfulness in the middle of their speech. However, students got benefit when they forgot their material in which they could improve themselves to speak based on their own capability. The other self-development which students could improve was their confidence. The material which was delivered in Pecha Kucha by each student was their best product to be presented. It helped students to build their selfconfidence to speak based on their own ideas. Moreover, speaking activity also trained them to be brave to speak in front of their friends. They showed their capabilities in thinking critically and quickly when they were presenting in front. “Because the time is limited, therefore we have to think quickly and what we are delivering is same with the slides.”(Participant 2.31)

It proved that participant 2 could think quickly in order to have a speech which was guided by some points in his slides. Pecha Kucha helped him to dig out his capability to use the time appropriately and to speak carefully based on the slides. Pecha Kucha also helped students to evaluate themselves after having presentation individually. They identified some mistakes happened during their presentation. Therefore, Pecha Kucha provided an individual evaluation regarding their own performance since it allowed students to have a better presentation in


47 the future. Participant 1 and Participant 2 also could identify their mistakes after having Pecha Kucha as stated below. My own mistakes when having Pecha Kucha is I forget the material script or even I explore some points which are out of topic.” (Participant 1. 17)

“Therefore, it seems like I already stopped talking but the slides are still running or they have changed but I still talk about the previous topic.” (Participant 2.16)

The three participant were helped to be aware of their common mistakes happened during their presentation. Students‟ sensitivity of their own mistakes was improved regarding their practice of Pecha Kucha in the class. In sum, Pecha Kucha provided students chances to develop their capabilities in self-preparation, improvisation, self-confidence, and selfevaluation. The first was students had better preparation before conducting Pecha Kucha. Second, students could enable their skill of improvisation when they forgot their material in the middle of the presentation. Third, they were helped to be more confident to speak in front of the class with a Pecha Kucha style. The last one was the implementation of Pecha Kucha enabled students to be aware of their mistakes then they evaluated themselves. 3.

Effective learning A new way of presentation called Pecha Kucha had given proofs which

showed learning should be effective. Learning effectively could be seen from


48 certain aspects which affect student‟s success in learning. They were student‟s attention, student‟s interest, goal-oriented, teacher‟s role and student‟s role. They all determined the effective learning in the class since every aspect was fulfilled. Participant 3 stated that speaking practice using Pecha Kucha was effective. “I think this Pecha Kucha should be more prepared. I mean there should be a long preparation. It is also effective which means the presentation does not need to be too long. We also have to master the material. We do not only talk about anything but we understand what we are saying. I think it is more effective.” (Participant 3. 17)

The limitation of time in Pecha Kucha helped the teacher and students to use time efficiently. Therefore, the goals of all students in Pecha Kucha were achieved by creating an effective learning in a way of good management of time. Pecha Kucha built a new atmosphere for a learning activity especially in a speaking practice. It was able to get students‟ attention in the class which allowed all of students to contribute the activity in the class actively. A presentation activity using Pecha Kucha was more attractive since students were not familiar yet with it. Participant 3 were helped to solve her lack of attention inthe CLS 2 class especially in the speaking activity because of Pecha Kucha. “For me, I am attracted to see my friends’ Pecha Kucha presentation rather than to watch an usual presentation. Moreover, the topic is very interesting so they have to focus to the points and they hit the nail on the head.” (Participant 3. 21) It showed that students‟ attention still focused on the activity practiced in the class. Students were also very enthusiastic to follow all of rules which were


49 implemented since the beginning until the end of Pecha Kucha. Paying attention to points on slides made students keep their attention toward other‟s presentation rather than mentioning all materials. Pecha Kucha had built students and teacher to have a good connection in order to achieve what became goals of learning. Students were also helped to improve their speaking skills through the presentation. Teacher‟s role was giving example to students regarding how Pecha Kucha worked. Moreover, the teacher showed some videos to students about how people did Pecha Kucha properly. Students were also active to pay attention to teacher‟s explanation of Pecha Kucha since the rules were little bit complicated. 4.

Adaptation All of the participants were not familiar yet with Pecha Kucha since it was

categorized as a modified presentation. Students were adapted with Pecha Kucha in order to achieve some goals regarding the implementation of Pecha Kucha. By paying attention to some examples and some references, students were trained to practice individually in order to avoid some mistakes happened in Pecha Kucha. Pecha Kucha enabled students to improve their speaking skills through a presentation. All of participants agreed that Pecha Kucha helped them so much in improving speaking skills since they did not get in previous semesters. Therefore, students were accustomed to speak in front of public or audience after having Pecha Kucha. It gave a benefit for students to be better in having presentations in other chances.


50 Pecha Kucha helped students to be accustomed to having an improvisation speech. All participants could enable their capability in doing improvisation through Pecha Kucha. Before, students did not get such kind of activity which trained them to speak a lot. They forced themselves to have a good improvisation as they could when they missed some words or sentences. Students could adopt some ways to be implemented in order to have a good Pecha Kucha. In the beginning of the activity, students might not identify which way was good. Then, they were helped by their teacher by showing some examples of having Pecha Kucha. It did not only by watching in the video but also identifying their friends‟ mistakes. They actively paid attention to their friends‟ Pecha Kucha so that they could adopt which were good to be used. 5.

Opportunity Pecha Kucha provided some opportunities for students to have a better

improvement of their speaking skill. Generally, students were helped to improve their speaking skills with some aspects given from the Pecha Kucha practice. It provided a chance for students to express themselves to share their ideas. Then, they were trained to develop their own materials based on certain topics which could enable their self-actualizations with a unique presentation. The last was students were provided new information about how to have an interesting presentation which could change students to be more active. Students could take some benefits from the implementation of Pecha Kucha in the CLS 2 class. The first benefit was it helped students to express their


51 ideas when they made their material. It gave opportunity for students to choose the best use of topics given by their teacher. Students developed themselves individually by their own ways. “The challenge is also the preparation. I used pieces of small paper as notes to help me memorize the slides. It is more on the preparation I think.”(Participant 3. 19)

She used her own way in order to ease her memorization of points and slides. She used some pieces of small paper which contained some speaking points to be delivered. Pecha Kucha had given her a chance to find the best way which encouraged students to be better. The second benefit was students actualized themselves through the implementation of Pecha Kucha. It was as a means for students to develop their own characteristics dealing with speaking practice. It enabled students to be more creative to show their own rights to determine what material of speaking would be delivered. The uniqueness of speech and pictures in the slides represented their characteristics in terms of self-actualization. There was no limitation from their teacher for the pictures and materials used since they were not out of topics. The other benefit was Pecha Kucha enriched students‟ knowledge about the interesting presentation called Pecha Kucha. It showed the students if a presentation should let students to be creative and active. It gave students an opportunity to be independent in developing their own speaking skill and their own material. Therefore, students would not rely on other students‟ capability.


CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

In

this

chapter,

the

researcher

presents

the

conclusions

and

recommendations of the research. The research shows the meaning of Pecha Kucha‟s implementation in the CLS2 class. The conclusions of the research will be presented in the first then it continues to the recommendations for ELESP students and ELESP lecturers and future researchers. A.

