THE INFLUENCE OF USING PECHA-KUCHA TECHNIQUE TOWARDS

STUDENTS’ SPEAKING ABILITY AT THE SECOND SEMESTER

OF TENTH GRADE OF MAN 1 LAMPUNG TENGAH

IN ACADEMIC YEAR 2020/2021.

A Thesis

Submitted as a Partial Fulfillment of the requirements for S1-Degree

By :

ALFAYNIE AXELFA TRIE APRILIA

NPM. 1711040012

Study Program : English Education Department

Advisor : Prof. Dr. Idham Kholid, M.Ag.

Co-advisor : Septa Aryanika, M.Pd.

TARBIYAH AND TEACHING TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY

LAMPUNG

2020/2021

i

THE INFLUENCE OF USING PECHA-KUCHA TECHNIQUE TOWARDS

STUDENTS’ SPEAKING ABILITY AT THE SECOND SEMESTER

OF TENTH GRADE OF MAN 1 LAMPUNG TENGAH

IN ACADEMIC YEAR 2020/2021.

A Thesis

Submitted as a Partial Fulfillment

Of the requirements for S1-Degree

By :

ALFAYNIE AXELFA TRIE APRILIA

NPM. 1711040012

Study Program : English Education Department

Advisor : Prof. Dr. Idham Kholid, M.Ag.

Co-advisor : Septa Aryanika, M.Pd.

TARBIYAH AND TEACHING TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY

LAMPUNG

2020/2021

ii

ABSTRACT

THE INFLUENCE OF USING PECHA KUCHA TOWARDS STUDENTS’

SPEAKING ABILITY IN THE SECOND SEMESTER OF TENTH GRADE

OF MAN 1 LAMPUNG TENGAH IN ACADEMIC YEAR 2020/2021

By

Alfaynie Axelfa Trie Aprilia

In learning English, students got some problems in speaking. The problem caused by

students who do not have enough ability in English such as grammar, vocabulary, and

others. Most of the students are afraid to speak in English and they are often get bored

easily during the class. Moreover, in this pandemic era, students of MAN 1 Lampung

Tenagah learning through e-learning in their home. It means students rarely practice in

their home because they were easy to got distracted by many things in their home. Pecha-

Kucha technique was used in this research as technique to solve problem in learning

speaking.

The research methodology applied quasi experimental design. In this research, the

population was the tenth grade of MAN 1 Lampung Tengah. The sample of teh research

was two class consisting of 30 students of 10 MIA 2 as experimental class and 42

students of 10 MIA 3 as control class.Pecha Kucha was applied to the experimental class

and Direct Method was applied to control class. in collecting the data, this research used

instrument form oral test about descriptive text. Pre-test was given for both class before

the treatment. Then, after the treatment conducted, the post test was given. In this

research manage two raters in judging students‟ scores and SPPS version 21 was used in

statisitical computation.

After the post test wasn given, this research analyzed the data of both pre-test and post

test. The result of the data analysis showed that independent t-tes result was 0.003 which

was <0.05. Therefore, H0 is rejected and Ha is accepted. Based on the computation, it can

be concluded that there was a significant influence of using Pecha Kucha technique

towards students‟ speaking ability on the second semester of the tenth class of MAN 1

Lampung Tengah in the academic year of 2020/2021.

Key words : Pecha Kucha Technique, Speaking ability, Quasi Experimental Design

iii

DECLARATION

I hereby state that this thesis entitled “The influence of using Pecha Kucha

Technique towards students‟ speaking ability of tenth grade of MAN 1 Lampung

Tengah in academic year 2020/2021” is completely my own work. I am fully

aware that I have quoted some statements and theories from various sources and

they are properly acknowledged in this thesis.

Bandar Lampung, 25 July 2021

Declared by,

Alfaynie Axelfa Trie Aprilia

NPM. 1711040012

iv

v

vi

MOTTO

ون عملكم ورسىله والمؤمنىن وسترد وقل اعملىا فسيري الله

عبلم الغيب والشههبدة فينبئكم بمب كنتم تعملىن إل

105. And say (unto them): Act! Allah will behold your actions, and (so will) His

messenger and the believers, and will be brought back to the Knower of the

Invisible and the Visible, and He will tell you what ye used to do.1

1 Al-Qur‟an, Surah At- Taubah :105

vii

CURICULUM VITAE

The researcher is Alfaynie Axelfa Trie Aprilia. She was born in Metro, Lampung

on April 2nd, 2000. She is the third child of four children of Mr. Ahmad anisi and

Mrs. Andriana Rina Aqobah. She has 3 brothers, they are Alfairoe Sigit Prayuda,

Alfaiz Radea Arbianda, and Alfachriza Daviano Akbar.

She started her formal education at Kindergarten An-Nur and continued to An-nur

Elementary School too then graduated in 2011. After that, She continued her

study at Junior High School in SMP Negeri 3 Terbanggi besar and Senior High

School in MAN 1 Lampung Tengah. Afterwards, She decided to take English

Education Study Program at UIN Raden Intan Lampung.

viii

DEDICATION

This thesis is dedicate to everyone who always loves, cares, and support me. I

would like to dedicate this thesis to :

1. My Beloved Parents Mr. Ahmad anisi and Mrs. Andriana Rina Aqobah, who

always taught me good things and always support me in any condition.

Thanks for the love and everlasting prayer for me since I was a child. May

Allah Bless you all.

2. My Beloved Brothers, Alfairoe Sigit Prayuda, Alfaiz Radea Arbianda,

Alfachriza Daviano Akbar, and all of my big family who always support me

to finish my thesis.

3. My Beloved Best Friends, Syifa‟ Aprilya R., Diah Sasmita, Dinda Anisah

Atmaja Putri, Cindy Qadri Azizah, Aulia Fitri Ramadhani, Earsy Alma

Azkhia, Bunga Sahal Sabilah, and Cintia Wulandari who always reminds me

to not giving up and always be there whenever I need them.

4. My Beloved Friends of 6A6 PBI A.

5. My Beloved Almamater, UIN Raden Intan Lampung which has contributed a

lot for my development.

ix

ACKNOWLEDGEMENT

Praise be to Allah, the most gracious and the most merciful, who has given her

blessing and chance for completing this thesis entitled “The influence of using

Pecha Kucha towards students‟ speaking ability of tenth grade of MAN 1

Lampung Tengah in academic year 2020/2021” This thesis is written as one of

requirements of S-1 degree the English Education Study Program of UIN Raden

Intan Lampung. In finishing this thesis, the researcher obtained so many helps,

supports, loves and many valuable things from various sides. Therefore, the

researcher would sincerely thank to:

1. Prof. Dr. Hj. Nirva Diana, M.Pd, the Dean of Tarbiyah and Teacher

Training Faculty of UIN Raden Intan Lampung, with her personnel who

have given an opportunity and forbearance to the researcher during this

study until the accomplishment of this thesis.

2. Meisuri, M.Pd, the Chairwoman of English Education Study Program of

UIN Raden Intan Lampung.

3. Prof. Dr. Idham Kholid, M.Ag. as the advisor who has patiently guided

and directed the researcher until the completion of this thesis.

4. Septa Aryanika, M.Pd, the great Co-advisor, who has always patiently

guidance and spent countless time that has given to the researcher to finish

this thesis.

5. All excellent lecturers of English Education Study Program of UIN Raden

Intan Lampung.

x

6. Hi. Wiratno, S.Pd, M.Pd.I, the headmaster of MAN 1 Lampung Tengah

for allowing him to conduct the research.

7. Tiza Octa Kurniawan, S.Pd, the English Teacher of MAN 1 Lampung

Tengah who has helped and given suggestions during the research process;

and the students of the Tenth Grade of MAN 1 Lampung Tengah for being

cooperative during the research.

8. Her big family, who always give motivation and supporting on completing

this thesis.

9. Her beloved friends in English Department, Dinda, Cindy, Aulia, Earsy,

Bunga, and Cintia, and All friends in Englsih department 2017, especially

Class A who always give motivation on completing this thesis.

May Allah, the Most Gracious and the Most Merciful, always give His blessing

and compassion for all Muslim in the world. The researcher is fully aware that

there are still a lot of weakness in this thesis. For this the researcher truthfully

expects criticizes and suggestion from the reader to enhance the quality of the

thesis.

