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Speaking Skill
A. Definition of Speaking
Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life,
which is produced by listening skill, and at that period speaking skill is learned.
Based on Competence Based Curriculum speaking is one of the four basic competences
that the students should gain well. It has an important role in communication. Speaking can find
in spoken cycle especially in Joint Construction of Text stage (Departmen Pendidikan Nasional,
2004). In carrying out speaking, students face some difficulties one of them is about language its
self. In fact, most of students get difficulties to speak even though they have a lot of vocabularies
and have written them well. The problems are afraid for students to make mistakes.
Speaking is the productive skill. It could not be separated from listening. When we speak
we produce the text and it should be meaningful. In the nature of communication, we can find
the speaker, the listener, the message and the feedback. Speaking could not be separated from
Harmer, (in Tarigan, 1990: 12) writes that when teaching speaking or producing skill, we
2) Practice
3) Communicative activity.
Speaking has been regarded as merely implementation and variation, outside the domain
of language and linguistic proper. Linguistic theory has mostly developed in abstraction from
context of use and source of diversity. Therefore, Clark and Clark (in Nunan, 1991: 23) said that
speaking is fundamentally an instrument act. Speakers talk in order to have some effect on their
listener. It is the result of teaching learning process. Students’ skill in conversation is core aspect
in teaching speaking, it becomes vitally aspect in language teaching learning success if language
function as a system for expression meaning, as Nunan (1991:39) states that the successful in
speaking is measured through someone ability to carry out a conversation in the language. We
confess that there are many proponent factors that influence teaching speaking success and there
According to Ladouse (in Nunan, 1991: 23) speaking is described as the activity as the
ability to express oneself in the situation, or the activity to report acts, or situation in precise
words or the ability to converse or to express a sequence of ideas fluently. Furthermore, Tarigan
(1990: 8) said that “Berbicara adalah cara untuk berkomunikasi yang berpengaruh hidup kita
sehari-hari”. It means that speaking as the way of communication influences our individual life
strongly.
From the explanation above, the researcher concludes that speaking is what we say to
what we see, feel and think. When we feel something, we want someone can hear us. So, in this
When someone speak to other person, there will be a relationship. The relationship itself
relationship between speaker and listener. In addition speaking determining which logical
the speaker should know exactly what he/she wants to speak or to communicate, he/she has to be
able to evaluate the effects of his/her communication to his/her listener, he/she has to understand
Based on the statements above the researcher infers that if someone speaks, he/she should
understand what is he/she about. In this section, the writer should develop ideas or build some
Stern (in Risnadedi, 2001: 56-57) said watch a small child’s speech development. First he
listens, then he speaks, understanding always produces speaking. Therefore this must be the right
order of presenting the skills in a foreign language. In this learning of language included
speaking, there is an activity of speaker or learner and it has to have an effect to build speaker’s
or learner’s desires and express how his/her feeling and acting out his/her attitudes through
speaking. Thus the learning of speaking can not be separated from language.
On the other hand, speaking can be called as oral communication and speaking is one of
skills in English learning. This become one important subject that teacher should given. That is
why the teachers have big challenge to enable their students to master English well, especially
Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students
when they have to pay attention what they are saying. Thus, the students can learn better on how
to require the ability to converse or to express their ideas fluently with precise vocabularies and
Speaking ability is the students’ ability in expressing their ideas orally which is
represented by the scores of speaking. Speaking is only an oral trail of abilities that it got from
structure and vocabulary, Freeman (in Risnadedi, 2001: 56-57) stated that speaking ability more
complex and difficult than people assume, and speaking study like study other cases in study of
Speaking is the productive skill. It cannot be separated from listening. When we speak we
produce the text and it should be meaningful. In the nature of communication, we can find the
English sound.
C. Assessing Speaking
student responds to a question, offers a comment, or tries out a new word or structure, the teacher
phrase to a formal essay is performance that ultimately is assessed by self, teacher and possibly
Brown (2003:141) states as with all effective tests, designing appropriate assessment
tasks in speaking begins with the specification of objective or criteria. Those objectives may be
1. Imitative
parrot back (imitate) a word or phrase or possibly a sentence. While this is purely phonetic level
of oral production, a number of prosodic, lexical and grammatical properties of language may be
2. Intensive
stress, rhythm, juncture). Examples of extensive assessment tasks include directed response
tasks, reading aloud, sentence and dialogue completion limited picture-cued task including
3. Responsive
Responsive assessment tasks included interaction and test comprehension but at the
somewhat limited level of very short conversations, standard greetings and a small talk, simple
Harmer (in Tarigan, 1990: 13) writes that when teaching speaking or producing skill, we
2. practice
3. communicative activities.
When introducing new language, the teacher should find out the genre or the text, which
is meaningful. In this stage teacher can ask students to pronounce the unfamiliar words, find out
2. by using photographs
3. by using song
5. Educational drama which covers miming, role play, the empty chair, simulation.
BIBLIOGRAPHY
Brown, H. Douglas. 2001. Language Assessment Principle and Classroom Practice. New York:
Longman. Get the Book Here
Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta:
Departemen Pendidikan Nasional. Get the Book Here
Nunan, David. 1991. Research Methods in Language Learning. Cambridge: Cambridge University Press.
Get the Book Here
Risnadedi, (2001), “Developing Students` Speaking Ability”. Journal of SMP Negeri 17 Pekan Baru. (7).
56-58.
Tarigan, H. Guntur. 1990. Prinsip-prinsip Dasar Metode Riset Pengajaran dan Pembelajaran Bahasa.
Bandung: Angkasa. Get the Book Here
Wallace, D’Arcy-Adrian. 1978. Junior Comprehension 1. England: Longman. Get the Book Here
Wilson, S. 1983. Living English Structure. London: Longman. Get the Book Here
THE EFFECTIVENESS OF DEBATE IN IMPROVING STUDENTS’
SPEAKING ABILITY AT TWELVETH GRADE STUDENT OF SMAN 3
PONOROGO IN ACADEMIC YEAR 2012/2013
I. RESEARCH TITLE
school student in Indonesia is a compulsory subject. Students are obliged to master English to a
certain extent. This is aimed in preparing them easily to adjust today’s global nation in which
As stated in syllabus. The objective of teaching English for Senior High School is make
The most people, mastering the art of speaking is the most important aspects of learning a second
language of foreign language and success is measured in terms of the ability to carry but a
conversation in the language.2[2] The ability to speak a foreign language is without doubting the
most highly prized language skill, and rightly so because one who can speak a language well can
1[1] Kurikulum 2004, standar kompetensi SMA dan MA 9Departemen Pendidikan nasional)
(jakarta: 2003), 14.
2[2] David Nunan, language teaching mathodeology (Longman: Malaysia, 1991), 39.
3[3] Robert Lada, language testing the constructions and use of foreign language test
(Longsmans: Btitain, 1961), 239.
Bygate suggest that oral interaction can be characterized in term of routines, which are
conventional (and therefore predictable) ways of presenting information which can either focus
on information or interaction.4[4]
English as a second and foreign language is taught and learned in the classroom. Students
are supposed to show their natural performances in mastering English as what native speakers do
in normal communication. Researcher could hardly find some classes that include special
English speaking activity. There are many reason for it, such as limited time is allocated for
teaching English. Students do not have enough time to actually learn to speak in the class
because the teacher strongly concerns to teach the grammar and syntax and students motivation
in less to make those situation become better. The possible way is to make another class outside
There are many activities to increase student’s speaking skill in extracurricular activity.
Those activities have many technique one of the technique that can be used to develop student’s
speaking ability is debate. The concept of active debate is not only to enable student to speak
fluently and accurately as native speakers thinking. To speak fluently, they should have enough
vocabularies, expressions and be able to share opinions. Therefore debate is the highest level of
Debate has been used in several English classes in united states, such as at the EPI
(English Program for International) at university of south Corolina and the English classes at
university of Arkansas. It proved that debate could be one of teacher’s technique to increase
student in increasing. Their speaking capability. But for Senior High School. English debate is
not too popular as speech or drama whereas it could be a valid indicator in assessing listening
There are a couple Senior High School in Ponorogo which use debate as one kinds of
technique for a extracurricular activity. In this case, SMAN 3 Ponorogo has on extracurricular
activity which applies debate as one activity which is concerned in improving student’s speaking
ability.
Based on the identification above researcher made a research on the study if effectiveness
From the background of the study there are lots of problem concerning with the speaking
b. The students were difficult to explore their idea and speak fluently.
d. The students did not have enough time to speak English in the class.
e. The students can explore their idea by debate method in teaching learning process.
f. The teachers hold control and the students attitudes during teaching-learning process.
IV. Limitation of the Study
Based on the identification of the problem above. It can be taken the limitation of the
problem bellow: “The effectiveness debate method in improving student’s speaking ability to the
This research will use Standard competence as follow’’ Mengungkapkan pendapat dalam
kelas debat’’.
In this research especially for indicator, the researcher hopes that the students are be able
V. Research Focus
To avoid irregularities in the research this study only focused on the effectiveness debate
in improving student’s speaking ability to the twelfth grade of SMAN 3 Ponorogo in academic
year 2012/2013.
Regarding to the background to the study the problem statements are formulated into:
ability?
1. To find out weather debate method is more effective than the other methods in improving
This study focuses on the effective method of teaching speaking English by using debate
method in improving student’s speaking ability and the result is expected to have it benefits
pointed to:
1. Teachers
The result of study is expected to many the methods teachers teach speaking English, especially
2. Students
The result of study is expected to make students more confident is speaking classroom,
particularly the twelfth grade students of SMAN 3 Ponorogo in academic year 2012/2013.
3. Readers
This study offers limited scope of discussion regarding the effectiveness of debate method in
improving student’s speaking ability. The result is expected to make readers interested in
1. Theoretical Background
A.Speaking
Speaking is the verbal language used to communicate with others.5[5] Lado point out that
speaking ability is described as the ability to express oneself in life situations, or the ability to
(Utterances are simply things people say). Florez point out that speaking is an interactive process
It means that speaking is the ability of somebody to express or to give ideas using verbal
a. Learners talk a lot as much as possible of the period of time allotted to the activity is in fact
5[5] Glenn Fulcher, testing second language (pearson Longman: London, 2003).