Conclusions This phenomenological study had showed some experiences toward

students‟ self-development in the implementation of Pecha Kucha in the CLS 2 class. As the research subject, the three participants already got meaningful experiences which were elaborated in the verbatim continued to the discussion. The data were extracted into five general themes which covered all the in-depth interviews results. The implementation of Pecha Kucha helped students to improve their creativity through a different way of presentation. It was speech with twenty second duration in every slide with total twenty slides. The development of their materials created students‟ ability to be more creative. Pecha Kucha also enabled students‟ capability in looking for words which were appropriate to their slides. It needed good dictions in order to ease other students to understand. 52


53 Self-development was an important thing which could be achieved from the implementation of Pecha Kucha. Students were helped to have a better selfefficacy which allowed students not to rely on other students. To solve problem when students forgot their materials, they could do improvisation in the middle of their forgetfulness. Students could be more confident to speak and share their ideas in front of audience. Speaking confidently in Pecha Kucha also trained them to think creatively and critically. Students became more aware of their mistakes since they had Pecha Kucha. They could identify and evaluate themselves whether they were already good or not. The teacher created an effective learning simultaneously with the Pecha Kucha practice. Students and teacher were actively contributed to the learning technique. Teacher gave example to the students through watching videos and students practiced in front of class. Audiences also participated when one speaker had a chance to have Pecha Kucha. They were attracted toward other students‟ presentation because it was a different presentation. The Student did not need much time to adapt the rules of Pecha Kucha to be conducted. Even though they were little bit complicated, students could understand easily by watching directly the practice of Pecha Kucha. Students were more familiar with improvisation in a speaking practice. They also could identify other presenters‟ way of presentation in order to have a better practice. The last theme was opportunities which had given by Pecha Kucha in the CLS 2 class. Generally, students were helped to improve their speaking skills. It trained them to develop their own speaking materials based on certain topics.


54 They actualized themselves to determine what kind of speaking materials which were going to use. Students could create unique materials and slides in order to attract audience at the back. Further, Pecha Kucha had given them a new way of presentation to be implemented. Therefore, the implementation of Pecha Kucha in the CLS 2 class helped students a lot in their speaking practice. It also gave many benefits which could make students to be better in the future regarding a technique used to improve a speaking skill. The implementation could work well since the students were actively driven in class. Indirectly, it helped the teacher to reach goals of learning in the class. B.

Recommendations The recommendation is directed to ELESP students. In a learning process,

there are some activities in a class which need good preparation. This research is a reminder for them to have good preparation before having presentation. This also helps students to train their speaking skills dealing with management of time. A good speaker must consider his or her material development when speaking and manage the time properly. Second recommendation is aimed to ELESP lecturers especially who are in charge of a speaking class. This could be an alternative way for the learning technique to improve the students‟ speaking skill. Here, students will be trained to develop their own material and they have to manage the way they deliver it by Pecha Kucha‟s way. This is also not a boring learning activity in which they have


55 various kinds of topic from their friends so that that they will pay attention more on the presentation. Those reasons will ensure the lecturers to implement this unusual presentation called Pecha Kucha. The last recommendation is for future researchers who still need more information about the implementation of Pecha Kucha. The researcher realizes that there are still much other aspects which can be investigated regarding the implementation of Pecha Kucha. The different views of developing a research method will produce various results. The limitation from the amount of participants also affects the variation of information which is achieved. Therefore, there will be more problems found if the number participant is added.


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APPENDICES

60


61

Appendix 1 Interview Guidelines 1. Anda kan sebagai mahasiswa di jurusan bahasa, menurut anda belajar bahasa itu apa? 2. Apa yang anda dapat dari dampak globalisasi terutama yang berhubungan dengan pembelajaran bahasa? (teknologi/pengetahuan) 3. Menurut anda CLS 2 itu apa? 4. Aktivitas apa saja yang diterapkan di CLS 2? Teori/praktek 5. Pengalaman apa yang paling mengesankan selama di kelas CLS 2 terutama saat speaking class? 6. Apakah pernah disuruh berpresentasi? 7. Bagaiamana dengan public speaking? 8. Kapan pertama anda mengenal pecha kucha? 9. Apa sih pecha kucha menurut anda? 10. Bagaimana pelaksanaanya? 11. Bagaimana anda mempersiapkan materinya saat itu? 12. Saat berpresentasi/ pecha kucha di final tes, bagaimana presentasi anda saat itu? 13. Apakah anda mengevaluasi diri anda sendiri setelah having pecha kucha? 14. Dulu pasti anda pernah berpresentasi ya, diabndingkan dengan pecha kucha bagaimana persamaan/perbedaan? 15. Pengalaman pecha kucha? 16. Kemudian mengenai penerapan pecha kucha di kelas cls 2, menurut anda bagaimana pelaksanaanya saat itu? 17. Apa sih keuntungannya dan kerugiannya? 18. Ada gak permasalahan2 yang dihadapi saat pecha kucha di cls 2? Materi/ teknis 19. Apa pengalaman yang bisa meningkatkan speaking skill di pecha kucha saat itu? 20. Lalu sebaliknya, pengalaman yang tidak mengenakan? 21. Ada tidak saran2 untuk penerapan pecha kucha ini untuk kedepannya?


62 Appendix 2 Verbatim of Research Verbatim 1 Name

: Participant 1

Date of interview

: July, 15th 2015, 10 p.m.

Location of interview : Sanata Dharma University P

: Pertanyaan

J

: Jawaban

P1

Pertama saya ingin bertanya, anda kan mahasiswa jurusan bahasa,menurut anda bahasa itu apa?

J1

Kalau menurut saya tu bahasa tu sebuah budaya

P2

Apa yang anda dapat dari dampak globalisasi terutama yang berhubungan dengan pembelajaran bahasa? Entah itu dari teknologi atau pengetahuannya

J2

Kalau menurut saya sih lebih mudah dijelaskan dengan teknologi, Participant kan teknologi semakin berkembang kalau menurut saya teknologi 1.2 semakin berkembang itu semakin memudahkan kita buat belajar.

P3

Berarti teknologi itu sangat membantu ya?

J3

Iya, membantu.

P4

Kalau untuk pengetahuannya sendiri apakah sama juga?

J4

Pengetahuan sih menurutku tidak ada yang berubah. Mungkin Participant berubah itu berubah pun tidak signifikan sekali. 1.4

P5

Oh seperti itu?

J5

Iya.

P6

Lalu, semester kemarin kan, anda dapat CLS 2 atau Critical Listening and Speaking 2, menurut anda CLS 2 itu apa sih?

J6

CLs 2 itu mungkin seperti kita lebih mendalami CLS pertama Participant sendiri yang isinya tu kita belajar mengenai cara berbicara dan 1.5

Participant 1.1

Participant 1.3


63 mendengar akan tetapi lebih mendalam atau kritis. P7

Lalu, aktivitas apa saja yang kemarin diterapkan di CLS 2 dari teorinya atau prakteknya sendiri?

J7

Kalau untuk teorinya agak jarang ya, kita lebih sering praktek di Participant lab audio kita mendengarkan tentang praktek berbicara dan 1.6 prakteknya kadang praktek berbicara kita lebih banyak dengan presentasi itu kelompok maupun individu.

P8

Lebih banyak kelompoknya atau individunya?

J8

Kalau menurutku sih lebih banyak kelompoknya.

P9

Lalu pengalaman apa yang paling mengesankan menurut anda selama dikelas CLS 2 terutama saat speaking class?

J9

Pengalaman yang menurut saya mengesankan selama di CLS 2 tu Participant mungkin lebih ke presentasinya ya, karena saya bukan tipikal 1.8 orang yang suka presentasi jadi saya dituntut lebih.

P10

Mungkin pertanyaan nomer 6 hampir sama, apakah pernah disuruh berpresentasi?

J10

Sering sekali.

P11

Sering ya?

J11

Iya.

P12

Eee..bagaimana dengan public speakingnya?

J12

Kita belum mendapat public speaking sama sekali, kita cuma Participant didepan kelas. 1.10

P13

Didepan kelas aja ya?

J13

Iya.

P14

Kemudian, kapan anda pertama mengenal Pecha Kucha?

J14

Ehh pertama aku mengenal Pecha Kucha itu di ujian terakhir CLS Participant 2 ini. 1.11

P15

Jadi sebelum ujian itu, belum pernah mendengar sama sekali?

J15

Belum mendengar.

Participant 1.7

Participant 1.9


64 P16

Kalau menurut anda, apa sih Pecha Kucha itu? Atau definisi Pecha Kucha?

