Exploring PechaKucha in EFL learners’ speaking fluency
Abstract
The research aims at investigating to what extent PechaKucha optimizes English as a foreign language (EFL) learners’ speaking fluency and identifying the class climate when learners implement PechaKucha. The data of the study were derived through classroom observation, pre and post-tests, field note, and interview. Constant Comparative Method was used to analyze the qualitative data while the mean score of two raters was found out to obtain the quantitative data. The result from this research indicated that the exploration of PechaKucha optimized EFL learners' speaking fluency including improving the speed of learners' speech and words per minute; increasing articulation rate; strengthening phonation time ratio; reducing the frequency of silent pause; avoiding filler words; and decreasing disfluency in spontaneous speech. The enhancement of learners’ score showed from the mean score of pre-test was 65.8; post-test 1 was 73.4, and post-test 2 was 82.3. The use of PechaKucha also improved the class climate: EFL learners were involved actively to present course material and their responsibilities to work in pair increased. Considering the research findings, it is suggested that teachers and lecturers implement PechaKucha for assisting the learners to enhance their speaking fluency and creating the effective class climate.
Keywords
Full Text:
PDFArticle Metrics
Abstract view : 1265 times | PDF view : 329 timesReferences
Angelina, P. (2019). Improving Indonesian EFL students’ speaking skill through PechaKucha. LLT Journal: A Journal on Language and Language Teaching, 22(1), 86–97. https://doi.org/10.1017/CBO9781107415324.004
Cohen, J. (2011). Second-language literacy instruction: five principles for effectivefluency development. The Asian EFL Journal Professional Teaching Articles, 54(2), 59–68. Retrieved from http://www.asian-efl-journal.com/PTA/August-2011.pdf#page=59
Columbi A.G. (2017). The impact of PechaKucha presentations in the assessment of a translation studies unit at the University of Western Australia. IAFOR Journal of Education, 5(3), 67–85. https://doi.org/10.22492/ije.5.3.03
Coskun, A. (2017). The Effect of pecha kucha presentations on students’ English public speaking anxiety. Profile: Issues in Teachers´ Professional Development, 19(1), 11–22. https://doi.org/10.15446/profile.v19n_sup1.68495
Dema, O., & Moeller, A. K. (2012). Teaching culture in the 21st-century language classroom. Touch the World: Selected Papers from the 2012 Central States Conference on the Teaching of Foreign Languages, 75–91. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1176&context=teachlearnfacpub
Diana, S. (2016). Communicative language teaching and its misconceptions about the practice in English language teaching (ELT). Jurnal Pendidikan Bahasa Dan Sastra, 14(1), 36. https://doi.org/10.17509/bs_jpbsp.v14i1.700
GonzálezRuiz, C. (2016). Student perceptions of the use of pechakucha presentations in Spanish as a foreign language. EDULEARN16 Proceedings, 1 (July 2016), 7504–7512. https://doi.org/10.21125/edulearn.2016.0064
Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151–163.
Kayaoglu, M. N. (2015). Teacher researchers in action research in a heavily centralized education system. Educational Action Research, 23(2), 140–161. https://doi.org/10.1080/09650792.2014.997260
Kemmis, S. & McTaggart, R. (1992). The action research planner, 3rd ed. Victoria: Deakin University Press.
Khasiniah, S. (2017). Managing disruptive behavior disruptive. Englisa Journal of Language Education and Humanities, 4(2), 79–89. https://doi.org/http://dx.doi.org/10.22373/ej.v4i2.1661
Leff, S. S., Thomas, D. E., Shapiro, E. S., Paskewich, B., Wilson, K., Necowitz-Hoffman, B., & Jawad, A. F. (2011). Developing and validating a new classroom climate observation assessment tool. Journal of School Violence, 10(2), 165–184. https://doi.org/10.1080/15388220.2010.539167
Lehtonen, M. (2011). Communicating competence through pechakucha presentations. Journal of Business Communication, 48(4), 464–481. https://doi.org/10.1177/0021943611414542
McDonald, R. E., & Derby, J. M. (2015). Active learning to improve presentation skills: the use of pecha kucha in undergraduate sales management classes. Marketing Education Review, 25(1), 21–25. https://doi.org/10.1080/10528008.2015.999593
Nguyen, H. (2015). Student perceptions of the use of PechaKucha presentations for EFL reading classes. Language Education in Asia, 6(2), 135–149. https://doi.org/10.5746/leia/15/v6/i2/a5/nguyen
Ramezani, R., Larsari, E. E., & Kiasi, M. A. (2016). The relationship between critical thinking and EFL learners’ speaking ability. English Language Teaching, 9(6), 189. https://doi.org/10.5539/elt.v9n6p189
Ramos-Rincón, J. M., Sempere-Selva, T. S.-S., Romero-Nieto, M., Peris-García, J., Martínez-de la Torre, G., Harris, M., & Fernández-Sánchez, J. (2018). Pechakucha presentations by medical students in Spain. International Journal of Medical Education, 9, 244–245. https://doi.org/10.5116/ijme.5b92.52e3
Rawat, D. (2015). Importance of communication in teaching learning. Scholarly Research Journals for Interdisciplinary Studies, 26(4), 358–368.
Richard, J. C. (2006). Communicative language teaching in China. In Cambridge Universitiy Press. Retrieved from http://d.wanfangdata.com.cn/periodical_kzyyjs-s201110118.aspx
Sandra S. A., Andriani, D., Antoro, S. D., Prayekti, & Warsito. (2012). Teaching and learning classroom action research at a distance in an Indonesian urban community. Excellence in Higher Education, 2(2), 114–120. https://doi.org/10.5195/ehe.2011.47
Tamura, E. T. (2006). Concepts on the methodology of teaching English. The Economic Journal of Takasaki City University of Economics, 48(3), 169–168.
Tomsett, P. M., & Shaw, M. R. (2014). Creative classroom experience using pechakucha to encourage ESL use in undergraduate business courses: A pilot study. International Multilingual Journal of Contemporary Research, 2(2), 89–108.
Zharkynbekova, S., Zhussupova, R. F., & Suleimenova, S. (2017). exploring PechaKucha in EFL learners’ public speaking performances. 3rd International Conference on Higher Education Advances, 189–198. https://doi.org/10.4995/head17.2017.5103
DOI: https://doi.org/10.23971/jefl.v9i2.1326
Article Metrics
Abstract view : 1265 timesPDF - 329 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Journal on English as a Foreign Language
License URL: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl
JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].
Editor and Administration Address:
Department of English Language Education, Faculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: [email protected], Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl
OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.