CHAPTER I

INTRODUCTION

1.1 Background
Language is a system for the expression of meaning. Its primary function
is for interaction and communication. Language is used by human in order to
know and understand each other. Language has some functions in people life, in
everyday activities. People use language; they can introduce themselves,
communicate with other, and enlarge their knowledge. Without language it is
hard to imagine how people can cooperate and get along with other.
English is an International language which has been received by
countries all over the world. The function of it is as a means of communication
in meeting business or other activities among government over the world.
Besides, English is used as science of knowledge, new invention in field of
modem technology, pharmaceutical, medical, etc.
As a foreign language in Indonesia, English is learned seriously by many
people to have a good prospect in the community of international world.
Recently, English becomes important. Since it's important, English is taught
widely at formal school starting from elementary school up to universities; even
at informal school i.e. courses.
There are four skills in learning English they are listening, speaking,
reading and writing. Speaking is very important because speaking and human
being cannot be separated from each other. Speaking is used to express
1

their ideas and to communicate to people in civilized world. Speaking

seems intuitively the most important skill to master. The success is measured
in terms of the ability to carry out conversation in language speaking in an
interactive process of constructing meaning that involves producing, receiving,
and processing information. Speaking is v e r y
mastering

speaking

skill, people

important

because

by

can carry out conversations

with

others, give the ideas and exchange the information with others.

such
learner

In speaking,

students

as Accuracy,

Fluency,

should
and

master

the elements

Comprehensibility.

As

of speaking,
a

foreign

in Indonesia, many students have amount vocabularies but they still

have difficulty

in speaking. Based on the researcher teaching practice

experiences on October until December 2014, this problem also appears to the
students of SMA NEGERI 3 TOLITOLI.
The students difficulties occur when they speak English. This caused
by students'

limitation in mastering the component

of speaking. Beside it,

students practice speaking English rarely because their laziness and shyness.
They only have a little chance to practice speaking English out of class because
most of their friends speak Indonesian.
Students'

speaking problem can be solved by giving a lot chance to

them for practicing

English either in the classroom

Practicing speaking English

in the classroom

or out of classroom.

should be interested with

appropriate technique in order to make students speaking skill can be improved

and the process of learning can be enjoyable. One of technique can be used in
2

teaching speaking is debate.

Debate

is presented

as a valuable

learning

critical thinking and improving communication

pedagogical technique

activity

for teaching

skills. Debating is an effective

because of the level of responsibility

for learning and

active involvement by all students. Based on the problems above, the researcher
decides to carry out a research
SPEAKING
speaking

SKILL

entitled

"IMPROVING

THROUGH DEBATE

skill hoped can be improved

TECHNIQUE".

after implementing

STUDENTS'
Students'
of debate

technique.
1.2 Problem Statements
Based on the background above, there were problems which
discussed. The Writer tried to analyze:
1. How was the implementation of debate technique to improve students
speaking skill?
2. How was the improvement of students speaking skill after being taught
by using debate technique?
1.3 Objectives of the research
The objectives of the study were based on the statement of the research
questions. The objectives of the study were:
1. To describe the implementation of debate technique to improve students
speaking skill.

2. To identify how much students speaking skill improvement

3

after being taught by using debate technique.

1.4 Significant of the research
1. The students
In this study the students were expected to be able to improve their speaking
Skill by using debate.
2. The teachers
This study was hoped to help teachers to get alternative ways in their
teaching process, especially by using debate.
3. The readers
By reading this thesis, the readers were expected to catch any information in
order to improve their knowledge.
4. The writers
This t h e s i s helped the wri ter to develop her knowledge a n d experience
in composing academic writing.
1.5 Scope and limitation
To limit the scope of study, the writer just discuss such as follows:
1. This study done for students of SMA NEGERI 3 TOLITOLI In the
academic year of 2014/2015. The researcher chose the second grade IPA I
as object of research. The participants are 27 students.

2. This study was about the use of debate technique to improve students
speaking skill. It was done to find how much the improvement of students
4

speaking skill after being taught using debate technique.

1.6 Definition of Key terms
1. In Oxford Advanced Learners Dictionary, improving is making or becoming
better; making good use of something. Or it can be said that improving is
doing in any way in making something better, or becoming increased.
2. Speaking is cognitive skill, is the idea that knowledge becomes increasingly
automated through successive practice. Scoot (2005:79)
3. Debate Technique is the specific activities manifested in classroom that
consistent with a method and therefore in harmony with an approach as well.
Michael (1996:87).

CHAPTER II
REVIEW OF RELATED LITERATURES

2.1 Speaking
Speaking is considered as the productive and oral skill. As cited by Nunan
(2003:48), speaking is the productive aural/oral

skill. Scott (2005: IV) also states

that speaking is a skill, and as such needs to be developed and practiced

independently of the grammar curriculum. Speaking is interactive and requires the
ability to co-operate in the management of speaking turns. It also typically takes
place in real time, with little time for detailed planning. Scoot (2005:79) states
that

speaking

is cognitive

skill,

is the

idea that knowledge becomes

increasingly automated through successive practice. To conclude Speaking is an

activity that can express thoughts, ideas, and opinions orally to respond to the
verbal and nonverbal information.
2.1.1 Speaking Ability
According to Bailey (2005:42) conversation is one of the most basic and
pervasive of human interaction conversations are unscripted. It involves two or
more people. In conversation the topic can change and the individuals take tum.
By definition, conversations are interactive: although one speaker is more
talkative than another, in a conversation, two or more individuals communicate.
William (1981: 1) states that the goal of foreign language teaching is
communicative ability. It is mean that the teaching speaking ability must be
increased in order to get the goal of the language learning.
6

Speaking ability is an important thing in the process of language learning.

Speakers communicate through oral expression to gain much more information
efficiently. Getting students to speak in class can sometimes be extremely easy. In
a good class at an appropriate level will often participate freely and
enthusiastically if we give them interesting activity and task.
The interesting activity will be implemented by writer in this research is
debate activity. Debate is oral activities in learning process. According to
Bambang, (2006: 125) Debate is the activity which is used for understanding of
the topic. It is done by two groups. Every group consist three or five students. It is
"pro" group and "contra" group. Debate caused a feeling of confident, can
give motivation to convey learner's opinion and respond the argument by using
English language. It can build up their listening ability and speaking ability and
increase their motivation in speaking.
Motivation is power of attraction which motivate human to do
something. According to Sardiman (1992:73) Motivasi sebagai sesuatu yang
kompleks. Motivasi akan m'e"nyebabkan terjadinya sesuatu perubahan
energy yang ada pada diri manusia, sehingga akan bergelayut dengan persoalan
gejala kejiwaan, perasan dan juga emosi, untuk kemudian bertindak atau
melakukan sesuatu. Semua itu didorong karena adanya tujuan, kebutuhan atau
keinginan.
However, speaking ability is not easy, it has something to do with the
mental factor of the students such as their mood, motivation and readiness.
According to Sardiman (1992:84) Motivation is an essential condition of learning.
7