Bandar Lampung, 25 July 2021

The Researcher,

Alfaynie Axelfa Trie Aprilia

NPM. 1711040012

xi

TABLE OF CONTENTS

page

COVER ................................................................................................................... i

ABSTRACT ........................................................................................................... ii

APPROVAL.......................................................................................................... iii

ADMISSION ......................................................................................................... iv

DECLARATION .................................................................................................... v

MOTTO ................................................................................................................ iv

CURICULUM VITAE ........................................................................................ vii

DEDICATION .................................................................................................... viii

ACTKNOWLEDGEMENT ................................................................................ ix

TABLE OF CONTENTS ..................................................................................... xi

LIST OF TABLE................................................................................................ xiv

LIST OF APPENDICES...................................................................................... xv

CHAPTER I : INTRODUCTION

A. Background of the Problem .................................................... 1

B. Identification of the Problem .................................................. 6

C. Limitation of the Problem ....................................................... 6

D. Formulation of the Problem .................................................... 6

E. Objective of the Research ....................................................... 6

F. Significance of the Research ................................................... 7

G. Scope of the Research ............................................................. 7

CHAPTER II : LITERATURE REVIEW

A. Theory of the Research ........................................................... 9

1. Definition of Speaking ....................................................... 9

xii

2. Speaking Ability ............................................................... 11

3. Aspects of Speaking ......................................................... 12

4. Evaluation of Speaking .................................................... 14

B. Teaching Speaking ................................................................ 15

C. Technique .............................................................................. 16

D. Theory of Pecha Kucha ......................................................... 17

E. Step of Pecha Kucha ............................................................. 18

F. Advantages and Disadvantages of Pecha Kucha .................. 21

G. Direct Method ....................................................................... 22

H. What‟sApp Group ................................................................. 22

I. Google Meets ........................................................................ 23

J. Theorytical Framework ......................................................... 24

K. Hypothesis ............................................................................. 25

CHAPTER III : RESEARCH METHODOLOGY

A. Research Design .................................................................... 26

B. Variable of Research ............................................................. 28

C. Operational Definition of Variable ....................................... 29

D. Research Procedure ............................................................... 29

E. Scoring System of Assesing Students‟ Speaking .................. 31

F. Population, Sample, and Sampling Technique ..................... 32

1. Population ......................................................................... 32

2. Sample .............................................................................. 33

3. Sampling Technique ......................................................... 33

G. Validity and Reliability of Test ............................................. 34

1. Validity ............................................................................. 34

2. Reliability ......................................................................... 36

H. Data Collection Method ........................................................ 36

I. Research Instrument .............................................................. 37

J. Data Analysis ........................................................................ 38

xiii

CHAPTER IV : RESULT AND DISCUSSION

A. Result Procedures ................................................................. 41

B. Process of Treatment ............................................................ 43

C. Result of the Research .......................................................... 44

1. Result of the Pre-Test ...................................................... 45

2. Result of the Post Test ..................................................... 47

3. Result of Normality Test ................................................. 49

4. Result of Homogeneity Test ............................................ 50

5. Result of Hypothetical Test ............................................. 51

D. Discussion ............................................................................ 52

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ............................................................................ 55

B. Suggestion ............................................................................. 55

1. Suggestion for the Teacher ............................................... 56

2. Suggestion for the Students .............................................. 56

3. Suggestion for the School ................................................ 56

4. Suggestion for the Next Researcher ................................. 57

REFERENCES .................................................................................................... 58

APPENDICES ..................................................................................................... 61

xiv

LIST OF TABLES

page

Table 1 Students‟ Speaking Score.............................................................................. 3

Table 2 Non-Equivalent Group Design...................................................................... 27

Table 3 Scoring System ............................................................................................. 31

Table 4 Population of MIPA the tenth grade students‟ .............................................. 32

Table 5 Result of Normality Test ............................................................................... 50

Table 6 Result of Homogeneity Test ......................................................................... 50

Table 7 Result of Hypothetical Test........................................................................... 52

xv

LIST OF APPENDICES

page

Appendix 1 Interview Guidelines for the Teacher ................................................ 62

Appendix 2 The Result of Interview with the English Teacher in Preliminary

Research............................................................................................. 63

Appendix 3 Questionnaire Guidelines for the Student in Preliminary Research .. 65

Appendix 4 The answers of the questionnaire of the students on Google form ... 66

Appendix 5 The Result of the Questionnaire with the Students in Preliminary

Research ........................................................................................... 68

Appendix 6 Silabus ............................................................................................... 69

Appendix 7 Lesson Plan/Rencana Pelaksanaan Pembelajaran (RPP) .................. 73

Appendix 8 Instrument of Pre-Test .....................................................................112

Appendix 9 Students‟ Pre-Test score in Experimental class ..............................113

Appendix 10 Students‟ Post-Test score in Experimental class ...........................114

Appendix 11 Students‟ Pre-Test score in Control class ......................................115

Appendix 12 Students‟ Post-Test score in Control class ....................................116

Appendix 13 Instrument of Post Test..................................................................117

Appendix 14 Specification of Speaking Test ......................................................118

Appendix 15 Students‟ performance assessment in the pre test and post-test ....119

Appendix 16 Instrument for the treatment ..........................................................120

Appendix 17 Expert Validation for Speaking Test .............................................121

Appendix 18 Result of Reliability Test ...............................................................122

Appendix 19 Documentation ..............................................................................124

CHAPTER I

INTRODUCTION

A. Background of Problem

Speaking is a ways whereby two or more individuals can communicate. It

is additionally used to convey data, thought, and message. As human society,

communication is very important. Through language, people can easily

exchange information with others. As Chaney stated in Zyoud " the way in

which we generate and share meaning by using spoken or nonverbal pictures

in a variety of circumstances ".2 It means speaking is an activity that we

usually do daily to exchange information as communicated with the others. In

our social life, speaking is a way to express our thoughts and it helps us in

social interaction to make better social life in this world. Bygate in Leong and

Ahmadi stated that speaking as the creation of sound-related signs to deliver

diverse verbal reactions in audience members. It is viewed as joining sounds

methodically to frame significant sentences.3 Speaking always related to

language. But, both of them are different. Speaking is how we say words and

sounds. Meanwhile, Language refers to words that we used and how we use

them to share ideas. In this world there is a lot kind of language in every

country, English is a language that chosen to be the world‟s language. It

means English is used as a unity language between every country in this

world. Therefore, English should be learn by all people.

2 Munther Mohammad Zyoud, „Theoretical Perspective on How To Develop Speaking Skill‟, An

International Multidisciplinary Journal, 2.1 (2016), 1–10.

3 Lai-Mei Leong and Seyedeh Masoumeh Ahmadi, „An Analysis of Factors Influencing Learners‟

English Speaking Skill‟, International Journal of Research in English Education, 2.1 (2017).

Learning English as foreign language has 4 important skills namely

listening, speaking, writing, and reading. One of important skills is speaking

that useful for students to express their idea or opinion during the class and

their activity. It is also becomes a problem for students. The problem caused

by students who do not have enough ability in English such as grammar,

vocabulary, and others. Based on the interview with English teacher of MAN

1 Lampung Tengah, A lot of students in this school have a problem with their

speaking skills. One of their problems is when they are doing speaking. There

are several factors that make students difficult to do it. The first is that there is

a lack of vocabulary, it becomes harder to speak if the vocabulary they should

use is unknown to use in descriptive text. Besides vocabulary, grammar also

being a problem in describing. Students usually use wrong grammar when

they are speaking. In this case, it is fine if they are wrong while practice

speaking. But still, they must learn more about grammar. then another factor

is they are not confident to speak. It is quite weak to realize that the grammar

students have. So, they feel embarrassed to speak English.4 Those factors

have an effect on students‟ speaking. If students lack of vocabulary and also

use wrong grammar, it means they could not speak continously because they

still looked for a words that they wanted to mention. The last one is they are

not practicing to do describing. It makes harder when they are too lazy to

practice how to describing with a correct vocabulary and grammar. They

would make many mistakes while final test if they have those factors. The

table below shows students‟ score of speaking peformance :

4Tiza Okta Kurniawan, S.Pd, English Teacher of MAN 1 Lampung Tengah in Academic

Year 2020/2021. (September 7th

2020).

Table 1

The Data of Students’ flluency in Speaking Performance Score at the

Second Semester of the Tenth Grade of MAN 1 Lampung Tengah in

2020/2021 Academic Year

Source: The students' speaking data from MAN 1 Lampung Tengah's English

teacher.

Note:

Minimum score: 10

Maximal score: 100

As a result of the table above, as many as 31 students with a total

percentage of 14.22% getting a score more than 80 in the excellent category,

53 students with a total percentage of 24.31% getting a score under 80 in the

good category, 73 students with a total percentage of 33.48% getting a score

59-40 in the fair category, 40 students with a total percentage of 18.34%

getting a score under 40 in the poor category, and 21 students with a total

percentage of 9.65% which getting a score under 20 in the very poor

category, It clears that the most of percentage about 33.48% of students that

No. Score Category Classes Total %

X

MIPA

2

X

MIPA

3

X

MIPA

4

X

MIPA

5

X

MIPA

6

1. 100-80 Excellent 5 4 5 7 10 31 14.22 %

2. 79-60 Good 8 9 9 13 14 53

24.31 %

3. 59-40 Fair 17 14 16 14 12 73 33.48 %

4. 39-20 Poor 6 6 13 7 8 40

18.34 %

5 19-0 Very Poor 3 5 4 6 3 21 9.65 %

Number of Student 39 38 47 47 47 218 100%

get score 59-40, it means that students‟ performance in speaking is not

optimally yet, while only 14.28% of student get a good score. it might to say

that the speech of the students is still low. There is so much difficulties for

students to speak English.

Besides, from the results of the questionnaire with students of Tenth Grade

MIPA of MAN 1 Lampung Tengah, There have been some causes that

students face in learning English, particularly in their speaking skills.5 The

biggest difficulty is that students consider that it is too difficult to speak

English, students do not practice the English and worry that while talking in

English they would make some mistakes. That is why a lot of students could

not speaking English fluently.