J16

Pecha Kucha itu nggak beda jauh dengan presentasi biasa hanya Participant saja di Pecha Kucha itu kita ada aturan-aturan khusus lah. 1.12

P17

Bagaimana sih ataurannya itu kalau boleh dijelaskan?

J17

Eee..aturannya itu mungkin slide presentasi diberi waktu 20 detik Participant per slide nya. 1.13

P18

Di per gambarnya itu 20 detik ya? Jadi mungkin itu tadi tentang pelaksanaannya ya?

J18

Iyaa..

P19

Bagaimana anda mempersiapkan materinya saat itu?

J19

Menghafalkan naskah.

P20

Apakah yang anda sampaikan saat presentasi itu sama persis dengan yang anda persiapkan?

J20

Sebenernya enggak sih, memang ada beberapa improvisasi saat Participant saat saya lupa dengan naskah. 1.15

P21

Ya, berarti ada improvisasinya juga ya?

J21

Iya.

P22

Eee..adakah kendala mungkin saat anda berpresentasi pada saat itu dengan Pecha Kucha di final test?

J22

Mungkin kendalanya kendala teknis yang mungkin slide nya Participant tidak jalan. 1.16

P23

Apakah itu akan mengurangi bobot penilaian nanti?

J23

Sepertinya mengurangi.

P24

Setelah eee. Anda bepresentasi dengan Pecha Kucha itu apakah anda mengevaluasi diri anda sendiri? Apa sih yang kurang atau bagaimana? Adakah contoh yang riil kemarin saat anda berpresentasi?

J24

Kesalahan saya sendiri saat Pecha Kucha tu yang pertama saya Participant eee..lupa naskahnya malah ada beberapa improvisasi yang out of 1.17 topic.

Participant 1.14


65 P25

Kalau untuk keseluruhan, pengalaman menurut anda itu seperti apa?

J25

Itu hal menarik karena saya baru pertama kali, dan juga kaget Participant karena aturannya kok 20 slide. 1.18

P26

Apakah saat pertama mengetahui kalau itu 20 slides lalu anda semacam terbebani gitu atau bagaimana?

J26

Eee..saya terbebaninya itu iya, saya mikirnya kalau presentasi Participant biasa pun masih susah gitu. 1.19

P27

Kemudian kalau mengenai penerapan Pecha Kucha sendiri di kelas CLS 2 menurut anda bagaimana pelaksanaannya seperti itu?untuk seluruh teman teman anda dikelas?

J27

Bagus ya, karena kita diajarkan hal baru dan pasti banyak teman- Participant teman saya yang juga merasakan kalau itu sangat membantu. 1.20

P28

Lalu untuk keuntunganya sendiri dengan pecha Kucha apa menurut anda?

J28

Pertama, kita mendapat hal baru, kedua kita belajar untuk Participant menghafal naskah ya. Kita tidak bergantung pada tulisan-tulisan 1.21 yang ada di power point dan ketiga tu kita belajar bagaimana cara membuat presentasi yang menarik.

P29

Apakah ada kerugiannya dengan menggunakan Pecha Kucha itu menurut anda?

J29

Kita dikekang oleh aturan.

P30

Jadi ada batasan waktunya ya?

J30

He eh

P31

Kemudian, tadi untuk permasalahan-permasalahan yand ada di pecha Kucha di CLS 2 entah itu dari materi atau teknisnya mungkin ada?

J31

Jadi kita harus mempersiapkan pertama proyektor yang jelas gak Participant ada masalah, kedua tu kita memastikan file Pecha Kucha kita 1.23 sendiri apakah per slide nya sudah 20 detik.

P32

Apa saat itu banyak yang mengalami kendala entah dari teknisnya atau materinya?

Pecha

Kucha

Participant 1.22


66 J32

Beberapa temenku sih banyak ya yang dari mereka mengalami Participant kendala di filenya dan sempet juga proyektor kita mati. 1.24

P33

Kemudian eee…lalu pengalaman apa yang bisa meningkatkan kemampuan speaking skill anda di Pecha Kucha?

J33

Eee… menurutku kalau meningkatkan speaking skill di Pecha Participant Kucha pertama tu kita harus apa ya namanya, memperbanyak 1.25 wawasan kita tentang dunia luar lah di budaya kita sendiri kan. Yang kedua ya mungkin kita harus mencoba sering public speaking pakai Bahasa Inggris lah.

P34

Apakah ee..di CLS 1 sebelumnya apakah juga sudah dilatih terus menerus dengan presentasi didepan kelas atau semacam itu?

J34

ee… kalau kita disuruh presentasi didepan kelas itu pasti tetapi Participant kalau intensitasnya nggak sebanyak di CLS 2. 1.26

P35

Adakah pengalaman yang tidak mengenakan saat anda dnegan Pecha Kucha itu?

J35

Tidak.

P36

Ada tidak saran-saran untuk Pecha Kucha kedepannya?

J36

Pecha Kucha ini bisa dimulai dari CLs 1 karena menurutku apa Participant ya namanya, orang-orang yang ada di CLS 1 pun mampu gitu lho 1.27 untuk membuat Pecha Kucha. Sehingga, ketika kita masuk CLS 2 dan ada Pecha Kucha lagi tu tidak kaget.

P37

Kalau dari itu pengajarnya atau dosennya ada?

J37

Dosennya mungkin agak memberi toleransi buat teman-teman Participant yang memiliki kendala teknis terutam proyektor itu kan diluar 1.28 olahan kita.

P38

Kalau untuk para mahasiswanya?

J38

Kalau para mahasiswanya ya lebih teliti lagi lah.

P39

Untuk yang terakhir kalinya, eee..dua kata untuk Kucha ini. Apa?

J39

Dua kata untuk Pecha Kucha ya, sik aku bingung e. Fucking Participant awesome lah hehe.. 1.30

Participant 1.29 Pecha


67

Verbatim 2 Name

: Participant 2

Date of interview

: July, 15th 2015, 12 p.m.


: Pewawancara

J

: Jawaban

P1

Ada beberapa pertanyaan yang inginkan saya tanyakan tentang Pecha Kucha, yang pertama anda sebagai mahasiswa jurusan bahasa, menurut anda belajar bahasa itu apa?

J1

Bahasa adalah komunikasi

P2

Ada lagi mungkin?

J2

Kalau saya sih intinya itu mas.

P3

Oh jadi bahasa itu tentang komunikasi ya?

J3

Iya.

P4

Kalau bahasa dan budaya, apakah erat hubungannya?menurut anda gimana ee hubungan dari keduanya itu?

J4

Dari sebuah budaya itu kan pasti punya ciri khas bahasanya sendiri.

P5

Kemudian kita melangkah ke globalisasi ya, dampak globalisasi terutama berhubungan dengan pembelajaran bahasa itu apa? Entah dari teknologi atau pembelajaran.

J5

Kalau dari segi teknologi mungkin, ee karena globalisasi jadi Participant sekarang tu belajar bahasa bisa menggunakan handphone, 2.2 menggunakan kamus digital, kan sekarang kebanyakan mahasiswa udah punya aplikasi yang ada di handphone.

P6

Jadi membantu atau tidak?

J6

Sebenernya membantu cuman kurang melatih daya ingat.

Participant 2.1

Participant 2.3


68 P7

Ehmm, kemudian semester kemarin anda mendapatkan CLS 2 ya, menurut anda CLS 2 itu apa?

J7

CLS 2 itu, menurut yang gimana mas?

P8

Menurut pengertian awam anda CLS 2 itu apa?

J8

Ee sebuah mata kuliah yang melatih untuk dapat berbicara, Participant mendengarkan dan memberi tanggapan dengan tepat. 2.4

P9

Kemarin aktivitas apa saja yang diterapkan atau dilaksanakan di CLS 2? Dari prakteknya atau teorinya.