6[6] Robert Lado, language testing the construction and use of foreign language tesis (Longman:
Britain, 1961), 240.
7[7] Kathleen M. bailey, practical English language teaching: speaking (the Mc Graw Hill, 2005), 2.
8[8]Penny Ur, A. Couse in language teaching practice theory (Cambrige university Press: Britain:
2005), 120.
b. Participation is even. Classroom discussion is not dominated by a minority of talk active
participants: all get chance to speak, and contributions are fairly evenly distributed.
c. Motivation is high. Learners are eager to speak because they are interested in the topic and have
d. Language is of an acceptable level, learners express the in selves in utterances that are relevant,
In order to success students speaking ability, students need to have ability to talk a lot,
The assessment of speaking is to asses, oral language on systematic and have procedures
or reassessment activities that can seedily be incorporated into plans by making assessment
reflecting to instructions it will increase the validity and reliability of assessment approachs.9[9]
The outer of speech is sound, the speaker must firt deside w hat to say, be able to
articulate the words, and create the physical sounds, that carry meaning.
Second language learners therefore need a knowledge of the language they wish to speak
an understand of the phonetic structural of the level of individual word and an understanding of
intonations.10[10]
9[9]J. Michael o’ Malley Authentic assessment for falsies language learners (Longman: USA, 1996),
18.
10[10] Jack. C. Ricards Willy A.R Methodology in language teaching and anthology current practice,
2002.
In learning English as foreign languages learners often errors Ehen they are speaking. In
teaching speaking it is common to correct high gravity error immediately, low gravity errors can
wait.
We could point the following as phenomenon that we many wish to consider as helping
1) Hesitation consisting of pauses, witch can be unfilled (silence) filled (with noises like “erm”.
3) Changing words
6) Next, but the speaker changes the structure of the utterance part way trough.
7) Grammar
c) Grammar
Grammatical correctness is a main poin were speech is connected. A core grammar for
1) A command of present and past simple, and the to use the latter to sequence narratives.
2) Familiarity with use of the continues and perfect forms of verbs, boot to frame and background
information in narratives.
11[11] Glenn Fulcher, Testing second language speaking (person Longman: London, 2003),27.
4) The ability to formulate questions, especially not only yes /no but also WH- questions.
5) Some basic conjunctions (and, so, but) in order to string together sequences of causal and non
causal units.
6) One or two all-purpose quoting expression of the said… and then I said type.
d) Comprehension
speaking ability, there must be the assessment include students pronunciation and intimation,
B. Teaching
1. Definition of teaching
statements depends on
Pengajaran adalah suatu sistem yang terdiri atas komponen-komponen yang saling
bergantung satu sama lain secara terorganisasi yaitu: tujuan, materi pelajaran, metode
It means that some teaching components are about the purpose, lesson material,
13[13] Hilda Karil, Implementasi KTSP Dalam Model-Model Pembelajaran (Jakarta : Generasi
Info Media, 2007), 15.
teaching method, tool, class management, and assessment. Oemar Hamalik states that the
it is concluded that:
1. Teaching is some activities of teacher to convey the knowledge toward the students.
2. Teaching is interaction during teaching-learning process between the teacher and their
3. Teaching as a system involves the teacher profession, the development and achievement of
students as developed organism, the purpose of teaching, curriculum, lesson plan, counseling,
4. Teaching is the process of education. Teaching activity aims to achieve the purpose of
education .14[14]
1) Be aware to the differences between second language and foreign language learning contexts.
3) Provide opportunities for students to talk by using group work of pair work, and limiting teacher
talk.
Design classroom activities that involve guidance and practice in both transactional and
interaction speaking
14[14] Oemar Hamalik. Proses Belajar Mengajar (Jakarta : PT Bumi Aksara, 2009), 54.
Debate refers to the process of considering multiple view points and arriving at the judgment and
its application ranges from an individual using debate to make a decision on his or her own mind
To prepare students for debate, teacher to make sure that students have been given all the
necessary and information in order to research and present their side of the issue. To prepare,
students would have ti become thoroughly familiar with each of character perspectives on the
a. Competitions debating using format, the rule of the debate made to regulate students to speak
one at a time and each side the same amount of time and opportunity to prove their point. With
formats people are regulated speak one at a time each side given he same amount of time and
c. Divide in two groups, one prepares the case in favor of oral testing, the other against (it does no
matter, for moment, witch side you are really on, prepared the case for you group as
16[16] J. Michael o’ Malley Authentic assessment for faslis language learners, 1996, 87-89.
19[19] Penny Ur, A. Couse in language teaching practice theory (Cambrige university Press: Britain:
2005),134.
e. Ask each sub-group to prepare and develop arguments based to the views represented by groups.
f. Prepare two to four (depending) on the number of exiting sub-groups) for speaker pros and cons
with the same amount and other students sit behind the spokesperson.
g. Start the debate by allowing any group that would start with the speaker for presenting their
h. After listening to the opening of the arguments, stop the debate return to the sub group to
prepare arguments to counteract the opening arguments of the opponents. Each sub-group is
i. Continue to the debate. A speaker for the line of sight required to give counter arguments. When
the debate took place, the other participants are encouraged to provide the records containing the
j. At the end of the debate. No need to decide which groups win, draw a circle class. Discuss what
students learned from experience debate ask students to identify the best arguments they think.
class-debate are:20[20]
a) Students learn more effectively by actively analyzing, discussing, and applying content in
5. Previous study
Before the researcher will hold this research the researcher studied previous research as
follow:
a bility (case study) at SMAN 3 Ponorogo In Academic Year 2009-2010 A Thesis, English
Ponorogo).
6. Theoretical Framework
The improving speaking can use many interesting techniques or methods such as debate
method, with debate method students be able to share their opinions idea and arguments. It also
can help them to speak English fluently and confidently beside that. Student can increase their
critical thinking.
In this research the researcher hope that debate is effective to improve the student
speaking ability.
7. Hypothesis
Based on explanations above, the researcher takes hypothesis that the as of debate
method able to improve student’s speaking skill for the twelfth grade student of SMAN 3
A. Research Design
This research applies a quantitative approach. For quantitative researcher. The purpose of
study prelateship. Basically, this research stood carefully. This research is done to verity the
theories, it tends to involve numbers in order to measure the valid result by involving statistical
analysis.
In this case the research use experimental research of quantitative approach. It is used to
test in order to know the influence of the use the different technique or method. There
requirement are required, those are giving control, manipulation and observations. It involves
1) Populations
Population is the research object as a target to get and collect data.21[21] Populations of
2) Sampel
Sample is a half and or a part of the population which is being researched.22[22] Sampel
of this studi is ten students are included in debate class of an intracuriculler of SMAN 3
C. Variable
21[21] P. Joko S.H, Metode Penelitian dalam Teori dan Praktek (Jakarta: Rineka Cipta, 2004), 23.
22[22] Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik (Jakarta: Rineka Cipta,
1992), 104.
1) Independent variable
2) Dependent variable
- Observation
According to Dewalt & Dewalt, observation involves more than just “hanging out”.
Playful and self-aware observes use observation systematically. The researcher should describe
the purpose of the observing, the phase of the study in witch it is likely to most fruitful, and the
In other words observation has a goal of obtaining information by seeing and hearing
phenomenon while it is happening. The technidve can be useful in clarifying, checking, and
In this research, observation was applied to figure out and to describe the effectiveness of
debate as an extra curricular activing and to know how it improved students’ speaking ability at
SMAN 3 Ponorogo in academic year 2012/2013 by watching/or listening to the events, than
- Documentation
23[23] R.Murray Thomas Blending Qualitative and Qauntitative research methods in theses and
dissertations (c0win press: USA,2003), 60.
24[24] Catherine Marshal and Gretchen B. Rossman.Designing Qualitative Research (Sage Publication:
USA,2006),99.
Syamsuddin and Damianti describe, documentation technique is used to collect the data
from non life sources. These sources consist of document and record.25[25]in other words.
In this research, the while debate mention taking a picture while debate was in process
recording what was happening burring the process of debate and document the student’s
achievement from the effectiveness of debate in improving students speaking ability at SMAN 3
- Questioner
part of survey the connection of qualitative and quantitative is useful to strength the evidence.
Then it will be sufficed26[26]. The questioner for students consist of is question with the detail:
b) Item number 4
c) Item number 4
Students opinion about speaking in general and school facilities to support the program
d) Item number 7
25[25] Syamsuddin ar. Dan Vismalia S.Damaianti, Metode Penelitian Pendidikan Bahasa (PT Remaja
Rosdakarya:Bandung,2006)108.
26[26] Boy S. Sabarguna, Analisis Data pada Penelitian Qualitatif,( Universitas Indonesia Press:
Jakarta,2006) 36.
e) Item number 8,9,10,11,12,13 and 14
The students opinion about debate to improve their capability in their pronunciation motivation,
f) Item number 15
After the data had been collected the research analysis the data by using the research
analyzed the data by using different technique stated. The data analyzing are quantitative and
qualitative data. The result of analysis is to see weather the implementation of the debate method
secceful or not. So that the decision to stop to continue the next cycle can be taken.
Students involvement and test are classified as quantitative date and file notes are
classified and qualitative data. The data obtained from the result of observation the students
In this case, T-tes use to analyze the result of the test. There are two kinds of T-tes.
Independent and non independent, in this research the writer use T-non. Independent experiment
2. Determining of T-test
Notes:
To = T-observation
N = subject
d = gain
Presented to
for the assignment of Research Lesson in English Language Education supervised by Tintin Susilowati,
M.Pd
XI. Organization of the Proposal
Chapter 1 : In introduction that contain background of study, identification of the study, limitation of the
study, research focus, statement of the problem, objectives of study, and significancy of the
study.