Seeing this problem, New technique to teach English in the classroom was

used. Pecha-Kucha technique was used in this research as technique to learn

English. Most of the students are afraid to speak in English and they are often

get bored easily during the class. Moreover, in this Pandemic era students

learning thought e-learning in their home. It means students rarely practice in

their home because they were easy to got distracted by many things in their

home. Learning English with Pecha-Kucha technique build their

encouragement to speak in front of the class and increase their interest while

learning a foreign language especially English. Pecha Kucha makes students

speak english fluently by practice more and more before perform the

presentation.

5 Students‟ Questionnaire of MIPA Tenth Grade of MAN 1 Lampung Tengah in Academic

Year 2020/2021. (August 7th 2020).

There are several research that using Pecha-Kucha technique to learn

English. Previous research used Pecha Kucha (PK) by Baskara has

discovered that the students are required to act autonomously using a Pecha

Kucha presentation format to develop their students presentation skill, and to

encourage autonomy of learners.6 Another previous research by Colombi was

used Pecha Kucha to determine the impact on the evaluation of the unit of

translation study of pecha kucha presentation. During the presentations of

their peers students‟ attention was extremely high. The brevity and

conciseness of pecha kucha and the conduct of peer review along with tutor

evaluation contribute to this.7 Nguyen found out that Pecha Kucha‟s text

review can deepen the retention of the text to help students better understand

the text and their presentation more informative and focuseed.8 Some of the

above research differs from this. If there is significant influence, Pecha Kucha

is used in tenth high school.

Based on the following explanation above, this research entitled "The

Influence Of Using Pecha-Kucha Technique Towards Students‟ Speaking

Ability At The Second Semester Of Tenth Grade Of Man 1 Lampung Tengah

In Academic Year 2020/2021.

6 F X Risang Baskara, „Developing Students ‟ Autonomy in Oral Presentations through Pecha

Kucha‟.

7 Anna Gadd Colombi, „The Impact of Pecha Kucha Presentations in the Assessment of a Translation Studies Unit at The University of Western Australia‟, IAFOR Journal of Education, 5.3

(2017), P.81.

8 Hung Nguyen, „Student Perceptions of the Use of PechaKucha Presentations for EFL Reading

Classes‟, Language Education in Asia, 6.2 (2015), P.138.

B. Identification of the problem

Based on the previous findings, some flaws were discovered, they are :

1. Some of students feel stressed and unconfident while speaking

2. During the class activity, The teacher did not use interest technique

3. The students could not speak english fluently because they do not

practice to speak in English.

C. Limitation of problem

Based on research‟s identification, it focuses on using Pecha-Kucha

technique towards students‟ speaking ability at the second semester of tenth

grade of MAN 1 Lampung Tengah in academic year 2020/2021. This

research is limited to students‟ speaking English.

D. Formulation of the problem

Based on the identification of the problem and limitation of the problem

above, it is formulated as follows : is there any significant influence of Pecha-

Kucha technique Towards students‟ speaking ability at the second semester of

tenth grade of MAN 1 Lampung Tengah in academic year 2020/2021?

E. Objective of the research

The research purpose was to investigate if Pecha Kucha is significantly

influenced by the second semester of tenth grade MAN 1 Lampung Tengah

speaking ability of students in academic year 2020-2021.

F. Significance of the research

1. Theoretically

The results of the research could contribute useful knowledge to

previous research.

2. Practically.

a. For the teacher

The results of this research were intended to use the research results as

an alternative to the teaching activity or to be one of the options in the

classroom.

b. For the students

The result of this result was expected to enhance students‟ interest and

enjoy while learning process.

c. For the school

The results of this study would encourage the school to observe

English, in particular, to teaching English.

G. Scope of the research:

1. Subject of the research

the researchs‟ subject was the second semester students of the tenth grade

of MAN 1 Lampung Tengah.

2. Object of the research

the researchs‟ the object was the students‟ speaking and the used Pecha

Kucha technique.

3. Place of the research

The research at MAN 1 Lampung Tengah was conducted.

4. Time of research

The research was carried out in the second semester of 2020/2021

academic year.

CHAPTER II

LITERATURE REVIEW

A. Theory of Speaking

1. Definition Of Speaking

Bygate stated that “speaking as auditory signals are produced, different

verbal answers are produced by the hearers. It is thought to systematically

combine sounds to make meaningful phrases”.1 It means speaking is a skill

that we used to tell something to the other people by producing word from

our mouth. The sound that we produce from our mouth and mention some

words is aim to communicate with others.

Another definition of speaking by Chaney said in Zyoud, “Speaking is a

way to create and exchange meanings in different circumstances by use of

verbal and nonverbal expressions".2 It means speaking is an acivity that we

usually do in daily to exchange information as communicated with the

others. Communication is one of important way to share the information or

to fo discussion of something. People need to communicate with other to

build their relationship by exchange opinions, speaking can be the way to

make communication between people going well.

Murcia stated in Ounis “The most primary means of human

communications are regarded as the speaking”.3 It means The way of

speaking is human gifted that very important for us as social beings. God

gives us an ability to speak and we need speaking ability to live a life in

1 Martin Bygate, „Speaking‟ ,Oxford Unversity Press, 1897.

2 Zyoud," Theoretical Perspective on How To Develop Speaking Skill",2016,P.

3 Asma Ounis, „The Assessment of Speaking Skills at the Tertiary Level‟, International Journal of

English Linguistics, 7.4 (2017), P.95 .

10

this world. As social beings, we are doing speaking to do all our activity

with all people in our environment even in this era we can speak to people

that far away from us with a technology called handphone. Communicate

to others is easier to do by speaking and less misunderstanding than by

text. Mostly misunderstanding happens when people comunicate by text

because we do nott know the intonation of the word that makes wrong

preception of the receiver.

We do not just mean to say words through the mouth when we speak. It

means that the message is conveyed in the mouth. In the classes of certain

instructors this ability is often overlooked. Learners have not enough

opportunities to communicate English either in or outside their courses.

Unfortunately, a teacher's test does not include speaking a vital part. A lot

of practice is necessary for students to learn how to communicate.

Apprentices can strengthen their communication skills by listening and

repeating. In classroom, teachers can develop the language skills of their

students using short questions and short dialogues.

Based on those statements about the definition of speaking, It can be

concluded that Speaking is a capability that generates audio from the

minds of listeners that communicate with others in daily life through

verbal responses.

11

2. Speaking Ability

The ability to speak, as Lado said in Lumettu, is the ability to speak or

record situations or phrases in circumtance of life or is capable of fluent

expression of a number of thoughts.4 This shows that the teacher's first

duty in teaching speech is to empower students to share their ideas and

feelings openly while at the same time encouraging them to engage in the

constant practice of English communication.

Students' English-speaking skills refer to the ability of students to

perform oral activities in English. The assessment of this skill was based

on two types of measurement: examination of perspectives based on the

test performed and students performance in a social setting where English-

speaking skills existed. Examiners perspectives were expressed through

the scoring made by the examiners on the scoring sheet provided.

Furthermore, English speaking performance was analyzed through social

settings in which students showed their oral ability.5 Richards said in

widyaningrum, Usually, this kind of speaking is in the form of a monolog

rather than a dialogue. This kind of speech seems to be a monolog and not

a dialogue. Some of the class activities that could be done include a class,

a tutorial, a sales lecture, a welcome speech and even a class discussion.

Those actions are carried out with regard to the importance of form and

accuracy, the written language and the monologic form as a normal

emphasis, as well for message and audience, predictable organization and

4 A. Lumettu and T. L. Runtuwene, „Developing the Students‟ English Speaking Ability Through

Impromptu Speaking Method.‟, Journal of Physics: Conference Series, 2018, P.2.

5 Mohammad Fadil, Sumardi Sumardi, and Ngadiso Ngadiso, „Students‟ Speaking Skill in English

Immersion School‟, Pancaran Pendidikan, 7.1 (2018), P.54.

12

sequencing. A presentation is among the most typical exercises used to

improve speaking performance.6

3. Aspect of speaking ability

In Harchegani, Syakur stated that at least the components of at least

five speakers relate to comprehension, pronunciation, grammar, fluency

and vocabulary.7

a. Comprehension

It surely needs a subject to be answered, discussed, and initiated in

oral communication..

b. Grammar

In speaking, students must arrange the correct phrases. Heaton

explained that learners were capable of manipulating structure and

drawing suitable grammatical forms in appropriate forms. Utilitarian

grammar is also the correct technique to acquire oral or written

language skills.

c. Vocabulary

If students do not have enough language, they cannot successfully

communicate or express their thoughts orally and in writing. Nothing

can be transmitted without a grammar without a vocabulary. On that

6 Lulut Widyaningrum, „Pecha Kucha : A Way To Develop‟, Vision: Journal for Language and Foreign Language Learning, 5.1 (2016), P.60.

7 Mohammad Kiani Harchegani, Reza Biria, and Mohammad Ali Nadi, „The Effectiveness of Self-

Directed-Learning Method in Teaching Speaking Skill to Iranian EFL Learners‟, International

Research Journal of Applied and Basic Sciences, 7.9 (2013), P.568.