J9

Mungkin kalau untuk yang speaking lebih sering untuk praktek Participant jadi ee jarang ada materi cuman kita ada projek untuk presentasi. 2.5

P10 Ee selanjutnya, pengalaman apa yang paling mengesankan selama berada di CLS 2 terutama saat Pecha Kucha? J10

Mungkin yang nervous saat Pecha Kucha itu.

Participant 2.6

P11 Hanya nervous saja atau ada lagi? J11

Iya.

P12 Sebelum dapat Pecha Kucha apakah pernah disuruh berpresentasi seperti itu? J12

Tidak ada

P13 Lalu apa untuk kegiatannya? J13

Kegiatan Pecha Kucha

P14 Hanya Pecha Kucha? J14

Maksudnya? Ya itu, Pecha Kucha, presentasi.

P15 Jadi pernah presentasi ya? J15

Iya.

P16 Adakah untuk public speaking nya? J16

Mungkin yang semacam hot seat gitu

P17 Ehm ya, bebricara didepan teman-teman? J17

Iya.

Participant 2.7


69 P18 Bagaimana tentang itu pelaksanaan hot seat nya saat itu? J18

Biasa nya sih itu ee acak diundi terus kalau ada yang pengen maju Participant ya maju. 2.8

P19 Apakah itu dikelas CLS 2 juga? J19

CLS 1 dan CLS 2

P20 Lalu kita masuk ke Pecha Kucha. Kapan anda pertama mengenal Pecha kucha? J20

Akhir semester kemarin semester 4.

P21 Lebih tepatnya pada saat? J21

Pecha Kucha sebagai tugas akhir.

P22 Final test? J22

Iya.

P23 Kalau menurut anda, untuk Pecha Kucha itu apa? J23

Sebenernya hanya sebuah presentasi biasa hanya dengan durasi Participant yang sudah ditentukan. 2.9

P24 Berapa durasinya kalau di Pecha Kucha? J24

Durasi 5 menit 20 slide.

Participant 2.10

P25 Sekitaran 5 menit 20 slide itu ya? J25

Iya.

P26 Lalu, per slide nya kira-kira berapa itu? J26

5 menit dibagi 20 slide.

Participant 2.11

P27 Apa sekitaran 20 detik? J27

Iya.

P28 Kalau untuk pelaksanaan Pecha Kucha itu bagaimana? J28

Pelaksanaannya ya seperti presentasi biasa Cuma nanti per slide Participant kita diberi waktu 20 detik untuk menyampaikan poin lalau 2.12 berganti slide nya berganti poinnya. Jadi harus bener-bener kita bisa tau kapan kita harus berhenti.


70 P29 Ehm, jadi itu otomatis ya? J29

Iya otomatis.

P30 Lalu bagaimana itu anda persiapan materinya? J30

Kalau saya sih selo mas persiapannya paling cuma 2 hari sebelum Participant itu baru saya bikin materinya. Tapi harusnya yang normal 2.13 memang seminggu itu kira-kira udah mulai persiapan karena soalnya untuk membuat pas antara waktu ngomong sama waktu slide nya itu.

P31 Untuk materinya itu anda menulis atau menghafalkan secara lisan saja? J31

Lisan saja, secara lisan.

Participant 2.14

P32 He em, lalu pada saat presentasi itu ee bagaimana presentasinya apakah sesuai dengan yang dipersiapkan atau seperti apa? J32

Kalau latihannya sih udah bener-bener bagus dan pas tapi waktu Participant presentasinya ya justru kebanyakan improvisasi jadi kana pa 2.15 poinnya terus di improvisasi.

P33 Lebih ke improvisasi ya? J33

Iya. Karena belum matang, tapi kalau bener-bener matang pasti Participant bisa. 2.16

P34 Lalu, untuk kekurangan waktu berpresentasi apakah anda juga mengevaluasi, mengoreksi diri anda dimana salahnya pas Pecha Kucha itu? J34

Untuk saya mengevaluasi tadi kenapa saya bisa lupa.

Participant 2.17

P35 Untuk kekurangan seperti apa pas anda maju saat itu? J35

Jadi kayak saya sudah berhenti bicara tapi slide nya masih di slide Participant yang sama atau slide nya sudah ganti tapi saya membicarakan 2.18 topic sebelumnya.

P36 Oh seperti itu, dulu pasti anda berpresentasi ya sebelum Pecha Kucha, bagaimana perbandingannya dengan Pecha Kucha itu ada persamaannya atau perbedaannya. J36

Ee lebih menantang untuk yang Pecha Kucha.

Participant


71 2.19 P37 Kenapa? J37

Karena dengan waktu yang terbatas dan sudah ditentukan kita jadi Participant dituntut untuk bener-bener menyampaikan poin yang akan kita 2.20 sampaikan tu dnegan baik.

P38 Kemudian, untuk keseluruhan dengan yang anda rasakan selama Pecha Kucha bagaimana? J38

Kalau menurut saya bagus presentasi menggunakan Pecha Kucha Participant karena ee membuat audience menjadi tidak mudah bosan karena 2.21 waktunya juga hanya sebatas 5menit dan kita menyampaikannya dengan poin-poin yang ada.

P39 Kemudian untuk pengalaman sebelum Pecha Kucha apa ada kendala atau permasalahan pada saat presentasi? Entah itu dari audience nya atau dari anda sendiri. J39

Mungkin masalahnya dari saya sendiri kan saya lupa dengan Participant materi yang saya hafalkan jadi harus mengingat ingat. 2.22

P40 Kemudian untuk penerapannya di ke kelas, kelas D ya? Bagaimana pelaksanaannya untuk keseluruhannya dari teman-teman anda juga? J40

Sebagian ada yang bener-bener bagus tapi menurutku sih Participant kebanyakan masih perlu banyak perbaikan karena kemarin kan 2.23 baru pertama kali sama Pecha kucha

P41 Untuk perbaikannya dalam hal apa? J41

Untuk yang ee ngepasin itu mas.

Participant 2.24

P42 Anu..manajemen waktu? J42

Iya manajemen waktu.

Participant 2.25

P43 Kemudian, menurut anda keuntungannya menggunakan Pecha Kucha itu apa sih? J43

Materinya lebih terstruktur terus jadi kita nmgomongnya gak Participant kemana-mana Cuma yang mau diomongin tu oin-poin aja sama 2.26 audience nya pada lebih focus karena kita ngomong gak terlalu lama.


72 P44 Apa kerugiannya apakah ada? J44

Kalau kerugian mungkin jadi membatasi ide-ide kita kalau kita Participant punya seperti apa yang mau diomongkan dan mau diomongkan 2.27 lagi tapi karena waktu terbatas.

P45 Kemarin sempat out of topic gak pas waktu per slide itu? J45

Kebetulan enggak Cuma ya itu kurang.

P46 Kemudian, dari permasalahan-permasalahan yang dihadapi di Pecha Kucha kemarin teknisnya atau materinya? J46

Teknisnya tu mungkin temen-temen kemarin ada yang lupa itu Participant meberi durasi di slidenya 20 detik itu jadi udah mulai ngomong 2.28 bslide jalan otomatis Cuma jalan beberapa slide abis itu stuck karena belum meberi durasi jadi harus dibantu secara manual.

P47 Ohhh J47

Atau kadang dia ngulangin dari awal.

Participant 2.29

P48 Tidak jalan gitu? J48

Iya.

P49 Kalau untuk pengalaman yang bisa meningkatkan speaking skill anda di Pecha Kucha saat itu apa? J49

Cara untuk menegaskan poin yang kita bicarakan.

Participant 2.30

P50 Kalau untuk materi selain improvisasi tadi? J50

Karena waktunya kan terbatas jadi gimana caranya kita berpikir Participant cepat tapi apa yang kita bicarakan tu sesuai dengan yang ada di 2.31 slide.