Chapter 2 : Review of the related literature. This chapter give the explanation about the theory of speaking,
Chapter 3 : Research methodology. This chapter consist of research design, population and
By
NASHIHATUR ROSYIDAH
NIM : 210910017
FACULTY OF EDUCATION
2012
REFERENCES
AR. Syamsuddin and Damaianti, Vismalia S. metode Penelitian Pendidikan Bahasa (PT Remaja
Ghanesa, English Debating workshop, how to debate (Yesc, SMAN I Ponorogo, 2003.
Glenn Fulcher. Testing school language speaking person longman: London, 2003.
Kathleen M. Bailey. Practical English language teaching: speaking the Mc Graw Hill. 2005.
Kurikulum 2004. Standart Kompetensi SMA dan MA (Departemen Pendidikan Nasional . Jakarta:
2003.
Marshal, catherina and B. Rassman. Greatceh designing qualitative research. Sage Publications,
USA, 2009.
Penny Ur. A Course in language teaching practice and theory conmbrige university press: Britain,
1995.
Robert Lad. Language testing the construction and use foreign language test . Longsmans: Britain,
1961.
Sabarguna, Boy S. analysis data Pada Penelitian Kualitatif. Universitas Indonesia Press. Jakarta,
2006.
Thomas R. Murray, Blendering Qualitative and quantitative research methods in theses and
leave a comment »
Name : KHOIRONIYAH
Class : 2008 C
NPM : 1106080146
ABSTRACT
Debate is one of the methods which can be applied in class activity, especially in speaking class.
It can improve the speaking ability of students by making group in discussion material given.
The advantage of this method is doing together in learning activity, and demands students to give
the strong arguments and also defend them.
The writer as the researcher wants to know the effect of this method in students’ ability
especially in speaking skill and to know the strength and weakness debate which implemented to
the eleventh year students SMA 2 Rembang as the subject of the research. 44 students who sit in
XI-IPA class were the subject of the research. The writer chooses debate method because debate
is potential to develope the student’s ability. Using debate as using the technique in teaching
speaking can increase the ability and capability students in speaking.
The method used in this analysis was descriptive method, because it described phenomenon
happened in the class. It was expected to know the teaching and learning process in classroom
systematically, factually, and accurately. The writer carried out the study by using some
instruments such as speaking test, observation check list and questionnaire.
After collecting the data, the writer can conclude that the implementation of debate gave
influences in speaking skills of the students and the method can be used as the alternative to
teach speaking.
CHAPTER I
INTRODUCTION
The introduction explains about the background of the study that contains the writer’s reason to
choose the title, statements of the problem, purpose of the study, significance of the study,
limitation of the study, and definition of the key terms, and organization of the study.
As a foreign language, English is learned seriously by many people to have a good prospect at
international community. Nowadays, English is an important language inIndonesia. Because of
the importance of English, it is taught in all of formal school’s degrees, starting from elementary
school up to universities. English also taught in courses as an informal school.
In English there are four skills which compose it. They are listening, speaking, reading, and
writing. Speaking, as one of the basic skills in English, is important in order to use English
actively. Communicative and whole language instructional approaches promote integration of
listening, speaking, reading, and writing in ways that reflect natural language use. But
opportunities for speaking and listening require structure and planning to support language
development. This digest describes what speaking involves and what good speakers do in the
process of expressing themselves. In a conclusion, without speaking can be said that,
communication cannot be done optimally.
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 very important because by mastering speaking skill, people can carry out conversation with
others, give the ideas, and exchange the information. Hence, by speaking in the classroom, the
learners should work as much as possible on their own, talk the information to another directly
and they do not use the teacher as a medium.
Another definition was given by Hornby (1995: 318), speaking is making use of word in an
ordinary voice, uttering words, knowing and being able to use a language; expressing oneself in
words; making a speech. In short, speaking skill is the ability to perform the linguistics
knowledge in the actual communication. By speaking with other, we are able to know what kinds
of situation are in the world.
In another term, can be said that speaking is a key to communicate. By considering what good
speakers do, what speaking tasks can be used in class, and what specific needs learners report,
teachers can help learners improve their speaking and overall oral competency.
Tarigan (1990: 3-4) defines that speaking is a language skill that is developed in child life, which
is preceded by listening skill, and at that period speaking skill is learned. It means that speaking
is the basic language.
In teaching speaking, speaking lessons can follow the usual pattern of preparation, presentation,
practice, evaluation, and extension. The teacher can use the preparation step to establish a
context for the speaking task (where, when , why, and with whom it will occur) and to initiate
awareness of the speaking skill to be target (asking for clarification, stressing key words, using
reduced forms of words). In presentation, the teacher can provide learners with a preproduction
model that furthers learner comprehension and helps them become more attentive observers of
language use. Practice involves learners in reproducing the targeted structure, usually in a
controlled or highly supported manner. Evaluation involves directing attention to the skill being
examined and asking learners to monitor and assess their own progress. Finally, extension
consists of activities that ask learners to use the strategy or skill in a different context of
authentic communicative situation, or to integrate use of the new skill or strategy with previously
acquired ones (Brown, 1994; Burns & Joyce, 1997; Carter & McCarthy, 1995).
To learn speaking English, the pupils use many kind of ways in order to master the lesson.
Various ways had been used as the method of teaching and learning English to make it easier to
be understood. Begun from the traditional way by using traditional tools (book, chalks,
blackboard or whiteboard) into the newer and modern method by using the modern tools such as
realia, real object, pictures, music, etc. one of the modern method which is used in teaching
speaking is debate method. It is seen as an active learning process because students will learn
more through a process constructing and creating, working in a group and also sharing the
knowledge.
So, why the writer chooses debate as the method of teaching speaking in English? The answer
can be explained below. The writer chooses this method because previous researches have shown
that debate is potential to develop the student’s ability. The previous research has been done by
M. Mabrur at 2002 placed in Madrasah Aliyah Salafiyah Merakurak. In his “skripsi”, he stated
that using debate as the technique in teaching speaking can increase the ability and capability
students in speaking. In addition to providing meaningful listening, speaking and writing
practice, debate is also highly effective for developing argumentation skills for persuasive speech
and writing. Davidson (1996) wrote that “with practice, many students show obvious progress in
their ability to express and defend ideas in debate [and] they often quickly recognize the flaws in
each other’s arguments.” Nisbett (2003) declares: “Debate is an important educational tool for
learning analytic thinking skills and for forcing self-conscious reflection on the validity of one’s
ideas.” Fukuda (2003), in a debate study conducted with Japanese students, found that “Before
the debates only 30.8% of the students were not afraid of expressing their opinions when they
were not the same as others’. After the debate this figure rose to 56.7%.” He went on to say that
“the knowledge or skills which came from the practice in the debates led the students to become
more accustomed to expressing opinions.” This suggests that, although debate is quite
challenging, non-native speakers can develop the debating skills
Based on the background above, the writer decides to carry out the research entitled “The
Implementation of Debate in Teaching Speaking at Eleventh Year Students of SMA Negeri 2
Rembang in the Academic Year 2011/2012”. The writer chooses this school because SMA
Negeri 2 Rembang is a National Standardized School and the second reason is the school has
good achievements of their graduates (since 2004 this school graduates almost 100% of their
twelfth class students every years)
Based on the background of the research above, the writer’s research problems can be
formulated in the following question:
1. Is there any effect of implementation debate in teaching speaking toward the students’
speaking ability?
2. What are the strengths and weakness of the implementation of debate technique in teaching
speaking?
1. For English Teacher in general, particularly is to see how far their success in teaching English.
Besides, it may provide them useful information in applying a better technique of teaching
variously.
2. For the students, using this variant activity can enhance their thinking widely, because they will
be given a new method in teaching speaking.
3. For the writer, this “skripsi” will give awareness that giving variant in teaching learning is very
important in order to make the students not to be bored and can get good achievement
Besides those advantages, the writer expects that the research can give some benefits both in
theory and practice.
1. Theoretical benefit:
1. The finding of this research will enrich the theory of students’ speaking mastery.
2. The result of the research paper can be useful input in teaching speaking using debate method.
3. The writer and reader are hoped will get a large knowledge about teaching speaking using
debate method.
4. It will give the information and knowledge about the implementation of debate method in
teaching speaking.
2. Practical benefit:
In this study, the writer will examine the students who sit in eleventh year, IPA class of Sekolah
Menengah Atas Negeri 2 Rembang which is located in Jl. Raya Rembang-Semarang. The
eleventh class consists of five classes; they are 4 classes of IPA, 4 classes of IPS, and a class of
Language. The limitations of the study in this research are:
1. The subject of the study is limited to one of the eleventh year IPA class, which contains 44
students.
2. The object of this study is focused on teaching speaking using debate method.
CHAPTER II
The second chapter of this “skripsi” explains about the concerned literatures with the “skripsi”.
This chapter talks about speaking, teaching speaking, speaking proficiency measurements,
English curriculum, debate, and also the process of debate. Chapter II of the “skripsi” gives the
clear information about the literature which are used.
2.1 Speaking
Speaking is a very important part of second language learning. The ability to communicate in a
second language clearly and efficiently contributes to the success of the learner in school and
success later in every phase of life. Inside the classroom, speaking and listening are the most
often used skills (Brown, 1994). They are recognized as critical for functioning in an English
language context, both by teachers and by learners. These skills are also logical instructional
starting points when learners have low literacy levels (in English or their native language) or
limited formal education, or when they come from language backgrounds with a non-Roman
script or a predominantly oral tradition.
Based on the curriculum 2004 the students are intended to have the English ability in listening,
speaking, reading, and writing. Meanwhile Widdowsoon defines that speaking is the physical
embodiment of abstract system which involves the manifestations either of the phonologically
system or of the grammatical system of the language or both. For example in “he speaks clearly”
clarity or distinctiveness of speech refers to the manner in which the phonetic system of the
language is manifested in “he speaks correctly” the meaning is what he says conforms to the
accepted reveals for sentences formation. According to Mukminatien (1999: 4) Speaking ability
is complicated because it covers various language components (Grammar, vocabulary,
pronunciation, etc). It refers not only to the grammatical system of the language but lexical
system.
In learning second language, one will deal with linguistic and communicative competence;
linguistic competence is the mastery of the sound system and basic structural pattern of
language. In other words it is to know about language. In short, the writer can say that
communicative competence is to know how to use the language effectively in conversional
exchange.