13

basis, the researchers believe that English students cannot speak

English or write English adequately without significant mastery of

the vocabulary.

d. Pronunciation

To make it clearer for students to speak, pronunciation is the way to

go. It covers the phonological process that relates to the elements and

principles that define how the sonority varies in a language. Two

types of pronunciation exist: phonemes and super-sectional features.

For someone from a different language community a language

speaker that mispronounces some phonemes may be exceedingly hard

to comprehend. From the aforementioned research, the speech is the

understanding of how clearly the words are generated when people

speak in a certain language. Spoken, there's a role to play.

e. Fluency

Fluency could be characterized by defining the capacity to talk

smoothly and accurately. The goal of many language students is

fluently to talk. Flow indications include quite a fast speed, few

breaks, 'urms' or 'ers.' Several signals demonstrate that the speaker

was looking for the language elements needed for the message to be

transmitted.

14

4. Evaluation of speaking ability

In a class, teacher-student interaction or among the students relies on

how classroom activities are arranged. Speaking has certain characteristics

in relation to writing (typically considered to be written, receptive) and

reading skills. Speakers usually don't speak entire phrases, they're using

less specific terms than written. They also loosely organize syntax and use

speech markers frequently (e.g. uh, well, ok, etc).8 Furthermore, speech

varies according to age, gender and dialect. In some models the speech

evaluation varies depending on the skills of the pupils, as Brown stated in

Vidhiasi that certain basic types of speech exist in :

1. Imitative.

Through one end, parrot capability is a continuum of species

performance (imitating) a word or a phrase, or a probable sentence.

While oral production is essentially phonetary, certain prosodic,

lexical and grammatical features of language may be included in

the criteria of performance.

2. Intensive

The second form of speaking, typically utilized in an evaluation

setting, is that brief lengths of spoken language are generated in a

small range of grammar, phrasal, lexical and phonological links.

8 Beryl C. Curt, „Discourse Analysis‟, Year‟s Work in Critical and Cultural Theory, 6.1 (1996),

111–23.

15

3. Rensponsive.

Interaction and knowledge of the tests, but at a quite limited level,

involve very short talks, standard welcoming and little remarks,

simple requests and comments.

4. Interactive.

he difference between response and interactivity is how extended

and complicated engagement sometimes involves many exchanges

and/or several participants. In order to maintain a social relation,

interaction might take the two transactional forms to share

particular data or to exchange between people Interaction.9

B. Teaching Speaking

The mastery of speaking skills in English is a priority for many second-

language or foreign-language learners. Consequently, learners often evaluate

their success in language learning as well as the effectiveness of their English

course on the basis of how much they feel they have improved in their spoken

language proficiency. Teachers and textbooks make use of a variety of

approaches, ranging from direct approaches focusing on specific features of

oral interaction (e.g., turn-taking, topic management, and questioning

strategies) to indirect approaches that create conditions for oral interaction

through group work, task work, and other strategies.

9 Dhion Meitreya Vidhiasi, Akademi Maritim, and Nusantara Cilacap, „Assessing Speaking for

Achieving Communicative Competence Through " Distress Call At Sea " Test At The Nusantara

Maritime‟, April, 2019.

16

Pawley and Syder in Richards suggest that native speakers have a

repertoire of thousands of routines like these, that their use in appropriate

situations creates conversational discourse that sounds natural and native-like,

and that they have to be learned and used as fixed expressions. In designing

speaking activities or instructional materials for secondlanguage or foreign-

language teaching, it is also necessary to recognize the very different

functions speaking performs in daily communication and the different

purposes for which our students need speaking skills.10

C. Technique

Zulfiqar said that technique means manner, how to do or perform

something or efforts, inways that teachers use to carry out teaching in the

classroom at the time of face toface in order to serve and consolidate the

learning materials to achieve the goal oflearning.Therefore, the technique is

implementation and the occurrence at this stageof the implementation of

teaching (presentation and stabilization).It can be concluded that the

technique is a tactic or a way of learning undertaken by teachers

inimplementing the teaching and learning activities in orderto obtain optimal

results.11

10 Jack C Richard, „Teaching Listening and Speaking From Theory to Practice, Available on: Www. Finchpark.

Com/Courses/Tkt/Unit_07‟, Richards-Teaching-Listening-Speaking. Pdf, 2008, 1–37 11

Saidna Zulfiqar Bin Tahir, „Redefining Terms of Teaching and Learning Strategy, Method,

Approach, Technique, and Model‟, November, 01st, 2012, 7

17

D. Theory of Pecha Kucha

Pecha Kucha is derived from Japanese with the meaning of chit chat. The

slides are made by using Microsoft Power Point applications or other similar

applications. the Pecha Kucha technique has become a popular choice for

presenting assignments or projects in the academic world. Pecha Kucha was

launched in order to improve creative and innovative problem solving skills

in a series of multimodal teaching techniques and encourage students to speak

English spontaneously.

Mitchell stated in Bowen and Watson‟s book, “Pecha Kucha technique is a

short, timed format for showing 20 images or slides and each of these appears

only 20 seconds.”.12

The word pecha kucha is Japanese and translates into

English as "chitchat." The pecha kucha technique is characterized by its

simple rules: 20 x 20 seconds of slides. In other words, the presenter talks for

20 seconds per slide, not more and not less, as the PowerPoint slides

automatically pass through the speech.

Hayashi and Holland define Pecha kucha as a teaching–learning activity is

an example of task-based language learning, use of technology in the

language classroom, and learning through multimodality.13

Pecha kucha is a

technique that using technology in learning activity. By using projector to

perform, it makes students more interested. Using technology for learning

activity may makes students need to prepare all the things before performing

their material..

12 José Antonio Bowen, C. Edward Watson, Teaching Naked Methods: A Practical Guide to

Designing Better Classes, San Fransisco, 2017, p.136

13 Patrizia M J Hayashi and Sarah J Holland, „JALT2016 • TRANSFORMATION IN LANGUAGE

EDUCATION Pecha Kucha : Transforming Student Presentations‟, 2017, 307–13.

18

Eriksen, Tolestrup, and Ovesen said that “The Pecha Kucha (PK) is

visually organized and orally assisted and seeks to The slide of ideas and

concepts should be cut into a short, condensed, attractive format.”14

The aim

is to keep the presentations brief, to the degree of interest, and to make

multiple presenters discuss their thoughts in the span of one night. Since its

inception in 2003, the phenomena of Pecha Kucha technique has spread with

great pace across the world in a kind of viral fashion, such that the open and

free Pecha Kucha Nights are started every day at 3-4 locations worldwide.

From the definitions above, Pecha Kucha technique is a simple and

straight forward solution that helps the presenter to avoid the “Death by

Powerpoint”. it can be said that using Pecha Kucha is a really good idea in

improving students‟ speaking skills. Pecha Kucha helps student to do more

practie to speak fluently and Pecha Kucha because is an interesting technique

and it can help students to improve their speaking skills.

E. Step of Pecha Kucha

There are some steps in doing Pecha Kucha that stated by Arniatika, The

steps are :

a. Steps of technique

1. Step 1: Setting Up

The first step was to introduce the format to the student. To

induct students, give them a text to examine what Pecha Kucha is,

how it originate, and therefore the particulars of this presentation

14 Kaare Eriksen, Christian Tollestrup, and Nis Ovesen, „Catchy Presentations: Design Students

Using Pecha Kucha‟, DS 69: Proceedings of E and PDE 2011, the 13th International Conference on

Engineering and Product Design Education, September, 2011, 222–26.

19

technique. reckoning on time, show them some video samples of a

Pecha Kucha presentation, ask the students to observe some samples

of Pecha Kucha on the Internet as homework, or did both.

2. Step 2: Planning

In the planning stage, students might work individually, in couples

or in groups to determine how the activity is performed. Even so,

students must produce their own slides and also the script to

elucidate the contents of their slides. The presentation perceive to

work best when the text on the slides was kept to a minimum:

Simple key words are best in order that the listeners listen instead of

concentrate on reading a very long text. Some students present with

no transcription in the slightest degree on their slides.

3. Step 3: Presenting

The final stage was the Pecha Kucha presentation. The teacher can

ask students to send their presentations in an email attachment to the

teacher before the category. In our case, once the running order was

decided, students need to be prepare to talk when their turn come.

the primary presentation served as a helpful example for subsequent

presentations; often within the first time around there was some

muddle and laughter as students experience the pressure of timed

performance

20

b. Procedure in teaching

1. The teacher begins the meeting with a prayer session, a welcome

check and a student status list..

2. The Teacher then delivered the material through the group

WhatsApp.

3. The teacher explains the material.

4. Then the Pecha Kucha technique concept were explained by the

teacher.

5. In slides using a power point, the Teacher gives a Pecha Kucha

example. Every student then organizes a presentation in 20 or less

slides on their national monument.

6. The teacher requests students to decided the national monument to

described.

7. Students practice Pecha Kucha technique to describe the subject

8. The picture should be pointed by the students in another hand and a

note should only be taken orally.

9. The students should practice their work first before perform.

10. Each group of students will be led to be actively involved in their

work.Then each group present the result of discussion.