The goal of the study' will be optimal if teacher gives students motivation in
language learning process, especially in a foreign language learning.
The goal of teaching speaking in today's world is to improve students
communicative skills because only in that way, students can express themselves
and learn how to follow the social and culture rules appropriate in each
communicative circumstance.
Scoot (2005 :90-91) divides the criteria for speaking tasks. They are:
1) Interactivity, activities should require learners to take into account the effect
they are having on their audience. If not, they can hardly be said to be good
preparation for real life language use. Even formal, mono logic speaking
task such as talks and presentations of interaction should be performed in
situations where there is at least 1) Productivity, a speaking activity needs
to be maximally language productive in order to provide the best conditions
for autonomous language use.
2) Purposefulness, often language productivity can be increased by making
sure that the speaking activity has a clear outcome, especially one which
requires learners to work together to achieve a common purpose. For
example, the aim of having to reach a jointly agreed decision can give a
discussion more point and encourage the participation of all members.
possibility of interaction, example: where there is an audience present, which
one can demonstrate interest, understanding, and even ask questions or
make comments at the end.

4) Challenge, the task should stretch the learners so that they are forced to
draw on their available communicative resources to achieve the outcome.
5) Safety, while learners should be challenged, they also need to feel
confident that,

when

meeting

those

challenges

and

attempting

autonomous language use, they can do so without too much risk. The
classroom should provide the right conditions for experimentation,
including a supportive classroom dynamic and a non-judgmental attitude to
error on the part of the teacher. Also, learners need to be secure in the
knowledge that the teacher like a driving instructor will always be there to
take over if things get seriously out of hand.
6) Authenticity, speaking task should have some relations to real life language
use.
2.1.2 Elements of Speaking
Many students have difficulties in speaking. They are many elements
of speaking that must be mastered by students in order to be a good speaker:
1) Connected speech: effective speakers of English need to be able not only to
produce the individual phonemes of English, but also to use fluent
connected speech. In connected speech sounds are modified, omitted,
added, or weakened. It is for this reason that we should involve students in
activities designed specifically to improve their connected speech.
2) Expressive devices: native of English change the pitch and Stress of
particular parts of utterances, vary volume and speed, and show by other
physical and nonverbal means how they are feeling. The use of these
9

devices contributes to the ability to convey meaning. They allow the extra
expressions of emotion and intensity, students should be able to deploy at
least some of such supra segmental features and devices in the same way if
they are to be fully effective communicators.
3) Lexis and grammar: spontaneous speech is marked by the use of number of
common lexical phrases, especially in their performance of certain
language function. Teachers should therefore

supply variety of phrases

for different functions, such as: greeting, agreeing and disagreeing.

4) Negotiation

language:

negotiatory language

effective

speaking

benefits

we use to seek clarification

from the

and to show the

structure of what we are saying (Harmer 2002:269). We often need ask

for clarification when we are listening to someone else talk. Speaking
is not

only having

grammatical

amount

of vocabularies and

knowing

the

structures, but also mastering all elements of speaking

above. All messages

we delivered

will be acceptable

by all

communicants if we mastered those elements.

2.1.3 Teaching Speaking
Teaching speaking is started at teaching the students how to speak English
as their foreign language, for then ask them to be able to pronounce the
new language accurately. It's continued then to guide students to a point where
they can begin to judge whether their sound productions are correct or not. At this
point, teacher is no longer primarily to correct, but he or she is supposed to
encourage students to practice speaking the target language. Meanwhile, teacher
10

should be able to encourage students speaking some sounds, repeating, and

imitating him/her. Finally, the students are required to be used to practice and
do oral language.
2.1.4 Characteristics of Spoken Language
Speaking skill is seen as somewhat difficult for some language
learners. Here, a speaker should at least pronounce the words well, choose the suit
dictions, and try to do grammatically correct though, perhaps in any cases, it is
common when a speaker speaks without having good attention at accuracy or
fluency. Brown says that there are eight characteristics of spoken language can
make oral performance easy as well as, in some cases, difficult:
I) Clustering
Fluent speech is phrasal, not word by word. Learners can organize their
output both cognitively and physically through such clustering.
2) Redundancy
The speaker has an opportunityto

make meaning clearer through the

redundancy of language. Learners can capitalize on this feature of spoken

language.
3) Reduced forms
Contractions, elisions, reduced vowels, etc., all form special problems in
teaching spoken English. Students who don't learn colloquial contractions
can sometimes develop a stilted, bookish quality of speaking that in turn
stigmatize them.

11

4) Performance Variables
One of the advantages of spoken language is that the process of thinking as
you speak, allows you to manifest a certain number of performance
hesitations, pauses, backtracking, and corrections. Learners can actually be
taught how to pause and hesitate. For example, in English our ''thinking
time" is not silent; we insert certain "fillers" such as uh, urn, well, you
know, I mean, like, etc. one ofthe most salient differences between native
and nonnative speakers of a language is in their hesitation phenomena.
5) Colloquial Language
Make sure our students are reasonably well acquainted with the words,
idioms, and phrases of colloquial language and that they get practice in
producing these forms.
6) Rate of Delivery
Another salient characteristic of fluency is rate of delivery. One of our
tasks in teaching spoken English is to help learners achieve an acceptable
speed along with other attributes of fluency.
7) Stress, Rhythm, and Intonation
This is the most important characteristic of English pronunciation. The
stress-timed rhythm of spoken English and its intonation patterns convey
important messages.

12

8) Interaction
Learning to produce waves or language in a vacuum - without
interlocutors-would rob speaking skill of its richest component: the
creativity of conversational negotiation. This analysis shows how easily
speaking skill can be accommodated within this particular view of
language. When a teacher asks students to use the spoken language in the
classroom, he/she needs them to take part in a process where not only
involves a knowledge of the target language, but also a general knowledge
of interaction between the speaker and hearer in order that meanings and
negotiate meanings are made clear. For example, the hearer may r~pond or
give feedback as to whether the hearer has understood or not what the
speaker has just said.
2.1.5 The Factors of Speaking Skill
No language skill is so difficult to assess with precision as speaking ability,
and for this reason it seemed wise to defer our consideration of oral production
tests until last. Moreover, some of the problems involved in the evaluation of
speaking skill occur in other forms of language testing. Like writing, speaking is
a complex skill requiring the simultaneous use of a number of different abilities
which often develop at different rates. Either five components are generally
recognized in analyses of the speech process :
l. Accuracy
2. Fluency
3. Comprehensibility
13

The three factors of speaking skill above have important role in speaking. By
mastering all the factors, people can produce good speech.
2.1.6 Techniques in Teaching Speaking
Many of classroom speaking activities which are currently used are:
1) Acting from script
This activity encourages students to act out scenes from plays or their
course books, sometimes filming the result. Students will often act out
dialogues they have written themselves. This frequently involves them in
coming out to the front of the class (Harmer 2001:271).
2) Communication games
Speaking activities based on games are often a useful way of giving
students valuable practice, where younger learners are involved. Games
based activities can involve practice of oral strategies such as describing,
predicting, simplifying, and asking for feedback (Harmer 2001:274).
3) Discussion
One ofthe reasons that discussion fail is that students are reluctant to give
an opinion in front ofthe whole class, particularly if they cannot think of
anything to say and are not confident of the language they might use to say
it. Many students feel extremely expose in discussion situations (Harmer
2001:275).

