USING PECHA KUCHA AS MEDIA IN LEARNING SPEAKING IN ENGLISH FOR SPECIFIC PURPOSES IN SECOND SEMESTER OF INDONESIAN LANGUAGE AND LITERATURE DEPARTMENT, UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | MAFIROH, IMA JAYANTI |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/37409/1/jiptummpp-gdl-imajayanti-50729-1-introduc-n.pdf http://eprints.umm.ac.id/37409/2/jiptummpp-gdl-imajayanti-50729-2-chapteri.pdf http://eprints.umm.ac.id/37409/3/jiptummpp-gdl-imajayanti-50729-3-chapter-i.pdf http://eprints.umm.ac.id/37409/4/jiptummpp-gdl-imajayanti-50729-4-chapter-i.pdf http://eprints.umm.ac.id/37409/ |
Daftar Isi:
- English for Specific Purposes (ESP) is English which supports specific majors and the student need based on their occupation (Hyland, 2007). Therefore, as an instructor, we need a certain strategy to make the students easily achieve the goal of teaching. One of teaching media which can be used to teach English especially in speaking skill is Pecha Kucha. The aim of this research was to describe the implementation of Pecha Kucha done by the instructor along with the problems faced by the students in using Pecha Kucha and also the way the students coped with the problems. In this research, the researcher used qualitative research design and presented the data in form of descriptive analysis to describe the implementation of Pecha Kucha in the ESP Speaking class for the second semester students of Indonesian Language and Literature Department of University of Muhammadiyah Malang. Moreover, the researcher obtained the data through observation and interview. The steps of data analysis were familiarizing and organizing, coding and reducing, interpreting and representing, and drawing a conclusion. The result of the research showed that the implementation of Pecha Kucha in the ESP Speaking class for the second semester students of Indonesian Language and Literature Department of University of Muhammadiyah Malang was appropriate. There were three steps in the implementation of Pecha Kucha: pre-activity, while activity, and post-activity. Three of them were well implemented done by the instructor. However, the researcher found some problems of the implementation of Pecha Kucha done by the students which were categorized into linguistic and nonlinguistic problems. In linguistic problem, there were three problems: structure or grammar, vocabulary, and pronunciation. In non-linguistic problems, there were two problems that occurred: limited time and the students' anxiety. In the implementation of Pecha Kucha, the instructor is required to actively motivate the student to practice their speaking skill. Moreover, it is important to ensure the students understanding about Pecha Kucha.