11. The Teacher will subsequently add some work and performance.

12. At the end of the meeting, the teacher provides students with

evaluation on the learning process. The teacher stimulates and tells

the pupils about the work of the next session.

21

13. Then, by praying together, the Teacher closes the class. 15

F. Advantages and Disadvantages of Pecha Kucha

Colombi stated, Advantages using Pecha Kucha technique are :

1. Preparing and presenting for a Pecha Kucha help students achieve

brevity, conciseness and made them able to deliver large amounts of

information in a short time.

2. Pecha Kucha experience help improving their overall speaking and

presenting skills.

3. Students enjoy the class.

4. Pecha Kucha increase learning motivation

5. Petcha kucha guarantee students‟ attention to peers‟ presentations.16

Using Pecha Kucha technique also have some weakness or disadvantages,

such as :

1. The time needed for preparing the presentation.

2. Difficulty in finding the time to prepare the content of the slides

3. Some students may lack interest.17

15 Sevirda Arniatika, „Improving Speaking Performance Through Pecha Kucha Presentation

Method‟, Pedagogy : Journal of English Language Teaching, 2019, P.113.

16 Gadd Colombi, “The Impact of Pecha Kucha Presentations in the Assessment of a Translation

Studies Unit at The University of Western Australia, 2017, P.72. 17

metode penelitian Nursalam, 2016 and A.G Fallis, , Journal of Chemical Information and

Modeling, 53.9 (2013), 1689–99.

22

G. Direct Method

Direct Method was used in control class. The Direct Method, which is also

known as natural method or conversational method, has been popular since it

enables students to communicate in the foreign language. The direct method

through focusing on everyday language, and using questions and answers lays

an emphasis on teaching oral language. Rivers in Mart stated the Direct

Method has been useful in that it “provided an exciting and interesting way of

learning the foreign language through activity. It proved to be successful in

releasing students from the inhibitions all too often associated with speaking

a foreign tongue, particularly at the early stages.18

H. WhatsApp Group

Purkayastha, Nilanjana, And Chanda stated that WhatsApp was created by

Brian Acton and Jan Koum in 2009. Instant messaging app. It is free at no

currency cost. It offers cross-sectional messages and Internet Protocol (VoIP)

voice. The Whats App owner is Facebook at the moment. This App users

may send instant text messages, audios, videos, images and any document file

and can also use internet connectivity to enable full duplex communication.19

WhatsApp Group is a feature in WhatsApp that allow us to build a

conversation or discussion with a lot of people in one room chat.20

Due to the

pandemic which requires students to learning from home, the used of

18 Cagri Tugrul Mart, „The Direct-Method: A Good Start to Teach Oral Language‟, International

Journal of Academic Research in Business and Social Sciences, 3.11 (2013) 19 Purkayastha, Nilanjana, And Anupam Chanda, „Whatsapp As A Means Of Sharing Information

Among Lis Professionals Of North-East India : A Study‟, September, 2018, P.70 20 Ibid, P.70

23

WhatsApp group helps both students and teacher easier to share the material

and to communicate with each other.

I. Google Meets

According to Setyawan, Agung, Aznam, and Citrawati that Google Meets

is an video meeting application that developed by Google. It is an interactive

and alternative media used for online learning. Google Meet helps to do

indirect learning activities.21

Especially in this era, people need to use kind of

application like Google meets to do their job or to learn from home because

of pandemic. This research also used Google Meets for learning activty and

post test. Throught google meets, the researcher could see the students while

they are speaking which it helps the researcher to do assestment.

J. Theoretical Framework

One of important skills in learning English is speaking that useful for

students to express their idea or opinion during the class and their activity. It

is also becomes a problem for students. The problem caused by students who

do not have enough ability in English such as grammar, vocabulary, and

others.. A lot of students have a problem with their speaking skills, One of

their problems is when they are doing speaking. There are several factors that

make students difficult to do it. The first is that there is a lack of vocabulary,

21 Setyawan, Agung, Nurfina Aznam, and Tyasmiarni Citrawati, „Effects of the Google Meet

Assisted Method of Learning on Building Student Knowledge and Learning Outcomes‟, 8.9 (2020),

3924–36

24

it becomes harder to speak if the vocabulary they should use is unknown to

use in descriptive text. Besides vocabulary, grammar also being a problem in

describing. Students usually use wrong grammar when they are speaking. In

this case, it is fine if they are wrong while practice speaking. But still, they

must learn more about grammar. then another factor is they are not confident

to speak. It is quite weak to realize that the grammar students have. So, they

feel embarrassed to speak English. Those factors have an effect on students‟

speaking. If students lack of vocabulary and also use wrong grammar, it

means they can not speak continously because they still looking for a words

that they want to mention. The last one is they are not practicing to do

describing. It makes harder when they are too lazy to practice how to

describing with a correct vocabulary and grammar. They would make many

mistakes while final test if they have those factors. We can conclude there are

several factors that makes students difficult to do speaking because of they

have speaking anxiety. all of those factors can be an impact to students score.

Therefore, students should learn more to get a good score and speak English

fluently.

Seeing this problem, new technique is going used to find out the good way

to teach English in the classroom. Pecha-Kucha technique was used as

technique to learn English. Most of the students are afraid to speak in English

and they are often get bored easily during the class. Learning English with

Pecha-Kucha technique probably build their encouragement to speak in front

of the class and increase their interest while learning a foreign language

25

especially English. Pecha Kucha makes students speak english fluently by

practice more and more before perform the presentation.

K. Hypothesis

The hypotheses in this research, as follows:

Ha : There is significant the influence of using Pecha-Kucha

technique towards students‟ speaking ability at the second

semester of tenth grade of MAN 1 Lampung Tengah in academic

year 2020/2021.

Ho : There is no significant influence of using Pecha-Kucha

technique Towards students‟ speaking ability at the second

semester of tenth grade of MAN 1 Lampung Tengah in academic

year.2020/2021.

Problem

Treatment

Result

Teacher

The teacher did not

use interest

technique while

teaching in the class

Implementation

of Pecha Kucha

to improve

students‟

speaking

Students

1. The students feel

stressed and not

confident while

speaking.

2. The students can not

speak english fluently

because they do not

practice to speak

The result will

be found out

after the research

CHAPTER III

RESEARCH METHOD

A. Research Method

Experimental design was used for this research. Hromi said that

experimental design is the development of a study to reach specific

objectives. Experiment was properly prepared extremely critical in order to

ensure that the correct form of data and adequate sample size and power were

available to address testing questions of concern as simply and effectively as

possible.11

This section presents two pre-experimental designs as there is little or no

control over outside variable. Therefore, experimental is three types.

Unfortunately, this design was used in research into education. 2) True

experimental designs are in this category because of its control, the most

recommended concepts for experimentation in education. 3) The

experimental design of the experimenter was used to randomized

methodologies to provide full experimental supervision.2 In order to learn

about students' language skills, the research used a quasi-experimental design

as explained above. The objectives of this research will be applied to the

design of quasi-experimental pre- and post-tests. According to Creswell,

practically all research include grouping of participants, but not random

grouping, because experimental groups could not be generated artificially.3

1 J. D. HROMI, „Some Concepts of Experimental Design‟, Six Sigma,Corrosion, 1957, P.1 .

2 M Milun, P Pervan, and R Brako, „Experimental And‟, Physical Review B, 111, 2005, 1–11.

3 John W. Creswell, Educational Research, 4th edition, Boston : Pearson Education, 2008, P.309.

27

The design of this research can be shown below :

Table 2, Non-Equivalent Group Design

Note:

O1 : Pre test in experimental class

O2 : Post test in experimental class

X : Treatment using Pecha Kucha Technique

O3 : Pre test in control class

O4 : Post test in control class

1. Administering a pre test O1 & O3 which proposed to measure speaking

ability of the students before given a treatment.

2. Applying an experimental that was using Pecha Kucha (X) to teach

speaking.

3. Administering a post test O2 & O4 which proposed to measure

students‟ speaking after given a treatment.

Applying one group pretest-posttest will be find out. If there is some

significant influence of students‟ speaking ability at MAN 1 Lampung

Tengah in academic year 2020/2021 before and also after the treatment.

O1 x O2

O3 O4

28

B. Variable of the Research

Sukhla said, variable is concerned with difference in the existence of

something in person, entity, animal, location or place. Situation or in some

natural occurrence.

It can be defined as follows:

Characteristic in the analysis of which identification or meaning

changes or may be modified per unit. It's called a vector.

Or variable is a function that differs in the sense of its meaning or

identity.4

Two variables were examined in this research. they were:

1. The independent variable (X)

The variable that influences the value of another variable is known as

an independent variable.5 the independent variable of this research was

Pecha Kucha.

2. The dependent variable (Y)

The dependent variable is the variable whose value could perhaps

change due to a change in a different variable value. Students'

speaking ability was the dependent variable of the research.

4 Satishprakash Shukla, „Variables, Hypotheses and Stages of Research‟, Icssr, 2018, P.1.

5 Ibid,P.3.

29

C. Operational Definition of Variable

1. The Independent Variable (X)

Pecha Kucha is a technique that requires visual images to be presented

rather than slides to be read in PowerPoint. Pecha Kucha presentations

consist of 20 slides with a time limit of 20 seconds each slide.