In the real world, learning and speaking English is an important step in settlement process,
because it helps someone obtain better job, get involved in communities, participate in events,
vote with confidence and express themselves.
Ibrahim Absiye says, communication “opens the door for employment, integration, and
education. Speaking English can be the first step to clear, effective communication”.
(www.cnmag.ca/issue-22/63-issue-22/513-importantce-of-speaking-english, accessed on May
26, 2011)
Speaking also becomes a ticket to employment. In around the world, people who speak English
well can be a main priority to get the job. InCanada, the studies which held in 2001 and 2006
stated that the employment rate of immigrants increases with their ability to speak English.
Newcomers with stronger English speaking skill, also more likely to find jobs related to their
preferred fields.
In conclusion, speaking is important for the persons who learn a language. The most of people’s
communication is by using spoken language, and it means, the people have to speak in order to
express their aims. Indirectly, speaking is needed to smoothen the communication.
To know the progress of the students after doing the debate, their debate proficiency will be
measured using Oller’s speaking proficiency measurements.
Accent
2) Frequent gross errors and very heavy accent make understanding difficult, require frequent
repetition.
5) Non conspicuous mispronunciations, but would not be taken for a native speaker.
Grammar
2) Constant errors showing control of very few major patterns and frequently preventing
communication
3) Frequent errors showing some major pattern uncontrolled and causing occasional irritation
and misunderstanding.
4) Occasional errors showing imperfect control of some patterns but no weakness that cause
misunderstanding.
Vocabulary
2) Vocabulary limited to basic personal and survival areas (time, food, transportation, family,
etc)
5) Professional vocabulary broad and precise; general vocabulary adequate to cope with
complex practical problems and varied social situations.
Comprehension
4) Understands quite well normal educated speech directed to him, but requires occasional
repetition and rephrasing
5) Understand everything in normal educated conversation except for very colloquial or low
frequency items, or exceptionally rapid or slurred speech.
In learning a foreign language, speaking is very important. The goal of teaching a second or
foreign language is to gain the ability to communicate in the target language (Mabrur, 2002: 8).
Therefore the teacher should give the students’ opportunity to use the target language to
communicate with others. The teacher could use the speaking class to improve the students’
speaking ability. And it can be an effective way for the teacher to know whether the students
active in class or not.
To make a speaking class works and to improve the students’ ability in speaking skill is not easy.
Usually students do not say much in target language. And they only listen to what the teacher
says. Rivers (at Mabrur, 2002) states about three factors why the students prefer to be silent in
speaking class. The three factors are:
2) The teacher may have chosen the topic which is uncongenial to him or about which he has
nothing to express whether in native language or in foreign language.
3) They may be the conscious of their limitations in the foreign language and feel that by
expressing themselves open the ridicule.
Fauziati (2002: 6) describes that technique is classroom practice done by the teacher when
presenting a language program this is the way the classroom activities are integrated into lessons
and used as the basis for teaching learning.
The techniques which are used by the teacher to teach speaking can be explained bellow:
2.2.1.1 Discussions
After a content-based lesson, a discussion can be held for various reasons. The students
may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion
groups. Before the discussion, it is essential that the purpose of the discussion activity is set by
the teacher. In this way, the discussion’s points are relevant to this purpose, so that students do
not spend their time chatting with each other about irrelevant things. For example, students can
become involved in agree/disagree discussions. In this type of discussions, the teacher can form
groups of students, preferably 4 or 5 in each group, and provide controversial sentences like
“people learn best when they read vs. people learn best when they travel”. Then each group
works on their topic for a given time period, and presents their opinions to the class. It is
essential that the speaking should be equally divided among group members. At the end, the
class decides on the winning group who defended the idea in the best way. This activity fosters
critical thinking and quick decision making, and students learn how to express and justify
themselves in polite ways while disagreeing with the others. For efficient group discussions, it is
always better not to form large groups, because quiet students may avoid contributing in large
groups. The group members can be either assigned by the teacher or the students may determine
it by themselves, but groups should be rearranged in every discussion activity so that students
can work with various people and learn to be open to different ideas. Lastly, in class or group
discussions, whatever the aim is, the students should always be encouraged to ask questions,
paraphrase ideas, express support, check for clarification, and so
on.
In this activity, students are supposed to work in pairs. One student will have the information that
other partner does not have and the partners will share their information. Information gap
activities serve many purposes such as solving a problem or collecting information. Also, each
partner plays an important role because the task cannot be completed if the partners do not
provide the information the others need. These activities are effective because everybody has the
opportunity to talk extensively in the target language.
2.2.1.3 Storytelling
Students can briefly summarize a tale or story they heard from somebody beforehand, or they
may create their own stories to tell their classmates. Story telling fosters creative thinking. It also
helps students express ideas in the format of beginning, development, and ending, including the
characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at
the very beginning of each class session, the teacher may call a few students to tell short riddles
or jokes as an opening. In this way, not only will the teacher address students’ speaking ability,
but also get the attention of the class.
2.2.1.4 Games
There are some games which can be used to teach speaking. One of them is teaching speaking by
using card games (playing cards). In this game, students should form four groups. Each suit
(card) will represent a topic. For instance:
Each student in a group will choose a card. Then, each student will write 4-5 questions about that
topic to ask the other people in the group.
For example, If the topic “Diamonds: Earning Money” is selected, here are some possible
questions:
However, the teacher should state at the very beginning of the activity that students are not
allowed to prepare yes-no questions, because by saying yes or no students get little practice in
spoken language production. Rather, students ask open-ended questions to each other so that
they reply in complete sentences.
2.2.1.5 Interviews
Students can conduct interviews on selected topics with various people. It is a good idea that the
teacher provides a rubric to students so that they know what type of questions they can ask or
what path to follow, but students should prepare their own interview questions. Conducting
interviews with people gives students a chance to practice their speaking ability not only in class
but also outside and helps them becoming socialized. After interviews, each student can present
his or her study to the class. Moreover, students can interview each other and “introduce” his or
her partner to the class.
2.2.1.6 Dialogue
Dialogue is one of the media in teaching speaking. It helps the students practice in speech,
pronunciation, intonation, stress. The primary objective of using dialogue is developing student’s
competence (pronunciation, intonation, stress) in teaching speaking like native speaker.
Therefore, in teaching learning uses dialogue (short and long the students are motivated by the
teachers question to reason rather than to recollect. Dialogues is two sides communication, it
means we just no have to express something but we should have to understand what another
peoples said (Podo and Sulaiman, 1995: 25).
One other way of getting students to speak is role-playing. Students pretend they are in various
social contexts and have a variety of social roles. In role-play activities, the teacher gives
information to the learners such as who they are and what they think or feel. Thus, the teacher
can tell the student that “You are David, you go to the doctor and tell him what happened last
night, and…” (Harmer, 1984). While simulation is very similar to role-play but here students can
bring items to the class to create a realistic environment. For instance, if a student is acting as a
singer, he or she can bring a microphone to sing and so on. Role plays and simulations have
many advantages. First, since they are entertaining, they motivate the students. Second, as
Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role
play and simulation activities, they will have a different role and do not have to speak for
themselves, which means they do not have to take the same responsibility.
This is a very enjoyable, whole-class, free-speaking activity for which students sits in a circle.
For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating.
Then, each student starts to narrate from the point where the previous one stopped. Each student
is supposed to add from four to ten sentences. Students can add new characters, events,
descriptions and so on.
2.2.1.9 Reporting
Before coming to class, students are asked to read a newspaper or magazine and, in class, they
report to their friends what they find as the most interesting news. Students can also talk about
whether they have experienced anything worth telling their friends in their daily lives before
class.
Teaching speaking can be done throughout debate method. Debate can be implemented as the
alternative way to teach speaking. Debate is different from other techniques. In debate, the
students are given some topics to be discussed. one or two students of them presents their
opinions and facts concerning the topics. The next step, he gives response to the questions and
comments from his friends in class. The debate might be a good technique to teach speaking, but
without a good and interesting topic, it will be useless. Therefore, the English teacher must be
selective in choosing the topic. “In selecting the topic, the first thing to consider is that it should
be “light” and interesting. Second it should be able to trigger and individual to say something.”
(Mabrur, 2002: 3)
Dubin (1992) in Fauziati (2004: 51) states that curriculum contains a broad description of general
goals by indicating an overall educational cultural philosophy which applies across subjects
together with a theoretical orientation to language and language learning with respect to the
subject matter at hand. Thus, Nunan (1988:158) defines curriculum is the principles and
procedures for planning, implementation, evaluation, and management of an educational
program.
In addition, can be said that “curriculum is an educational program which states the educational
purpose of the program (goal), the content (language teaching method), teaching-learning
process (teaching procedures and learning experiences), and means of assessment (evaluation)”.
(Widiastuti, Rini, 2007: 29)
There are several English curriculums; there was the 1954 curriculum, the 1968 curriculum, the
1975 curriculum, the 1984 curriculum, 1994 curriculum as the sources for English 2004
curriculum, 2006 curriculum which familiar with us with another name, that KTSP curriculum.
In the Basic Course Outline (GBPP 2004), it is stated that English is understood as a tool or
instrument for expressing meanings, ideas, thoughts, opinion and feeling, according to language
roles and patterns commonly observed and practiced by the native speakers of the language in
speaking. Based on the concept and function of English as stated in the Supplement of
curriculum 2004, the teaching of English at Junior and senior high school, aims to the four
language skills: Reading, Listening, Speaking, and Writing in understanding and producing oral
and written test, functional text, monolog and essay about Procedure, Descriptive, Recount,
Narrative, Report, News Item, Analytical Exposition, Hortatory Exposition, Spoof, Explanation,
Discussion, Review, and Public Speaking.
The goal in reforming the curriculum is to increase the quality of education. The standards that
should be achieved is that the graduate students who have the capabilities, knowledge and
manners that can be useful for the next, either when they apply for a job or when they want to
continue to their higher school.
The National development in the field of Education is an effort to develop Indonesian generation
to be intelligent and to increase the quality of the Indonesian community. In conducting the
National Education, the government has to concern with the development of science, technology
and culture.