P51 Ada tidak pengalaman yang kurang meneynagkan atau mengenakan pada saat Pecha Kucha? J51

Bicara, pas saya selesai bicara tetapi slide nya belum ganti.

Participant 2.32

P52 Lalau apa yang anda lakukan pada saat itu sebelum slide berubah tapi anda sudah selesai? J52

Saya menambahkan sedikit improvisasi.

Participant


73 2.33 P53 Jadi untuk menambah kekosongan itu anda improve ya? J53

Iya improve.

P54 Kemudian unruk saran-saran ni, ada gak saran buat Pecha Kucha kedepannya? Mungkin ada saran-sarannya. J54

Sarannya mungkin lebih dikenalkan lebih di awal saja karena di Participant semester 1 biar nanti gak kaget gitu. 2.34

P55 Kalau menurut anda apaka itu mereka sudah siap? J55

Menurut saya siap soalnya, sebenarnya ini tidak terlalu sulit Participant menerapkannya. 2.35

P56 Lalu untuk dosennya apakah ada saran-saran? J56

Mungkin memberi contoh praktek kali ya, meberi contoh Participant prakteknya terlebih dahulu sebelum menyuruh mahasiswa. 2.36

P57 Untuk semester kemarin untuk Pecha Kucha, apa dosen sempat memberi contoh? J57

Memberi contoh hanya Pecha Kucha itu.

sebatas video dan pengenalan materi Participant 2.37

P58 Jadi tidak langusng? J58

Tidak..

P59 Untuk para mahasiswanya sendiri apakah ada? J59

Mahasiswa?

P60 Mahasiswa terutama kita PBI apakah ada saran penerapan Pecha Kucha nya ini? J60

Mungkin bisa digunakan untuk diluar, soalnya ini Pecha Kucha Participant menurut saya sebuah penemuan yang bagus. 2.38

P61 Untuk mahasiswa yang menyiapkan materi itu, adakah sarannya? J61

Sarannya persiapannya harus matang.

P62 Kalau menurut anda persiapan materi yang baik itu apakah kita harus menulis semua yang mau kita omongkan atau

Participant 2.39


74 poin-poinya atau semacam apa? J62

Kalau menurut saya lebih baik kita menulis semua apa yang mau Participant kita omongkan, karena Pecha Kucha tu bener-bener terstruktur. 2.40

P63 Untuk terakhir kalinya, ee dua kata untuk Pecha Kucha apa? J63

Gak bosenin.

Participant 2.41


75 Verbatim 3 Name

: Participant 3

Date of interview

: July, 15th 2015, 11 p.m.


: Pertanyaan

J

: Jawaban

P1

Disini saya ingin menanyakan tentang Pecha Kucha dikelas CLS 2. Anda kan sebagai mahasiswa dijurusan bahasa, menurut anda belajar bahasa itu apa?

J1

Belajar kalau menurut aku sih belajar bahasa itu ee kurang lebih Participant belajar belajar berkomunikasi, misalnya bahasa itu kan kayak 3.1 cara kita bagaimana cara kita berkomunikasi. Itu bahasa, apapun itu bahasa.

P2

Kemudian, ee untuk dari dampak globalisasi apa yang anda dapat dari dampak globalisasi itu terutama yang berhubungan dengan pembelajaran bahasa entah itu dari teknologi atau pengetahuan?

J2

Dari aku sih kalau melihatnya dari dampak globalisasi itu ee Participant semakin apasih mempermudah da juga banyak video-video 3.2 pembelajaran yang lebih menarik maksudnya yang bisa mendukung buat pembelajaran bahasa itu, cara-cara belajar bahasa itu sendiri.

P3

Kalau untuk pengetahuan sendiri apakah ada?

J3

Kan dari pengetahuan itu maksudnya?

P4

Apa yang kamu dapat dari dampak globalisasi itu sendiri entah itu your knowledge about something atau apa gitu?

J4

Maksudnya sih lebih kepada misalnya kek ee misalnya dosennya Participant dengan cara presentasi baru yang yang yang baru tu kayak 3.3 gimana maksudnya yang lebih dengan dengan situasi semacam saat ini gitu lho. Jadi saya juga belajar baru kan dari situ dari pengetahuannya juga.


76 P5

Oh iya, he eh. Jadi mendapatkan hal baru ya?

J5

Iya.

P6

Lalu, untuk semester kemarin anda mendapatkan kelas CLS 2 atau Critical Listening and Speaking. Menurut anda CLS 2 itu apa?

J6

Bagaimana kita menggabungkan antara listening dan speaking Participant dengan pemikiran yang lebih dan kritis maksudnya udah kayak 3.4 lebih mandiri lagi gitu lho maksudnya tingkatan juga lebih susah daripada CLS 1.

P7

Jadi ada CLS 1 dan CLS 2 ya?

J7

He eh

P8

Lanjutnya, aktivitas apa saja yang diterapkan kemarin di kelas CLS 2 entah itu dari teorinya atau praktek?

J8

Sebenernya ee masih sama seperti kemarin dasar-dasarnya Participant listening masih kayak mendengarkan poin-poinnya terus 3.5 bagaimana cara kita maksudnya gak gak hanya note taking. Maksudnya sama kayak speaking Cuma lebih, kan kemarin juga banyak yang yang sendiri maksudnya majunya sendiri-sendiri juga maksudnya gak kayak dulu yang masih group

P9

Kalau di CLS ini untuk indivisual practisenya atau speaking practice nya tu secara individu lebih banyak di CLS 2 atau di CLS 1 menurut anda?

J9

CLS 2

P10

Di CLS 2 ya?

J10

He em

P11

Kalau di CLS 1 lebih ke?group?

J11

Iya.

P12

Lanjut, pengalaman apa yang paling mengesankan selama dikelas CLS 2 terutama saat speaking class?

J12

Pecha Kucha

P13

Pecha Kucha nya itu?

Participant 3.6


77 J13

Iya.

P14

Kenapa? Ada apa dengan Pecha Kucha?

J14

Ee soalnya tu buat final test kan dan itu juga sebelumnya juga Participant belum pernah diajarin dipraktekin smaa miss nya gitu tapi kita 3.7 waktu final test tu langsung disuruh kayak gitu. Maksudnya kita juga baru mengenal Pecha Kucha juga.

P15

Lalu, selanjutnya apakah pernah disuruh berpresentasi sebelum mendapatkan Pecha Kucha itu di CLS 2 sebelum Pecha Kucha? Entah sebelumnya dari progress test atau Cuma speaking practice.

J15

Maksdunya ini sebelum Pecha Kucha kan ini? Yang lain?

P16

He eh.

J16

Maksudnya yang individual gitu?

P17

He em

J17

Pernah.

P18

Pernah?

J18

Pernah. Pernah pernah

P19

Beberapa kali atau?

J19

Tapi tu waktu itu dua berdua dua

P20

Oh jadi berdua dua? Jadi group ya itu ya atau more than one?

J20

Ho oh

P21

Kalau untuk yang individu belom pernah?

J21

CLS 2 ya? Seingetku sih

P22

Apa cuma yang dua dua itu aja?

J22

Kayaknya cuma speech yang gak suruh presentasi.

P23

Kalau speech ngomong didepan aja ya?

J23

Ho oh ho oh

P24

Apakah itu semacam public speaking? Yang speech itu?

Participant 3.8


78 J24

Iya

P25

Berarti anda berbicara didepan teman-teman anda seperti itu?

J25

Iya ho oh

P26

Lalu, ee kapan sih anda pertama mengenal Pecha Kucha itu sendiri?

J26

Itu berarti seminggu sebelum progress test sebelum aku maju itu

P27

Hmmm berarti tepatnya ee pas anda dapat CLS 2 di semester 4 ya?