2. The Dependent Variable (Y)

Students' speaking skills refer to the ability of students to perform oral

activities easily without having to interrupt or pause a lot in speaking

English.

D. Research Procedure

1. Finding the Subject of the Research

Research subjects will be selected for 10th grade MAN 1 Lampung

Tengah in 2020/2021. The subjects of this research were two classes:

class A, which was the experimental class, and class B, which was the

control class.

2. Administering the pre-test

Students were tested for their speech skills in the pre-test.

a) Conducting Treatment

Three meetings were conducted with treatment. The teacher

taught them how to describe something in their treatment with

pecha kucha. In the first meeting the teacher give a brainstroming

with showing a picture of things or people and describe it, after

that the teacher ask student to practice to describe a picture. Then,

30

the teacher give an example to describe the topic using Pecha

Kucha technique and ask student to practice. After that student

practice to do presentation. The teacher also explained teaching,

learning and five aspects of speaking through running dictation.

After the third meeting, the students did a post test a picture in

order to describe.

b) Administering the Post Test

Following the treatment, the post test in this research was

performed. it was used to measure student speech after

treatments. The test was done orally and students were asked to

describe a monument.

3. Analyzing the Post-Test results

SPSS has been used In the analysis of the results to detect whether

students talk after treatment using pecha kucha technique has a

significant influence.

31

E. Scoring System of Assessing Students’ Speaking

The scoring system by Louma below is used to calculate the test score.6

Table 3, The Scoring Rubric Table of Speaking Test

5 points 4 points 3 points 2 points 1 point

Pronunciation Produces

words with

correct

pronunciation

without any

error

Produces

words that are

largely right,

although

sometimes an

error exists

Produces

words with a

pronunciation

of some

inaccuracies

May have

numerous

powerful

foreign

accents or

generate

words which

pronounce

and do not

understand

too many

faults.

The language

creates little or

not at all

Grammar Uses phrases

or phrases

with nearly

no grammar

errors

Uses

relatively

wrong

grammatical

words,

phrases or

occasional

grammar

errors

Makes

obvious

grammar

mistakes or

makes some

grammar

mistakes

Errors in

basic

grammar or

in the wrong

grammar

phrases or

terms

Little or no

language

produces

Vocabulary Uses wide

vocabulary

appropriately

Uses good

range of

vocabulary

Uses

adequate but

not rich

vocabulary

Uses

adequate but

not rich

vocabulary

Little or no

language

produces

Fluency Fluently

speaks with

rare repeat

and simply

and

successfully

uses lengthy

distances

Speaks

sometimes

and speaks

with short

phrases

Get ideas

through but

repetitively

and briefly

Speaks

slowly and

very

reluctantly

and often

difficult to

understand

Little or no

communication

Maximum score = 20

Score = the results of score ×100

maximum score

6 Sari Louma, Assessing Speaking, Annual Review of Applied Linguistics, 1998.

32

F. Population and Sample of The Research

1. Population of the Research

As said by Wani and Showkat, Population refers to any class of people

or non-human entities, including artifacts, educational facilities, time units,

geographical regions, wheat prices or personal results. This the universe is

called by any statistician.7 Meanwhile, on the word Hanlon and Larget, a

population consists of all people or units of interest; usually, the data for

practically everyone in a population is not available.8 From the definition

above, The population might be defined as all members of the research

class or subjects. The sample for this research is the students in the second

semester of tenth grade at MAN 1 Lampung Tengah during the academic

year 2020/2021. There are 218 students in 5 MIPA class. The table shows

it.

Table 4, Population of MIPA the tenth grade students’ of MAN 1

Lampung Tengah in the Academic year 2020/2021

No Classes Gender Total

Male Female

1 X MIPA 2 3 36 39

2 X MIPA 3 11 27 38

3 X MIPA 4 12 34 47

4 XI MIPA 5 18 29 47

5 XI MIPA 6 10 37 47

Total of the Student 54 163 218

(Source: Students attendance list)

7 Showkat Rashid Wani, „Edu/Research Methodology/Sampling‟, Population and Sample, 2017,

P.1.

8 Bret Hanlon and Bret Larget, „Sex and Older Women Samples And Populations.‟, Statistics

Wisconsin University Journal, 2011, P.7.

33

2. Sample of the Research

Based on Wani and Showkat, the group of elements selected from

the entire population of the survey called as sample. From the analysis of

this sample it is known and said concerning the entire population.9 It

means sample is just a few objects that are selected to be analyzed from

the population. One class is used as an experimental class in this research.

3. Sampling Technique

random samples of the cluster are used to obtain the population sample

in this research. According to Sugiyono in Hutabarat, Pohan and Adam,

random sample clustering is a technique used to collect a sample if the

object or test source is widely used.10

This means the random sample of

the cluster is a random way for the group to select the sample. Each class

name shall be written on small bits of paper and rolled in the process to

determine the sample as an experimental class. After then, two pieces of

paper are taken at random to obtain a test and control class.

9 Ibid, Rashid Wani, Showkat, P.1.

10 Berni Arnita Hutabarat, Albert Effendi Pohan, and Adam Adam, „The Effectiveness of Shared

Reading Strategy toward Students‟ Reading Achievements‟, ANGLO-SAXON: Jurnal Ilmiah Program

Studi Pendidikan Bahasa Inggris, 8.1 (2017), 75 <https://doi.org/10.33373/anglo.v8i1.986>.

34

G. Validity and Reliability of the Test

Certain criteria should be evaluated to determine whether the test is valid

or not. The parameters for a good test are validity and reliability.

1. Validity Test

Validity refers to the extent to which the data collected is

representative of the actual research field. As stated by Field in

Taherdoost, validity is defined as "measuring what is expected to be

measured".11

Meanwhile, Obe give the statement That, in the classroom

context, validity is seen as a multi-dimensional concept that exists, not in

the assessments, but in the relationship between each measurement, the

context to be evaluated and the implications of its perception and

implementation.12

This means that validity includes (a) how the

evaluation builds from learning; (b) how the assessment blends with the

instructional framework and educational techniques used; and (c) what

happens as a result of the assessment, including the entire range of

results, from input, ranking and placement, to student self-concepts and

attitudes, to student structures on the subject disciplines.

a. Content Validity

Yaghmale It stated that the validity of material is being

employed for measuring interest variables. It is recognized as:

validity related to content, intrinsic validity, validity of relevance,

representative validity, and validity of logic or sampling. The

11 Hamed Taherdoost, „Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research‟, SSRN Electronic Journal, September, 2018, P.28.

12 A C John, „Reliability and Validity : A Sine Qua Non for Fair Assessment of Undergraduate

Technical and Vocational Education Projects in Nigerian Universities‟, Journal of Education and

Practice, 2015, P.68.

35

correct sampling of the content domain of items can be measured in

a questionnaire.13

On the word of Hughes in Gashaye and Degwale,

content validity is the most relevant since it is a means of tracking

the accomplishment of the goals of each of the syllabus or textbook

contents.14

That is to say, The greater the validity of the content of

the exam, the more likely it will be to measure exactly what is to be

measured. On the basis of the statement above, it can concludes

that the test adapted with the students‟ must be suitable with

learning material, The test must be given using the tenth grade

syllabus as a guide in the current curriculum in the second

semesterof senior high school.

b. Construct Validity

Construct Validity relates to how successfully a design, idea or

behavior that is a structure has been translated or converted into a

working and organisational reality.15

In other words, the validity of

the structure is determined by the component of the test that the

students can genuinely measure. The lecturer shall be consulted as

validator for construct validity.

13 Health Services, „Content Validity and Its Estimation‟, Journal of Medical Education, 2003, P.25.

14 Simachew Gashaye and Yibeltal Degwale, „The Content Validity of High School English

Language Teacher Made Tests : The Case of Debre Work Preparatory School , East‟, 2019, P.42.

15 Ibid, Hamed Taherdoost, „Validity and Reliability of the Research Instrument, P.31.

36

2. Test Reliability Test

Based on Moser and Kalton in Taherdoost, Reliability is also an

issue of repetitiveness. For example, if repeated testing under constant

settings are given the same result, a scale or test will be accurate.16

It can

be concluded that reliability relates to the stability and accuracy of the

test. In this study, the SPSS program will be used. So, that the SPSS will

help interpret it efficiently, quickly and accurately. Reliability test criteria

are as follows:

0.800 - 1.000 = very high

0.600 - 0.800 = high

0.400 - 0.600 = medium

0.200 - 0.400 = low

0.00 - 0.200 = very low17

H. Data collecting method

The instrument that used in this reasearch is test. As stated by Adom,

Mensah, Dake, Tests shall be designed to test a sample's consistency, skill, or

expertise against a certain standard, which may or may not be considered

appropriate.18

The following methods are used in this study in the collection of data.

They are before and after testing as described below :

16 Ibid, Hamed Taherdoost, „Validity and Reliability of the Research Instrument, P.33.

17 Suharsimi Arikunto, Procedure Penelitian Suatu Pendekatan Praktik, (Jakarta:Rineka Cipta, 2010),p.319

18 Dickson Adom, Jephtar Adu Mensah, and Dennis Atsu Dake, „Test, Measurement, and

Evaluation: Understanding and Use of the Concepts in Education‟, International Journal of Evaluation

and Research in Education, 2020, P.110.