14

4) Prepared talks
A popular kind of activity is the prepared talk where students make a
presentation on a topic of their own choice. Students should speak from
notes rather than from a script.
Prepared talks represent a defined and useful speaking genre, and
properly organized, can be extremely interesting for both speaker and
listener. Harmer (2001:271).
5) Questionnaires
Questionnaires are useful because by being pre planed they ensure that
both questioner and respondent have something to say each other.
Depending on how tightly design they are, they may well encourage the
natural use of certain receptive language pattern and thus be situated in the
middle of our communication

continuum. Students can design

questionnaires on any topic that is appropriate. As they do so the teacher

can act as a resource, helping them in the design process. Harmer
(2001:274).
6) Simulation and role-play
Many students derive greet benefit from simulation and roleplay.
Students simulate a real life encounter as if they were doing so in the real
world. A simulation and role-play can be used to encourage general oral
fluency to train students for specific situation. Harmer (2001:275).

15

7) Debate
Debate is an activity in which opposite points of view are presented and
argued. Debate can present opportunities for students to engage in using
extended chunks of language for a purpose: to convincingly defend one
side of an issue. Michael 1996:87).

All speaking activities above

encourage students to practice speaking in classroom. Teacher should

choose appropriate activities above based on the level of the students.
Every teaching and learning process can be enjoyable if teacher gives the
appropriate activity based on students' levels. Beside it the process of
transferring knowledge can be done easily.
2.1.7 The Roles of Teacher in Speaking Class
As with any other type of classroom procedure, teachers need to play a
number of different roles during the speaking activities. However, three hate
particular relevance if teacher are trying to get students to speak fluently:
1) Prompter: students sometimes get lost, cannot think of what to say next, or
in some other way lose the fluency teacher expect of them. However,
teacher may be able to help them and the activity to progress by offering
discrete suggestions. If this can be done supportively without disrupting
the discussion, or forcing students out of role it will stop the sense of
frustration that some students feel when they come to a deed end of
language or ideas.
2) Participant: teacher should be good animators when asking students
to produce language. Sometimes this can be achieved by setting up an

16

activity clearly and enthusiasm. At other times, however, teachers may

want to participate in discussions or role- plays themselves. That way they
can prompt covertly, introduce new information to help the activity along,
ensure continuing student engagement, and generally maintain a creative
atmosphere.
3) Feedback provider: the vexed question of when and how to give feedback
in speaking activities is answered by considering carefully the effect
of possible difference approaches. When students are in the middle of a
speaking activity, over-correction may inhibit them and take the
communicativeness out of the activity. On the other hand, helpful and
gentle correction may get students out of difficult misunderstandings and
hesitations. Everything depends upon our tact and the appropriacy of
the feedback teacher gives in particulars situation. Teacher plays big roles
in teaching learning process. Speaking teacher should play the roles above
in order to make the speaking class runs well.
2.1.8 Language Teachers
Some methods may suggest the language teachers to perform the
instructional function more than managerial one, while some other methods may
encouragethe

language teachers to function as the manager of the classroom

more. Bambang

(2006: 18) argues that in some methods the role" of

language teacher is very dominant in instructional strategies.

As stated in Richards and Rodgers, (2001 :28) some methods are totally
dependent on the teacher as source of knowledge and direction. Other see than

17

teacher role as catalyst, consultant, guide and model for learning. Understanding
the roles of language teachers will be important for understanding the methods.
Following are the most common roles of language teachers, which are
implemented in different methods:
1) Language teacher functions as an organizer in the classroom. The teacher
maintains discipline to the extent that an effective learning atmosphere is
established. It can be done by involving the learners more actively in the
classroom activities that demand inter-student communication and co
operative effort.
2) Language teacher functions as counselor. The teacher role in to respond
the learners' problems non-judgmentally and help the learners to reach
what they want to learn.
3) Language

teacher

functions

as motivator,

gives praise and encouragement

the language

teacher

for positive 'efforts by the learners.

It can be done by giving positive feedback on returned assignments.

4) Language

teacher functions

as an observer. The teacher shows the

errors that the learner have produced

and let learners work on the

correction.
5)

Language teacher function as a model for producing correct expressions

and judges whether the learners' contributions to the learning process and
their effort are relevant and correct.

18

6) Language teacher function as a resource of knowledge and direction. The

teacher establishes a position of dominance over the learners in selecting
the materials to learn and also how to acquire them.
To conclude, the role relationship of language learner and teacher are
many and varied from one method to another.
2.2 Debate Activity
For developing method of teaching in speaking ability by using CLT need
an activity to support the method running active in learning process. The
interesting activity will be implemented by writer in this thesis is debate activity.
Debate is oral activities in learning process.
According to Bambang, (2006: 125) Debate is the activity which is used
for understanding of the topic. It is done by two groups. Every group consist three
or five students, It is "pro" group and "contra" group. Debate caused a feeling of
confident, can give motivation to convey learner's opinion and respond the
argument by using English language. It can build up their listening ability and
speaking ability and increase their motivation in speaking. First activity, they
argue the topic according to their opinion. Second activity, they make a question
about of the topic and answer by using argument from each of group. Third
activity, they give conclusion about the topic from each group. This activity
builds up their bravery to speak with English language.

19

2.2.1 The Benefits of Debate

1. Debate as a communicative and an interactive technique is an interested
activity to be practiced in the classroom.

Debate has many benefits for

students:
2. Improve students' critical thinking. In debating, every student is proposed to
analyze a problem critically.
3. Develop students'

communication skill. Debaters spend many hours

assembling and practicing hundreds of public speeches on topics of

national importance.
4. Questioning

skill developed

in and struggle--often

in the face .of

disappointment and defeat.

5. They are capable of making and defending informed choices about
complex issues outside of their own area of interest because they do so on
a daily basis.
6. Debate is thus not only a way to connect students with academic subjects in
meaningful ways; it is also a way to re-connect students to public life if
they have been overcome by feelings of alienation.
7. Policy debate specifically teaches students to adopt multiple perspectives
which describe as one of the most important problem solving skills.
Because of some benefits above, debate really need to be practiced in
speaking classroom. It is appropriate for students to improve their
speaking skill.