2.4 Debate
Debate or debating is a formal method of interactive and representational argument. Debate is a
broader form of argument than logical argument, which only examines consistency from axiom,
and factual argument, which only examines what is or isn’t the case or rhetoric which is a
technique of persuasion. Though logical consistency, factual accuracy and some degree of
emotional appeal to the audience are important elements of the art of persuasion, in debating, one
side often prevails over the other side by presenting a superior “context” and/or framework of the
issue, which is far more subtle and strategic.
In a formal debating contest, there are rules for people to discuss and decide on differences,
within a framework defining how they will interact. Informal debate is a common occurrence,
the quality and depth of a debate improves with knowledge and skill of its participants as
debaters. Deliberative bodies such as parliaments, legislative assemblies, and meetings of all
sorts engage in debates. The outcome of a debate may be decided by audience vote, by judges, or
by some combination of the two. Although this implies that facts are based on consensus, which
is not factual. Formal debates between candidates for elected office, such as the leaders’ debates
and the U.S. presidential election debates, are common in democracies.
The major goal of the study of debate as a method which had been held are to develop one’s
ability to play from either position with equal ease. To inexperienced debaters, some
propositions appear easier to defend or to destroy; to experienced debaters, any proposition can
be defended or destroyed after the same amount of preparation time, usually quite short. Lawyers
argue forcefully on behalf of their client, even if the facts appear against them. However one
large misconception about debate is that it is all about strong beliefs; it is not.
There are many kinds of debate which used in the world. All forms of debate, whether
consciously or not, make certain assumptions about argumentation theory. The core concept of
argumentation theory is the notion of advocacy. In most cases, at least one side in a debate needs
to maintain the truth of some proposition or advocate some sort of personal or political change or
action. A debate could also potentially be between two or more competing propositions or
actions. Or debate also could be a purely performative exercise of charisma and emotion with no
assumption of fixed advocacy, but it would possibly lose much of its coherence.
The kind of debate which familiar in the world can be explained bellow:
Parliamentary Debate (sometimes referred to as “parli” in the United States) is conducted under
rules derived from British parliamentary procedure. It features the competition of individuals in a
multi-person setting. It borrows terms such as “government” and “opposition” from the British
parliament (although the term “proposition” is sometimes used rather than “government” when
debating in theUnited Kingdom).
Throughout the world, parliamentary debate is what most countries know as “debating”, and is
the primary style practiced in the United Kingdom, Australia, India, Greece and most other
nations. The premier event in the world of parliamentary debate, the World Universities
Debating Championship, is conducted in the British Parliamentary style.
Even within the United Kingdom, however, ‘British Parliamentary’ style is not used exclusively;
the English-Speaking Union runs the national championships for schools in a unique format,
known as the ‘Mace’ format after the name of the competition, while simultaneously using
British Parliamentary format for the national universities championships.
In the United States the American Parliamentary Debate Association is the oldest national
parliamentary debating organization, based on the east coast and including all of the Ivy League,
although the more recently founded National Parliamentary Debate Association (NPDA) is now
the largest collegiate sponsor. The National Parliamentary Debate League (NPDL) is the
umbrella organization for all parliamentary debating at the secondary school level in the United
States. And in Canada, the Canadian Universities Society for Intercollegiate Debating (CUSID)
is the umbrella organization for all university-level debating; at the secondary school level, the
Canadian Student Debating Federation (CSDF) has the same function.
Topics in parliamentary debate can either be set by the tournament or determined by the debaters
as the “Government” side begins. For example, if the topic was “This House Would Bomb
Cultural Sites”, the Government could define it in any way which it feels suitable, for example,
only during wartime, and excluding religious cultural sites. The Government must be sure the
definition does not give them an unfair advantage, and the Opposition may dispute the definition
if it feels it violates fair play. In many forms of the activity rhetoric and style, as well as the more
traditional knowledge and research, can play a significant role in determining the victor with
marks shared equally between matter and manner. It has been widely labeled as the most
democratic form of debate.
This style of debate is prominent in Britain at schools level. Two teams of two debate an
affirmative motion (e.g. “This house would give prisoners the right to vote,”) which one team
will propose and the other will oppose. Each speaker will make a seven minute speech in the
order; 1st Proposition, 1st Opposition, 2nd Proposition, 2nd Opposition. After the first minute of
each speech, members of the opposing team may request a ‘point of information’ (POI). If the
speaker accepts they are permitted to ask a question. POI’s are used to pull the speaker up on a
weak point, or to argue against something the speaker has said. However after 6 minutes, no
more POI’s are permitted. After all four have spoken the debate will be opened to the floor, in
which members of the audience will put questions to the teams. After the floor debate, one
speaker from each team (traditionally the first speaker), will speak for 4 minutes. In these
summary speeches it is typical for the speaker to answer the questions posed by the floor, answer
any questions the opposition may have put forward, before summarizing his or her own key
points. In the Mace format, emphasis is typically on analytical skills, entertainment, style and
strength of argument. The winning team will typically have excelled in all of these areas.
IPDA offers both team debates where two teams of two debate and individual debate. In both
team and individual debate a list of topics are given to the two sides thirty minutes before the
start of the round. A striking negotiation ensues to pick a topic. The sides, one affirming the
resolution and one negating the resolution, then prepare an opening speech, a cross-examination
of the other side, and closing remarks for the round.
While most member programs the International Public Debate Association are associated with
colleges or universities, participation in IPDA tournaments is open to anyone whose education
level is equivalent to seventh-grade or higher.
Australasiastyle debates consist of two teams who debate over an issue, more commonly called a
topic or proposition. The issue, by convention, is presented in the form of an affirmative
statement beginning with “That”, for example, “That cats are better than dogs,” or “This House”,
for example, “This House would establish a world government.” The subject of topics varies
from region to region. Most topics however, are usually region specific to facilitate interest by
both the participants and their audiences.
Each team has three members, each of whom is named according to their team and speaking
position within his/her team. For instance the second speaker of the affirmative team to speak is
called the “Second Affirmative Speaker” or “Second Proposition Speaker”, depending on the
terminology used. Each of the speakers’ positions is based around a specific role; the third
speaker for example has the opportunity to make a rebuttal towards the opposing teams argument
introducing new evidence to add to their position. The last speaker is called the “Team
Advisor/Captain”. Using this style, the debate is finished with a closing argument by each of the
first speakers from each team and new evidence may not be introduced. Each of the six speakers
(three affirmative and three negative) speak in succession to each other beginning with the
Affirmative Team. The speaking order is as follows: First Affirmative, First Negative, Second
Affirmative, Second Negative, Third Affirmative, and finally Third Negative.
The context in which the Australasia style of debate is used varies, but inAustraliaandNew
Zealandis mostly used at the Primary and Secondary school level, ranging from small informal
one-off intra-school debates to larger more formal inter-school competitions with several rounds
and finals series which occur over a year.
Australasia debate form is familiar inIndonesia. Since 2004, this form was implemented in the
most debating contest in senior high school and also in universities. This debate become popular
and familiar with Indonesian people becauseIndonesiapeople institutions, such as DPR
(Indonesian People Council) and MPR (Indonesian Parliament) using this form in their debate in
2004.
Since the 1976 general election, debates between presidential candidates have been a part of U.S.
presidential campaigns. Unlike debates sponsored at the high school or collegiate level, the
participants, format, and rules are not independently defined. Nevertheless, in a campaign season
heavily dominated by television advertisements, talk radio, sound bites, and spin, they still offer
a rare opportunity for citizens to see and hear the major candidates side-by-side. The format of
the presidential debates, though defined differently in every election, is typically more restrictive
than many traditional formats, forbidding participants to ask each other questions and restricting
discussion of particular topics to short time frames.
The presidential debates were initially moderated in 1976, 1980, 1984 by the League of Women
Voters, but The Commission on Presidential Debates (CPD) was established in 1987 by the
Republicans and Democrats to “ensure that debates, as a permanent part of every general
election, provide the best possible information to viewers and listeners.” Its primary purpose is to
sponsor and produce debates for the United States presidential and vice presidential candidates
and to undertake research and educational activities relating to the debates. The organization,
which is a nonprofit, nonpartisan corporation, sponsored all the presidential debates in 1988,
1992, 1996, 2000 and 2004. However, in announcing its withdrawal from sponsoring the
debates, the League of Women Voters stated that it was withdrawing “because the demands of
the two campaign organizations would perpetrate a fraud on the American voter.” In 2004, the
Citizens’ Debate Commission was formed in the hope of establishing an independent sponsor for
presidential debates, with a more voter-centric role in the definition of the participants, format,
and rules.
The form of debate was adopted and adapted by KPU (Indonesian General Election
Commission) in order to know the capability and ability the candidates of president. In 2009,
three candidates of Indonesian president, Megawati Soekarnoputri, Susilo Bambang Yudhoyono,
and Muhammad Jusuf Kalla were debating to explain their concept and mission if they became
the president. This debate form is similar with presidential debate form.
With the increasing popularity and availability of the Internet, differing opinions arise frequently.
Though they are often expressed via flaming and other forms of argumentation, which consist
primarily of assertions, there do exist formalized debating websites, typically in the form of
online forums or bulletin boards. The debate style is interesting, as research and well thought out
points and counterpoints are possible because of the obvious lack of time restraints (although
practical time restraints usually are in effect, e.g., no more than 5 days between posts,
etc.).Forums are Moderated and welcome online debaters in a friendly format so all may speak
their pros and cons. Many people use this to strengthen their points, or drop their weaker
opinions on things, many times for debate in formal debates (such as the ones listed above) or for
fun arguments with friends. The ease-of-use and friendly environments make new debaters
welcome to share their opinions in many communities.
Also, while forums are interesting, live video conference debating has taken a recent jump in
popularity. The leading website is http://worldforensicsnetwork.com which hosts live debates in
a video conference room with up to 6 live feeds. Most competitive college programs participate
on the website, and it will soon be one of the standard forums that college debate teams use to
compete in parliamentary debate, NFA-LD, CEDA, and individual events.