J27

Ho oh

P28

Untuk di final test?

J28

Ho oh

P29

Lalu, apa sih Pecha Kucha itu menurut anda?

J29

Pecha Kucha eee salah satu ya mungkin ee itu juga Participant perkembangan zaman saat ini ya maksudnya cara berpresentasi 3.10 yang baru dengan 20 slides 20 detik ya.

P30

Iyaa

J30

Misalkan 20 detik kayak gitu.

P31

Ee untuk pelaksanaannya sendiri saat presentasi itu bagaimana?

J31

Aku kemarin jadi kebanyakan tu apa yang ee apa yang aku Participant rencanain tu didepan mau gak mau aku jadi kayak udah jauh dari 3.12 apa yang aku rencanain maksudnya jadi yam au gak mau aku harus improve sendiri gitu lho.

P32

Oh he em he em..jadi sebenernya anda mempersiapkan materinya seperti itu?

J32

He em maksudnya kayak kita ada latihan kata-katanya ini ini ini Participant tapi nanti ujung-ujungnya didepan ee kata-katanya baru lagi gitu 3.13 maksudnya gak plek kayak yang direncanain gitu.

P33

Ehhhm iya..kemudian saat berpresentasi atau dengan Pecha Kucha di final test ee tadi sudah dijelaskan kalau gak sama

Participant 3.9

Participant 3.11


79 seperti yang sudah disiapkan atau materi yang ada. Apakah itu juga sama yang dialami oleh teman-teman dikelas? J33

Kalau aku liat misalnya dalam mereka cerita-cerita sih iya

P34

Gitu ya?

J34

He eh

P35

Kemudian apakah anda mengevaluasi diri anda sendiri setelah itu ee di final test dengan Pecha Kucha itu? Apa yang kurang setelah presentasi itu?

J35

Kalau aku kemarin ini kan ee jadi ada beberapa slide tu yang Participant mungkin gara-gara aku udah cenderung ee cenderung kan itu kan 3.15 slide nya udah keburu ini apa itu ganti gitu jadinya malah aku yang ngomongnya kecepetan. Jadi malah kadang ada saat dimana aku udah selesai ngomong tapi slide nya belum ganti jadi tu kayak ketakutan sendiri gitu lho.

P36

Ehm gitu, kayak dikejar waktu?

J36

Ho oh ho oh padahal sebenernya slide nya belum ganti tapi Participant akunya sendiri yang kayak gitu. 3.16

P37

Ohh ya, eee dulu pasti pernah berpresentasi ya sebelumnya? Kalau dibandingkan dengan Pecha Kucha bagaimana persamaan atau perbedaannya sendiri? Dulu sama setelah dapat Pecha Kucha itu.

J37

Aku sih merasanya ya walaupun Pecha Kucha ini tu aku Participant merasanya lebih lebih harus dipersiapkan maksudnya 3.17 persiapannya harus lebih panjang tapi ee itu juga efektif sih sebenernya maksudnya presentasinya kan gak perlu lama-lama gitu lho dan kita juga mau gak mau kita bakal harus ee menguasai materinya apa gitu lho gak Cuma ngomong terus ngomongin ke orang ini ini ini tapi kita sendiri gak ngerti gitu. Aku sih merasanya lebih efektif sih

P38

Kalau untuk keseluruhan pengalaman di Pecha Kucha seperti apa? Utnuk keseluruhan?

J38

Ada kayak ada tantangannya gitu

P39

Ehmm tantangannya kayak apa misalnya?

Participant 3.14

Participant 3.18


80 J39

Tantangannya ya itu kan maksudnya persiapannya itu juga. Participant Maksudnya kalau aku dulu kan aku apa pakai pakai apa namanya 3.19 itu note satu satu per slide it utu tak jadiin satu-satu terus benerbener harus ini latihan satu slide satu slide satu slide kayak gitu sih lebih ke persiapannya itu.

P40

Tapi pada saat presentasi itu yang gak boleh bawa note itu ya?

J40

Iya hoo oh

P41

Ehmm gitu. Kalau untuk penrapan keseluruhan Pecha Kucha di kelas itu seperti apa? Untuk penerapannya sendiri atau pelaksanaannya?

J41

Eee kalau aku lihat sih kalau dari ee ya keliatan sih maksudnya Participant kalau Pecha Kucha itu keliatan kalau orang-orang yang memang 3.20 udah lancar maksudnya lancer e maksudnya gak terlalu terpaku sama teks sama orang yang masih ngafal-ngafal gitu maksudnya keliatan banget sih mana yang speaking nya oke sama yang maksudnya sama yang masih pas-pas an kayak gitu tu kelihatan banget soalnya

P42

Jadi bisa beda-bedain gitu ya?

J42

He eh he eh

P43

Kalau menurut anda itu keuntungannya dengan Pecha Kucha itu apa?

J43

Kalau aku lebih ee lebih tertarik buat nonton temenku yang lagi Participant Pecha Kucha daripada maksudnya presentasi-presentasi biasnsya 3.21 gitu lho. Apalagi kalau topiknya lagi menarik gitu. Jadi kan mereka juga harus ngomongnya tu harus mengena banget gitu lho jadi kita mau gak mau lebih lebih tertarik gitu. Lebih dapet topiknya gitu

P44

Ehm jadi attractive jadi ya?

J44

Ho oh

P45

Lalu untu kerugiannya apakah ada? Setelah ada Pecha Kucha untuk anda sendiri atau temen-temen gitu. Apakah ada kerugiannya?

J45

Ee kalau kerugiannya sih kalau menurutku tergantung dari Participant pribadinya masing-masing ya maksudnya kan itu juga sarana 3.22 pembelajaran gitu lho maksudnya kalau dia bisa memanfaatkan


81 ee kagiatan itu dengan baik sih menurutku gak ada sih maksudnya kerugian yang bener-bener rugi tu kayaknya gak ada. Kan kita juga belajar tu kan kurang lebihnya buat belajar. P46

Iya bener. Kemudian ada gak permasalahan-permasalahan yang dihadapi saat Pecha Kucha di CLS 2? Materi atau teknisnya mungkin.

J46

Kalau secara keseluruhan mungkin ini mungkin aku lihat dari Participant teman-temanku gitu ya mungkin ada beberapa yang mungkin 3.23 masih belum bisa buat gimana nyettingnya buat di 20 detik gitu jadi kadang tu malah ada temenku yang gak ganti gitu lho. Dia sudah ditengah-tengah slide nya tu yang gak ganti. Jadi dia harus ngulang dari awal lagi kayak gitu. Jadi lebih ke teknisnya aja sih.

P47

Ehmm gitu. Untuk masalah proyektor atau laptop kemarin ada gangguan gak?

J47

Kalau proyektor sih enggak.

P48

Saat itu apakah ee satu hari langsung selesai atau berapa berapa gitu?

J48

Kalau kemarin delapan delapan. Satu kali meeting delapan.

P49

Jadi beberapa pertemuan gitu?

J49

He eh

P50

Lalu pengalaman apa yang kemarin didapat di Pecha Kucha dalam hal meningkatkan speaking skill anda?

J50

Apa ya...e speaking kalau didepan kelas kan kita gak tau ya apa Participant yang bakal terjadi didepan gitu kan. Jadi, e apa namanya e jadi 3.24 kalau sebelum speaking mau gak mau kita harus belajar topic kita gitu lho, harus menguasai topic kita jadi entar kalaupun kita didepan nanti lupa dengan apa yang kita tulis kemarin gitu jadi kita bisa ngomong sendiri gitu lho kayak improve sendiri kayak gitu kalau aku.

P51

Jadi ada ya untuk membantu meningkatkan speaking skill nya entah itu improvisasi atau yang lainnya?

J51

He em

P52

Apa mungkin teman-teman yang lain juga merasakan hal yang seperti itu?