20

2.2.2 The Parts of Debate

In the debate technical system, we will get some items which relate to the
debate process. The following are some items related to debate:
1. Motion
The topic debated is called a motion. Usually, motion stars with word like
"this house" (TH) or "this house believes that (TH) or "this house believes
(THBT)". Both affirmative and negative teams are debating upon a motion
which should be debatable and impartial. Debatable means that the motion is still
falsifiable can be denied in some ways. Impartial implies a meaning that the
motion should stand in the middle of neutral; it doesn't incline to any sides. For
example, this house believes that (THBT) e-book contributes for developmental
education. So, both teams need to prove or justify whether e-book really can
contribute for developmental education.
2. Definition
Debaters should "down to earth" or see the current issue happened in
society. Definition can be done in two ways; word by word definition or the
global definition. In fact, the word E-book is rarely heard' thus we need to
define it first. Or anyway, when we heard motion, "that sex education must
be socialized in the school" what we need to do is giving the global meaning
on it.
3. Theme line
To agree or disagree towards a motion, the reason must lie on a strong
ground that could cover the whole argumentation. Theme line is the
21

underlying reason which answers the big question "why" one side of the house
supports or opposes a motion. Theme line is what a team needs to proof, it is
also the main reason why a team attacks the opponent's case.
4. Argument
A debate is like a battle of argument, in which each team stands on their
position,

attacks

the

opposite

and

defends

their

own

case.

The

praiseworthy jobs can be done well by using critical and logical thinking.
Argument is the fragment of thought to support the theme line.
5. Rebuttal
To win a debate, debaters not only need to build a strong case but they
also have to attack their opponent's

arguments and provide strong

defense from any attacks. That is why, rebuttal is one of the key to get the
crown of victory. Basically, there are two kinds of rebuttal. Global rebuttal: it
is an attack against the main core of the opponent's case, the theme line.
Consequently,

their case is crumbling down. Detailed rebuttal: it is an

attack towards each argument or example.

6. Sum-up/closing
Closing is simply concluding what has been through. A nice summary
is preferable. Before start debating, debaters should know these parts of
debate in order to be a good debater. It also hoped that debate will run success.
2.2.3 A Debate Classroom
The form of debate is varied in use. In speaking classroom, debate can
be taken such the following procedures:
22

1) Dividing students into two teams.

2) Selecting debate topic and assigning the two teams to debate the topic.
3) Ensuring that the participants have time beforehand to prepare for the
arguments and to collect supporting data to present during the debate.
4) Presenting the topic and format of the debate.
5) An example format of the debate as following:
Side 1 presents opening arguments, with three members each giving a
statement.
Side 2 presents opening arguments, with three members each giving a
statement.
Side 1 has chance for rebuttal
Side 2 has chance for rebuttal
Side 1 has chance for a second rebuttal
Side 2 has chance for a second rebuttal
Side 1 takes time for a conclusion.
Side 2 takes time for a conclusion.
Debating usually consist of three members in every team, although
sometimes four members in many debates. Debates are varied in use, sometimes it
used based on the number of students in the classroom and the level of students.
2.3.4 Debate to improve speaking skill
Speaking activities and speaking practice in the classroom should enable
students to gain experience using all the "prerequisites "for effective oral
communication. What make the classroom activity useful for speaking practice?
23

The most important feature of a classroom activity is to provide an authentic

opportunity for the students to get individual meanings across and utilize every
area of knowledge they have in the second or foreign language. They should have
the opportunity and be encouraged to become flexible users of their knowledge,
always keeping the communicate goal in mind. One of the ways to encourage
students to improve their speaking skill is by using debate.
Debate can present opportunities for students to engage in using extended
chunks of language for a purpose: to convincingly defend one side of an issue.
The debate is probably more often used in content area classrooms than in ESL
classrooms. Debates are most appropriate for intermediate and advanced learners
who have been guided in how to prepare for them.
Debate in speaking class is aimed to improve students' critical
thinking and students' communicatiof skill. 'By performing debate students have
a lot of opportunities in practicing speaking. Students'

involvement is very

important in implementing debate.

2.2.5 Strengths and Weaknesses of Debate in Speaking Classroom.
Every technique that applied in process learning and teaching has strengths
and weaknesses. It is also happens in debate technique. Debate has much strength.
They are:
1) Train the students to cooperate well with other friend. In debating, students
are trained to work in team and hoped to have good cooperation each other.

24

2) Train the students to express their opinion. Opinion is very needed .in
process of debating. Students are encouraged in expressing their opinion to
defend their position.
3) Students not bored, but very enjoy with debate activity. Every student takes
a role in debating, so they are actively join the activity.
4) Improve the students'

speaking ability. Speaking skill automatically

improved when students practice debating, because they have a lot of

opportunity in practicing speaking.
Although debate has many strengthens in learning process, it has many
weaknesses too. The weaknesses are stated as below:
1) Debate is only used for certain subject. Debate technique only can be used
for specific subject, such as subject that related with agreeing and
disagreeing and giving argument.
2) Debate needs long times and preparations. Many preparations need in
debating in order to make debate runs well. Students should prepare their
arguments before debate to make them easier to attack the opponent's
opinion.
3) Make the students' emotional in defending their argument. Many students
can't manage their emotion when they defend their argument.

25

CHAPTER III
RESEARCH METHOD

3.1 Design of the Research

This research conducted Classroom Action Research in the second grade
students of SMA NEGERI 3 TOLITOLI. This research conducted to seek the
answer of the research problem. Kemmis and Me,Taggart (1988:7) state that
action research is a form of self- reflective enquiry undertaken by participants in
social (including educational) situation in order to improve (a) the rationality and
justice

of these practices; (b) their understanding of the practices, and the

situations in which the practices are carried out. It can be said that an action
research is a "learning by doing" action a group of people or person (researcher),
identifies a problem, does something to resolve it, sees how successful the efforts
which has been made, and if the result is not satisfying, that group or that person
will try again the efforts in the next action.
3.2 Setting and Subject of the Research
The subject of the research were the second grade students of SMA
NEGERI 3 TOLITOLI. The researcher thought them by using debate in teaching
speaking in order to improve their skill in speaking. This research took the
students with two considerations. First, most of the student had difficulties or
problems in speaking activities. Second, students were afraid of speaking and had
not confident. It concerned with one class only which consist of 27 students in

26

class IPA. They were second grade students at SMA NEGERI 3 TOLITOLI.
Located in Tolitoli.
3.3 Procedure of the Research
In this Classroom

Action

Research

(CAR), the researcher used the

CAR principle to collect the data. This research consisted of two cycles and
each cycle consisted of four steps, namely, planning, acting, observing, and
reflecting. The researcher

described the cycles through the scheme of action

research designed By Kurt Lewins as follows:

Acting

Observing

CYCLE I
Reflecting

Planning

Acting

Planning

CYCLE II
Reflecting

Observing

RESULT
(Lewins in Wijaya Kusumah, 2009)

27

3.4 Technique of Collecting Data

In collect data, the writer used observation check list as the instruments of
the research. They are as follows:
3.4.1 Observation
Observation played an important role not only for classroom research, but
also more generally for supporting the professional growth of teacher, in addition
in the process of school development. The writer had role as a teacher and
observer.
3.4.2 Test
In simple term, test was number measuring a persons ability, knowledge,
or performance in a given domain (Brown, 2004: 3). The writer used post-test.
posttest is given into student to know the differences of students ability after and
before the technique is given by teacher.
3.4.3 Documentation
Hopkins (1993: 140) stated that document surrounding curriculum or other
educational concern can illumine rationale and purpose in interesting ways. The
writer completed the research by using documentaries, they are pictures and
Videos during debate would be implemented.

3.5 Procedure of Collecting Data

The procedure of this classroom action research. There were four
components in one cycle for doing classroom action research. It consists of
planning, acting, observing, and reflecting. This classroom action research wass
28

arranged into two cycles. They are cycle one and cycle two. The researcher l
collaborated with the speaking teacher who teaches in class IPA 1 SMA
NEGERI 3 TOLITOLI. The activities that would be done in each cycle is as
follows:
1. Cycle 1
The teacher used debate technique in teaching speaking. The procedure
as follow:
a.

Planning
1) Arranging lesson plan
2) Preparing the media related to the material.
3) Preparing teaching material.
4) Preparing checklist observation.
5) Making the test

b.

Action
1) Teacher explained the material.
2) Teacher introduced debate technique to the students.

3) Teacher asked students to make group and conduct debate based on the
topic given.
4) Teacher explained the component of speaking.
c.

Observation
The observation would be done to check:
1) The students activity in debate.
2) The students response during the teaching and learning process.
29

3) The students speaking skill improvement.

d.

Reflecting
This step analyzed the whole action that will be done. Based on the

data that would be collected, teacher and researcher discussed and made
evaluation to determine the next cycle.
2. Cycle 2
a.

Planning
1) Identify the problem and make the solution for the problem.
2) Arranging lesson plan.
3) Preparing the media related to the material.
4) Prepared teaching material.
5) Prepared checklist observation.
6) Made the test material.

b. Action
1) Teacher explained the material.
2) Teacher introduced debate technique to the students.
3) Teacher asked students to make group and conduct debate based on
the topic given.
4) Teacher explained the component of speaking.
c.

Observation
The observation would be done to check:
1) The students activity in debate.
2) The students response during the teaching and learning process.
30

3) The students speaking skill improvement.

d. Reflecting
This step analyzed the whole action that had been done. Based
on the data that was collected, teacher and researcher discussed and
made evaluation.
The researcher analyzed the result of all tests and compared the
whole result of the students achievement. As a result, researcher can
made conclusion in conducting classroom action research.
3.6 Data Analysis
Data analysis wass an important aspect of the reflectivity of action
research. The reflecting steps used to analyzing whether the action success or
failed. The whole of action research was that analyzing the data, interpreting
it, and developing

theories about what it means were constantly

feedback

into practice Bum (1999:155).

In this research, the data collected from the respondents based on three
components of speaking. They were accuracy, fluency, and comprehensibility.
Then the researcher tabulated the data based on the rating score in the scoring of
compositions as follows:

31

Table 1
Elements of Speaking

Score

Interpretation
Excellent to very good

Accuracy

20

Good to average
Fair to poor
Excellent to very good

Fluency

40

Good to average
Fair to poor
Excellent to very good

Comprehensibility

40

Good to average
Fair to poor

The score analytic scale was like below:

Score

Grade

85-100

Excellent

75-84

Good

65-74

Fair

0-64

Poor

(Adapted from Heaton, 1988:100)

To analysis the data, the researcher will use scale 1-100, scoring rate for
components of composition. The lower score is one and the highest score is six.
This score is found by calculating the three scores of the speaking components.
Table 2
Score
16-20 31-40

31-40

Accuracy
Pronunciation is

Fluency
Speaks without

Comprehensibility
Easy for listener to

only very slightly

too great an

understand the

32

influenced by the

effort with a

speakers intention

mother-tongue.

fairly wide

meaning. Very few

Two or three

range of

interruption or

minor

expression.

clarification

grammatical and

Searches for

required

lexical errors

words
occasionally but
only one or two
unnatural

12-16 26-30

7-12

21-25

26-30

21-25

Pronunciation is

pauses
Has to make an

The speakers

slightly

effort at times

intention and

influenced by the

to search for

general meaning

mother-tongue. A

words.

are fairly clear. A

few minor

Nevertheless,

few interruptions

grammatical and

smooth delivery

by the listener for

lexical errors but

on the whole

the sake of

most utterances

and only a few

clarification are

are correct

unnatural

necessary

Pronunciation is

pauses
Although he has Most of what the

still moderately

make an effort

speaker says is

influenced by the

and search for

easy to follow. His

mother tongue

words, there are

intention is always
33

but no serious

not too many

clear but several

phonological

unnatural

interruptions are

errors. A few

pauses. Fairly

necessary to help

grammatical and

smooth delivery

him to convey the

lexical errors but

mostly.

message or to seek

only one or two

Occasionally

clarification

major errors

fragmentary but

causing confusion

succeeds in
conveying the
general
meaning. Fair
range of

5-7

16-20 16-20

Pronunciation is

expression
Has to make an

The listener can

influenced by the

effort for much

understand a lot of

mother-tongue

of the time.

what is said, but he

but no serious

Often has to

must constantly

phonological

search for the

seek clarification.

errors. Several

desired

Cannot understand

grammatical

meaning.

many of the

errors, some

Rather halting

speakers more

which cause

delivery and

complex or longer

confusion

fragmentary.

sentences

34

Range of
expression
3-5

11-15

11-15

Pronunciation

often limited
Long pauses

Only small bits

seriously

while he

(Even usually

influenced by the

searches for the

short sentences

mother-tongue

desired

and phrases) can

with errors

meaning.

be understood and

causing a

Frequently

then with

breakdown in

fragmentary

considerable effort

communication.

and halting

by someone who is

Many basic

delivery.

used listening to

grammatical and

Almost gives up the speaker

lexical errors.

making the
effort at times.
Limited range

1-3

1-10

1-10

Serious

of expression
Full of long and

Hardly anything of

pronunciation

unnatural

what is said can be

errors as well as

pauses. Very

understood. Even

many basic

halting and

when the listener

grammatical and

fragmentary

makes a great

lexical errors. No

delivery. At

effort or interrupts,

evidence of

times gives up

the speaker is
35

having mastered

making the

unable to clarify

any of the

effort. Very

anything he seems

language skills

limited range of

to have said

and areas

expression

practiced in the
course
To find out the students individual score, it used the formula:
Individual score =

achievment score
x 100
maximum score
(Margono, 1996;208)

To get the class percentage which passes the minimum mastery criteria
(KKM) 75 (seventy five), the researcher used the formula:
P=

F
N

x 100%

: the class percentage

: total percentage score

: number of students
(Sujiono: 2008)

36

3.7 Success Criteria

In this research, when 75% of students could achieve the target score of
KKM 75 (seventy five) of speaking test, this research could be called success.
Then the next action will be stopped, but if this condition has not been reached
yet, the alternative action would be done in the next cycle.