With the growing popularity of debate among the general public, comedy debates have
developed as a form of entertainment with an often educational twist. While comedy debates are
not generally mainstream events, they have gained significant popular support at occasions such
as the Melbourne International Comedy Festival, and are often popular fixtures among
experienced debaters.
In Indonesia, this debate form can be seen in some programs television station. For example, this
form was implemented in Democrazy, Republik Mimpi, Republik BBM (Benar-Benar Mabuk),
etc. They (the debaters) use the valid data from certain problems, then they give the response
about the problem. But, not only serious debate which they made, but, they perceive the
problems by using words, sentences, or something that make the audiences laugh. In addition,
their perceives are not far from the “red line of the problem” which has been given. Although the
debate form is aimed for the entertainment, but, the educational aspect also included in the form.
This debate usually reflects the problem which faced in daily life. The “language” which used
can be defined as a “satire” to the government or concerned person/institution.
In the previous chapter, has been explained that debate also can be implemented in educational
sector. As an alternative to teach speaking, but in the reality it also can be implemented in to
teach other skills of English.
Classroom debates enable students to work cooperatively, brainstorm ideas, develop vocabulary
and read to support an opinion. Through researching students are taking notes to summarize, to
question, and to clarify information. Students are identifying the main idea, deleting less
important information, collapsing, categorizing, and labelling information. Questioning allows
students to explain and to explore additional facts for clarification purposes. These
comprehension skills are essential for students to become competent readers and writers linking
debates directly to the entire curriculum.
Debates allow students to become more proficient in speaking, researching, reading, and writing
skills, and they promote reasoning as well as communication skills. Fact-filled and passionate
debates provide the incentive for students of all academic and socioeconomic levels to become
engaged and to participate in the debate process. In addition, debates, both formal and informal,
are a vehicle for students to express their opinions assertively in a respectful manner on a
relevant issue or topic.
Sometimes in speaking class, we find that the rule of the teacher is dominant and makes the
students passive in the classroom. This can limit the communicative function that the students
need to use and the interactional skills they need to practice (Mabrur, 2002: 13)
The teacher’s role should be limited in the class activities in order to give the students more
chances to express their mind, opinion, or their argument. The teacher should not interfere too
much the activities, but let the students practice using the target language.
The role of the teacher in conducting this technique is very important. The teacher must be
careful in preparing the material because of the succeed of the technique depends on the
preparations made by the teacher. The importance of teacher’s role can be found when the
teacher acts as the facilitator. The teacher has to give explanation to the students, and make them
understand about debate, and also the way to do debate well. The teacher explains how will be
done, gives the topics which will be used in debate, the teacher also gives the general view or
explanation about the topics to make them easier to be understood.
Besides as the facilitator, the teacher also acts as motivator. The teacher supports the students
and makes the students believe that their activities will be useful in daily life.
The third role of the teacher is as the observer. When debate is begun, the teacher observes the
activities of the students in debate. The teacher acts as the “Passive Person” while the debate was
going on. In this role, the teacher make notes about the students activities which will be used to
give comments when the debating process ended.
From the explanation above, the literature which used is appropriate with the title which the
writer has chosen. In this chapter the writer explains about the debate (it is because the title of
“skripsi” is related with debate), the writer explains about the speaking (it is because the title of
“skripsi” is also related to research the speaking ability of the students).
My Thesis
Minggu, 23 Agustus 2009
CHAPTER I
INTRODUCTION
The use of English as an international language plays a significant role in globalization era. At the
education approves the use of Indonesian language as the national language. The evidence of its
importance is to put English as one of the subjects to be tested in the national examination (UN).
taught from Elementary to University level. The objective of teaching and learning English at schools
is to bring up student to better understanding and ability of the language. Students, however, are
required to achieve certain score in order to pass. Not only grammatical aspect are important but
also are communicative ones. As it is stated in the English curriculum that students material must be
based on communicative skill acceptable for students daily needs. It is sums up that all language skill
of English must be integrative put up together so that good English mastery is laid in.
In teaching English, there are four micro skills: 1.listening, 2. Reading, 3. Writing, 4. Speaking. The
following discussion in this research is mainly focus on speaking. According to Clark and Clark
(1977:233) speaking is fundamentally an instrumental act. Widdowson (1984:58) say that speaking
is the active or productive skill. Based on these two definitions we can conclude that speaking is an
interaction between two people or more. The achievement of good speaking activity is when the
people who interact can understand each other. One obvious example of speaking activity is any
interaction between teacher and student. In the interaction, the teacher should have a good
speaking competence because he has to bring all of his students to understand the material through
his speech.
Based on the researcher’s informal interview with the teacher in Islamic Senior High School 1 Sungai
Penuh-Kerinci, it was found that most students were difficult to engage in speaking activity, beside
that they said vocalized pause, lost idea, and they were sometime obviously afraid of making
mistake, few students who spoke English and they also tend to use inappropriate grammar.
Moreover, some students convinced that most of English session were boring, this perhaps are
caused by lack of motivation-related engagement from the teacher during speaking session.
Beside that, the other problem came from the teacher; he/she still used monotonous activity in
teaching and learning process. The teacher always used imitation and repetition technique all the
time. According to Thirumalai (2002), Imitation includes the capacity to produce the utterances in
the contexts in which the original utterances were produced. This activity made the teaching and
Based on the observation, the speaking score of the students can be described as follows:
No Students P G V F C Average
1 A 56 54 65 55 67 46,2
2 B 60 64 59 54 65 60.4
3 C 50 60 63 53 68 58,8
4 D 64 67 65 63 66 65
Total score:
P : Pronunciation
G : Grammar
V : Vocabulary
F : Fluency
C : Comprehension
The table above, shows that the average score of student speaking ability should be higher than the
school’s standard of score students achievement 68. The scores of the four students as mentioned
Concerning to techniques in teaching speaking, the English teacher have to be aware of innovative
ways and well selected techniques in teaching especially in teaching speaking skill. According to
Dobson (1987), there are some techniques in improving speaking, such as : dialogues, small-group
Debate is a competition where two or more speaker presents their arguments intent on persuading
one another. Branham and Meany (1998) say that Debate has been long a vital part of speaking.
Training in debate improves speaking skill, whether scientific, historical, religious or political. It can
contributes to the intellectual and ethical development of its participant by challenging them to
make defensible judgment in which they must critically investigate complex Issue, question given
assumptions debate stimulates and refines communication skill that empower individuals to speak
from themselves. So, based on the reasons, it is important to conduct the research under the title
“The effect of English debate activities to students’ speaking competence in Islamic Senior High
There are some problems found in teaching speaking. It is caused by teacher’s technique. The
teacher still used conventional technique “imitation and repetition”. Imitation, indeed, helps
students to pronounce and produce the English utterance they hear from the teacher, as closely as
possible to the utterance produced by her. In the other side, He can not make students to be
interested in studying English. Therefore, the student is bored and low motivation in studying
English. Meanwhile, the teacher must apply appropriate technique to expand the knowledge and
motivation of students. One of the valuable techniques in teaching speaking is debate. Debate is a
communication process in which participants argue for and against a given topic.
Based on identification of the problem described in the previous session, the students were hoped
to practice English in the classroom. so this study were focused on “the effect of English debate
fluency.
Based on the focus of the problem above, the problem of the current study is formulated as:
1. What aspects of speaking skills that can be improved through English debate?
1. To investigate the aspects of speaking skills that can be improved through English debate.
The result of this study is expected to give some contributions to the teachers where they may
choose new alternative in teaching and learning process of speaking. In addition, this research will
be valuable to the Students: first, they will improve their speaking competence; second, they could
socialize spoken English among them; third, debate will be a medium to implement their creativity.
To ovoid the misunderstanding of the definition of the terms, the researcher classified into several
2. Students' speaking competence is the students' skill in communicating their ideas in spoken form.
3. English debate activities are formal interactive and representational argument among two teams.
CHAPTER II
speaking, types of speaking, function of speaking, concept of teaching speaking), Debate (concept
of debate, procedure of debate, advantages of debate) conceptual framework, relevant studies and
hypothesis.
A. Speaking
1. Concepts of Speaking
There are many definition of speaking. Hornby (1990:1227) defines speaking is make use of
words in an ordinary voice. Lawtie (2007) states that speaking is fundamental to human
face to face interaction and occurs as part of a dialogue or other form of verbal exchange. Harmer
(1990:41) there are some purpose of someone doing communication: 1). he wants to speak, 2). He
has some communicative purpose the selects from his language store, 3). He wants to listen to
In other hand, Mead and Rubin (1985) say that speaking is an interactive process in which an
individual alternately takes the roles of speaker and listener, and which includes both verbal and
nonverbal component. Chaney in Kanyi (2006) adds that Speaking is the process of building and
sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. It
means speaking is interaction between speakers with a listener. O’Malley (1996:59) speaking
means negotiating intended meanings and adjusting one’s speech to produce the desired effect on
the listener.
Fonocchiaro and Bonomo (1970:32) explain that there are six important things to be
considered in speaking ability. There are: 1) To decide what the learner want to say, 2) to select
words that fall into pattern they are going to use, 3) to select words that fall into pattern conveying
the meaning, 4) to use correct arrangement of word, 5) to make sure the appropriate situation, and
6) to place tongue and lips in certain position to produce sounds. Moreover, Chafe in Renkema
(1993: 86) says speaker and listener are more involved in communication than writer and reader.
1. Learner talk a lot. As much as possible of the period of time allotted the activity is in fact
occupied by learner talk. This may seem obvious, but often most time is taken up with
teacher talk or pauses.
3. Motivation is high. Learner are eager to speak :because they are interested in the topic and
have something new to say about it, or because they want to contribute to achieving a
task objective.