37

1. Pre-test

the students‟ scores will be taken to know their achievement of

speaking ability by giving them a pre-test before applying Pecha

Kucha technique.

2. Post-test

the students‟ scores will be taken to know their achievement of

speaking ability by giving them a post-test after applying Pecha Kucha

technique.

I. Research Instrument

A quantitative data instrument is a tool for measuring, monitoring, and

documenting quantitative data. It contains specific questions and

responsibilities which are formulated or designed prior to the study. Students'

speaking abilities will be assessed by a test. The test was given orally, with

the teacher asking all students to come forward and create 20 slides based on

the topic. The test is based on the program that the students have learned..

1. Pre - Test

every students should describe a pictures.

2. Post-test instrument

Students should describe the picture as much detail as they can. The

have 1 minute to prepare their response. Then 30 seconds to describe

the picture orally.

38

J. Data Analysis

There are two hypotheses: a normality test and homogeneity test.

1. Prerequisite Test

a. Normality Test

The normality test was performed to examine the data in order to

determine whether the data was normally distributed and, as a

result, to test the research hypotheses. Normal distribution or non-

distribution of the normality tests for meteorological data in test

and control classes.19

In this case, the researcher used SPSS 21 to

do statistical computations for normality testing (Statistical Social

Science Package). The following are the normality test

requirements:

The hypotheses are :

Ho : The data a normal distribution.

Ha : The data do not have normal distribution.

The criteria of the test are :

if Sig. > α = 0.05 means Ho is accepted

if Sig. < α = 0.05 means Ha is accepted

b. Homogeneity Test

Another tool for determining the types of hypotheses for

research is homogeneity tests. Homogeneity is used to assess the

uniformity of the data. The statistical computation for test

19 Budiyono, “Statistika Untuk Penelitian”, Surakarta: Sebelas Maret University Press, 2004, p.170.

39

homogeneity SPSS 21 (Statistical Package for Social

Sciences) was used to determine homogeneity. The homogeneity

test was used by Levene‟s test.

The hypotheses are :

Ho = The Data have the homogenous variances

Ha = The Data have not the homogenous variances

The following were the homogeneity acceptance or rejection test

criteria::

if Sig. > α = 0.05 means Ho is accepted

if Sig. < α = 0.05 means Ha is accepted

c. Hypothetical Test

In this research, The researcher utilized a t-test to examine the

significance of the treatment effect once the normality and

homogeneity tests were passed. This investigation examined and

compared the results of the experimental and control classes.

Whether there are significant influences from pre-test to post-test

after Pecha Kucha is used. The student used the formulation of T-

test as follows to analyze class and posttest data:

√(∑ ∑

)( )

Where:

T = t-test

Mx = Mean of experimental class

My = Mean of control class

40

∑x2 = Average deviation of experimental class

∑y2 = Average deviation of control class

N = Subject in sample

With df: Nx + Ny - 2.17

The test criteria were as follows:

if tobserved > tcritical means Ha is accepted

The tests had the following criteria: If tobserved > critical, Ha is

accepted. Ho is accepted if the critical is tobserved The researcher

used the meaning level α 0.05 in this case. The research

hypothesis are:

Ha : There is a significant influence of using Pecha Kucha

towards students‟ speaking ability at the second

semester of tenth grade of MAN 1 Lampung Tengah

in the academic year of 2020/2021.

Ho : There is no a significant influence of using Pecha

Kucha towards students‟ speaking ability at the second

semester of tenth grade of MAN 1 Lampung Tengah

in the academic year of 2020/2021.

While the criteria are :

if t observed < tcritical means Ha is rejected

if t observed > tcritical means Ha is accepted

CHAPTER IV

RESULT AND DISCUSSION

A. Research Procedures

This research was carried out from April 3rd

to may 5th

2021 for 5 meetings

in each class by online learning class because of COVID-19 Pandemic. 2

kinds application was used in conducting the research, they were What‟sApp

Group and Google Meeting application. After got the approval from

Headmaster and Assistant Director of Curriculums, and after the official

acceptance of the letter of permission, the researcher continued to cooperate

with the class of English teachers used for the research, and following official

acceptance of permission letter, the following steps were:

1. The researcher identified the subject and sample of the research.

Two classes have been chosen, X MIA 2 (as the experimental

class) and X MIA 3 (as control class) to determine the research

subject..

2. Designed the pre-test and post test.

The pre- and post test exam was describing a picture. For the pre-

test, the picture was about animals, those are panda, cat, elephant, and

cow. The students choose one of the picture The test was taken by

recording a video and the students had 1 minute to describe the picture

that had been choosen. Meanwhile, for the post test, students should

descrobe about monument. The monument was Siger Tower. The post

test was conducted through Google Meet.

42

3. Did the pre test

Both the experimental and control groups did participate in the pre-

test. Before the treatment, the students were given the same

instrument, instruction, and time allotment to determine their ability to

speak.

4. Gave students the treatment

The treatment was applied differently in the experimental and

control groups. Students were taught the Pecha Kucha technique

during the experimental class. In the meantime, the direct method has

been used to control class.

5. Did the post test

Both classes were given for the post-test: experimental class and

also control class. The identical instrument, instruction and time

allotment were provided to them. The purpose of the test was to

determine the students' speaking abilities after treatment.

6. The data collected from pre test and post test were analyzed

The student score is still calculated using pre-test and post-test data

score. In other cases, statistical data were obtained, which also

supplied the start of further detailed analysis: Test for normality,

homogeneity and test for hypothesis.

7. Tested the hypothesis formulated and make a conclusion

After all data were fully handled, the final test to check whether the

treatment had an impact on students‟ speaking was a hypothetical test.

43

The conclusion of the research referred to the results of the

hypothetical test was drawn from the test

8. The results of the research were reported

The last step was to report and interpret the data collected.

B. Process of Treatment

1. Experimental Class

In 10 MIA 2 the students were taught in the descriptive text utilizing

the Pecha kucha technique. X MIPA 2 pupils both learned material from

the descriptive texts of the school syllabus and learning speaking. Pecha

Kucha itself was a technique to do presentation with 20 second for each

slide, so, students need to prepare and practice a lot before performing the

presentation. In a few meeting, the students got a chance to practice to

describing picture using pecha kucha technique.

2. Control Class

Students were taught in a control class, as was always conducted by

the teacher, the teacher was applied direct method. The control class

selected for the course was X MIA 3 with a total of 42 students. The

researcher followed the same teaching method as the teacher in this

research. The researcher presented the material about the text and the

students were forced to create a descriptive text about monument. The

students then had to orally describe the text.

44

C. Result of the Research

The aims of this research was to find out whether there is significant

influence of using Pecha Kucha in academic year 2020/2021 had a substantial

impact on students' speaking abilty in the second semester of tenth grade of

MAN 1 Lampung Tengah. The total number of students was 75, two classes

of the control and the experimental class were selected.

The data was given to the researcher in the form of a score. It was the sum

of the pre- and post-test scores. The pre-test took place on April 13, 2021,

while the post-test did take place on May 3, 2021. The researcher gave the

students an assignment in the pre-test to describe a random picture before

treatment, and they had to explain the picture in one minute following

treatment. The researcher received the pre-test and post-test results following

the research. The test was carried out in both the experimental and control

classes.

1. The Pre-Test Result

Before the treatments, the students were given a pre-test to

measure how good they were at speaking. In the experimental and

control groups, the pre-test score of students' speaking abilities can be

seen.

45

a. Pre-Test Experimental Class

On a charts above, there were 2 students had a score of 55,

3 had a score of 60, 7 had a score of 65 and 8 received a score

of 70, 9 had score of 75, 4 got score of 90 and 3 had a score

of 95. in experimental class, The highest score was 95.

Meanwhile, the lowest score was 55. the average pretest is

70.97. Before the treatment conducuted, the

students speaking ability were shown..

46

b. Pre-Test Control Class

From the chart above, there were 5 students with a score

of 55 as well as 5 with score of 60, 9 students with a score of

65, 8 with score of 70, 5 with score of 75, 3 with score of 80,

and In the control class, there was just one student who

received an 85. the highest score was 85, while the lowest

score was 55. The pre-test mean was 67,22. before

the treatment, students' speaking ability were shown.

47

2. The Result of the Post Test

a. Post Test Experimental Class

From the Charts above, there have been 2 students with a

score of 65, 6 with a score of 70, 8 with a score of 75, 8 with a

score of 80, 8 with a total of 85, 3 with a score of 90, 1 with

95. The greatest score in the experimental class was 95, and

the lowest score was 65. The average post-test score was

78.75. Students have increased their speaking ability after

treatment with Pecha Kucha.

48

b. Post Test Control Class

From the Chart above, two students had a score of 60, 5

with a score of 65, 7 with a score of 70, 8 with score of 75, 9

with a score of 80, and 4 with a score of 85 and only 1 with a

score of 95. The greatest score for control is 85, while the

lowest is 55. It's been proven. In an experimental class, the

average post-test was 74,58. It demonstrated the students'

ability to speak after treatment.