CHAPTER IV
FINDINGS AND DISCUSSIONS

4.1 Findings in the First Cycle

4.1.1 First Meeting
The first meeting was conducted on 25 th April 2015. The researcher and
the observer entered the class. Both of them stood in front of the class and

37

looked at all of the students. The researcher conditioned the students until they
have paid attention to the teacher.
Teacher

: Assalamualaikum wr wb

Students

: Waalaikum salam wr wb

Teacher

: Good Morning?

Student

: Good Morning

Teacher

: How are you?

Students

: Im fine and you?

Teacher

: Beautiful thanks. (all of the students laugh)

Nice to meet you again Before we begin our lesson, I will
tell you that I am here to be your teacher for one month
until second semester end. I will do my research here and
mrs.Nurleni as my collaborator. So your psikomotorik
score will be collected as long until our meeting ended. Do
you get it?

Students

: sedikit mam, (The students seem so confuse with the

dialogue).

Teacher

: How many students in this class?

Students

: Twenty seven mam.

Teacher

: Are you complete?

Students

: Yes mam.

Teacher

: Oke, Untuk Pertemuan pertama kali ini kita akan

mengawali dengan kalimat setuju dan tidak setuju. (in this
38

fisrt meeting, we will open with agreeing and disagreeing)

Did you ever learn about it?
Students

: yes mam, sedikit.

The teacher explains to students about agreeing and disagreeing. Then the
students practice it.
Teacher

: ya Ok, kalian semua, siapa yang tahu

tentang

debat? (All of you, who know about debate technique?)

Students

: Ya Bu, pernah dengar kata Debat.

Teacher

: Debating is about developing our communication

skils. It is about assembling and organizing effective
arguments, persuading and entertaining an audience, and
using your voice and gestures

Students

: Maksudnya Bu,.? (what is that Mom) The students

look so confused.

Teacher

: Hmm Bingung ya,,,? Okelah kalau begitu ibu

terangkan pengertian debat. Berdebat merupakan salah
satu cara untuk mengembangkan kecapakan berbicara,
dalam

hal

menggunakan

ini
bahasa

adalah

kecakapan

inggris

berbicara

Berdebat

berarti

mengumpulkan dan mengatur argument secara efektif,

menolak suatu pendapat, mengajak orang lain dengan
beberapa pendapat pendebat atau juga bisa menghibur
penonton menggunakan suara dan bahasa tubuh.
39

(Debating is about developing our communication skils.

It is about assembling and organizing effective
arguments, persuading and entertaining an audience, and
using your voice and gestures)
Students

: lalu caranya gimana Bu kita kan sulit banget

ngomong, pakai bahasa Indonesia saja kesulitan
apalagi pakai bahasa inggris (Then, how is the
procedure mam?? We are still so difficult to speak in
Indonesia, more and more in English. Huuh so
Difficult..)

Teacher

: Nah.. maka dari itu kita coba menggunakan metode

debat ini untuk meningkatkan kecakapan adik-adik
dalam English Speaking, dijamin seru Setuju..??

Students

: Ya Bu setuju ( Ok Mom agree with You)

Teacher

: oke, sebelum melakukan debat terlebih dahulu kita harus

menentukan topik yang akan diperdebatkan. debat terbagi
menjadi 2 grup affirmative dan negative group atau
kelompok yang setuju dan kelompok yang tidak setuju.
Karena adanya kelompok yang setuju dan tidak setuju
debat akan menjadi lebih seru dan menarik. Kalian akan
mempertahankan pendapat kalian masing dengan argument
yang kuat

Students

: Berapa jumlah anggota dalam satu kelompok bu?

40

Teacher

: There are many kinds of debate, but today we

will do Australian Parliamentary debate and it is
consist of 3 peoples.
terdapat 3 siswa dalam 1 kelompok. Ibu langsung
bagi saja kalian secara acak.

The teacher divided the students become 9 group, each group consist of 3
students. The meeting was ended by students dividing into each groups as follow:
Table 4.1.1 List of the group in cycle 1
NO

NAME

1
2
3

Sri Ardina Ramadhani

Herlina
Fatqul Rahman

4
5
6

Herman Noho
Muh. Farhan
Anggun Riski

7
8
9

Rahmat Irawanto
Lusi Awulia
Afanda A. Putra

10

Moh. Sigit Pranowo P.

NUMBER OF GROUP

SEX

Affirmative group

Female
Female
Male

Negative group

Male
Male
Female

Affirmative group

Male
Female
Male
Male

41

11
12
13
14
15

Nur Aeni
Fajrin
Shaffiyah Zyla Nurjannah
Risno Prayoga
I Komang Arya Sanjaya

16
17
18

Heriana
Moh. Alfiyudi S.
Nur Masita

19
20
21

Nadila
Moh. Naufal Lutfiansyah
Kasmawati

22
23
24

Risky Rudianto
Indah Sari
Sarini

25
26
27

Firda Cahya Alindah

Irawati I. musa
Tedi Prasetyo

Negative group

Affirmative group

Female
Male
Female
Male
Male

Negative group

Female
Male
Female

Affirmative group

Female
Male
Female

Negative group

Male
Female
Female

Negative Group

Female
Female
Male

The first meeting was focused to introduce debate technique to the

students as an interesting and effective technique in improving students speaking
skill, explaining the general description of debate and materials which related. The
material is agreeing and disagreeing.
4.1.2

Second Meeting
This meeting was conducted on 28th April 2015. The researcher entered to

the class and conditioned the students until they had paid attention to the teacher.
Like before, the researcher had a greeting and giving motivation. As planned, the
objective of this meeting was the students were expected to be able to understand
the procedure of debate technique completely. However, before doing debate
activities as planned for this meeting the researcher told them also about the role
42

of debate itself in order to the students understood well. The researcher showed
them a picture by drawing on the white board, the picture was showed as follow:

Affirmati
ve

Argument

Rebuttal

Conclusion

Moderator

Negative

1st.S
P

1st.S
P

2nd.S
P

2nd.SP

3rd.S
P

3rd.S
P

Argument

Rebuttal

Conclusion

Judges

43

By giving image and explanation the responses of the students very good.
Question came from student for instance: Indahsari Asked that bagaimana
prakteknya mam? Based on the student question, the researcher told the student
that before we do debate in English, we will do debate in Indonesian in the next
meeting so you can understand well the role of debate itself and I hope that you
prepare yourself since today. Before the class was ended, the researcher gave the
debating topics in the first cycle they are; Man is better than women, steady while
study, book is better than teacher and phone should be prohibited in school. The
researcher asked to the Students to search out and learn the material related with
those topics.
4.1.3

Third Meeting
The third meeting was conducted on 5th Mei 2015. The activities planned

to do in this meeting was interesting and improving self-confidence of students to

speak. And built up the students interesting to debate technique. This meeting was
doing debate training by using Indonesian language in order to the students
interested to speak up even used Indonesian. However, before doing this, the
researcher asked them to choose one of the topic which the researcher had given
before. The students chosen is Sekolah sambil berpacaran in English is steady
while Study. In this debate training the researcher became moderator.
After the short training had been done, the researcher watched the enthusiasm and
self -confidence of the students had improved and most of them spoke. The
researcher told the students that in the next meeting there would be a Speaking test

44

through debate by using English. They had to prepare their self with the same
topic.
4.1.4 Fourth Meeting
The fourth meeting was conducted on 9th Mei 2015. The objective of this
meeting was to measure the ability of each students speaking skill, the
researcher conducted test in the form of debate in pairs. The Researcher chose
two of the students became moderator, they were changing each other. The
researcher recorded it and analyzed the test, the result of the first cycle test
were showed in the table below:
Table 4.1.4 The result of the students essay test in the first cycle
N
o

Scores
Component of Speaking

Name

Achiev

Individ

ement

ual

Score
80
90
75
90
80
90
80
80
80
80
90
80
90
80
79
80
80
90
75
83

score
80
90
75
90
80
90
80
80
80
80
90
80
90
80
79
80
80
90
75
83

comprehen
accuracy

fluency

Category

sibility

Max. score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

SRI ARDINA RAMADHANI

HERLINA
FATUR RAHMAN
LUSI AWULIA
AFANDA A. PUTRA
MOH. NAUFAL LUTFIANSYA
NADILA
SHAFFIYAH ZILA NURJANNAH
RISNO PRAYOGA
I.KOMANG ARYA SANJAYA
RIFDA CAHYA ALINDAH
IRAWATI I. MUSA
TEDI PRASETYO
HERMAN
ANGGUN RISKI
FARHAN
FAJRIN
NUR AENI
RISKY RUDIANTO
INDAH SARI
SARINI
ALFIYUDDIN

20

40

40

15
20
10
20
15
20
15
15
15
15
20
15
20
20
17
20
20
20
20
20

35
35
30
35
30
35
30
30
30
30
35
30
35
35
30
30
30
35
30
30

30
35
35
35
35
35
35
35
30
35
35
35
35
35
32
30
30
35
25
33

Success
Success
Success
Success
Success
Success
unsuccessful
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Unsuccessful
Success
Success
Success

45

23
24
25
26
27

NURMASITA
HERIANA
KASMAWATI
RAHMAT IRWAN
SIGIT PURNOMO

20
20
20
10
20

30
27
30
35
30

30
29
30
35
30

Successful Percentage

80
80
76
76
80
80
75
75
80
80
2043
2043
75,6%

Success
Success
Success
Success
Success

Table 4.1.4 indicated that there were 25 out of 27 students got 75 and 3 out
of 27 got =75 and 2 of 27 students lower than the set criterion. It meant that the
criterion of success have been achieved. From the analysis above, it is clear that
the average of the students test result of the first cycle was 75,6%. There were
two students who still do not have score in speaking. Hence, the researcher
decided to conduct the next cycle and intended to give better situation.
4.2 Findings of Observation in the First Cycle
This part presents the findings of observation sheets. The findings of those
instruments were described in detail as follows:
4.2.1 The Observation Sheet
The observation sheet was filled by the collaborator of the researcher
during the in class activities done. The collaborator put a tick () on the option
column for each statement. The findings were as follows:
Table 4.2.1 The Observation Sheet of the Researchers Activities on the first
cycle
Activity

Meeting 1

Meeting
2

Meeting 3

Yes

yes

yes

No

no

no

Meetin
g4
ye
s

no

46

e. The researcher explain the

procedure of debate
technique in detail.

f.

g. The researcher provided

and showed the example
of debate activity

h. The researcher give

motivation.

i.

k. The Students have

minimal
reliance on notes.

l.

a. The researcher prepared

lesson plan

b. The researcher checked

attendant list

c. The researcher gave the

topics

d. The researcher explain the

general description of
debate technique

j.

The researcher did debate

training in Indonesian

Students activeness
and
enthusiast in debating.
The researcher explain the
material systematically

.
Students present
arguments
with clarity and
appropriate volume

47

m. Students activeness
in
giving opinion in debating.

n. Students
on

o. The researcher explained

the elements of speaking

p. The researcher manage

time well

responses

another
opinions
in debating.

Based on the observation sheet above it can be seen that in the first meeting
the researcher did not teach in class activities based on the planning. However, the
researcher did did not explain the elements of speaking and The researcher did
not give motivation to the students before doing debate. As a consequence, there
were two students did not join in debate activity. It was because the researcher did
not manage the time well and teach systematically.
4.3 Reflection
Based on the result of the writing test in the fifth meeting, it was found that
there were 25 out of 27 students got 75 and 3 out of 27 got =75 and 2 of 27
students lower than the set criterion established. Even though most of students
were able to achieve the minimum score and the classical score (75,6%) but it was
still standard score. It did not guarantee the success of the result because the topic

48

of debate training and test were same. The students was easy to get good score
because they had been given the topic until one week to prepare. in which the
classical score must be increased. Based on the observation sheet in the first
meeting the researcher did all the activities as planned but he did not explain the
component of speaking. The researcher also gave motivation rarely. He more
focused on debate technique. Consequently, most of student spoke by memorize
and difficult to naturally.
In line with the result of the reflection above, the researcher and the
collaborator concluded that the above things were the factors had affected the
failure of the first cycle. Thus, the researcher need to revise his planning to be
implemented in the next cycle.
4.4 Findings of the second cycle
In this subchapter it was presented the revised plan for cycle two, finding of
the first meeting of cycle two, findings of the second meeting of cycle two,
findings of the observation of cycle two, findings refection of the second cycle.
4.4.1 Planning For Cycle Two (Revised Planning)
Revised planning is the follow up of the result of the reflection in the first
cycle. The researcher and collaborator revised the planning to be implemented in
the second cycle which consist of two meetings. Revised planning for both
meetings were described as follows:
In the first meeting of cycle two, the researcher explained the Element of
speaking in detail. After that the researcher led them how to speak better. Besides,