In addition, Harris (1974: 81) states that speaking is a complex skill requiring the
simultaneous use of a number of different abilities which often develop at different rates. He
adds that there are five components of speaking ability. They are: pronunciation, including
the segmental features vowels and consonants and the stress and intonation patterns;
grammar; vocabulary; fluency, the ease and speed of the flow of speech; comprehension;
From the above definition, the researcher can conclude that speaking is particular skill that has
many functions in daily life. By speaking we can share our ideas, feeling, and intentions that we are
able to interact with ones others. At least, there are five components that should be considered in
Harris (1974: 81) Five Components Of language that influence speaking ability. They
are:
1. Pronunciation
influence meaning of word. Hornby (1995: 928) pronunciation is the way in which a language is
spoken, the way in which a word is pronounced, the way a person speaks the words of language.
2. Grammar
Mastering grammar knowledge will help one in speaking English, because he will know how
to arrange word in sentence, what tense will be used, how to use appropriate utterance. In other
3. Vocabulary
Mastering vocabulary is first step to speaking English if we do not master vocabulary we can
4. Fluency
In speaking, we must speak fluency because listeners are able to response what we say.
5. Comprehension.
In speaking, comprehension is needed if not misunderstanding will happen between
speaker and listener and the communication can not run well.
3. Types of speaking
There are two types of language : formal and informal. In general, someone use formal
speaking in teaching learning process like the teacher with the students and someone who has
higher status. Informal speaking, when someone speak with friends and family.
According to Tillit and Bruder, (1993: vii) say that in all language the forms people use when
speaking formally are different from those used informal. In English some one tend to use formal
speech with stranger and people of higher status, and informal speech with family, friends and
colleagues. And they add that formal and informal speech are differentiated in two basic ways: by
style and by content, formal speech is characteristic by embedding and a tendency toward more
Based on explanation above, the researcher concludes that someone tend use formal
speech when interaction among the teacher with students in teaching learning process or to
people of higher status. And someone use informal speech when they speak with their family,
friends.
4. Functions of speaking
Speaking is two people or more interact and function of speaking such as the speaker can
express his ideas to listener and maintain social relation among speaker with listener. Rivers in
Shumin (1997), says that the functions of spoken language are interaction and transactional. The
primary intention of the former is to maintain social relationships, while that of the latter is to
Brown and Yule (1999:23) there are two primary function of spoken language:
According to Nunan (2003:56) says that interaction is communicating with someone for social
purposes. It includes both establishing and maintains social relationships. Transactional is involves
communicating to get something done, including the exchange of good and services.
Moreover, Halliday in hawes and Thomas (1994) says three major functions of language:
the ideational, the textual, and the interpersonal. Two of these, the ideational and interpersonal,
have particular relevance to a discussion of how the spoken language is used. Halliday describes
the ideational component of language as being concerned with the expression of content. The
interpersonal is concerned with the social, expressive, and cognitive functions language.
The interpersonal function of language is reflected in the kind of social talk that we
participate in throughout the day in conversational exchanges with family, friends, colleagues, etc.
This kind of relaxed verbal interaction is the use of language to establish and maintain social
language quite different from its use for social relations. This is the use of language to express
Based on explanation above, the researcher conclude that the speaker do to interact with
listener so that can convey information. In other hand, the speaker can maintain social relation to
listener.
5. Concept of Teaching Speaking
Language learners need to recognize that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right
order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential
(transaction/information exchange) and when precise understanding is not required
(interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses
between speakers, relative roles of participants): Understanding how to take into account
who is speaking to whom, in what circumstances, about what, and for what reason.
There are many factor to considered in teaching and learning speaking such as : Nunan
(2003:54-56) principle for teaching speaking, Richards and Renandya (2002:12) principles of
(1994:275) principles for designing speaking techniques. And method, strategies and techniques
in teaching speaking: Dobson (1987), Thirumalai (2002), Nunan (2003), Kayi (2006).
Nunan (20003:54-56) there are five principles for teaching speaking : (1) Be aware of
difference between second language and foreign language in learning context. (2) give students
chance to practice with both fluency and accuracy. (3) provide opportunities for students to talk
by using group work or pair work. (4) plan speaking task that involve negotiation for meaning. (5)
design classroom activities that involve guidance and practice in both transactional and
interaction speaking.
Moreover, Richards and Renandya (2002:12) add that there are principles of language
teaching such as : (1) Automaticity , (2) meaningful learning, (3) the anticipation of reward, (4)
intrinsic motivation, (5) strategic investment, (6) language ego, (7) self confidence, (8) risk taking,
(9) the language-culture connection, (10) the native language effect, (11) interlanguage, (12)
communicative competence.
In other hand, there are six type of classroom speaking performance. It is useful in guiding
1. Imitative
of this kind is carried out not for the purpose of meaningful interaction, but for focusing on
2. Intensive
Intensive speaking goes one step beyond imitative to include any speaking performance that is
3. Responsive
A good deal of the students speech in the classroom is responsive : short replies to teacher or
4. Transactional (dialogue)
Dialogue conducted for the purpose for the purpose of information exchange such as
5. Interpersonal (dialogue)
Dialogue to establish or maintain social relationships, such as personal interview or casual
6. Extensive (monologue)
Extended Monologue such as oral reports, oral summarize, or perhaps short speeches.
Moreover, Brown (1994:275) says there are seven principles for designing speaking
a) Use techniques that cover the spectrum of learner needs, from language based focus on
Furthermore, there are some method and technique in teaching speaking. Dobson (1987)
says that there are some effective techniques for teaching speaking can be applied in classroom
such as :
1) Dialogues : a short conversation between two people presented as a language model-the
repeating dialogue, the students practice pronunciation and memorization and it can help
3) Debate : debate helps students speak more fluently and during a debate they can represent
4) Song : singing is a popular activity throughout world and the students often delight in
learning English songs. In teaching an English songs, it can help students to improving aural
comprehension, group spirit is fostered through singing, singing allows the students a
chance to relax from the pressure of conversation, reinforce the students’ interest in
learning English.
5) Games : language games can add fun and variety to conversation sessions if the participants
are fond of games. Games are especially refreshing after demanding conversational
activities such as debates or speeches. A game can help the students to stimulus in
additional conversation.
Thirumalai (2002) states that there are some methods in teaching speaking as follow:
Asking and Answering Questions ; Asking and answering questions is an essential part of teaching,
learning, and using any language. Imitation and Repetition ; Imitation helps students to pronounce
and produce the English utterance they hear from the teacher as closely as possible to the
Eliciting is an important process which teachers must employ to get the class involved in what is
going on in the class. For speaking practice eliciting is highly essential. It helps students to focus
their attention, to think, and to use what they already know. It helps teachers to assess what the
class already knew. Speaking Through Guessing ; Through the process of guessing, students are
encouraged to see the patterns of usage and to invent the correct words and sentences. Students
will guess words and sentences that have not yet been taught to them. Role Play ; Role play brings
situations from real life into the classroom. Students imagine and assume roles.
Moreover, Nunan (2003:56-58) says that there are some techniques in classroom of
speaking, namely: Information Gap; Information gap is a useful activity in which one
person has information that the other lacks. Jigsaw Activities ; Jigsaw activities are a
bidirectional or multidirectional information gap. Each person in a pair or group has some
information the other person needs. Role Plays ; Role plays are also excellent activities for
more elaborate than role play. In a simulation, props and documents provide a somewhat
involves students out of the classroom with a stated purpose to talk to people in the target
language.
In addition, Kayi (2006) states that there are some activities to promote speaking as
follows: Discussion; in discussion activity, the students share ideas about an event, it is can
help students to find solution. students can work with various people and learn to be open
to different ideas. Role Play ; One other way of getting students to speak is role-playing.
Students pretend they are in various social contexts and have a variety of social roles.
Simulations ; Simulations are very similar to role-plays but what makes simulations
different than role plays is that they are more elaborate. In simulations, students can bring
items to the class to create a realistic environment. Information Gap ; Information gap
activities serve many purposes such as solving a problem or collecting information. These
activities are effective because everybody has the opportunity to talk extensively in the
students are not criticized for their ideas so students will be open to sharing new ideas.
Storytelling ; Story telling fosters creative thinking. It also helps students express ideas in
the format of beginning, development, and ending, including the characters and setting a
story has to have. Interviews ; Conducting interviews with people gives students a chance
to practice their speaking ability not only in class but also outside and helps them
becoming socialized.
Based on the theory above, role plays is relevant technique with debate activities. It is
supported by O’malley (1996:87) state that debate is a type of role play where students are
asked to take sides on an issue and defend their position. The debate is probably more often
From the explanation above, the researcher conclude that the aim of language teaching is
learner ability to communicate in the target language. So, the teacher must attention
principles in teaching speaking and select method and technique in teaching speaking. And
6. Evaluation of speaking
There are some kind of for English speaking test. According to brown and Yule (1999:104),
B. Debate
1. Concepts of Debate
Debate is process of presenting idea or opinion which two opposing parties try to defend their
idea or opinion. Krieger (2005) says that Debate is an excellent activity for language learning
because it engages students in a variety of cognitive and linguistic ways. Halvorsen (2005) says
that debate forces students to think about the multiple sides of an issue and it also forces them to
interact not just with the details of a given topic, but also with one another.
According to Thompson in Inoue (1996), debate is contrasted with discussion. The distinction in
1. In debate, participants argue for and against the pre-fixed proposition. In discussion,
alternatives.
3. Debate is usually regulated by strict rules about the time and order of speeches. Discussion is
4. In debate, the decision is made by a third party based on the arguments presented by the
affirmative and the negative sides. In discussion, the purpose is to reach an agreement among
participants.
Moreover, according to Leo in Azma (2008) there are some objective to be achieved through
debate, there are : first, encourage students to practice speaking. Second, to give students ample
opportunities to speak English during their leisure time. Third, to increase students motivation to
speak. Four, to make them realize that learning English is not as difficult as they think. Five, to
practice English without thinking much about grammar. Six, to let students realize that they can
learn English from their parents, friend, classmate and other. Seven, to make sure that everybody
can learn English at their free time. Eight, to develop students’ courage to speak English. The last,
Based on the explanation above, the writer concluded that debate is competition of argument or
ideas or opinion involving critical thinking process and speaking skill in which there are two
opposing parties face to face and each others defend their ideas or opinion or argument by
rational reason.
