Pechakucha: Inovasi Pembelajaran untuk Mengembangkan Kemampuan Berbicara Calon Guru

Ni Wayan Ekayanti, Gusti Agung Paramitha Eka Putri, Dewa Ayu Puspawati

Abstract

The teacher candidates must have public speaking skills in order to be able to deliver the subject matter to the students. But there are still many teacher candidates who are dare not to speak public. For that reason, it is necessary to do learning innovation which facilitates to develop speaking skill of teacher candidates. The purpose of this study was to analyze the response of teacher candidates when they implemented the PechaKucha technique at presentation. This research is a qualitative research by taking ethnography as its approach. Teacher candidates in 4 grade which amounted to 20 people is object of research. Data collection is done by observation, interview, discussion, and assessment task to obtain comprehensive data. Triangulation-based analysis data, which are fundamental in this ethnographic study. The results showed that 25% of teacher candidates stated that PechaKucha implementation was very useful in the presentation, 55% of teacher candidates stated useful and 20% stated normal, and no teacher candidates stated that there is no benefit in implementing PechaKucha presentation. So it can be concluded that the implementation of PechaKucha technique is very useful for teacher candidates to develop speaking skill.

Keywords

PechaKucha, speaking skill, teacher candidates

Full Text:

PDF

References

Beyer, A.M., & Earle, M. (2009). Pecha Kucha presentations as an exam reviewactivity.Poster presented at International Society for Scholarship ofTeaching and Learning meeting, Bloomington, IN (October, 2009)

Chikushi, U. A. B., Dytham, M., & Klein, A. (2007).PechaKucha night: 20 images x 20 seconds. Japan: KleinDytham Architecture.

Dunn, D., McCarthy, M., Baker, S., Halonen, J., & Hill, G.W. (2007).Quality benchmarks of an undergraduate psychology program. American Psychologist, 62(7), 650-670. doi: 10.1037/0003-66X.62.7.650

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012).How to Design and Evaluate Research in Education (Eighth Edition). New York: McGrawHill.

Glendall, J. (2007, December). 20 presentations.20 slides. 20 seconds. Architecture, 66-69. Retrieved from http:www.architechturemagzine.com

Halonen, J.S., Appleby, D.C., Brewer, C.L., Buskist, W., Gillem, A.R., Halpern, D.F., et al(APA Task Force on Undergraduate Major

Competencies). (2002). Undergraduate psychology major learninggoals and outcomes: A report. Washington, DC: American Psychological Association

Metcalf, A., Layton, M. V., & Goslin, T. L. (2016).Three Ways to Improve Student Presentations.TESOL Journal, 7(2), hlm. 421-428, http://onlinelibrary.wiley.com/wol1/doi/10.1002/tesj.241/full.

Murugaiah, P. (2016). PechaKucha Style Powerpoint Presentation: An Innovative Call Approach to Developing Oral Presentation Skills of Tertiary Students. Teaching English with Technology, 16(1), hlm.88-104. http://www.tewtjournal.org/issues/volume-2016/volume-2016-issue-1.

Nguyen, H. (2015). Student Perceptions of the Use of PechaKucha Presentations for EFL Reading Classes.Language Education in Asia,6(2), hlm.135-149. http://dx.doi.org/10.5746/LEiA/15/V6/I2/A5/Nguyen.

Refbacks

  • There are currently no refbacks.