82 J52

Iya

P53

Lalu sebaliknya, apakah ada pengalaman yang tidak mengenakan dengan Pecha Kucha ini?

J53

Tidak ada

P54

Lalu untuk manajemen waktu kan harus ditunutut satu slide itu 20detik gitu ya, apa anda juga terbantu dengan cara mengatur waktu entah itu batasan waktu ngomong atau seperti itu? Adakah pengalaman untuk management time?

J54

Management time, terbantu sih maksudnya kan 20 detik tiu kan Participant maksudnya jadi kayak gak harus kayak ee bertele tele gitu lho 3.25 gak harus basa basi jadi kita langsung ngomong aja apa yang mau kita omonging kayak gitu. Paling kan itu Cuma 3 kalimat doang kan misalnya kalau 20 detik.

P55

Dari keselurhan kemarin dari temen-temn tu overtime atau undertime? Maksudnya per slide itu dibawah 20 atau lebih?

J55

Malah kemarin aku undertime sih, maksudnya kayak pada takut Participant kelebihan jadi mereka malah ngomongnya sedikit gitu lho tapi 3.26 abis tu kdeikitan jadinya mereka ee ee gitu.

P56

Ohhh banyak filler nya ya?

J56

He eh he eh

P57

Apa itu juga itu penilaiannya?

J57

He eh

P58

Ohh gitu ya. Lalu yang selanjutnya itu, adakah saran-saran untuk penerapan Pecha Kucha ini untuk kedepannya?

J58

Ini aja sih maksudnya sebenernya agak memberatkan itu gara- Participant gara belum pernah maksudnya kalau aku sih mikirnya ee lebih 3.27 baik sebelum itu diterapin buat final test kemudian latihan dulu maksudnya buat buat buat ee apa kek maksudnya penilaian sebelumnya jadi maksudnya buat penilaian dlu maksudnya gak terlalu baru banget buat final test gitu lho.

P59

Semacam kaget gitu ya kemarin ya?

J59

He em he em

P60

Kalau untuk dosennya ada gak? Untuk dosennya dalam

mempengaruhi e scoringnya atau


83 penerapan Pecha Kucha ini maksudnya dosennya kurang sperti ini atau tahun depan kayak gini? J60

Atau mungkin ya istilahnya bisa nyontohin dulu gitu

P61

Oh gitu. Jadi dosennya pelaksanaannya gitu ya?

J61

He eh. Jadi gak Cuma video doang di kelas jadi versi dia Pecha Participant Kucha kayak gitu. 3.29

P62

Langsung practice gitu ya?

J62

He eh

P63

Kalau untuk mahsiswanya sendiri ada nggak?

J63

Banyak persiapan juga sih

P64

Biar gak lupa apa yang sudah disiapain gitu ya?

J64

He eh he eh

P65

Kalau menurut anda itu lebih baiknya sama plek kayak yang di materi atau justru improvisasinya itu?

P65

Kan ada temenku yang ada temenku yang dia bisa yang bener- Participant bener hafal banget se plek plek nya sama dengan materinya. Jadi 3.31 itu tergantung sama pribadinya masing-masing sih maksudnya kitanya bisa apa tidak nghafalin segitu banyaknya 20 slide tu plek kayak gitu kalau kita emang mengetahui kalau kita gak bisa ya kita ambil aja inti-intinya terus kita latihan bagaimana kita mengimprove.

P66

Untuk yang terakhir ee dua kata untuk Pecha kucha menurut anda apa?

J66

Challenging dan seru.

ngasih

contoh

Participant 3.28 gimana

Participant 3.30

Participant 3.32


84 Appendix 3 Sample of Bracketing and Horizonalization (Subject Participant 3) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

Belajar kalau menurut aku sih belajar bahasa itu ee kurang lebih belajar belajar berkomunikasi, misalnya bahasa itu kan kayak cara kita bagaimana cara kita berkomunikasi. Itu bahasa, apapun itu bahasa. Dari aku sih kalau melihatnya dari dampak globalisasi itu ee semakin apasih mempermudah dan juga banyak video-video pembelajaran yang lebih menarik maksudnya yang bisa mendukung buat pembelajaran bahasa itu, caracara belajar bahasa itu sendiri. Maksudnya sih lebih kepada misalnya kek ee misalnya dosennya dengan cara presentasi baru yang yang yang baru tu kayak gimana maksudnya yang lebih dengan dengan situasi semacam saat ini gitu lho. Jadi saya juga belajar baru kan dari situ dari pengetahuannya juga. Bagaimana kita menggabungkan antara listening dan speaking dengan pemikiran yang lebih dan kritis maksudnya udah kayak lebih mandiri lagi gitu lho maksudnya tingkatan juga lebih susah daripada CLS 1. Sebenernya ee masih sama seperti kemarin dasar-dasarnya listening masih kayak mendengarkan poin-poinnya terus bagaimana cara kita maksudnya gak gak hanya note taking. Maksudnya sama kayak speaking Cuma lebih, kan kemarin juga banyak yang yang sendiri maksudnya majunya sendiri-sendiri juga maksudnya gak kayak dulu yang masih group. Ee soalnya tu buat final test kan dan itu juga sebelumnya juga belum pernah diajarin dipraktekin sama miss nya gitu tapi kita waktu final test tu langsung disuruh kayak gitu. Maksudnya kita juga baru mengenal Pecha Kucha juga. Tapi tu waktu itu dua berdua dua. CLS 2 ya? Seingetku sih. Kayaknya cuma speech yang gak suruh presentasi. Itu berarti seminggu sebelum progress test sebelum aku maju itu. Pecha Kucha eee salah satu ya mungkin ee itu juga perkembangan zaman saat ini ya maksudnya cara berpresentasi yang baru dengan 20 slides 20 detik ya. Misalkan 20 detik kayak gitu. Aku kemarin jadi kebanyakan tu apa yang ee apa yang aku rencanain tu didepan mau gak mau aku jadi kayak udah jauh dari apa yang aku rencanain maksudnya jadi ya mau gak mau aku harus improve sendiri gitu lho. He em maksudnya kayak kita ada latihan kata-katanya ini ini ini tapi nanti ujung-ujungnya didepan ee kata-katanya baru lagi gitu maksudnya gak plek kayak yang direncanain gitu. Kalau aku liat misalnya dalam mereka cerita-cerita sih iya. Kalau aku kemarin ini kan ee jadi ada beberapa slide tu yang mungkin gara-gara aku udah cenderung ee cenderung kan itu kan slide nya udah keburu ini apa itu ganti gitu jadinya malah aku yang ngomongnya kecepetan. Jadi malah kadang ada saat dimana aku udah selesai ngomong tapi slide nya belum ganti jadi tu kayak ketakutan sendiri gitu lho. Ho oh ho oh padahal sebenernya slide nya belum ganti tapi akunya sendiri yang kayak gitu. Aku sih merasanya ya walaupun Pecha Kucha ini tu aku merasanya lebih lebih harus dipersiapkan maksudnya persiapannya harus lebih panjang tapi ee itu juga efektif sih sebenernya maksudnya presentasinya kan gak perlu lama-lama gitu lho dan kita juga mau gak mau kita bakal harus ee menguasai materinya apa gitu lho gak Cuma ngomong terus ngomongin ke orang ini ini ini tapi kita sendiri gak ngerti gitu. Aku sih merasanya lebih efektif sih. Ada kayak ada tantangannya gitu. Tantangannya ya itu kan maksudnya persiapannya itu juga. Maksudnya kalau aku dulu kan aku apa pakai pakai apa namanya itu note satu satu per slide it utu tak jadiin satu-satu