2. Procedure of debate
There are some procedure of debate: according to Halvorsen (2005), there are six steps in debate:
first, Students must first be made aware of a debatable topic and of the variety of potential
positions that can be taken on the topic. Second, Students should then be given an opportunity to
research the topic somehow and form their own opinions on the issue. Third, Next pairs or small
groups should be formed where like-minded students can share their opinions on the topic and
gain information from others. During this step students should be encouraged to think about the
potential arguments that will come from the other side and how they can respond to these
arguments. Four, Now some form of debate must take place where the two (or three or four)
sides share their opinions and present their arguments. This could take the form of a classic
debate, with opening and closing arguments from both sides and time for rebuttals all done as a
class. Alternatively, it could simply be small groups or pairs sharing their differing points of view
with one another. Five, the instructor should follow-up with a summary of the opinions and views
expressed by all sides and an assessment of their strengths and weaknesses. finally, the class and
instructor should be allowed to express their opinions on which side made the case most
convincingly. This step is important in that it helps the students to understand that this type of
thinking and debate process can lead to real results and provide some sense of closure on the
topic.
Dobson (1987) says that there are eight steps in debate procodure : first, describe the topic
debate and ask which students would like to be :pro or con. Second, select an equal number of
students to speak on each of the two debate “team”. Third, allow the students sufficient time to
prepare their argument. Four, have the two teams sit in front of the class so that the audience can
see them. Five, appoint one member on each team as the captain. The captain will give his
presentation first and summarize the team’s views at the end. Six, set a three-minute time limit
for each presentation and alternate a presentation by a team I member with one by a team II
member. Seven, after everyone has given his presentation and the captains have summed up
team views. The last, end the debate when the subject is exhausted or if the students get involved
in heated argument.
procedure of debate : (1) Introduce debates by producing the rubric that you will be using to
grade them. (2) A few weeks before the debate(s), give students the topic(s) to be covered. (3)
Have students give you an ordered list showing in which debates they prefer to participate in
order of preference. (4) From these lists make a debate group consisting of two students for each
side of your debate: pro and con. (5) Before you hand the debate assignments out, explain that
some students might be debating positions opposite to their beliefs. This is an important skill for
them to learn. (6) On the day of the debate, give students in the 'audience' a blank rubric. Explain
that it is their job to judge the debate objectively. (7) Begin the debate with the pro side speaking
first. Allow them 5-7 minutes of uninterrupted time to explain their position. Both members must
participate equally. (8) Repeat step number seven for the con side. (9) Give both sides about three
minutes to confer and prepare for their rebuttal. (10) Begin the rebuttals with the con side and
give them three minutes to speak. Both members must participate equally.
In this research, the researcher uses last procedure which procedure of debate is simple. A week
before debate, the students given the topic so that prepare argument in debate activities.
3. Advantages of debate
a) Debate can help learners to build confidence and can develop language fluency and
academic study skill which is not only speaking but also reading, writing listening and
find fallacies, to understand opinions different from one's own, and to do research.
Thompson (1971)
positive attitudes toward the intellectual exchange of ideas; develop an interest in the
investigation of issues and problems become more adept at developing and putting
forward ideas; learn to think quickly; learn to work as a team; develop leadership skills;
f) The ability of the students in English communication will be better through debate;
students will higher ability in sharing idea, showing opinion and presenting their
perception; through debate, it is hope that the students can think more critically,
Azma (2008).
from explanation above, the researcher concludes that through debate, can helps students
develop speaking and reasoning skill, can motivate students to read many book, not only
lessons book but also other literature, and debate helps students to control their emotion
C. Conceptual Framework
Conventional
English Debate
Activities
Treatment No treatment
D. Relevant Study
Fluency
“Improving Student Speaking Skill and Motivation through English Debate Activities at SMK Negeri 1
Bangko”. The finding of this research showed that: the end of this research about improving
student’s Speaking Ability and Speaking Motivation by using debate activities has been successful.
He proved that teaching speaking through debate can improve students’ speaking skill and
debate at grade XII IS 2 of SMA Negeri 1 Pariaman”. It was an action classroom which was held at
class II IS 2. The total number of participant was 33 students based on the finding of the research,
he concluded that debate improved students’ speaking skill better. The factors effected the
response to others’ opinion, working in group and the implementation of the debate itself.
E. Hypothesis
The hypothesis of this study is the use of debate gives significant effect to student speaking
competence in second year student of Islamic senior high school 1 Sungai Penuh-Kerinci
CHAPTER III
RESEARCH METHOD
A. Research Design
This research is experimental research. The experimental design must have two groups: an
experimental group and the one is control group. They are treated in different ways, the
experimental group is taught by using English debate activities in their activities and the control
Group A X O
Group B O
B : Control group
O : Post-test
1. Population
Gay (1987: 107) says that population is a group to which the researcher would like the result of the
study to be generalized and sampling is the processes of selecting a number of represent one the
large group from which they selected. In this research, the population is the Second year students
of Islamic senior high school 1 Sungai Penuh-Kerinci. The total number of the population is 220
students. They are distributed into six classes (XI IA 1, IA 2, IA 3, IS 1, IS 2 and PAI) as below:
NO CLASS STUDENTS
1 XI IA 1 32
2 XI IA 2 39
3 XI IA 3 34
4 XI IS 1 45
5 XI IS 2 42
6 XI PAI 28
They would be chosen as the population based on the assumption that they had a basic knowledge
in Speaking English. They also are taught with the same material and syllabus.
2. Sample
The researcher will use cluster random sampling technique because this research focus on group
(Suharsimi Arikunto : 2006). Based on the population above there are six classes, the researcher
only choose two classes as a sample, The researcher takes the sample based on mid term score of
students and look for means score of six classes and researcher get two classes who have no
By Flapping a coin, one of two groups will be randomly chosen as experimental group and the other
as the control group, (experimental group XI IA 2 and control group XI IA 3). then, number of all
sample are 68 students; 34 students are in the experimental group and 34 students are in the
control group. Dealing with the sample size of experimental research, 68 students are
C. Instruments
This research, researcher uses test as instruments. The first is test in form of interview. This test is
to know student ability in speaking especially pronunciation, grammar, vocabulary and fluency.
Researcher interviews students one by one to speak face to face with the teacher in the class.
Researcher will record the oral speaking by using tape recorder. Then, In order to validate the
instrument the material of speaking test is based on curriculum and will consult with the experts
process. The last is questionnaires, this questionnaires is to know the students respond in teaching
In collecting the data, the researcher use test with interview. then notes the aspects of speaking
ability such as, vocabulary, pronunciation grammar, and fluency in a table of paper and make a note
First, Data of this research is the students’ score of post-test. the post was given in the end of
treatment. For experimental group researcher will use English Debate Activities in teaching
speaking. For control group teacher does not use English Debate Activities.
Second, data to be collected is observation. Observation is used to know the teacher ability
in learning process like : teaching process, classroom condition and evaluation. The last is
questioner; this test was to know the students respond in teaching speaking through debate
The writer used Haris's criteria in Finochiaro (1983:266) in scoring the students' speaking because it
I. Pronunciation
(2). Many serious errors in pronunciation (e.g., still sounds like steel, law, sounds like loss), word
accent (words are frequently accented on the wrong syllable), and, sentence pitch
(statements have the “melody” of question, etc.) frequent repetitions are required.
II. Grammar
(5). Uses English with few (if any) noticeable errors of grammar or word order.
(4). In general uses “good English” but with occasional grammatical or word order errors which do
(2). Grammatical usage and word order definitely unsatisfactory; frequently needs to rephrase
(1). Error of grammar and word order make comprehension quite difficult
(0). Speech so full of grammatical and word order errors as to be virtually unintelligible to “the
III. Vocabulary
(5). Use of vocabulary and idioms is virtually that of a native speaker of English.
(4). Rarely has trouble expressing him with appropriate vocabulary and idiom.
(3). Sometimes uses inappropriate terms and/or roundabout language because of inadequate
vocabulary.
(1). Misuse of words and very limited vocabulary make comprehension quite difficult
IV Fluency
(5). Speed speech and sentence length Are those of a native speaker
(3). Both speed of speech and length of utterance are apparently affected by language difficulties
and limitations.
(2). Speed of speech and length of utterance seem strongly affected by language difficulties and
limitation.
(1). Speed of speech and length of utterance are so far below normal as to make conversation
quite difficult
(0). Speech is so halting and fragmentary as to make conversation with “the person in the street”
almost impossible.
E. Stages of the Experiment
1. Experiment class
1) Pre-teaching activities
a. Greeting
b. Check attendance
c. Apperception
d. give motivation
2) whilst-teaching activities
b. The teacher present the list of vocabulary of expressing disagreement and debate language,
Such as :
a) I agree …….
b) I disagree…….
e. Select six debaters/speaker from the class member (3 for pro and 3 for con)
f. Select a moderator. Moderator is only one person, he leads and guides the debate process and
he also gives opportunities to each member parties to speak. The teacher serve as the
g. On the day of the debate, Arrange the position of debaters before debate is started
h. Doing debate
The teacher give reward to the group and personal group who is active
3) Post-teaching activities
a. The teacher asks the student to explain the summary of debate.
1. Control class
1) Pre-teaching activities
a. Greeting
b. Check attendance
c. Apperception
d. give motivation
2) whilst-teaching activities
e. the teacher guides the student to discuss about the material with pair group
3) post-teaching activities
a. the teacher asks the students to explain the summary from the lesson in front of class
b. the teacher explains and adds summary from the lesson.
The Method of data analysis uses the statistical procedures. The formula that used is a t-test.
The purpose is to find differences of speaking ability between experimental group and
Where :
= standard deviation
The t-table was employed to see whether there was a significant difference between the mean
score of pre-test and post-test of experimental class. Then, it was also used to see whether there
was a significant difference between the mean score of pre-test and post-test of control group. The
value of obtained was consulted with the value of t-table. The data was analyzed by using simple
regression for hypothesis with 5 % (=0,05) of significance level and the value of t-table of the level
If the value t-obtained was bigger than the value of t-table, the null hypothesis was accepted. On
the contrary, if the value of the t obtained was equal, bigger or smaller than the value t-table, the
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