49

the researcher also asked them to find any topic they were interested in debate. In
the second meeting of the second cycle, the researcher conducted a test to evaluate
the students progress in speaking through debate technique.
4.4.2

Findings of the First meeting (cycle two)

The first meeting of cycle two was conducted on 19 th Mei 2015. As planned,

the researcher started the class by attracting the students attention

with some

preliminary questions dealt with the activities done in the previous meeting. For
example: did you enjoy the last debate? Do you have a problem so far? Various
answer came from the students for instance a student said she enjoyed the last
debate because it was challenging with interesting topic. The objective of this
meeting was to explain the elements of speaking and giving motivation to the
students.
The different stage of this cycle form the previous cycle was in this cycle the
researcher explained the elements of speaking and lead the students to see the
guidance score in speaking. The researcher showed them the result of the first
cycle to motivate them in order to the students was motivated to get better score
than before.
At the end of the meeting the researcher told them that in the next meeting
they would be asked to do debate again in the classroom. Therefore, they had to
find a topic they were interested in, the topics are gave by the researcher to chose,
they are; Man is better than women, book is better than teacher and phone should
be prohibited in school

50

4.4.3 Finding of the Second Meeting (Cycle two)

The second meeting of cycle two was conducted on 22th Mei 2015. The
objective of this meeting based on the planning was to evaluate their progress in
Speaking through debate technique. In this meeting the students choose the topic 5
minute before debate was held. The result of their speaking skill can be seen in the
following table:

Table 4.4.3 The Result of the second cycle

No

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

name
Max. score
SRI ARDINA RAMADHANI
HERLINA
FATUR RAHMAN
LUSI AWULIA
AFANDA A. PUTRA
MOH. NAUFAL LUTFIANSYA
NADILA
SHAFFIYAH ZILA NURJANNAH
RISNO PRAYOGA
I.KOMANG ARYA SANJAYA
RIFDA CAHYA ALINDAH
IRAWATI I. MUSA
TEDI PRASETYO
HERMAN
ANGGUN RISKI
FARHAN
FAJRIN
NUR AENI
RISKY RUDIANTO
INDAH SARI

Scores
Component of Speaking
comprehen
accuracy fluency
sibility
20
40
40
15
33
37
20
37
37
15
35
35
20
38
40
35
35
12
20
35
37
20
37
37
18
35
35
15
35
35
15
35
35
18
37
37
18
38
38
15
35
35
18
38
38
18
37
38
18
35
37
18
35
37
18
35
35
18
30
35
20
39
39

Achiev

Individ

ement

ual

Score
87
94
84
86
82
92
94
88
85
85
92
94
85
94
93
90
90
88
83
98

score
87
94
84
86
82
92
94
88
85
85
92
94
85
94
93
90
90
88
83
98

Category

Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success
Success

51

21
22
23
24
25
26
27

SARINI
ALFIYUDDIN
NURMASITA
HERIANA
KASMAWATI
RAHMAT IRWAN
SIGIT PURNOMO

18
18
18
18
20
20
20

35
35
35
35
30
35
30

35
37
37
35
30
37
32

88
90
90
88
80
92
82
2215

Successful Percentage

88
90
90
88
80
92
82

Success
Success
Success
Success
Success
Success
Success

82%

SUCCESS

From the table above can be seen that there is no students got low score under
KKM. The highest score 98 was gained by one student (Indah sari). The lower
score was 80. It can be inferred that the success criteria classically 75% were
already met. It indicated that using of debate technique on this CAR was
successful in improving students skill in Speaking.
4.4.4

Findings of Observation in Cycle Two

The findings of observation refers to the researchers activities in classroom to

facilitate the students applying autonomous learning in improving their skill in
writing. The researcher activities can be seen through the table below:
Table 4.4.4 The Result of Observation of Cycle Two
Activity

Meeting 1

Meeting 2

Yes

No

yes

a. The researcher prepared lesson plan

b. The researcher checked attendant list

c. The researcher gave the topics

no

52

d. The researcher give motivation.

e. Students activeness
enthusiast in debating.

f. The researcher explain the material

systematically

g. The Students
have
Reliance on notes.

h. Students present arguments

with clarity and appropriate volume

i. Students activeness
in
giving opinion in debating.

j. Students

responses

anothers

opinions

k. The researcher explained the elements of

speaking

l. The researcher manage time well

and

minimal

on
in

debating.

Table 4.4.3 showed that the researcher applied the strategy step by step as
what had already been planned and suggested by the collaborator. In the first
meeting of cycle two the researcher started to explain the element of speaking.
Next, the researcher gave motivation. In short, the researcher had done his best
because he explained the components of speaking systematically.

53

In the second meeting of the cycle two, before the researcher asked the students to
so debating.
4.5 Reflection of Cycle two
Based on the result of test in the second meeting of cycle two it was found that
the average of the students test result of the first cycle was 82%. All of students
were able to achieve KKM. the minimum score established by the researcher.
Based on the result of the observation in the first meeting of cycle two it was
found that the researcher had done all the learning activities as had been planned.
Based on the explanation above it can be inferred that the factors affected the
students success in their speaking was motivations and they understood the
element of speaking also.

54

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
The result of the research shows that the use of debate technique can
improve students motivation, interest and achievement. The implementation of
debate technique is reasonable because it can give students a great motivation to
learn English especially speaking. Thus, debate technique is good to improve
students interest, motivation and competence in learning speaking.
5.2 Suggestions
At the end of this chapter, the writer would like to propose
some suggestions, which helpfully would be useful for all subjects.
1. For the teachers
The technique of teaching speaking will influence the students ability to
learn speaking. They should pay attention to the fact that students motivation
during teaching learning process is the important thing which should be
increased. The use of various techniques is suggested to make the students more
encourage to improve the teaching learning process.
2. For the students
a. Motivation is an important factor in the process of English learning so the
students should develop their motivation in speaking lesson.
b. Students should study English harder to reduce their difficulties of English
learning.
c. Students should pay attention to the teacher explanation, so if the teacher
55

gives question, they can do perfectly and they can do exercise.

3. To other researchers
It has been known from the result of the study that the use of debate
technique can improve students speaking competence. Hereby, it is expected that
the result of the study make the English teacher use an appropriate teaching
technique of debate technique on improving students speaking competence.
Based on the explanation, the writer would like to suggest the other researcher;
the result of the study can be used as additional reference to further research with
the different sample and occasions.

REFERENCES

56

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Thormbury, Scoot. How to Teach Speaking., England : Long man. 2005.
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Jeremy Harmer, the Practice of English Language Teaching, Pearson
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David P. Harris, Testing English as a Second Language, Georgetown
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