85 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79

terus bener-bener harus ini latihan satu slide satu slide satu slide kayak gitu sih lebih ke persiapannya itu. Eee kalau aku lihat sih kalau dari ee ya keliatan sih maksudnya kalau Pecha Kucha itu keliatan kalau orang-orang yang memang udah lancar maksudnya lancar e maksudnya gak terlalu terpaku sama teks sama orang yang masih ngafal-ngafal gitu maksudnya keliatan banget sih mana yang speaking nya oke sama yang maksudnya sama yang masih pas-pas an kayak gitu tu kelihatan banget soalnya. Kalau aku lebih ee lebih tertarik buat nonton temenku yang lagi Pecha Kucha daripada maksudnya presentasipresentasi biasanya gitu lho. Apalagi kalau topiknya lagi menarik gitu. Jadi kan mereka juga harus ngomongnya tu harus mengena banget gitu lho jadi kita mau gak mau lebih lebih tertarik gitu. Lebih dapet topiknya gitu. Ee kalau kerugiannya sih kalau menurutku tergantung dari pribadinya masing-masing ya maksudnya kan itu juga sarana pembelajaran gitu lho maksudnya kalau dia bisa memanfaatkan ee kagiatan itu dengan baik sih menurutku gak ada sih maksudnya kerugian yang bener-bener rugi tu kayaknya gak ada. Kan kita juga belajar tu kan kurang lebihnya buat belajar. Kalau secara keseluruhan mungkin ini mungkin aku lihat dari teman-temanku gitu ya mungkin ada beberapa yang mungkin masih belum bisa buat gimana nyettingnya buat di 20 detik gitu jadi kadang tu malah ada temenku yang gak ganti gitu lho. Dia sudah ditengah-tengah slide nya tu yang gak ganti. Jadi dia harus ngulang dari awal lagi kayak gitu. Jadi lebih ke teknisnya aja sih. Kalau proyektor sih enggak. Kalau kemarin delapan delapan. Satu kali meeting delapan. Apa ya eee speaking kalau didepan kelas kan kita gak tau ya apa yang bakal terjadi didepan gitu kan. Jadi, eee apa namanya e jadi kalau sebelum speaking mau gak mau kita harus belajar topic kita gitu lho, harus menguasai topic kita jadi entar kalaupun kita didepan nanti lupa dengan apa yang kita tulis kemarin gitu jadi kita bisa ngomong sendiri gitu lho kayak improve sendiri kayak gitu kalau aku. Management time, terbantu sih maksudnya kan 20 detik tiu kan maksudnya jadi kayak gak harus kayak ee bertele tele gitu lho gak harus basa basi jadi kita langsung ngomong aja apa yang mau kita omonging kayak gitu. Paling kan itu Cuma 3 kalimat doang kan misalnya kalau 20 detik. Malah kemarin aku undertime sih, maksudnya kayak pada takut kelebihan jadi mereka malah ngomongnya sedikit gitu lho tapi abis tu kedikitan jadinya mereka ee ee gitu. Ini aja sih maksudnya sebenernya agak memberatkan itu gara-gara belum pernah maksudnya kalau aku sih mikirnya ee lebih baik sebelum itu diterapin buat final test kemudian latihan dulu maksudnya buat buat buat ee apa kek maksudnya penilaian sebelumnya jadi maksudnya buat penilaian dulu maksudnya gak terlalu baru banget buat final test gitu lho. Atau mungkin ya istilahnya bisa nyontohin dulu gitu. He eh. Jadi gak Cuma video doang di kelas jadi versi dia Pecha Kucha kayak gitu. Banyak persiapan juga sih. Kan ada temenku yang ada temenku yang dia bisa yang benerbener hafal banget se plek plek nya sama dengan materinya. Jadi itu tergantung sama pribadinya masing-masing sih maksudnya kitanya bisa apa tidak nghafalin segitu banyaknya 20 slide tu plek kayak gitu kalau kita emang mengetahui kalau kita gak bisa ya kita ambil aja inti-intinya terus kita latihan bagaimana kita mengimprove. Challenging dan seru.


86

Appendix 4 Sample of Textual and Structural Subject 1,2,3/A,B,C Topic

Location

Textual

-Learning language

A(1-3), B(1), C(1-2)

-Globalization impacts

A(3-6), B(4-5), C(2-4)

Learning language and globalization effect

-New knowledge

A(6-9), A(17-18),

-Modernism

A(20-22), B(2-3)

-Efficient learning

B (2-3)

-Speaking & listening integration

A(9-11), B(5-7), C(5-6)

-Dominant individual tasks -Basic listening -Note taking

-Defining Pecha Kucha -Pecha Kucha duration

Perception about CLS 2

A(13-15) A(11-13) A(38-41)

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

Perception about Pecha Kucha

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

A(64), B(20-21), C(3537)

Limitation in Pecha Kucha

A(55), B(27-28), C(1214) -Material planning

-Material practice -A long preparation

A(22-24), A(38-41), C(15-16) A(25-26), B(17), C(1820)

Students‟ preparation in having Pecha Kucha


87 -Material memorizing

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

-Pecha Kucha is more effective

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

The roles of Pecha Kucha in speaking skills

A(60-63), B(24-25) -Mastering the topic -Management time

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

-Many advantages

-Speaking tempo

A(27-30), C(42-43)

-Setting slide

A(53-56), B(26-28), C(37-39)

-Slide stops -Implementation of Pecha Kucha before

Difficulties and weaknesses faced in Pecha Kucha

A(56-57), B(28-29), C(39) A(68-72)

-Improvisation -Focus on topic -Making summary

-Challenges in Pecha Kucha -Interesting topic/presentation

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

A(37-41), C(24-26)

Interesting things in Pecha Kucha

A(45-49), B(25), C(2728)


88

Sample of Structural Subject A, B, C

Topic

Location

Structural

-Learning language

A(1-3), B(1), C(1-2)

-Globalization impacts

A(3-6), B(4-5), C(2-4)

-Globalization helps learning development.

-New knowledge

A(6-9), A(17-18),

-Modernism

A(20-22), B(2-3)

-Efficient learning

B (2-3)

-Speaking & listening integration

A(9-11), B(5-7), C(5-6)

speaking and listening by critical thinking

-Defining Pecha Kucha

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

Pecha Kucha meaning

-Pecha Kucha duration

-New knowledge can be achieved -Learning should be efficient

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

A(64), B(20-21), C(3537)

Pecha Kucha sometimes limits the students

A(55), B(27-28), C(1214) -Material planning

-Material practice -A long preparation -Material memorizing

-Effectiveness

A(22-24), A(38-41), C(15-16) A(25-26), B(17), C(1820) A(32-37), C(16-17)

-Preparation should be good and take enough time -practice by memorizing will be easier

A(74-78), A(42-45), B (17,24), C(29-30) A(32-37), B (22-24),

-Implementation of Pecha


89 C(26-28)

Kucha is more effective

-Mastering the topic

A(60-63), B(24-25)

-Management time

A(30-32), A(63-66), B(28), C(22-23, 32)

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

-Many advantages

A(49-52), B(22-25), C(26-28)

-Speaking tempo

A(27-30), C(42-43)

-Students speaks too fast

-Setting slide

A(53-56), B(26-28), C(37-39)

-Managing the slides automatically is difficult

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

-Technical problem happens in Pecha Kucha

-Slide stops -Implementation of Pecha Kucha before

A(68-72) -Improvisation

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

-Students should be able to improve when they forget

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

-students should focus on topic

-Making summary

A(38-41),

-Making summary and memorize it will make presentation become easier

-Challenges in Pecha Kucha

A(37-41), C(24-26)

-Students should be more ready in preparing material

-Focus on topic

-Interesting topic/presentation

A(45-49), B(25), C(2728)

-Students are enthusiastic with interesting topic


90

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


91 Bahasa Inggris pada waktu saya kelas 3 SMP.Saya hanya berharap agar kemampuan Bahasa Inggris saya meningkat setelah bergabung di privat tadi. 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


92 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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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