Students in the control class appeared to improve their average

value when compared to the results of the pretest. The average score

was not passed in the control group, indicating that the treatment had a

significant influence in the experimental class.

49

3. Result of Normality Test

The normality test was used to evaluate whether the data was

normally distributed. SPSS (Statistical Package for Social Sciences)

version 16 was used for statistical calculations. Kolmogorov-Smirnov

and Shapiro Wilk are the standards tests. The following is the

normality test hypothesis:

The hypotheses are :

Ho = The data is distributed normally.

Ha = The data is distributed unnormally.

The test criteria:

lf Sig. > α = 0.05 means Ho is accepted

lf Sig. < α = 0.05 means Ha is accepted

Table 5, The Result of Normality Test

The test's normality revealed that there was a significant influence,

as shown in table 5. that there was a significant score of both

Kolmugorov-Smirnov and Shapiro-Wilk because it was > 0.05. It

might be concluded that the score of the residual data could be normal

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

PreTest Experiment ,139 36 ,076 ,955 36 ,149

PostTest Experiment ,138 36 ,080 ,954 36 ,144

PreTest Control ,135 42 ,053 ,952 42 ,074

PostTest Control ,135 42 ,053 ,952 42 ,074

a. Lilliefors Significance Correction

50

distributed as the next step to the homogeneity of variances could be

carried out as paired sample test.

4. Result of Homogeneity

To know whether the sample data was homogeneous, homogeneity

tests were utilized. Using SPSS version 21, a statistical calculation

was utilized to calculate homogeneity. The test of homogeneity by

Levene.

The hypotheses are as follows :

Ho = The data has a homogenous variance..

Ha = The data has not a homogenous variance.

For the homogeneity test, the following test criteria were used to

accept or reject the hypothesis:

if Sig. > α = 0.05 means Ho is accepted

if Sig. < α = 0.05 means Ha is accepted

Table 6, Homogeneity Test

Test of Homogeneity of Variances

PreTest

Levene Statistic df1 df2 Sig.

,009 1 76 ,924

Test of Homogeneity of Variances

Post Test

Levene Statistic df1 df2 Sig.

,140 1 76 ,710

51

The homogeneity test before testing was 0.924 while the

homogeneity test after test was 0.710. Both values were over the

minimal value of 0.05, which means the data were has homogeneous

variance.

5. The Result of Hypothetical Test

The hypothesis test could be done after 2 requirements that have

been fulfilled, normality and homogeneity. To test the hypothesis, the

researcher used the following independent T-test sample :

The hypotheses of the research are:

Ha = There is a significant influence of using Pecha Kucha

towards students‟ speaking ability at the second

semester of tenth grade of MAN 1 Lampung Tengah

in the academic year of 2020/2021.

Ho = There is no a significant influence of using Pecha

Kucha towards students‟ speaking ability at the second

semester of tenth grade of MAN 1 Lampung Tengah

in the academic year of 2020/2021.

the criteria are:

if tobserved < tcritical means Ha is rejected

if tobserved > tcritical means Ha is accepted

52

Table 7, Hypothetical Test

On the basis of the above-mentioned test, all of the meaningful (2-

tail) 0.003 < 0.05 was achieved. Consequently, Ha is accepted, but H0 is

rejected. In the second semester of tenth grade at MAN 1 Lampung

Tengah in academic year 2020/2021, the used of the Pecha Kucha

technique had a substantial impact on students' speaking abilities.

D. Discussion

The Pecha Kucha Technique could be utilized to improve students' speaking

abilities based on pre- and post-test results in both experimental and control

classes. Moreover, Pecha Kucha technique also increase students‟ interest to

learning english in this pandemic era which requires students to learn from

home by using any kind of media.

In this reasearch, the students were taught about descriptive text throught

2 application, they are WhatsApp and Google meets. The students‟ could not

always using zoom in every meeting because of lack of connection and

Independent Samples Test

Levene's Test

for Equality of

Variances

t-test for Equality of Means

F Sig. T df Sig.

(2-

tailed)

Mean

Differen

ce

Std.

Error

Differen

ce

95% Confidence

Interval of the

Difference

Lower Upper

Res

ult

Equal variances

assumed

,054 ,816 3,037 76 ,003 5,179 1,705 1,783 8,574

Equal variances

not assumed

3,043 74,716 ,003 5,179 1,702 1,788 8,569

53

limited data package or quota. So, we decided to used WhatsApp group and

sometimes using Google meets too in this research. Before teaching using

Pecha Kucha, The researcher showed a picture and ask student to explain

what the picture is. The descriptive text was explained by the researcher. The

researcher then instructs the students to practice using the Pecha Kucha

technique to describe the topic.

In teaching descriptive text using Pecha Kucha, The students were excited

to practice to describe every picture in 20 second for each slides. Most of

them were running of time. But, it makes them want to practice more and

more to describe everything in time. to make it easier, student may to wrote

every point that they would explain.

Related to Pecha kucha technique, Previous research used Pecha Kucha

(PK) by Baskara has discovered that the students are required to act

autonomously using a Pecha Kucha presentation format to develop their

students presentation skill, and to encourage autonomy of learners. Another

previous research by Colombi was used Pecha Kucha to determine the impact

on the evaluation of the unit of translation study of pecha kucha presentation.

During the presentations of their peers students‟ attention was extremely

high. The brevity and conciseness of pecha kucha and the conduct of peer

review along with tutor evaluation contribute to this. Meanwhile, Nguyen

found out that Pecha Kucha‟s text review can deepen the retention of the text

to help students better understand the text and their presentation more

informative and focuseed.

54

Based on a few previous researhes above, all of them used Pecha Kucha

technique. However, they are different. The first one by Baskara, used Pecha

Kucha to develop autonomy in oral presentation. And then the second

research by Colombi used Pecha Kucha to found out the impact of Pecha

Kucha in the assestment of translation. The third research by Nguyen used

Pecha Kucha technique to found out students‟ preceptions of the use of Pecha

Kucha in reading class. Meanwhile, The researcher utilized Pecha Kucha to

learn descriptive text in MAN 1 Lampung Tengah's tenth grade, and the

Pecha Kucha technique was used to determine how students' speaking ability

was influenced by Pecha Kucha..

Nevertheless, The researcher discovered some issues while conducting this

research, such as the students' limited network access. So, it takes time to join

the Google meeting. Some of them also can not join because of lacking of

internet data. Besides that, some students also feels strange in the way of

using Google meets bacause the teacher only used Google Classroom for

teaching and learning activity.

Thus, In the second semester of tenth grade at MAN 1 Lampung Tengah,

there was an effect of using Pecha Kucha on students' speaking ability. The

mean of the students' scores in the experimental class was 78.75. meanwhile,

barely 74,58 students in the control group. It means that the Pecha Kucha

technique in the experimental class helps students enhance their speaking

abilities more than the direct technique in the control class.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conslusion

After the research of using Pecha Kucha towards students‟ speaking

ability at MAN 1 Lampung Tengah has been conducted and the data has been

analyzed, the researcher concluded that there is a significant infuence of using

Pecha Kucha toward students‟ speaking ability. It could be seen by seeing the

data analysis in the previous chapter that the data on hypothetical test which

Ho was rejected and Ha was accepted, it was presented by the result of

independent sample test of the value of significance (2-tailed) was 0.003

which was less than 0.05.

As a result, Pecha Kucha Technique could influence on students‟ speaking

ability. It coud be seen from the acquisition of student scores before and after

treatment. It was help student to increase their speaking ability especially to

learn from home without getting bored. It was also make students practice to

speak which was good for their speaking ability.

B. SUGGESTION

Based on the result of the research in using Pecha Kucha technique toward

students‟ speaking ability in the second semester of tenth grade of MAN 1

Lampung Tengah, the researcher would like to give some suggestion, those

are :

56

1. Suggestion for the Teacher

For the Teacher, Speaking activity should not be boring. So, the

use of interested technique like Pecha Kucha or interesting media is

important to get student attention while teaching and learning activity

especially in this pandemic era that requires studenst to learn from

home. The students may not stressful and more enjoy in practice to

speak in English. The Teacher should encourage students to be more

active in the class. So, the class would be fun and enjoyable.

2. Suggestion for the Students

For the Students, in performing speaking the students should be

more active and confident. Learning speaking using Pecha Kucha

technique required students to practice speaking more and more. But,

the students also need to speak confidently. They do not have to be

afraid of making mistakes. Because, making mistakes is a part of

learning. At least, student have to more practice using english in their

activity too. So, it would be makes student more confident in speaking

English.

3. Suggestion for the School

For the School, due an limited access of students in using google

meets or zoom while teaching and learning activity because of limited

data package, the school needs to give attention to students who have

limited data package or lack of network. Students need to do learning

57

activity using kind of application such as Google Meets or Zoom to

make students still get an atmosphere of the class.

4. Suggestion for the Next Researchers

For the Next Researchers, in this research used Pecha Kucha

technique toward students of senior high school about descriptive text.

The next reseacher can conduct this technique on different level of

students or different skill. if students can do learnng activity directly

in the class, it is better to make a group of student while practice to

speak in English. it may makes students more confident.

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